PERTH AMBOY PUBLIC SCHOOLS

By expanding their learning networks through online collaboration with experts and other students from around the world, New Jersey social studies students develop an increased depth of

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United States History I

Curriculum Course Guide

PERTH AMBOY PUBLIC SCHOOLS

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DISTRICT MISSION STATEMENT

To provide all students with a solid academic foundation through the efforts of all staff, with parental support and collaboration that establishes high expectations, with resources, support services and fiscal management that focuses on achieving or exceeding the New Jersey Student Learning Standards (NJSLS) and delivery of services in a safe and healthy environment

MEMBERS OF THE BOARD OF EDUCATION

Kenneth Puccio, President

Milady Tejeda, Vice President

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CURRICULUM REVIEW PROCESS

CURRICULUM COURSE GUIDE: US History I _

DEPARTMENT: _Social Studies

CHECK ONE: NEW CURRICULUM _ REVISED CURRICULUM X

MINOR CHANGES X

FORMAT CHANGES

SIGNIFICANT CHANGES

BOE Approval/

Revision date:

Approved by

Notes

11-2-2017 Tiffany Soderholm Michael Heidelberg

Robert Dahill

US History I – Curriculum Guide 3

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This document was developed and board approved as part of the district’s ongoing initiative to write and revise curricula in an effort to ensure they are properly aligned with New Jersey Student Learning Standards (NJSLS) as it applies to all core content areas and grade levels Special emphasis was placed on identifying power standards and career and college readiness skills so that students are exposed to the critical skills that they must develop at each grade level and throughout their K-12 educational experience It is the expectation that this document is used at the classroom level as a guide to address skills that are essential to ensure endurance, leverage, and readiness for the next level of learning among all students While the teaching of the identified critical skills is nonnegotiable, the curriculum guides offer suggested assessments and learning activities that teachers may use to address the essential skills when teaching The curriculum guides are not prescriptive in nature but rather serve as a resource that identifies critical skills and offers a menu of enduring understandings, essential questions, assessments, vocabulary, teaching activities, and differentiation options that new and seasoned staff members can use to facilitate teaching and learning.

This document also contains important information on the NJSLS and the PARCC Assessment as a quick reference for educators in all content areas and grade levels

Content:

 Mission Statement/ BOE Members

 BOE Approval/Revision Dates

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New Jersey Student Learning Standards

for Social Studies

INTRODUCTION Social Studies

The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of time and place and experience historic events virtually By expanding their learning networks through online collaboration with experts and other students from around the world, New Jersey social studies students develop an increased depth

of understanding of our global society At the same time, their understanding of the fundamental principles and values

of American democracy and citizenship provides the conceptual framework that allows them to make informed

decisions about local, national, and international issues and challenges

Mission: Social studies education provides learners with the knowledge, skills, and perspectives needed to become

active, informed citizens and contributing members of local, state, national, and global communities in the digital age

Vision: An education in social studies fosters a population that:

• Is civic minded, globally aware, and socially responsible

• Exemplifies fundamental values of American citizenship through active participation in local and global

communities

• Makes informed decisions about local, state, national, and global events based on inquiry and analysis

• Considers multiple perspectives, values diversity, and promotes cultural understanding

• Recognizes the implications of an interconnected global economy

• Appreciates the global dynamics between people, places, and resources

• Utilizes emerging technologies to communicate and collaborate on career and personal matters with citizens of other world regions

Intent and Spirit of the Social Studies Standards

All students receive social studies instruction from Preschool through grade 12 The challenges of the 21st century are complex, have global implications, and are connected to people, places, and events of the past The study of social studies focuses on deep understanding of concepts that enable students to think critically and systematically about local,regional, national, and global issues

Authentic learning experiences that enable students to apply content knowledge, develop citizenship skills, and

collaborate with students from around the world prepare New Jersey students for the 21st-century workplace The natural integration of technology in social studies education allows students to overcome geographic borders, apply scientific and mathematical analysis to historical questions and contemporary issues, appreciate cultural diversity, and experience events through the examination of primary sources

The New Jersey social studies standards and indicators reflect national and state standards and other documents published by the National Center for History Education, National Council for Social Studies, National Council for

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Geographic Education, Center for Civic Education, National Council on Economic Education, Mid-Continent Research on Education and Learning, National Assessment of Educational Progress, and the Partnership for 21st Century Skills.2 Social studies instruction occurs throughout the P-12 spectrum:

 At the Preschool level, students participate in interdisciplinary activities that promote cultural

awareness, sensitivity to individual differences, and respect for diversity

 In grades K-4, students learn fundamental concepts about government, citizenship, geography,

economics, and history The focus of instruction is on developing an understanding of core democratic values, the rights and responsibilities of American citizens, and how key people and events contributed

to the development of the American heritage Exploration of cultural universals enables students to realize how the availability of resources, the changing environment, and innovation impact everyday life

 In grades 5-8, students build upon K-4 foundational content Through instruction in U.S History and

World History/Global Studies, they begin to analyze the implications of government structures and economic policies for individuals, communities, nations, and global relationships The study of

migratory patterns and belief systems that in the past led to cooperation and conflict among groups of people enable students to realize the significance of cultural transmission in today’s global society Relevant activities that help students connect content knowledge to current issues and that promote service learning empower students to become civic-minded and socially active

 In grades 9-12, students continue to study U.S History and World History/Global Studies They

consider historical viewpoints in order to analyze the role of the individual in society and the

significance of fundamental documents to basic human rights Socratic discussion groups and debate activities enable students to develop sound reasoning and effective communication skills Opportunities

to collaborate with students from around the world and experts in the field, and to develop innovative solutions to real world problems on the local, national, and global levels, mirror the 21st-century

workplace and allow students to practice important career skills By the end of grade 12, students have a heightened understanding of the cause-and-effect relationship between past and present events,

recognize patterns of interactions, and understand the impact of events in an interconnected world

Revised Standards

The 2014 Social Studies Standards provide the foundation for creating local curricula and developing meaningful

assessments Minor revisions were made to the 2009 Social Studies Standards for one of the following four reasons - to provide clarity, increase accuracy, adjust pedagogical expectations or to address grammatical issues The revisions that were made are intended to clarify the document and do not reflect major changes to the standards In addition, several new skills were added to the Skills Table to reflect the expectations of the New Jersey Student Learning Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

The Role of Essential Questions

Key essential questions recur throughout the study of history They provoke inquiry and lead to deeper understanding ofthe big ideas that enable students to better comprehend how the past connects to the present The essential questions

created for this project, which follow, were used to frame content goals and to inform the development of the

cumulative progress indicators

A Civics, Government, and Human Rights

 How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?

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 How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?

B Geography, People, and the Environment

 How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?

C Economics, Innovation, and Technology

 How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?

 How have scientific and technological developments over the course of history changed the way people live and economies and governments function?

D History, Culture, and Perspectives

 How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?

 How can the study of multiple perspectives, beliefs systems, and cultures provide a context for

understanding and challenging public actions and decisions in a diverse and interdependent world?

Organization of the Standards

The organization and content of the 2014 social studies standards reflects N.J.A.C 6A:8-5.1(a)1.iv., which requires at least 15 credits in social studies, including satisfaction of N.J.S.A 18A:35-1 and 2; five credits in world history; and the integration of civics, economics, geography, and global studies content in all courses

 Standard 6.1 U.S History: America in the World applies to grades P-12; at the P and K-4 levels, content isorganized by strand only; at the 5-8 and 9-12 levels, content organized by era and strand

 Standard 6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8 and 9-12 levels, content organized by era and strand

 Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P, K-4, 5-8, and 12) content is organized by strand only

6.1 U.S History: America in the World P-4 By strand only

5-8 By era and strand9-12 By era and strand6.2 World History/Global Studies 5-8 By era and strand

8-12 By era and strand6.3 Active Citizenship in the 21st Century P-4 By strand only

5-8 By strand only9-12 By strand only

The organizational scheme of the social studies standards highlights the interrelationship among government/civics, economics, and geography during each time period throughout history (For a full listing of the eras studied, see the

Social Studies Timeframe Table.)

In addition, the integration of social studies content and skills is essential for understanding and for developing habits of

mind that are necessary for students to become informed citizens and contributing members of society Thus, four key social studies skills (chronological thinking, spatial thinking, critical thinking, and presentational skills) have been

identified and elaborated for the three K-12 grade clusters (K-4, 5-8, 9-12) These skills should be systematically

integrated into instruction and assessed in conjunction with content (See the Social Studies Skills Table)

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Coding of Indicators

For standards 6.1, grades P-4, and for standard 6.3, all grades, each indicator code should be interpreted as follows:

standard number grade strand indicator

For standards 6.1 and 6.2, grades 5-12, the inclusion of the era (see the Social Studies Timeframe Table) impacts the coding of each indicator as follows:

standard number grade strand era indicator

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Achieve, Inc (2004) Measuring Up 2004: A Report on Social Studies Standards for New Jersey Washington, DC: Author Asia Society (2008) Going global: Preparing U.S students for an interconnected world New York: Author

Center for Civic Education (1994) National standards for civics and government Calabasas, CA: Author

Checkley, K (2008) Priorities in practice: The essentials of social studies, Grades K-8 Alexandria, Virginia: Association for

Supervision and Curriculum Development

Lee, J., & Weiss, A R (2007) The Nation’s report card: U.S history 2006 (NCES 2007–474) Washington, DC: U.S

Department of Education, National Center for Education Statistics

Kendall, J S., & Marzano, R J (2004) (1993) Content knowledge: A compendium of standards and benchmarks for K-12

education: Grades K-4, history (4th ed.) Denver, CO: Mid-Continent Research for Education and Learning

Kendall, J S., & Marzano, R J (2004) Content knowledge: A compendium of standards and benchmarks for K-12

education: U.S history (4th ed.) Denver, CO: Mid-Continent Research for Education and Learning

Kendall, J S., & Marzano, R J (2004) Content knowledge: A compendium of standards and benchmarks for K-12

education: World history (4th ed.) Denver, CO: Mid-Continent Research for Education and Learning Michigan

Dept of Education (2007) Grade level expectations: Social Studies, Grades K-8 Lansing, MI: Author

Michigan Dept of Education (2007) High school content expectations: Social studies Lansing, MI: Author National

Council for Economic Education (2000) National content standards in economics New York: Author

National Council for Geographic Education (1994) National geography standards Washington, DC: Author

National Council for the Social Studies (NCSS) (2013) The college, career, and civic life (c3) framework for social studies

state standards: guidance for enhancing the rigor of K-12 civics, economics, geography, and history Silver Spring,

National Council for the Social Studies (2008) Expectations of Excellence: Curriculum standards for social studies (draft)

Silver Spring, MD: Author

National Governors Association Center for Best Practices, Council of Chief State School Officers (2010) Common core

state standards for English Language Arts & Literacy in History/Social Studies, Science & Technical Subjects

Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers

New Jersey State Department of Education (2009) New Jersey core curriculum content standards Trenton, NJ: Author New Jersey State Department of Education (2008) Standards clarification project Trenton, NJ: Author Online:

http://www.nj.gov/education/aps/njscp

New Jersey State Department of Education (2004) Core curriculum content standards Trenton, NJ: Author.

New Jersey State Department of Education (1996) New Jersey core curriculum content standards Trenton, NJ: Author Partnership for 21st Century Skills (2007) The intellectual and policy foundations of the 21st Century Skills Framework

Tucson, AZ: Author

San Diego State University & National Center for History in the Schools The big eras On (website): World history for us

all: http://worldhistoryforusall.sdsu.edu/

State of Washington Office of Superintendent of Public Instruction (2008) Social studies Olympia, WA: Author

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Task Force on Standards for Teaching and Learning in the Social Studies (2008) A vision of powerful teaching and

learning in the social studies: Building social understanding and civic efficacy Silver Spring, MD: National Council

for the Social Studies Online: http://www.socialstudies.org/positions/powerful

Woyshner, C A (2003) Social studies Alexandria, Virginia: Association for Supervision and Curriculum Development

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US History I

POWER STANDARDS

“Given the limited time you have with your students, curriculum design has become more and more an issue

of deciding what you won’t teach as well as what you will teach You cannot do it all As a designer, you must

choose the essential.” (Heidi Hayes Jacobs, 1997)

Power Standards are a subset of subset of the complete list of standards/indicators for each grade and each subject They represent the “safety net” of indicators that students must learn prior to exiting current grade level While all standards and indicators are of equally important, it is critical to narrow the standards and indicators by distinguishing the “essentials ones.”

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1 Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR)

2 Movement and Its Environmental Impact (MEI)

3 U.S Economy in the Global Context (EGC)

4 National and International Security Concerns of the U.S (NISC)

Each unit guide will cover these four basic themes in order for Perth Amboy students to continuously be exposed to global issues, as well as domestic issues, which will undoubtedly affect their lives Each theme is represented in the NJ Core Curriculum Content Standards and will correlate directly with Common Core State Standards Students can benefit from consistency and cohesion in these four thematic areas throughout the History/Social Studies curricula

The Essential Questions and Enduring Understandings based on the necessary and important content are provided and can lay the foundation for the development of common formative and summative assessments The major student learning content objectives for this course are:

1 To learn how to participate in a democratic society

2 To learn to participate in the world as global citizens

3 To critically analyze the content they are taught and learn how to apply it to their present and future

The purpose of the curriculum is to provide students with exposure to primary and secondary sources in order that students may analyze, evaluate, and synthesize material that enables them to successfully acquire and strengthen skills that they will utilize throughout their lives The curriculum will give students tools to allow them to constantly engage with socio-political, economic, and historical or other academic material The goals of the curriculum are aligned with Peter Seixas’ view of the disciplinary approach, which says, “let us provide [students] not only with interpretations of thepast but with the tools allowing them to engage, at some level, in the ongoing debates and conversations about the past, rather than uncritically accept any particular version” (Seixas, 33)

Works Cited

Seixas, Peter, Peter Stearns and Sam Wineburg "Schweigen! Die Kinder! Or, Does Postmodern History Have a Place in

the Schools?" Seixas, Peter Knowing, Teaching, and Learning History: National and International Perspectives New York:

New York University Press, 2000 19-37

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US History I

Scope and Sequence*

(*) The following scope and sequence addresses the main concepts and skills to be taught during the course of the school year; however, for a more detailed pacing on what and when skills and concepts will be taught, please refer to the grade level “Pacing Guide.”

SCOPE AND SEQUENCE

Revolution and the

Economy of the Colonies (1 week) Colonial Opposition and the Declaration of Independence (2 weeks)

Battles of the American Revolution (1 week)

The Constitution and The New Nation (2 weeks)

Jeffersonian Era and

Manifest Destiny

4 weeks

The Louisiana Purchase and War of

1812 (1 week) Jacksonian Era (1 week) Manifest Destiny (1 week) Reform Movements (1 week)

Civil War and

National Crisis (1 week) Civil War (1 week) Reconstruction (2 weeks)

Industrialization (2 weeks) Immigration & Urbanization (1

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Women (1 week) African Americans (2 weeks) Social Problems & Reforms (2 week)

Politics (1 week)

The Rise of US Imperialism

Spanish American War (1 weeks) Territorial Expansion (1 weeks) WWI (1 weeks)

American Involvement (2 week) Results of War (1 week)

Government (1 week) Culture (1 week) Economy (Wall Street, speculation, credit) (1 week)

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US History I CURRICULUM

GUIDES

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Curriculum Guide

Overview/Rationale

The unit begins with an examination of the causes of the American Revolution, including its ideological background The middle section of the unit focuses on the roles of key individuals in forging a new nation in the crucible of conflict The unit concludes by examining events and key ideas that led to the creation of the Constitution and Bill of Rights The themes covered throughout this unit will be as follows:

1 Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR)

2 Movement and Its Environmental Impact (MEI)

3 U.S Economy in the Global Context (EGC)

4 National and International Security Concerns of the U.S (NISC)

Desired Results Critical Content Standards

NJSLS for Social Studies

1 6.1.12.A.1.a: Explain how British North American colonies adapted the British governance structure to fit theirideas of individual rights, economic growth, and participatory government

2 6.1.12.B.1.a: Explain how geographic variations (e.g., climate, soil conditions, and other natural resources)impacted economic development in the New World

3 6.1.12.C.1.b: Determine the extent to which natural resources, labor systems (i.e., the use of indenturedservants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development inthe American colonies

4 6.1.12.D.1.a: Assess the impact of the interactions and conflicts between native groups and North Americansettlers

5 6.1.12.A.2.a: Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration

of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracyaround the world

6 6.1.12.A.2.b: Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with theUnited States Constitution, and determine their impact on the development of American constitutionalgovernment

7 6.1.12.A.2.c: Compare and contrast the arguments of Federalists and Anti-Federalists during the ratificationdebates, and assess their continuing relevance

8 6.1.12.A.2.d: Explain how judicial review made the Supreme Court an influential branch of government, andassess the continuing impact of the Supreme Court today

9 6.1.12.D.2.a: Analyze contributions and perspectives of African Americans, Native Americans, and women duringthe American Revolution

10 6.1.12.D.2.b: Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, andindividual rights) have been denied to different groups of people throughout time

English Language Arts Standards:

 RST.11-12.1 Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for explanations or descriptions

 RST.11-12.2 Determine the central ideas, themes, or conclusions of a text; summarize complex concepts,processes, or information presented in a text by paraphrasing them in simpler but still accurate terms

 RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, takingmeasurements, or performing technical tasks; analyze the specific results based on explanations in the text

 RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases asthey are used in a specific scientific or technical context relevant to grades 11-12 texts and topics

 RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating

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understanding of the information or ideas.

 RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem

 RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR textcomplexity band independently and proficiently

 WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientificprocedures/ experiments, or technical processes

 WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience

 WHST.11-12.6 Use technology, including the Internet, to produce, share, and update writing products inresponse to ongoing feedback, including new arguments or information

 WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including aself-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstrating understanding of the subject under investigation

 WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in terms of the specific task,purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoidingplagiarism and overreliance on any one source and following a standard format for citation

 WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research

 Range of Writing

 WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

New Jersey Core Curriculum Content Standards for Technology

 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesizeinformation in order to solve problems individually and collaborate and to create and communicate knowledge

 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering,

Technological design, computational thinking and the designed world as they relate to the

individual, global society, and the environment

Students will understand that:

1. A government’s actions impact its citizens

2. People tend to justify their actions based on

ideals and principles

3. New ideas can lead to conflict and change

4. Individuals and groups have struggled to attain

equality

5. Leadership can play a significant role in the

outcome of war

6. Geography can directly impact the kind of

economy of a region or regions

1 Students will ask:

1 Why did American colonists react so strongly to the British Acts?

2 How did Britain’s neglect of the colonists gradually lead to independence?

3 Were the colonists justified in resisting British policies after the French and Indian War?

4 When should one question authority?

5 Does change only come through compromise?

6 Was the American Revolution inevitable?

7 What is the impact of war on society?

8 Can an individual make a difference?

Student Objectives

Students will be able to:

1 analyze colonial resistance to British policies

2 identify and evaluate the causes of the American Revolution and the final collapse of royal authority

3 justify the purposes and principles of the Declaration of Independence and its impact as an economic and

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political document

4 identify individuals and groups exercising the greatest impact on the American Revolution

5 locate geographically the sites of significant battles of the American Revolution and explain their consequences

6 understand the key role New Jersey played in the American Revolution

7 compare the strengths and weaknesses of the British and colonists during the American Revolution

8 discuss how conflict influences the control of economic and political entities

9 describe the political and economic problems facing the Articles of Confederation

10 compare the Constitution to the Articles of Confederation

11 describe the form of government established by the Constitution and Explain how and why the Bill Of Rights wasadded to the Constitution

12 recognize that the structure of the Constitution helps to make it a document capable of meeting changing needs

13 analyze the conflict between human rights and property rights and their relationship to vote

14 explain the origin of political parties in the United States

15 compare the social and political views of the Federalist and Republican parties

16 trace the economic development of the colonies in terms of trade, tariffs, taxation, and trends in the national debt

17 identify the precedents set by Washington and their significance

Assessment Evidence

1 Exit Slips: How did the regional differences in the

colonies affect their economies? What was the

role of Britain in policing the Colonies? Is dissent

patriotic-why or why not? Who did the

Constitution create a governmental foundation for

and who was left out?

2 Homework: document analysis, reading and

questions, recruitment posters

3 Quizzes: Colonial economies, The Revolution,

Constitution basics

4 Colonial Acts DBQ

5 Test on the American Revolution and the

Constitution (MC and Essay)

Teaching and Learning Actions – Instructional Strategies – Activities

1 Optional beginning of the year activity: Skills Unit Students will be able to review notetaking strategies (Shorthand, Cornell notes, etc.), political cartoon analysis, primary and secondary source documents in order to better utilize these in class throughout the school year

2 Create a modern day Constitution and Bill of Rights based on current political and social climates in the United States

3 Students will work in groups to compare and contrast government structures at the federal, state, and local levels

Vocabulary

George Washington, King George, Thomas Jefferson, Benjamin Franklin, Proclamation of 1763, Sugar Act, Stamp Act, Agriculture, Quartering Act, French and Indian War, Townsend Acts, Writs of Assistance, Intolerable Acts, Federalism, Popular Sovereignty, Limited Government, Separation of Powers, Enumerated Powers, Reserved Powers, Alexander Hamilton, American Revolution, Articles of Confederation, Anti-Federalists, Battles of Concord and Lexington, Bill of Rights, Boston Tea Party, Bill of Rights, Common Sense, Thomas Paine, Montesquieu, Continental Army, John Adams, James Madison, Great Compromise, John Locke, Treaty of Paris, Valley Forge, Yorktown, Whiskey Rebellion

Resources

1 Suggested Websites:

http://www.pbs.org/ktca/liberty/teachers.htmlhttps://www.loc.gov/

https://zinnedproject.org/teaching-materials/?period=revolutionhttps://constitutioncenter.org/constitution-day/constitution-day-resources/high-school-

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2 Supplemental Reading:

The Great American Documents: Volume 1: 1620-1830 by Ruth Ashby

Technology Integration Students will have classroom access to a chromebook cart, enabling access to online resources,

simulations, and research materials.

Differentiation

Enrichment 1 Students may Conduct a simulation of the Constitutional Convention

2 Colonial Laws and Acts DBQ (optional)

Intervention 1 Provide student(s) with questions that break down the documents in the DBQ

ELLs 1 Provide student(s) with a vocabulary sheet

2 Highlight important words for them to pay attention to

3 Provide more pictures than text

In this unit plan, the following 21 st Century themes and skills are addressed.

Check all that apply.

21s t Century Themes

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

21s t Century Skills

x Global Awareness x Creativity and Innovation

xx Environmental Literacy x Critical Thinking and Problem Solving

Health Literacy x Communication

x Civic Literacy x Collaboration

x Financial, Economic, Business, and

Entrepreneurial Literacy

Other Interdisciplinary standards:

Notes-Observations-Reflections

This unit centers on how the new nation dealt with the issues of territorial growth, the development of a national economy, and the expansion of democracy during America’s first four decades.

The themes covered throughout this unit will be as follows:

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NJSLS for Social Studies

1 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

2 6.1.12.B.2.b: Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands andthe expansion of slavery

3 6.1.12.C.2.a: Assess the effectiveness of the new state and national governments attempts to respond toeconomic challenges including domestic (e.g., inflation, debt) and foreign trade policy issues

4 6.1.12.A.3.a: Assess the influence of Manifest Destiny on foreign policy during different time periods in Americanhistory

5 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 byperceived national interest

6 6.1.12.A.3.c: Assess the role of geopolitics in the development of American foreign relations during this period

7 6.1.12.A.3.d: Describe how the Supreme Court increased the power of the national government and promotednational economic growth during this era

8 6.1.12.A.3.e: Judge the fairness of government treaties, policies, and actions that resulted in Native Americanmigration and removal

9 6.1.12.A.3.f: Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) andsocial (i.e., abolition, women’s rights, and temperance) reform movements in New Jersey and the nation duringthe Antebellum period

10 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

11 6.1.12.A.3.h: Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments

12 6.1.12.A.3.i: Examine the origins of the antislavery movement and the impact of particular events, such as theAmistad decision, on the movement

13 6.1.12.B.3.a: Assess the impact of Western settlement on the expansion of United States political boundaries

14 6.1.12.D.3.a: Determine how expansion created opportunities for some and hardships for others by consideringmultiple perspectives

15 6.1.12.D.3.b: Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of anational identity

16 6.1.12.D.3.c: Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics andshaped national policies (i.e., the Missouri Compromise and the Compromise of 1850)

 RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, takingmeasurements, or performing technical tasks; analyze the specific results based on explanations in the text

 RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases asthey are used in a specific scientific or technical context relevant to grades 11-12 texts and topics

 RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstratingunderstanding of the information or ideas

 RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media

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(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

 RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR textcomplexity band independently and proficiently

 WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including aself-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstrating understanding of the subject under investigation

 WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in terms of the specific task,purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoidingplagiarism and overreliance on any one source and following a standard format for citation

 WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesizeinformation in order to solve problems individually and collaborate and to create and communicate knowledge

Technological design, computational thinking and the designed world as they relate to the

individual, global society, and the environment

Students will understand that:

1. The United States has evolved into a unique

capitalist society

2. Geography shapes economic, social and

political systems

3. Territorial expansion was a goal of the United

States government since its inception

4. The North and South developed different

economic systems and this contributed to

sectionalism

5. Manifest Destiny had a lasting impact on both

domestic and foreign policy in America

Students will ask:

1 How did the Northwest Ordinance set the tone

for the future development of the United States?

2 How did the acquisition and exploration of the

Louisiana Territory agree with Jefferson’s political philosophy?

3 How was the identity of the United States

strengthened by the War of 1812, territorial expansion, Monroe Doctrine, and the canal system?

4 How was the identity expansion influence societal

reforms such as abolition, temperance, education,women’s rights, and universal suffrage?

5 How were technological advancements and the

development of infrastructure important to the economy?

6 How did Manifest Destiny impact Native

American populations?

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1 Explain the consequences of landmark Supreme Court decisions significant to this era of American history

2 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness

3 analyze the Jefferson Era, the Age of Jackson, Manifest Destiny, the market revolution, and various reform movements during the first half of the nineteenth century

4 interpret the significance of the judicial review

5 justify the reasons for the increasing demand for war

6 locate geographically the major campaigns and their consequences as well as the results of the War of 1812

7 summarize the ways in which nationalism shaped American foreign policy

8 analyze the erosion of nationalism and the re-emergence of sectionalism

9 identify the presidents that followed Jackson and the challenges they faced

10 analyze the expansionist sentiment and movement

1 Exit Slips: What was the short term impact of

westward expansion on the Native Americans?

Long term? How is the Supreme Court tested

during the Jeffersonian Era? How does Jackson

change the role of the government worker?

2 Homework: document analysis, reading and

questions, art and imagery depictions

3 Quizzes: Supreme Court cases, the War of 1812,

Jacksonian government

4 Manifest Destiny DBQ

5 Test on the Jeffersonian Era (MC and Essay)

6 Essay on the impact of Westward Expansion

1 Inclusion of group activities: Jigsaw expert reports describing details of life as depicted in the western

movies/TV programs

2 Incorporate non-fiction and historical fiction works to illustrate viewpoints of the impact of Manifest Destiny

3 Focus on primary source document analysis and investigate historical bias/historiography

Vocabulary

Jacksonian Democracy, Dysentery, Oregon Trail, Manifest Destiny, Cherokee Nation v Georgia, Worcester v Georgia, Trail of Tears, nullification, Marbury v Madison, Louisiana Purchase, Impressment, Embargo Act, Thomas Jefferson, John Marshall, William Clark, Aaron Burr, Merriweather Lewis, Monroe Doctrine, Spoils System, Indian Removal Act, Laissez-faire, judicial review, embargo, Treaty of Ghent, Compromise of 1850, Northwest Ordinance, pioneers

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1 The Great American Documents: Volume 1: 1620-1830 by Ruth Ashby

3 Videos

1 Lewis and Clark: The Journey of the Corps of Discovery (1997)

2 America: The Story of Us

Technology Integration Students will have classroom access to a chromebook cart, enabling access to online resources,

simulations, and research materials.

Differentiation

Enrichment 1 Have students identify a key personality and do a biographical PowerPoint on the chosen figure

taking a position on the importance of the contributions of the individual to the reformmovement affiliated with

Intervention 2 Provide student(s) with questions that break down the documents in the DBQ

21s t Century Themes

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

21s t Century Skills

x Global Awareness x Creativity and Innovation

xx Environmental Literacy x Critical Thinking and Problem Solving

Health Literacy x Communication

x Civic Literacy x Collaboration

x Financial, Economic, Business, and

The themes covered throughout this unit will be as follows:

NJSLS for Social Studies

1 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

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the Civil War.

2 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 Resolutions, the Emancipation Proclamation, and the

Gettysburg Address) contributed to demanding equality for all

3 6.1.12.A.4.c: Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and

equality for African Americans

4 6.1.12.B.4.a: Use maps and primary sources to assess the impact that geography, improved military

strategies, political and military decisions (e.g., leadership), and new modes of transportation had on the outcome of the Civil War

5 6.1.12.B.4.b: Analyze the impact of population shifts and migration patterns during the Reconstruction

period

6 6.1.12.C.4.a: Assess the role that economics played in enabling the North and South to wage war

7 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

8 6.1.12.C.4.c: Explain why the Civil War was more costly to America than previous conflicts were

9 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

10 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

11 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

12 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

13 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

 RST.11-12.1 Accurately cite strong and thorough evidence from the text to support analysis of science andtechnical texts, attending to precise details for explanations or descriptions

 RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, takingmeasurements, or performing technical tasks; analyze the specific results based on explanations in thetext

 RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases

as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics

 RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies,demonstrating understanding of the information or ideas

 RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats andmedia (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem

 RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCRtext complexity band independently and proficiently

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 WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience.

 WHST.11-12.7 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 underinvestigation

 WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in terms of the specifictask, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,avoiding plagiarism and overreliance on any one source and following a standard format for citation

 WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, andaudiences

 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesizeinformation in order to solve problems individually and collaborate and to create and communicateknowledge

Technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment

Students will understand that:

Content:

1 Difference in culture, economic policies, and social

systems led to extreme sectionalism, which in turn

lead to the start of the Civil War

2 The balancing of free states vs slave states played

a significant role in the start of the civil war, but

ending slavery did not become a goal until much

later into the war

3 Former slaves technically now had freedom and

equality according to the 13th, 14th, and 15th

amendments

4 The South’s economy could no longer rely on

slaves so they implemented a sharecropping

system for many of the former slaves

5 The federal government attempted to control the

laws in the states, but organizations such as the

KKK and the White league ensured that several of

the federal laws were not actually followed

Skills:

1 Text and organizational tools communicate

different kinds of information

2 Authors write for different purposes

Students will ask:

Content:

1 How did the issues of sectionalism lead to

the Civil War? (MEI)

2 To what extent was slavery the primary

cause of the Civil War? (HCR)

3 To what extent did Reconstruction positively

and negatively impact the lives of former slaves, women, and landless tenants in the US? (HCR)

4 How did the South’s economic system

change as a result of Reconstruction? (EGC)

5 To what extent did the federal government

wield its power over the states after the CivilWar? (NISC)

Skills:

1 What is the purpose of using both primary

and secondary sources?

2 How does reading fiction help to acquire

factual information?

3 What impact do reading strategies have?

Why do we need to evaluate what we read?

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3 Readers use strategies to construct meaning

4 Language reflects historical changes and cultural

differences

4 How does time and place in history influence

language?

1 Evaluate sectionalism and slavery as causes of the Civil War

2 Evaluate Reconstruction’s impact on the lives of freedmen and women

3 Compare Abraham Lincoln’s Reconstruction Plan with Andrew Johnson’s Plan and the Radical Republican’s

Plan

4 Assess how “radical” the Reconstruction plan of the Radical Republicans was

5 Examine the effectiveness of sharecropping for the land owner as well as the sharecropper

6 Evaluate the success or failure of Reconstruction

7 Identify the ongoing tensions and conflicts between southern Whites and African Americans

8 Exit Cards – Why did the Civil War begin?; How did

Abraham Lincoln contribute to the start and the end of

the Civil War?; Why was it the responsibility of the North

to rebuild the south?; Inventions made that affected the

industrial revolution after the Civil War; What is the

sharecropping system?; How did the federal government

attempt to exhibit control over the south?; Why did

Congress try to impeach Andrew Johnson?; Why did

Reconstruction end?

9 Journal entry – freedman vs White southerner

10 Homework – maps, document analysis,

Freedmen’s Bureau

11 Quiz on the 13th, 14th, and 15th amendments,

reconstruction plans, African Americans vs KKK

12 Civil War Essay – Why did the United States have a Civil War?

13 Reconstruction Document Based Essay

14 Reconstruction Era test (MC, Short Answer, Map)

15 Creation of student’s own Reconstruction Plan

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1 Optional beginning of the year activity – Humans of Perth Amboy

16 Students will first begin to explore their own identity through identity wheels, discussions, and

self-reflection

17 Teacher will identify, explain, and visibly present career paths that students with a love for history may

wish to embark on Students will then explore collegeboard.com and take career quizzes to explore potential career paths Students will then research and study how the study of the past, and its connection

to the present, relates to their potential career paths – they will also begin their own resume

18 Transition from student’s own career paths and identity to the identity and history of the town they go to

school in – Perth Amboy Students will have the opportunity to imitate Humans of New York

(www.humansofnewyork.com) to further understand and learn about identity and their potential careers

19 Students will be required to interview and picture their subject A list of potential questions for the

students to ask that will probe into the subject’s identity and career will be provided for the students Throughout the year, the teacher will be able to reference this project and as the students come across the careers in the history of the United States, they will be able to connect with the content in a more personal way

1 Create a Chart analyzing the effects of sectionalism and slavery on the start of the Civil War

2 On a map of the U.S., identify the following areas: Slave and Free States, Kansas and Nebraska

Territories, areas open to slavery under the terms of the Missouri Compromise, Compromise of

1850, and proposed routes of the transcontinental railroad Discuss how each of these contributed to outbreak of the Civil War

3 Create a timeline of events leading up to the Civil War

4 Outline battles fought in the Civil War

5 Create a graphic organizer that shows Presidential and Congressional reconstruction plans

6 Compare and contrast pre-war slave codes with post-war Black Codes

7 With a triple Venn diagram, compare and contrast tenant farming, sharecropping, and slavery

8 Discussion on the ways the South resisted and supported Reconstruction

9 Debate on effectiveness and success of reconstruction

10 Determine the elements of Reconstruction that are present today

Vocabulary

Blockade, Robert E Lee, Anaconda Plan, Border State, Stonewall Jackson, George B McClellan, Ulysses S Grant, Shiloh, Contraband, Antietam, Emancipation Proclamation, Militia Act, 54th Massachusetts Regiment, Income Tax, Bond, Homestead Act, Conscription, Copperhead, Habeas Corpus, Inflation, Clara Barton, Siege, Vicksburg,

Gettysburg, George Pickett, Gettysburg Address, Total War, William Tecumseh Sherman, John Wilkes Booth, Abraham Lincoln, Sectionalism, Slavery, Compromise of 1850, Kansas-Nebraska Act, Lincoln-Douglas Debates, Fugitive Slave Act, Popular Sovereignty, Freedman’s Bureau, Radical Republicans, Reconstruction Plans, Thaddeus Stevens, Andrew Johnson, Rutherford B Hayes, Compromise of 1877, Johnson’s Impeachment, Wade-Davis Bill Scalawags, Carpetbaggers, Black Codes, Ku Klux Klan, Sharecroppers, Tenant Farmers, Jim Crow Laws, Solid South, Grandfather Clause, 13th, 14th, 15th amendments, Segregation

Resources http://www.njamistadcurriculum.com/

Curriculum Pathways Resources

20 (available at: www.sasinschool.com)

1 Reconstructing the South, Project 402

2 The “Drama” of the Civil War, Classroom Activity 1134

3 What did the Emancipation Proclamation accomplish? Web Inquiry 204

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41 Reconstruction Era DBQ (additional)

Intervention 42. Provide student(s) with questions that break down the documents in the DBQ

X Global Awareness X Creativity and Innovation

X Environmental Literacy X Critical Thinking and Problem Solving

Health Literacy Communication

Civic Literacy Collaboration

X Financial, Economic, Business, and

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Content Area Social Studies – US History I Grade Level 9th

The Gilded Age is a time when America’s rich became significantly richer and the poor continued to suffer the consequences of urbanization and industrialization This is a time plagued with corruption, poverty, and new ways of life for people living in the United States Students will focus on working through the disparities

between the rich and the poor and how that eventually led to the significant change of the Progressive Era The themes covered throughout this unit will be as follows:

NJSLS for Social Studies

1 6.1.12.A.5.a: Assess the impact of governmental efforts to regulate industrial and financial systems in

order to provide economic stability

2 6.1.12.A.5.b: Analyze the effectiveness of governmental policies and of actions by groups and individuals

to address discrimination against new immigrants, Native Americans, and African Americans

3 6.1.12.B.5.a: Explain how the Homestead Act, the availability of land and natural resources, and the

development of transcontinental railroads and waterways promoted the growth of a nationwide

economy and the movement of populations

4 6.1.12.B.5.b: Assess the impact of rapid urbanization on the environment and on the quality of life in

cities

5 6.1.12.C.5.a: Analyze the economic practices of corporations and monopolies regarding the production

and marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations

6 6.1.12.C.5.c: Analyze the cyclical nature of the economy and the impact of periods of expansion and

recession on businesses and individuals

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7 6.1.12.D.5.a: Analyze government policies and other factors that promoted innovation,

entrepreneurship, and industrialization in New Jersey and the United States during this period

8 6.1.12.D.5.b: Evaluate how events led to the creation of labor and agricultural organizations that protect

the rights of workers

9 6.1.12.D.5.c: Assess the effectiveness of public education in fostering national unity and American values

and in helping people meet their economic needs and expectations

10 6.1.12.D.5.d: Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation

 RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, takingmeasurements, or performing technical tasks; analyze the specific results based on explanations in thetext

 RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words andphrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts andtopics