U.S. History I CurriculumGrade 10
U.S. History I Curriculum Vineland Public Schools 2014 Vineland Board of Education Eugene Medio, President Scott English, Vice President Thomas Ulrich Diamaris Rios Frank DiGiorgio Rick Baruffi Christopher Jennings Susanne Morello Brian DeWinne Administration Dr. Mary Gruccio, Superintendent of Schools Mr. Nathan Frey, Assistant Superintendent for Curriculum and Instruction Mrs. Helen Haley, Interim School Business Administrator Supervisor(s) of Social Studies Ross Stanger Curriculum Committee Beverly Messore, Brandi Dittus, Stephen Andrews, David DiCostanzo Table of Contents · Course Description · Course Goals · Course Enduring Understandings · New Jersey Core Curriculum Content Standards · 21st Century Skills · Unit Names · Materials · Infusion of Technology · Course Assessments · Unit Plans · Pacing Charts · Syllabus · Appendix o Instructional Strategies o Habits of Mind o Best Practices Course Description: U.S. History I is broken up into five units, which are described on the model curriculum site as follows: 1. Colonization and Settlement North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World. 2. Revolution and the Constitution The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain’s centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic. 3. New Nation, Expansion and Reform Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic. Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. 4. Civil War and Reconstruction The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term consequences. 5. The Development of the Industrial United States Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups 6. The Emergence of Modern America: Progressive Reforms Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. An expanding market for international trade promoted policies that resulted in America emerging as a world power. 7. The Emergence of Modern America: World War I United States involvement in World War I affected politics, the economy, and geopolitical relations following the war. 8. The Emergence of Modern America: Roaring Twenties The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems. Course Goals: The district is adopting the NJ Model Curriculum. The course goals for US History I include teaching students the history of our nation from the exploration of ‘The New World’ until 1930. It further involves teaching students to think and act like historians, to be able read and write properly, to link past-present, to analyze primary sources, to and to have a strong foundation of morals, values, and ethics based on an understanding of past events. Assessments will be designed to measure how well students have met the targets. Course Enduring Understandings: Ideas that have lasting value beyond the classroom. Consider, “what do we want students to understand and be able to use several years from now, after they have forgotten the details?” All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. New Jersey Core Curriculum Content Standards: NJCCCS 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. NJCCCS 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. 21st Century Skills: A. Creativity and Innovation B. Critical Thinking and Problem-solving C. Communication and Collaboration D. Information Literacy E. Accountability, Productivity and Ethics F. Media Literacy G. Life and Career Skills Unit Names: Colonization, Revolution and Constitution (1585-1800) New Nation, Expansion and Reform (1801-1861) Civil War and Reconstruction (1850-1877) The Development of the Industrial United States and the Emergence of Modern America (1890-1930) The Emergence of Modern America: World War I and Roaring Twenties (1890-1930) Materials: The American Nation in the Modern Era ABC-CLIO databases http://www.vineland.org/pages/Vineland_Public_Schools/District/Curriculum/Supervisors_of_Instruction/Social_Studies/Pathway_to_US_History_Resource Infusion of Technology : http://www.vineland.org/pages/Vineland_Public_Schools/District/Curriculum/Supervisors_of_Instruction/Social_Studies/Pathway_to_US_History_Resource Course Assessments: District Grading Policy: Tests 30% Quizzes 25% Alternative Assessments 25% Homework/Classwork 20% Formative Assessments: (Provide examples) Summative Assessments: (Provide examples; for High School – include exams) Final Exams, Unit Benchmarks Content Area: College United States History I Grade(s) 10 Unit Plan Title: Colonization, Revolution & Constitution (1585-1800) Anchor Standard (ELA) or Domain (Math) 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.9-10.6 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.9-10.7 RH.9-10.1 WHST.9-10.1 a-e Write arguments focused on discipline-specific content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.8 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. Overview/Rationale 1. Colonization and Settlement North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World. 2. Revolution and the Constitution The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain’s centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic. Standard(s) 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.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.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.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.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.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.C.2.a Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering. 6.1.12.D.1.a Explain the consequences to Native American groups of the loss of their land and people. 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. STUDENT LEARNING OBJECTIVES 1 Use quantitative or technical analysis to explain how geographic characteristics of a region (e.g., climate, social conditions, other natural resources) contributed to economic development in the New World. http://cicerosystems.com/history/unit/british-north-america 2 Journal of Charles Mason and Jeremiah Dixon, 11/15/1763 - 09/11/1768 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=302030 http://americanhistory.abc-clio.com/Topics/Display/1183166 3 Determine the extent to which labor systems (i.e., indentured servants, African slaves, and immigrant labor) and entrepreneurship contributed to economic development in the American colonies. http://www.digitalhistory.uh.edu/active_learning/explorations/servitude_slavery/ss_menu.cfm Produce clear and coherent writing to explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period. http://cicerosystems.com/history/unit/birth-of-liberty/content/3002/5287 http://americanhistory.abc-clio.com/Topics/Display/1183173?cid=41&sid=1183173&useConcept=False 4 Gather relevant information from multiple authoritative primary and secondary sources to explain how self-government in the British North American colonies evolved from British governmental structures. http://www.digitalhistory.uh.edu/active_learning/explorations/revolution/revolution_declaringindependence.cfm 5 Determine how the British government and the British North American colonies addressed the issue of individual rights for men and women. http://cicerosystems.com/history/unit/british-north-america/section/1457 6 Write a narrative analyzing how gender, property ownership, religion, and legal status affected an individual’s political rights. http://cicerosystems.com/history/unit/british-north-america/content/3010/5312 7 Compare the point of view of two or more authors to understand the impact disease, war, and other conflicts had on Native American peoples during this time period. http://cicerosystems.com/history/unit/first-global-era/content/1421/1267 8 Cite specific textual evidence of the intellectual origins (e.g., John Locke) of the key ideas expressed in the Declaration of Independence. http://www.archives.gov/exhibits/charters/declaration.html http://www.ourdocuments.gov/doc.php?doc=1 9 Explain the causes of wartime inflation during the American Revolutionary War and its impact. Letter from George Washington to Henry Laurens, 08/11/1778 - 08/11/1778 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1663337 Letter from George Washington to Samuel Huntington, 12/15/1779 - 12/15/1779 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1663350 Continental Congress Papers http://www.footnote.com/documents/172590/continental_congress_papers/ 10 Use quantitative or technical analysis to explain why financing the American Revolutionary War was problematic and the impact it had on the colonies and the new governments. http://revolution.h-net.msu.edu/essays/grizzard.html 11 Explain the causes of profiteering during the American Revolutionary War and its impact https://suite.io/michael-streich/5rjx2nv 12 Gather relevant information from primary and secondary sources to describe the contributions and perspectives of African Americans, Native Americans, and women during the American Revolution. Thomas Walke's Account of Capturing his Runaway Slaves in New York City , http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2441090 Inspection Roll of Negroes (via Footnote.com) http://www.footnote.com/image/6602540 Speech of the United Indian Nations at their Confederate Council, 12/18/1786 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2544432 Will the Real Molly Pitcher Please Stand Up? http://www.archives.gov/publications/prologue/1999/summer/pitcher.html 13 Determine the central ideas in foundational documents such as the Declaration of Independence the U.S. Constitution, and the Bill of Rights, making clear the relationship among key concepts, such as self-government, democratic government structures, and the protection of individual rights. Dunlap Broadside [Declaration of Independence]: 07/04/1776 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=301682 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3798 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3799 14 Cite specific textual evidence from state constitutions, including New Jersey’s 1776 constitution, and the U.S. Constitution, attending to date and origin of the information, to determine their impact on the development of American constitutional government. Charters of Freedom exhibit, Constitution page, http://www.archives.gov/exhibits/charters/constitution.html George Washington's Annotated Copy of a Draft of the U.S. Constitution http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1501555 15 Develop claims and counterclaims that reflect the Federalists and Anti-Federalists positions during the ratification debates on issues such as federalism, factions, checks and balances, and the importance of independent judiciary. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3799 16 Develop claims and counterclaims regarding current day issues that reflect the Federalists and Anti-Federalists views on the role of the government. http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit2_14.pdf 17 Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and limiting the expansion of slavery. Northwest Ordinance, http://www.ourdocuments.gov/doc.php?doc=8 Report of the Committee Regarding Western Lands, 03/01/1784 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2440035 18 Use charts, symbols, and primary sources to identify the themes of regionalism and national identity during this time period http://www.washoe.k12.nv.us/americanhistory/secondary/lessons/lessons_std01/compton_k.html 19 Examine the interrelationship of the ideals set forth in the Constitution (i.e., due process, rule of law, and individual rights) and provide examples of their denial or fulfillment to different groups of people in the past and today. Documented Rights Exhibit http://www.archives.gov/exhibits/documented-rights/ Technology Standard(s) · 8.1.4. A.1 Demonstrate effective input of text and data using an input device. · 8.1.4. A.3 Create and present a multimedia presentation that includes graphics. · 8.1.2. A.2 Use technology terms in daily practice. 8.1.4. A.3 Create and present a multimedia presentation that includes graphics. Interdisciplinary Standard(s) · W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. · SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. · SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. · SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. · Essential Question(s) · What motivated Europeans to explore and colonize North and South America? · What impact did European exploration and settlement have on indigenous people in the Americas? · What was the impact of the Columbian Exchange on Europeans and Native Americans? · What impact did voluntary and coerced interactions among Native Americans, Africans, and Europeans have on the development of the New World? · What were the similarities and differences between the experiences of the Spanish, British and other colonizing countries in the Americas? · What factors led to the development and spread of slavery in the Americas and the Atlantic slave trade? · How did the British become the dominate colonizers in North America? · What were the similarities and differences between the New England, mid-Atlantic and Southern colonies and how did each develop? · How did colonial expansion and disputes over territory lead to conflicts such as the French and Indian War? Enduring Understandings · European exploration and colonization of the Americas was motivated by many factors including the desire for political and economic gain and the desire for religious freedom. · As a result of contact with Europeans, Native American populations were decimated by disease and many Native American cultures were significantly disrupted or destroyed. · The Columbian Exchange had a significant impact on both Europeans and Native Americans and brought many new goods and products to · Although nations such as Spain and France dominated American colonization initially, the British became the dominant colonizers of North America by the 1700’s. · The development of Slavery and the Atlantic slave trade was fueled by the need for cheap labor in the British colonies and the potential profits from the Atlantic slave trade. · The New England, mid-Atlantic and Southern colonies were founded for different reasons and although there were many similarities each region developed distinct characteristics. · Colonial expansion and disputes over territory lead to conflicts between European nations and Native Americas including the French and Indian War. In this unit plan, the following 21st Century themes and skills are addressed. Check all that apply. 21st 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. 21st Century Skills Global Awareness Creativity and Innovation Environmental Literacy Critical Thinking and Problem Solving Health Literacy Communication Civic Literacy Financial, Economic, Business, and Entrepreneurial Literacy Assessment · Pre and Formative · Summative · Other assessment measures Teaching and Learning Actions Instructional Strategies D Activities D Experiences D Resources Suggested Time Frame: Approximately 6 weeks or 25 days Content Area: College US History I Grade(s) 10 Unit Plan Title: New Nation and Expansion & Reform 1801-1861 Anchor Standard (ELA) or Domain (Math) RH.9-10.7Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH.9-10.8Assess the extent to which the reasoning and evidence in a text support the author’s claims. RH.9-10.9Compare and contrast treatments of the same topic in several primary and secondary sources. WHST.9-10.2a-eWrite informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) to solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Overview/Rationale 2. Revolution and the Constitution The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain’s centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic. 3. New Nation, Expansion and Reform Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic. Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. Standard(s) 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.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.2.b Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation. 6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation. 6.1.12.C.3.b Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals. 6.1.12.D.2.c Relate events in Europe to the development of American trade and American foreign and domestic policies. 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. 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. # STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS/NJCCCS 1 Write a narrative explaining how Marbury v. Madison established judicial review and why this concept made the Supreme Court an influential branch of government. Resources: http://cicerosystems.com/history/unit/early-republic/content/1463/3573 Marbury v. Madison case, http://www.ourdocuments.gov/doc.php?doc=19 WHST.9-10.2 6.1.12.A.2.e 2 Conduct short research to identify a recent decision where the Supreme Court used judicial review and explain the impact. http://etech.northern.edu/blanchak/pols100/pols100lectures/courts.judicial_review.htm http://judiciallearningcenter.org/the-power-of-judicial-review/ WHST.9-10.7 6.1.12.A.2.e 3 Draw evidence from informational texts to support analysis of 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. Alien and Sedition Acts http://www.ourdocuments.gov/doc.php?doc=16 Thomas Jefferson - Onset of the French Revolution, 1789 http://www.archives.gov/exhibits/eyewitness/html.php?section=1 WHST.9-10.9 6.1.12.A.2.f 6.1.12.A.3.g 4 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. http://americanhistory.abc-clio.com/Topics/Display/1183571 6.1.12.A.3.g 5 Assess the extent to which the reasoning and evidence in de Tocqueville’s Democracy in America supported the author’s claims that Americans in this time period were developing democratic institutions and practices (including ways to balance civic virtue and self-interest). http://americanhistory.abc-clio.com/Search/Display/255186?terms=de+Tocqueville%e2%80%99s+Democracy+in+America+++++++ RH.9-10.8 6.1.12.A.3.g 6 Compare and contrast views about how to best promote economic development (including issues of national and state debt, National Bank, trade and taxation) advanced by Hamilton and Jefferson, and Clay and Jackson. http://americanhistory.abc-clio.com/Topics/Display/1183580 6.1.12.C.2.b 7 Use quantitative analysis, maps, and charts to analyze how new inventions and modes of transportation (e.g., canals and railroads) transformed the economy and expanded domestic and international markets. Eli Whitney's Cotton Gin Patent Drawing: 03/14/1794 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=305886 Petition of Eli Whitney requesting the renewal of his patent on the cotton gin: 04/16/1812 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306631 Response of E.I. Du Pont to a Treasury Department survey regarding manufacturing, 04/12/1832 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306707 RH.9-10.7 6.1.12.C.3.a 8 Determine how new inventions, new modes of transportation, and the expanding market economy affected the environment in New Jersey and the nation. Eli Whitney's Cotton Gin Patent Drawing: 03/14/1794 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=305886 Petition of Eli Whitney requesting the renewal of his patent on the cotton gin: 04/16/1812 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306631 Response of E.I. Du Pont to a Treasury Department survey regarding manufacturing, 04/12/1832 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306707 6.1.12.C.3.a 9 Write a narrative account to explain how the wealth of natural resources (e.g., water, coal, gold, silver) in the United States (e.g., Paterson, Lowell, Charleston) affected economic development and the quality of life of individuals from multiple perspectives (e.g., mill worker, factory owner, miner). Cherokee Petition in Protest of the New Echota Treaty, 1836 - 1836 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2127291 Journal of Charles Mason and Jeremiah Dixon, 11/15/1763 - 09/11/1768 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=302030 WHST.9-10.2 6.1.12.C.3.b 6.1.12.D.3.a 10 Draw evidence from landmark cases (e.g., McCulloch v. Maryland, Gibbons v. Ogden) to show how the Supreme Court expanded the power of the national government and promoted national economic growth during this era. Federal Judiciary Act, http://www.ourdocuments.gov/doc.php?doc=12 McCulloch v. Maryland http://www.ourdocuments.gov/doc.php?doc=21 Gibbons v. Ogden http://www.ourdocuments.gov/doc.php?doc=24 WHST.9-10.9 6.1.12.A.3.d 11 Evaluate the fairness of government treaties, policies, and actions that resulted in Native American migration and removal. Indian Removal Act, http://www.ourdocuments.gov/doc.php?flash=true&doc=25 Treaty between the Ottawa, Chippewa, Wyandot, and Potawatomi Indians http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=596331 Cherokee Treaty at New Echota, Georgia, December 29, 1835, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299801 Cherokee Petition in Protest of the New Echota Treaty http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2127291 Memorial from the ladies of Steubenville, Ohio, protesting Indian removal, 02/15/1830 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306633 Register of Cherokee Indians Who Have Emigrated to the West of the Mississippi, 1834 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595556 6.1.12.A.3.e 12 Conduct short research to determine the extent to which America’s foreign policy (i.e., Tripoli pirates, Louisiana Purchase, War of 1812, and Monroe Doctrine) was influenced by geopolitics and perceived national interest. Message of President Thomas Jefferson concerning Hamet Caramelli and transmitting a copy of a treaty with Tripoli, 01/13/1806 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306476 Louisiana Purchase, http://www.ourdocuments.gov/doc.php?doc=18 Message of President Thomas Jefferson laying before the Senate the conventions with France for the cession of the province of Louisiana to the United States, 10/17/1803 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306460 Message of President Thomas Jefferson concerning the cession of the province of Louisiana to the United States and asking Congress to observe that some important conditions of the conventions with France can be executed only with the aid of the legislature, 10/21/1803 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306461 A convention between the United States of America and the French Republic relative to the payment for Louisiana, 04/30/1803 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306463 Treaty between the United States of America and the French Republic ceding the province of Louisiana to the United States, 04/30/1803 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306462 Governor William Claiborne's address to the citizens of Louisiana, 12/20/1803 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306700 Act of June 18, 1812, 2 STAT 755, Declaration of War with Great Britain, War of 1812., 06/18/1812 - 06/18/1812 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299950 Treaty of Ghent, http://www.ourdocuments.gov/doc.php?doc=20 Monroe Doctrine, http://www.ourdocuments.gov/doc.php?doc=23 Joint Resolution for annexing Texas to the United States, 12/12/1844 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306603 Message of the President Concerning Relations Between the United States and Mexico, 05/11/1846 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595428 Resolution introduced by Congressman Abraham Lincoln to "establish whether the particular spot of soil which the blood of our citizens was so shed was, or was not, our own soil." Often referred to as Lincoln's Spot Resolution., 12/22/1847 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306605 Wilmot Proviso, 08/08/1846 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2127333 Treaty of Guadalupe Hidalgo, http://www.ourdocuments.gov/doc.php?doc=26 Indian Removal Act, http://www.ourdocuments.gov/doc.php?doc=25 Treaty of Kanagawa, 03/31/1854 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299806 WHST.9-10.7 6.1.12.A.3.b 6.1.12.D.2.c 13 Assess the influence of Manifest Destiny on foreign policy during this time period. Power of Attorney Given to Alexander Baring by Hope and Company, 1803 - 1804 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594417 Louisiana Purchase, http://www.ourdocuments.gov/doc.php?doc=18 Draft for Payment for the Purchase of Alaska, 08/01/1868 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=301666 Check for the Purchase of Alaska http://www.ourdocuments.gov/doc.php?doc=41 Joint Resolution for annexing Texas to the United States, 12/12/1844 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306603 Petition from Citizens of Vermont Against Annexation of Texas: 04/1844 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595416 Petition from Citizens of Pennsylvania in Favor of the Annexation of Texas, 1844 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595387 Letter from the Scholars of Mandeville College to President James K. Polk Regarding Oregon, 01/24/1846 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595435 Message of President James K. Polk to the Senate Concerning the Defense of American Citizens in the Oregon Territory, 03/24/1846 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595382 Presidential Proclamation regarding the Oregon Treaty, 08/05/1846 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594196 6.1.12.A.3.a 6.1.12.A.3.c 14 Compare and contrast the treatment of the institution of slavery in several primary and secondary sources. Bill of Sale for Slave Named George, 1833 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=656720 Slave Manifest from the Brig Alo, 10/04/1844 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2641467 RH.9-10.9 6.1.12.A.3.h 15 Write a narrative account of the Amistad case and describe the impact of the Supreme Court decision on the antislavery movement. Teaching With Documents:The Amistad Case, http://www.archives.gov/education/lessons/amistad/ Amistad Federal court records http://www.footnote.com/documents/6268041/amistad_federal_court_records/ Amistad Supreme Court records http://www.footnote.com/documents/5641953/amistad_supreme_court_records/ Prologue Article: "Incited by the Love of Liberty" The Amistad Captives and the Federal Courts http://www.archives.gov/publications/prologue/2003/spring/amistad-1.html WHST.9-10.2 6.1.12.A.3.i 16 Draw evidence from informational texts to illustrate the connections among the leadership (e.g., Grimke Sisters, Mott, Stanton, Sojourner Truth, Douglass, Garrison) and ideas of the social reform movements (i.e. abolition, women’s rights, and temperance) and their impact in New Jersey and the nation during the Antebellum period. Address of the Boston Female Anti-Slavery Society, 07/13/1836 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306639 "To the Women of the Republic," Address from the Women's Loyal National League supporting the abolition of slavery, 01/25/1864 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306400 Anti-Slavery Petition from the Women of Philadelphia, 1844 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595408 Memorial of the American Convention for Promoting the Abolition of Slavery, signed at Philadelphia, praying that Congress will prohibit the importation of slaves into the Territory of Louisiana, lately ceded to the United States, 01/23/1804 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306668 Petition from Citizens of New York Asking that Slavery and the Slave-trade may be Expressly Prohibited by Act of Congress in all the Territories of the United States, 03/25/1851 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=4534642 WHST.9-10.9 6.1.12.D.2.d 6.1.12.A.3.f 17 Draw evidence from the 1844 New Jersey Constitution to identify the successes and failures of political reform regarding the expansion of civil and individual rights. Address of the Boston Female Anti-Slavery Society, 07/13/1836 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306639 "To the Women of the Republic," Address from the Women's Loyal National League supporting the abolition of slavery, 01/25/1864 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306400 Anti-Slavery Petition from the Women of Philadelphia, 1844 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595408 Memorial of the American Convention for Promoting the Abolition of Slavery, signed at Philadelphia, praying that Congress will prohibit the importation of slaves into the Territory of Louisiana, lately ceded to the United States, 01/23/1804 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306668 Petition from Citizens of New York Asking that Slavery and the Slave-trade may be Expressly Prohibited by Act of Congress in all the Territories of the United States, 03/25/1851 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=4534642 WHST.9-10.9 6.1.12.D.2.d 6.1.12.A.3.f 18 Determine the impact of African American leaders (e.g., Richard Allen) and institutions (e.g., churches) in shaping free Black communities in the North (e.g., Philadelphia, New Jersey, New York). http://americanhistory.abc-clio.com/Search/Display/245389?terms=richard+allen 6.1.12.D.2.e 19 Relate the changing immigration patterns (1800-1850) to ethnic and cultural conflicts and the forging of a national identity. http://americanhistory.abc-clio.com/Search/Display/1349663?terms=immigration+1850 http://americanhistory.abc-clio.com/Topics/Display/1183889?cid=71&sid=1183892&useConcept=False 6.1.12.D.3.b 20 Analyze the role of public education in the development of responsible citizens for a democratic society. http://americangovernment.abc-clio.com/Search/Display/1645888?terms=public+education http://americangovernment.abc-clio.com/Search/Display/1278817?terms=public%20education 6.1.12.D.3.d 21 Determine the impact of religious and social movements (e.g., Second Great Awakening, Transcendentalist Movement) on the development of American culture by examining literature (e.g., Thoreau, Emerson, Whitman, and Dickinson), artwork (e.g., Hudson River School) and popular music (e.g., Stephen Foster, hymns, spirituals) of the time period. http://americanhistory.abc-clio.com/Analyze/Display/1301264?cid=12&terms=second%20great%20awakening http://americanhistory.abc-clio.com/Search/Display/246759?terms=Transcendentalist+Movement 6.1.12.D.3.e 22 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). Missouri Compromise, http://ourdocuments.gov/doc.php?doc=22 Compromise of 1850, http://ourdocuments.gov/doc.php?doc=27 South Carolina Nullification Ordinance, 1832 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595389 Protest of the Legislature of South Carolina against the system of protecting duties adopted by the federal government [Nullification Crisis], 12/19/1828 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306390 President Andrew Jackson's Proclamation Regarding the Nullification Crisis, 12/10/1832 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595383 Resolution that all petitions, memorials, and papers relating to slavery be laid upon the table without being debated, printed, read or referred (the "gag rule" resolution)., 12/21/1837 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306601 Motion offered by John Quincy Adams to amend the House Journal to include his statement that the recently passed "gag rule" was in direct violation of the Constitution, the Rules of the House of Representatives, and the rights of his constituents., 05/27/1836 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306599 6.1.12.D.3.c 23 Compare maps of the United States (1820-1850) to analyze the causes and consequences of the changing political boundaries. http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594889 Map of the United States Including Western Territories, 12/1848 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2127339 President Thomas Jefferson Confidential Message to Congress Concerning Relations with the Indians, 01/18/1803 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306698 President Thomas Jefferson's message to Congress communicating the discoveries of the explorers Lewis and Clark, 02/19/1806 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306702 Message of President Thomas Jefferson concerning the cession of the province of Louisiana to the United States and asking Congress to observe that some important conditions of the conventions with France can be executed only with the aid of the legislature,http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306461 6.1.12.B.3.a Technology Standard(s) · 8.1.4.A.1 Demonstrate effective input of text and data using an input device. · 8.1.4.A.3 Create and present a multimedia presentation that includes graphics. · 8.1.2.A.2 Use technology terms in daily practice. 8.1.4.A.3 Create and present a multimedia presentation that includes graphics. Interdisciplinary Standard(s) · W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. · SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. · SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. · SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Essential Question(s) · Why was the development of democracy in America unique for the time period? · What challenges were faced by the colonists in governing the newly independent America? · How did colonial opinion differ in regard to the proper role of the Federal government? · Why is judicial review important? · What social, economic and political changes took place in America during the early decades of the 19th Century? · How did America become divided over the issue of slavery? · What were the goals and methods of early 19th Century reform movements? Enduring Understandings · There was considerable debate over the proper role of the Federal government after the Revolution and these issues were ultimately resolved with the ratification of the Constitution. • America changed rapidly during the early decades of the 19th Century as a result of industrialization, urbanization, immigration, and westward expansion. • In the years before the Civil War, America became increasingly divided over the issue of slavery as America added new states and territories in the West. • Reform movements in antebellum America had many goals including the abolition of slavery, expanding women’s rights, temperance, public education and more humane treatment for individuals including the mentally ill. · What social, economic and political changes took place in America during the early decades of the 19th Century? · How did America become divided over the issue of slavery? · What were the goals and methods of early 19th Century reform movements? In this unit plan, the following 21st Century themes and skills are addressed. Check all that apply. 21st 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. 21st Century Skills X Global Awareness X Creativity and Innovation X Environmental Literacy X Critical Thinking and Problem Solving Health Literacy X Communication X Civic Literacy X Collaboration Financial, Economic, Business, and Entrepreneurial Literacy Assessments Teaching and Learning Actions Instructional Strategies D Activities D Experiences D • Davy Crockett Distinguishing the legend from fact http://www.youtube.com/watch?v=e0hU9Yctzro (Legend) http://www.biographyshelf.com/davy_crockett_biography.html (fact) http://edsitement.neh.gov/lesson-plan/davy-crockett-tall-tales-and-history#sect-thelesson(Fact) • Virtual Tour of Alamo & Mexican American War http://ethemes.missouri.edu/themes/1697?locale=en • John Brown & The Battle of Black Jack Virtual Tour http://www.blackjackbattlefield.org/Virtual%20Tour%20Black%20Jack%20exhibit.htm Resources • American Nation in the Modern Era, Holt, 2005 • The American Nation in the 20th Century, Holt, 1998 • Cicero See http://www.vineland.org/pages/Vineland_Public_Schools/District/Curriculum/Supervisors_of_Instruction/Social_Studies/Pathway_to_US_History_Resource Suggested Time Frame: 35 days D- Indicates differentiation at the Lesson Level. The NJASCD Common Core Standards Curriculum Project Curriculum Design Components Content Area: College U.S. History I Grade(s) 10 Unit Plan Title: Civil War and Reconstruction Anchor Standard (ELA) or Domain (Math) · 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.9-10.4 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.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. · WHST.9-10.1 a-e Write arguments focused on discipline-specific content. · WHST.9-10.2 a-f Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. · WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. · WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. · WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Overview/Rationale The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term consequences. Standard(s)
Technology Standard(s) · 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. · · HST.9-10.7 a-f tory I 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.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. Interdisciplinary Standard(s) •3.1.12. D.1 Read developmentally appropriate materials (at an independent level) with accuracy and speed. •3.1.12. E.2 Use a variety of graphic organizers with various text types for memory retention and monitoring comprehension. •3.1.12. F.5 Define words, including nuances in meanings, using context such as definition, example, restatement, or contrast. •3.1.12. G.4 Analyze how works of a given period reflect historical and social events and conditions. •3.1.12. G.9 Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. •3.1.12. G.16 Distinguish between essential and nonessential information. •3.1.12. G.18 Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view. •3.1.12.G.25 Analyze foundational U.S. documents for their historical and literary significance and how they reflect a common and shared American Culture (e.g., The Declaration of Independence, The Preamble of the U.S. Constitution, Abraham Lincoln’s “Gettysburg Address,” Martin Luther King’s “Letter from Birmingham Jail”). •3.2.12. A.1 Engage in the full writing process by writing daily and for sustained amounts of time. •3.2.12. A.2 Define and narrow a problem or research topic. Essential Question(s) · What were the causes of the Civil War? · What were the strengths and weakness of the North and South before and during the Civil War? · What was the outcome and impact of the Civil War? Enduring Understandings • The Civil War had numerous causes including economic and social differences between the North and the South, varying interpretations of states’ rights versus federal rights, and conflicts over the spread of slavery into newly created states and territories. • The North has significantly greater resources than the South at the start of the War but the South had the benefit skilled military leaders and fighting a defensive war in familiar territory. •The Civil War deeply divided the country and had a devastating impact in terms of destruction and human lives. In this unit plan, the following 21st Century themes and skills are addressed. Check all that apply. 21st 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. 21st Century Skills X Global Awareness Creativity and Innovation X Environmental Literacy X Critical Thinking and Problem Solving Health Literacy X Communication X Civic Literacy X Collaboration X Financial, Economic, Business, and Entrepreneurial Literacy Student Learning Targets/Objectives · Write a narrative account analyzing the differing Northern and Southern views about slavery (e.g., Uncle Tom’s Cabin), economic development, states’ rights, and other issues that led to succession and the Civil War. http://issues.abc-clio.com/Topics/Display/913346?cid=41&terms=Uncle+Tom%E2%80%99s+Cabin http://www.digitalhistory.uh.edu/era.cfm?eraid=6&smtid=1 http://www.digitalhistory.uh.edu/era.cfm?eraid=5&smtid=1 · Analyze the impact of government actions (i.e., the Fugitive Slave Act, Dred Scott Decision, and Kansas-Nebraska Act) on the growing conflict between the North and South. Fugitive Slave cases http://www.archives.gov/northeast/education/slavery/fugitive-slaves.html http://www.archives.gov/northeast/nyc/exhibits/stephen-pembrook.html Dred Scott Decision, http://ourdocuments.gov/doc.php?doc=29 Kansas Nebraska Act of 1854: http://ourdocuments.gov/doc.php?doc=28 Abstract of census and returns of election of a territorial legislature in Kansas, 03/30/1855 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306580 Testimony on the Assault of Senator Charles Sumner, 1856, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2127351 Ordinance of Secession of the Commonwealth of Virginia http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=598395 · Evaluate how political and military leadership (i.e., Lincoln, Davis, Grant, Lee, and Sherman) affected the outcome of the Civil War. Emancipation Proclamation, http://ourdocuments.gov/doc.php?doc=34; Message of President Abraham Lincoln recommending a resolution to encourage the gradual emancipation of slaves, 03/07/1862 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306438 Civil War Blockade documents (NYC) http://www.archives.gov/northeast/nyc/education/blockade.html Act of July 17, 1862, Public Law 37-160, 12 STAT 589, suppressing insurrection, punishing treason and rebellion, and seizing and confiscating the property of rebels., 07/17/1862 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299818 Presidential Proclamation 94 of September 24, 1862, by President Abraham Lincoln suspending the writ of Habeas Corpus., 09/24/1862 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299959 Note from President Abraham Lincoln to Maj. Gen. Henry Halleck, 07/07/1863 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1257664 Telegram from President Abraham Lincoln to General Ulysses Grant, 02/01/1865 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595100 Telegram from Abraham Lincoln to Lt. Gen. Ulysses Grant at City Point, Virginia, 08/17/1864 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=301640 · Assess the role that economics (i.e., industrial production, financial capability, and transportation network) played in enabling the North and South to wage war. http://americanhistory.abc-clio.com/Topics/Display/1187662?sid=263195&cid=21&oid=263195&useConcept=False · Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. War Department General Order 143: Creation of the U.S. Colored Troops (1863), http://ourdocuments.gov/doc.php?doc=35 To Colored Men! http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1497351 Petition from Lewis Douglass and Others to the Secretary of War, 1865 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594720 File of William H. Carney, ca. 1863 - ca. 1885 (3 items) http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594831 An Act of April 16, 1862 [For the Release of Certain Persons Held to Service or Labor in the District of Columbia], 04/16/1862 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299814 Letter from John Boston to His Wife Elizabeth, 01/12/1862 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=783102 Photograph of Private Hubbard Pryor before enlistment in 44th U.S. Colored Troops, 10/10/1864 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=849127 Photograph of Private Hubbard Pryor After Enlistment in 44th U.S. Colored Troops, 10/10/1864 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=849136 Negro laborers at Alexandria, near coal wharf, ca. 1860 - ca. 1865 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=524820 · Use technology to display (textual and visual evidence) the impact of the American Civil War and another civil war on people’s lives and work. http://americanhistory.abc-clio.com/Search/Display/263201?terms=civil%20war · Conduct short research synthesizing multiple sources to explain why the costs (e.g., human, economic, environment, social) of the American Civil War were greater than previous conflicts. http://americanhistory.abc-clio.com/Topics/Display/1187668 Records of Death and Interment at Camp Nelson, KY, compiled 1864 - 1865 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=279423 · Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South (e.g., agricultural sharecropping, industrial manufacturing). http://www.digitalhistory.uh.edu/era.cfm?eraID=8&smtid=1 · Analyze the impact of population shifts and migration patterns (e.g., African Americans moving north and west) during the Reconstruction period. http://americanhistory.abc-clio.com/Search/Display/252787?terms=reconstruction%20blacks%20moving%20north%20and%20south · Determine of the meaning of liberty and equality as described in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address). Declaration of Independence, http://ourdocuments.gov/doc.php?doc=2; Emancipation Proclamation, http://ourdocuments.gov/doc.php?doc=34; Gettysburg Address http://ourdocuments.gov/doc.php?flash=true&doc=36 Lincoln’s Second Inaugural http://www.ourdocuments.gov/doc.php?doc=38 · Write an argument analyzing the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans during the late 19th century. 13th Amendment, http://ourdocuments.gov/doc.php?doc=40 14th Amendment, http://ourdocuments.gov/doc.php?doc=43 15th Amendment, http://ourdocuments.gov/doc.php?doc=44 · Compare and contrast the point of view of two or more historians to determine the extent to which enacted Reconstruction policies achieved their goals. Senate Bill 1, 12/01/1873 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1986640 Act of April 9, 1866 (Civil Rights Act), Public Law 39-26, 14 STAT 27, which protected all persons in the United States in their civil rights and furnished the means of their vindication., 04/09/1866 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299820 Agreement of Labor for a Mr. Montgomery and Others, 12/24/1866 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595058 Agreement of Labor for Truss B. Hall, 08/28/1865 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595055 Indenture Agreement of Alexander Cunningham http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595083 Sub - Assistant Commissioner's Monthly Report, 11/1868 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595061 Teachers' Rules, 1865? http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594901 Report for the Williams School in Virginia http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=59508 · Produce clear and coherent writing that explains how political, economic, and social perspectives on Reconstruction led to resistance by some Southern individuals and states (i.e., Freedman’s Bureau, Black Codes, KKK, and Jim Crow laws). Memorial written by Josephine Griffing asking that women be commissioned to assist with the care and education of the freedmen, 05/09/1864 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306645 Memorial of the Colored People of Georgia in Favor of the Sumner Civil Rights Bill http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1991057 Petition from women of the District of Columbia asking for the passage of the Sumner Civil Rights Bill, 01/15/1872 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306406 · Cite specific textual evidence from the 14th Amendment to explain how it changed the relationship between the national and state governments. 14th Amendment, http://ourdocuments.gov/doc.php?doc=43 Suggested Time Frame: 25 Days D- Indicates differentiation at the Lesson Level. NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.org 609-860-8991 fax – 609-409-0946 The NJASCD Common Core Standards Curriculum Project Curriculum Design Components Content Area: College United States History I Grade(s) 10 Unit Plan Title: The Development of the Industrial United States and the Emergence of Modern America: Progressive Reforms (1870-1930) Anchor Standard (ELA) or Domain (Math) 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.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. WHST.9-10.2 a-f Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Overview/Rationale The Development of the Industrial United States Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups The Emergence of Modern America: Progressive Reforms Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. An expanding market for international trade promoted policies that resulted in America emerging as a world power. Standard(s) 6.1.12.A.5.a Relate industrial growth to the need for social and governmental reforms. 6.1.12.A.5.b Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability. 6.1.12.A.5.c Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans. 6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice. 6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. 6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies. 6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer. 6.3.12.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal. 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. 6.1.12.B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities. 6.1.12.B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. 6.1.12.B.6.b Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion. 6.1.12.C.5.a Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and explain the positive or negative impact of these practices on the nation and on individuals. 6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-Civil War period. 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. 6.1.12.C.6.a Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups. 6.1.12.C.6.b Determine how supply and demand influenced price and output during the Industrial Revolution. 6.1.12.C.6.c Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals. 6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer. 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. 6.1.12.D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. 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. 6.1.12.D.5.d Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation. 6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. 6.1.12.D.6.c Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment. Technology Standard(s) Technology Standard(s) · 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.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. · 8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community Interdisciplinary Standard(s)
Essential Question(s) · What challenges did the United States face in reuniting the nation after the Civil War? · Was Reconstruction successful in creating racial equality? · How did the development of new technologies, new industries and new sources of energy lead to economic growth in the late 19th Century? · In what ways did Industrialization change life in America? Enduring Understandings · Reconstruction is the term applied to the restoration of the seceded states and the integration of the freedmen into American society. · When Reconstruction ended, the seceded states were restored to the Union, but Reconstruction failed to achieve racial equality or the successful integration of freedmen into American Society. · In the second half of the 19th Century Industrialization spurred economic growth but also contributed to social problems such as dangerous working conditions and urban poverty. In this unit plan, the following 21st Century themes and skills are addressed. Check all that apply. 21st 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. 21st Century Skills X Global Awareness X Creativity and Innovation X Environmental Literacy X Critical Thinking and Problem Solving X Health Literacy X Communication X Civic Literacy X Collaboration X Financial, Economic, Business, and Entrepreneurial Literacy Student Learning Targets/Objectives · 1 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. Homestead Act, http://ourdocuments.gov/doc.php?doc=31 Homestead Proof Testimony of Almanzo Wilder: 09/12/1884 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595419 Final Homestead Certificate for Almanzo Wilder: 09/16/1884 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1656514 Homesteading Certificate of Eligibility for Daniel Freeman http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1656508 Act of July 1, 1862 (Pacific Railroad Act), 12 STAT 489, which established the construction of a railroad and telegraph line from the Missouri River to the Pacific Ocean., 07/01/1862 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299953 Photograph of a Family with Their Covered Wagon During the Great Western Migration, 1866 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=51826 Poster circulated in Philadelphia in 1839 to discourage the coming of the railroad: 1839 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=513347 6.1.12.B.5.a 2 Compare and contrast economic development of the North (e.g., manufacturing, mills), South (e.g., agriculture), and West (e.g., ranching, mining, farming) in the post-Civil War period. http://americanhistory.abc-clio.com/Topics/Display/1183884 http://americanhistory.abc-clio.com/Topics/Display/1183895 6.1.12.C.5.b 3 Explain the impact that migration had on Native American groups living in the western states and territories during this time period (e.g., Wounded Knee, Little Big Horn). http://americanhistory.abc-clio.com/Topics/Display/1187738 http://cicerosystems.com/history/unit/industry-and-migration/connections/2583/26 6.1.12.B.5.a 4 Analyze how government policies favoring laissez faire capitalism and other factors promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period. http://americanhistory.abc-clio.com/Topics/Display/1187729 6.1.12.D.5.a 6.1.12.A.8.a 5 Analyze the cyclical nature of the economy and the impact of periods of economic expansion and downturns (e.g., 1873, 1893, 1907) to determine their causes and their impact on businesses, individuals, and the nation. http://butnowyouknow.net/those-who-fail-to-learn-from-history/history-of-economic-downturns-in-the-us/ 6.1.12.C.5.c 6 Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the economic development of the nation and on the lives of individuals. Act of December 23, 1913 (Federal Reserve Banks Act), Public Law 63-43, 38 STAT 251, which established Federal reserve banks to furnish an elastic currency, to afford means of rediscounting commercial paper, and to effectively supervise banking the United States., 12/23/1913 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299826 6.1.12.C.6.c 7 Produce clear and coherent writing demonstrating how supply and demand influenced price and output during the Industrial Revolution by looking at a case study (e.g., Carnegie & steel, Pullman & railroads, and Ford & cars). http://history-world.org/Industrial%20Intro.htm http://www.thehenryford.org/education/erb/AmericanInnovationDuringIndustrialRevolution.pdf WHST.9-10.4 6.1.12.C.6.b 8 Write a narrative explaining how entrepreneurs (e.g., Carnegie, Edison, Morgan, Rockefeller, Vanderbilt, Pullman, Westinghouse) of this time period became “captains of industry”. http://cicerosystems.com/history/unit/industry-and-migration/content/2113/4412 WHST.9-10.2 6.1.12.D.5.a 9 Draw evidence from informational texts to explain how monopolistic practices had positive and negative economic effects on individuals and the nation (e.g., US Steel, Standard Oil). http://americanhistory.abc-clio.com/Topics/Display/1187729?cid=71&sid=1187732&useConcept=False http://americanhistory.abc-clio.com/Topics/Display/1187729?cid=76&sid=1187734&useConcept=False WHST.9-10.9 6.1.12.C.5.a 10 Assess the impact of governmental efforts to regulate industrial (e.g., Sherman Anti-trust Act, Clayton Anti-trust, Interstate Commerce Act) and financial systems (i.e., Federal Reserve) in order to provide economic stability. Interstate Commerce Act, http://ourdocuments.gov/doc.php?doc=49 Sherman-Anti-Trust Act, http://ourdocuments.gov/doc.php?doc=51 6.1.12.A.5.b 11 Gather relevant information from multiple authoritative print and digital sources to explain how the desire for workers rights led to the creation of labor organizations (e.g., Knights of Labor, Industrial Workers of the World, American Federation of Labor) and workers strikes (e.g., Great Railroad Strike, Haymarket Riot, Homestead Strike, Pullman Strike, Lawrence Textile Strike, Paterson Silk Strike). National Child Labor Committee Photographs taken by Lewis Hine, compiled ca. 1912 - ca. 1912, documenting the period 1908 - 1912 (483 Photos) http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=523064 WHST.9-10.8 6.1.12.A.5.a 6.1.12.D.5.b 6.1.12.C.6.a 12 Evaluate the ways in which women organized to promote government policies designed to address workplace issues (e.g., Triangle Shirtwaist Factory Fire, Mary Harris “Mother Jones”) and immorality (temperance). U.S. vs. Susan B. Anthony, Indictment for Illegal Voting: 01/24/1873 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=278295 U.S. vs. Susan B. Anthony, Record of Conviction: 06/28/1873 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=278304 6.1.12.A.6.b 13 Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. Map showing overland Pacific Telegraph from San Francisco to Moscow, submitted to the Committee on Commerce with a petition for a survey for a telegraphic line from the Amoor River to Russian America, ca. 1862 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306678 Patent Drawing for Joseph F. Glidden's Improvement to Barbed Wire, 11/24/1874 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=302051 Drawing for Improvements in Telegraphy: 03/07/1876 - 03/07/1876 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595437 Drawing for an Electric Lamp: 01/27/1880 - 01/27/1880 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595450 Drawing for a Calculating Machine, 08/21/1888 - 08/21/1888 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595511 6.1.12.D.6.a 14 Examine the efforts of Muckrakers (e.g., Upton Sinclair, Ida Tarbell) to expose unfair business practices and political corruption and promote social justice, by citing specific textual evidence attending to such features as the date and origin of the information. Pendleton Act http://ourdocuments.gov/doc.php?doc=48 Report on Conditions in the Chicago Stock Yards, 1905 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595296 Letter from Upton Sinclair to President Theodore Roosevelt, 03/10/1906 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=301981 Message from President Theodore Roosevelt to the House of Representatives and the Senate, 06/04/1906 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595294 Letter from Acting Secretary of State Robert Bacon to U.S. Ambassador to the United Kingdom Whitelaw Reid Discussing Postcards Regarding the Chicago Meatpacking Industry, 10/09/1907 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2657925 Letter to President Theodore Roosevelt from the Federation of Grocers' Associations of the United Kingdom, 07/03/1906 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594852 Act of December 4, 1905 (Pure Food and Drug Act), Public Law 59-384, 34 STAT 768, which prevented the manufacture, sale, or transportation of adultered, misbranded, poisonous, or deleterious foods, drugs, medicines, and liquors and the regulation of traffic of such items., 12/04/1905 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299825 RH.9-10.1 6.1.12.A.6.a 15 Evaluate the effectiveness of Progressive reforms (e.g., Pendleton Civil Reform Act, Meat Inspection Act of 1906, Pure Food and Drug Act of 1906) in preventing unfair business practices and political corruption and in promoting social justice. Pendleton Act http://ourdocuments.gov/doc.php?doc=48 Report on Conditions in the Chicago Stock Yards, 1905 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595296 Letter from Upton Sinclair to President Theodore Roosevelt, 03/10/1906 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=301981 Message from President Theodore Roosevelt to the House of Representatives and the Senate, 06/04/1906 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595294 Letter from Acting Secretary of State Robert Bacon to U.S. Ambassador to the United Kingdom Whitelaw Reid Discussing Postcards Regarding the Chicago Meatpacking Industry, 10/09/1907 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2657925 Letter to President Theodore Roosevelt from the Federation of Grocers' Associations of the United Kingdom, 07/03/1906 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594852 Act of December 4, 1905 (Pure Food and Drug Act), Public Law 59-384, 34 STAT 768, which prevented the manufacture, sale, or transportation of adultered, misbranded, poisonous, or deleterious foods, drugs, medicines, and liquors and the regulation of traffic of such items., 12/04/1905 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299825 6.1.12.A.6.a 16 Use quantitative and qualitative analysis to determine how gender, race, ethnicity, occupation, and government policies (e.g., Chinese Exclusion Act of 1882, Gentlemen’s Agreement of 1907) impacted immigrants in this period. http://www.shmoop.com/1920s/immigration.html RH.9-10.7 6.1.12.D.5.d 17 Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations. http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/ 6.1.12.D.5.c 18 Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources (e.g., Pinchot, T. Roosevelt, National Park Service) during the period of industrial expansion. Yellowstone Park Act, 03/01/1872 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=596351 6.1.12.B.6.b 19 Compare and contrast primary and secondary sources describing how Booker T. Washington and W.E.B. Du Bois addressed the issue of African American segre Judgment in Plessy v. Ferguson http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1685178 Petition from the citizens of New Jersey praying for Congress to make the act of lynching a crime against the United States, 02/21/1900 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306656 gation and discrimination. RH.9-10.9 6.1.12.A.6.c 20 Explain how the continuation of segregation and discrimination (i.e., Plessy v. Ferguson) and state and local governmental policies, led to creation of African American advocacy organizations (i.e., National Association for the Advancement of Colored People, National Urban League). Judgment in Plessy v. Ferguson http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=1685178 Petition from the citizens of New Jersey praying for Congress to make the act of lynching a crime against the United States, 02/21/1900 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306656 6.1.12.A.6.c 21 Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans. Letter with Report Submitted by the Citizens Committee of Orchard, Rivington, and East Houston Streets, New York City to President William Howard Taft, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=3854680 Senate Joint Resolution Directing an Inquiry into the Conditions of Indian Tribes: http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595395 Conditions of the Indian Tribes: 1867 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=593576 Dawes Act http://ourdocuments.gov/doc.php?doc=50 Fort Laramie Treaty, 04/29/1868 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299803 Claims and Complaints Regarding Indian Depredations (9 items) http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=284972 6.1.12.A.5.c 22 Compare current and historical case studies (1890-1930s) involving child labor or other unfair labor practices in the United States with those of other nations and evaluate the extent to which rapid industrialization contributes to such practices. https://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html 6.3.12.A.2 23 Use technology to produce or display (e.g., photojournalism by Jacob Riis) an assessment of the impact of rapid immigration and urbanization on the environment and on the quality of life in cities. National Child Labor Committee Photographs taken by Lewis Hine, compiled ca. 1912 - ca. 1912, documenting the period 1908 - 1912 (483 Photos) http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=523064 Two officials of the New York City Tenement House Department inspect a cluttered basement living room: ca. 1900 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=535469 Airshaft of a dumbbell tenement, New York City, taken from the roof: ca. 1900 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=535468 Lantern Slide of Hester Street, New York City, 1903 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=3854683 Horse-drawn wagons and carriages, an electric trolley car, and pedestrians congest a cobblestone Philadelphia street in 1897, 1897 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=513362 "A Typical Cable 'Accident' on Broadway.", ca. 08/29/1895 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=513353 The Eighth Avenue trolley, New York City, sharing the street with horse-drawn produce wagon and an open automobile. Downtown, looking north, 1904 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=541891 "Great Railway Station at Chicago-Departure of a Train.", ca. 1880 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=535752 C. Economics, Innovation, and Technology 6.1.12.C.5.a Analyze the economic practices of various business organizations ( RH.9-10.7 6.1.12.A.5.a 6.1.12.B.5.b 6.1.12.D.5 24 Explain how mass production and mass marketing (e.g., Woolworth’s, Sears) in this time period promoted a consumer culture and impacted individual lives. https://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html 6.1.12.C.5.a 6.1.12.A.8.a 25 Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment. http://americanhistory.abc-clio.com/Search/Display/439087?terms=women%27s+rights 6.1.12.D.6.c Assessments · Pre and Formative · Summative · Other assessment measures Suggested Time Frame: 35 days Content Area: US History I Grade(s) 10 Unit Plan Title: The Emergence of Modern America: WWI and the Roaring Twenties Anchor Standard (ELA) or Domain (Math) 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.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 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.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. WHST.9-10.1 a-e Write arguments focused on discipline-specific content. WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Overview/Rationale 7. The Emergence of Modern America: World War I United States involvement in World War I affected politics, the economy, and geopolitical relations following the war. 8. The Emergence of Modern America: Roaring Twenties The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems. Standard(s) 6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war. 6.1.12.A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights. 6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries. 6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism. 6.1.12.A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations. 6.1.12.B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. 6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased militarism. 6.1.12.B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment. 6.1.12.C.7.a Determine how technological advancements affected the nature of World War I on land, on water, and in the air. 6.1.12.C.7.b Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I. 6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration. 6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women. 6.3.12.C.1 Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders. 6.1.12.D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power. 6.1.12.D.7.a Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I. 6.1.12.D.7.b Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I. 6.1.12.D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. 6.1.12.D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence 6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. 6.3.12.D.1 Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. # STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS/NJCCCS 1 Write an argument evaluating the extent to which the national interests and foreign policies of Presidents McKinley, T. Roosevelt, Taft, and Wilson adhered to or conflicted with American ideals of freedom and self-determination (i.e., Spanish American War, Roosevelt Corollary to Monroe Doctrine, Panama Canal Dollar Diplomacy (Latin America), Open Door Policy (Asia)). Petition Against the Annexation of Hawaii, 1898 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595390 Memorial of Queen Liliuokalani in relation to the Crown lands of Hawaii: http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306653 Message of President William McKinley nominating Sanford B. Dole to be Governor of Hawaii, 04/04/1900 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=306337 Prayer Before the Surrender. Philippine Insurgents., ca. 1900 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=542454 DeLome Letter http://ourdocuments.gov/doc.php?doc=53 Platt Amendment http://ourdocuments.gov/doc.php?doc=55 Theodore Roosevelt Corollary to the Monroe Doctrine http://ourdocuments.gov/doc.php?doc=56 WHST.9-10.1 6.1.12.D.6.b 2 Explain how global competition for land, resources, and trade by the United States, Germany, Russia, France, and Britain led to increased militarism and wars during this time period. http://americanhistory.abc-clio.com/Topics/Display/1187785?cid=41&sid=1187785&useConcept=False http://www.digitalhistory.uh.edu/era.cfm?eraID=10&smtid=11 http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit8_6.pdf 6.1.12.B.7.a 6.1.12.B.6.a 3 Analyze in detail the series of events (i.e., loans to allies, sinking of the Lusitania, German submarine warfare against neutral countries and the Zimmerman telegram) that moved the United States from neutrality regarding WWI to entry into the war. Telegram from United States Ambassador Walter Page to President Woodrow Wilson Conveying a Translation of the Zimmermann Telegram http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=302022 Telegram from Acting Secretary of State Frank L. Polk to the American Embassy in Mexico City http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=302023 Decode Worksheet for a Portion of the Zimmermann Telegram by Edward Bell of the American Embassy in London, 03/02/1917 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=302024 Zimmermann Telegram as Received by the German Ambassador to Mexico, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=302025 English Translation of His Majesty's Submarine U-20 War Diary, 1915 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=833792 Presidential Proclamation 1364 of April 6, 1917, by President Woodrow Wilson declaring war against Germany http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299966 RH.9-10.3 6.1.12.A.7.a 4 Determine the extent to which text and visual propaganda by the government, the media, and special interest groups used structure and images to shape American public opinion and American foreign policy during World War I. http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=595305 World War I Posters, compiled 1917 - 1919 (291 Photos) http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=512439 Food Will Win the War: On the Homefront in World War I http://www.archives.gov/northeast/nyc/education/food-wwi.html Women of Boston are lending a helping hand in the drive for peach stones, which are being used by the Government in the production of gas masks. This Tableau was arranged to help in the campaign. Underwood and Underwood., 09/23/1918 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=533787 RH.9-10.5 6.1.12.D.7.b 5 Evaluate the impact on individual rights of government policies designed to promote patriotism and to protect national security during this time period and today (i.e., the Espionage Act and the Sedition Amendment). Speech Given by Eugene V. Debs in Canton, Ohio, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2641497 Photograph of Eugene V. Debs Speaking in Canton, Ohio, 06/16/1918 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=2641496 6.1.12.A.7.b 6.3.12.D.1 6 Determine how new technologies altered the nature of World War I and influenced future technological advancement. English Translation of His Majesty's Submarine U-20 War Diary, 1915 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=833792 Front view of the two-man tank manufactured by the Ford Motor Company, Detroit, Michigan. Ford Motor Company.: ca. 1918 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=533687 World War I photographs http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=285377 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=285375 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=285373 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=285372 English Translation of His Majesty's Submarine U-20 War Diary: 1915 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=833792 Citation for Eduard (Edouard) Isaacs' (Izac) Medal of Honor, 05/21/1919 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=597154 6.1.12.C.7.a 7 Compare the point of view of two or more historians regarding their evaluation of the effectiveness of President Wilson’s leadership on international issues (i.e., Fourteen Points, Treaty of Versailles and the League of Nations) and note which details they include and emphasize in their respective accounts. Presidential Proclamation 1364 of April 6, 1917, by President Woodrow Wilson declaring war against Germany http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=299966 Fourteen Points, http://ourdocuments.gov/doc.php?doc=62 RH.9-10.6 6.1.12.D.7.a 8 Analyze the impact (e.g., reparations, loss of land, disarmament) of the Treaty of Versailles and the League of Nations from the perspectives of different countries, citing specific text evidence and using quantitative data. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1159 http://www.wzaponline.com/TreatyofVersaillesandtheImpactonGermany.pdf http://www.schoolshistory.org.uk/ASLevel_History/week4_versailles.htm http://www.historylearningsite.co.uk/treaty_of_versailles.htm RH.9-10.1 RH.9-10.7 6.1.12.A.7.c 9 Analyze the push-pull factors that led to the Great Migration and increase in racial tensions, restrictive laws, repressive organizations, and violence, using quantitative or qualitative data. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3385 http://americanhistory.abc-clio.com/Search/Display/294252?terms=great+migration http://americanhistory.abc-clio.com/Feature/Story/1240145?cid=1240154&terms=great+migration http://www.centerstage.org/marainey/Digital-Dramaturgy/The-Great-Migration/The-Great-Migration-Map.aspx http://www.inmotionaame.org/education/detail.cfm;jsessionid=f8302612781405436300745?migration=8&bhcp=1 RH.9-10.7 6.1.12.C.8.a 6.1.12.D.8.a 6.1.12.C.7.b 10 Cite specific evidence of social intolerance, xenophobia, and fear of anarchists that lead to government policies restricting immigration, advocacy, and labor organizations (e.g., Red Scare, Sacco and Vanzetti, National Origins Act of 1924). Woman anarchist leader and aid in draft war. Emma Goldman and Alexander Berkman convicted of conspiracy against draft law and sentenced to two years in penitentiary and fined $10,000 each, July 9, 1917. International Film Service., 1917 - 1919 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=533643 The Ku Klux Klan on parade down Pennsylvania Avenue, 1928 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=541885 RH.9-10.1 6.1.12.A.8.c 11 Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders. http://www.choices.edu/resources/twtn_immigration.php http://www.ailf.org/teach/lessonplans/m4_issuesinimmigration.pdf http://www.nytimes.com/learning/issues_in_depth/20080721.html 6.3.12.C.1 12 Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. (e.g., F. Scott Fitzgerald, Ernest Hemmingway, T.S. Elliot, Eugene O’Neill, Zora Neale Hurston, Louis Armstrong, Duke Ellington, Langston Hughes, Jacob Lawrence, Romare Bearden). Photograph of a Harlem Street Scene http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=596089 6.1.12.D.8.b 13 Use technology to demonstrate how social, cultural, and technological changes during the interwar period affected the role and status of women (e.g., radio, telephone, automobiles, streetcars, appliances, suburbs, movies, and popular magazines). http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3400 http://cicerosystems.com/history/unit/boom-and-bust/content/1973/4138 http://americanhistory.abc-clio.com/Search/Display/1187227?terms=flapper WHST.9-10.6 6.1.12.C.8.b 6.1.12.C.7.b 14 Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment. The Plow that Broke the Plains http://www.youtube.com/watch?v=fQCwhjWNcH8 Photographic Prints Documenting Programs and Activities of the Bureau of Agricultural Economics and Predecessor Agencies, compiled ca. 1922 - ca. 1947, documenting the period ca. 1911 - ca. 1947 (1802 photos) http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=521048 Soil Erosion: ca. 1935 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=195526 Eroded land in Alabama: ca. 1935 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=195855 Erosion in Chilton County, Alabama. Cotton was grown on this field twenty-five years ago.: ca. 1935 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=195856 Soil erosion in South Dakota: ca. 1935 http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=196518 6.1.12.B.8.a 15 Analyze the extent to which post-war isolationism and protectionism (e.g., Hawley Smoot) conflicted with global economic interests. http://www.economist.com/node/12798595 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3483 6.1.12.A.8.b 16 Draw evidence from informational texts to analyze the economic, social, and political factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. http://www.oswego.org/webpages/bhall/files/07%20-%20rise%20of%20dictators%2020112012.pdf WHST.9-10.9 6.1.12.D.7.c Technology Standard(s) · 8.1.4.A.1 Demonstrate effective input of text and data using an input device. · 8.1.4.A.3 Create and present a multimedia presentation that includes graphics. Interdisciplinary Standard(s) · W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. · SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. · SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. · SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Essential Question(s) · What economic innovations came in the 1920s, and what was their effect on different social groups? · What social developments contributed to the cultural creativity and conflicts of the 1920s? · What caused the Great Depression, and how did President Hoover respond? · What were the major components of Roosevelt’s New Deal? · How did the depression and the New Deal affect specific social groups in the United States? Enduring Understandings · The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems. · The Great Depression resulted from government economic policies, business practices, and individual decisions and it impacted business and society. · The New Deal expanded the role of the government in all aspects of American life. In this unit plan, the following 21st Century themes and skills are addressed. Check all that apply. 21st 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. 21st Century Skills x Global Awareness x Creativity and Innovation x Environmental Literacy x Critical Thinking and Problem Solving Health Literacy x Communication x Civic Literacy x Collaboration x Financial, Economic, Business, and Entrepreneurial Literacy Assessments · Pre and Formative · Summative · Other assessment measures Suggested Time Frame: 25 |