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NEPTUNE TOWNSHIP SCHOOL DISTRICT
United States History I Curriculum
Grades 10-12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
November 24, 2015 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Jason A. Jones, President
Chanta L. Jackson, Vice President
Dwayne Breeden Scott Fields
Laura G. Granelli Monica Kowalski-Lodato
Michelle A. Moss Donna Puryear
William S. Wells
SCHOOL DISTRICT ADMINISTRATION
Tami R. Crader, Ed.D.
Superintendent of Schools
Bertha L. Williams-Pullen
Assistant Superintendent of Schools
Matthew Gristina, Ed.D.
Assistant Superintendent for Curriculum, Instruction & Assessment
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Kathleen M. Skelton
Director of Special Services
Jennifer M. Clearwaters
Director of School Counseling Services
Gerald Glisson
Administrator for Co-Curricular Activities & Athletics
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINISTRATION
Principals
Lori B. Burns, Early Childhood Center
Lakeda D. Demery, Shark River Hills
Sally A. Millaway, Ed.D., Gables
James M. Nulle, Green Grove
Arlene M. Rogo, Ed.D., Midtown Community
Jerard L. Terrell, Ed.D., Summerfield
MIDDLE SCHOOL ADMINISTRATION
Mark K. Alfone, Ed.D., Principal
Thomas Decker, Vice Principal
Michael V. Smurro, Vice Principal
HIGH SCHOOL ADMINISTRATION
Richard W. Allen, Principal
Titania M. Hawkins, Ed.D., Vice Principal
James H. Whitson, Vice Principal
SITE ADMINISTRATOR
Tara L. Stephenson, Poseidon ECHS
DEPARTMENT CHAIRPERSONS
Audra Gutridge
Robert Hamm
Charles M. Kolinofsky
Joshua Loveland
Dawn Reinhardt
Karen Watt
Hillary L. Wilkins
Marjory V. Wilkinson
NEPTUNE TOWNSHIP SCHOOL DISTRICT
UNITED STATES
HISTORY I
CURRICULUM
Table of Contents
Acknowledgements ............................................................................................................i
District Mission Statement ............................................................................................... ii
District Educational Outcome Goals .............................................................................. iii
Course Description........................................................................................................... iv
Curriculum
Unit Title Page
Unit 1: Exploration and Colonization ............................................................................... 1
Unit 2: Revolution and the New Nation ........................................................................... 6
Unit 3: Early America ..................................................................................................... 11
Unit 4: Expansion .......................................................................................................... 16
Unit 5: Civil War ........................................................................................................... 21
Unit 6: Reconstruction ................................................................................................... 26
Unit 7: Westward Expansion and the Gilded Age .......................................................... 30
Pacing Guide ................................................................................................................... 35
NEPTUNE TOWNSHIP SCHOOL DISTRICT
United States History I
Acknowledgements
The challenges of the 21st century are complex, have global implications, and are
connected to people, places, and events of the past. The study of social studies focuses on
deep understanding of concepts that enable students to think critically and systematically
about local, regional, national, and global issues.
As such, the Social Studies curriculum has prepared a curriculum with authentic learning
experiences that enable students to apply content knowledge, develop citizenship skills,
and prepare students for the 21st-century workplace. The dedicated committee designed a
curriculum into coherent, time-bound comprehensive units of study with sample activities
and classroom assessments to guide teaching and learning. Additionally, this curriculum
is aligned to both the NJCCCS and the Common Core State Standards.
The following teachers are to be commended for their talent, endless hours of
collaboration and undying commitment to ensuring that the students of Neptune
Township School District have the best educational opportunities that foster critical
thinking in preparation for the 21st workplace.
Committee Members
Mark Smith
Heather Markowski
Ed Varsalona
Jackie Janosko
John Schroeder
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare all students
for life in the twenty-first century by encouraging them to recognize that learning is a
continuing process. It is with high expectations that our schools foster:
• A strong foundation in academic areas, modern technologies, life skills and the arts.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its peoples.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension
and critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS)
and the Common Core State Standards (CCSS).
Develop the ability to understand their world and to have an appreciation for the
heritage of America with a high degree of literacy in civics, history, economics and
geography.
Develop a respect for different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication,
with a focus on character development.
Understand and practice the skills of family living, health, wellness and safety for
their physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills,
which are significant to many aspects of life and work.
UNITED STATES
HISTORY I
CURRICULUM
COURSE DESCRIPTION
(5 credits)
This course will provide a study of American history from the 1600s up to the early
1900s. Emphasis will be placed upon the concepts and individuals involved in forming
and forging the nation from the American Revolution to the Gilded Age. It will also
integrate current events with the study of history on an ongoing basis.
iv
1
Unit Title Exploration and Colonization
Unit Duration 10 Days
STAGE 1: Identify Desired Results
Overview/Rationale: This unit will provide the student with a comprehensive understanding of how different
cultures established themselves in North American prehistory, differences between North American cultures and
the colonization of North America. Featured topics will include the rationale for settlement, geography, social,
political, and economic ramifications of colonization. The introduction of African slave labor will also be a focal
point of this unit.
Standards Standard Statement
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.
6.2 World History/Global
Studies:
All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment
affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the
21st century.
Common Core State
Standards: English/
Language Arts
The standards below begin at grade 6; standards for K-5 reading in history/social
studies, science, and technical subjects are integrated into the K-5 Reading
standards. The CCR anchor standards and high school standards in literacy work in
tandem to define college and career readiness expectations—the former providing
broad standards, the latter providing additional specificity.
Common Core State
Standards: Mathematics
These standards define what students should understand and be able to do in their
study of mathematics. But asking a student to understand something also means
asking a teacher to assess whether the student has understood it. But what does
mathematical understanding look like? One way for teachers to do that is to ask the
student to justify, in a way that is appropriate to the student’s mathematical
maturity, why a particular mathematical statement is true or where a mathematical
rule comes from. Mathematical understanding and procedural skill are equally
important, and both are assessable using mathematical tasks of sufficient richness.
CPI #--CPI Statement
6.1.12.A.1.a -Explain how British North American colonies adopted the British governance structure to fit their
ideas of individual rights, economic growth, and participatory government
6.1.12.B.1a- Relate geographic variations to economic development of the New World
6.1.12.C.1.a -Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this
time period
6.1.12.C.1.b -Determine the extent to which natural resources, labor systems, and entrepreneurship contributed to
the economic development in the American colonies
6.1.12.D.2.a -Explain the consequences to Native American groups of the loss of their land and people.
2
6.2.12.C.1.b -Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America,
and determine the impact trade on the New World’s economy and society.
6.2.12.D.1.a -Assess the political, social, and economic impact of the Columbian Exchange (e.g., plants, animals,
ideas, pathogens) on Europeans and Native Americans.
6.2.12.D.1.b - Compare slavery practices and other forms of coerced labor or social bondage common in East
Africa, West Africa, Southwest Asia, Europe, and the Americas.
6.2.12.D.1.c - Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans,
and Americans.
Interdisciplinary Standard (s)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.9-10.7- Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8- Assess the extent to which the reasoning and evidence in a text support the
author's claims.
CCSS.ELA-Literacy.WHST.9-10.1- Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.2 -Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
CCSS.Math.Practice.MP1- Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP3 -Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 -Model with mathematics.
Enduring Understandings Students will understand that…
Essential Questions
● There were many reasons for the colonization
and settlement of North America.
● Through colonization, European countries not
only grew their global presence but also created
new markets.
● A Triangle of Trade developed between North
America, Europe and Africa.
● Colonies developed specific characteristics
related directly to their geographic location.
● Columbus’s voyages to the Americas
permanently reshaped American, European, and
African history.
● Countries are affected by their relationships with
each other.
● How did people settle to the Americas and
adapt to the environment of North America?
● What customs and beliefs did the early Native
Americans share?
● How did the movement of people, goods, and
ideas cause social changes over time?
● How were colonies affected by global
conflicts?
● How did the colonies develop identities
independent of Great Britain?
● What are the main reasons for colonization?
● What are the ramifications of introducing new
people to an environment?
3
Learning Targets: Knowledge Students will know…
Learning Targets: Skills Students will be able to…
● How different cultures established themselves in
North American prehistory.
● How European settlers’ arrival affected Native
American cultures.
● What defined the different English Colonies.
● How their involvement in overseas trade
networks affected the colonies.
● How to describe the role of mercantilism and
triangular trade on the colonial economies.
● Compare and contrast the differences between
North American cultures.
● Identify the political, religious, and economic
changes that pushed Europeans to explore and
colonize other parts of the world.
● Interpret primary sources and other content that
describes the history of colonial America.
● Outline how indentured servitude differed from
slavery.
● Compare and contrast the ideas of John Locke,
Jean-Jacques Rousseau and Baron
Montesquieu.
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
● E – encouraged
● T – taught
● A – assessed
X Global Awareness E Creativity and Innovation
X Environmental Literacy A Critical Thinking and Problem Solving
X Health Literacy A Communication
X Civic Literacy A Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
STAGE 2: Determine Acceptable Evidence
Formative Assessments &
Other Evidence of Learning
● Do Now Activities
○ ELA- DBQ
○ Math- Geography connection/map analysis
○ Math- analyze charts/graphs
● Homework
○ Vocabulary Assignment- Word map
○ Textbook Section Guided Readings
● Quizzes
○ North America before Columbus
○ Europe begins to explore
○ Founding the 13 colonies
○ Population and growth of American colonies
○ Governance and new ideas
● Primary Source Analysis
○ Analysis political cartoon
○ Comparing primary sources on life in
Jamestown
○ Equiano’s travels
4
○ Mayflower Compact
● Reading and Writing Assignments
○ Read Chapters 1-3 of Text, pages 4-95
○ Document Based Question- from Broken
Spears: What do you think the Aztec are
seeing for the first time?
○ Document Based Question- from Columbus’
letter: What benefit to Spain did Columbus
see in the native people of Hispaniola?
Summative Assessments &
Performance Tasks
● Colony Project
● Unit Test
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional Strategies ● Lessons on the following topics:
○ Early Human Migration
○ Native Cultures by Region
○ Columbian Exchange
○ European Exploration of the New World
○ Jamestown
○ Massachusetts Bay
○ Colonial Slavery
○ Colonial Government
● Activities
○ Migration Theories Reading, CEI Chart & Writing Task
○ Primary Source- Native American Reactions to
Colonization
○ Great Plains Native Americans Reading, CEI Chart &
Writing Task
○ Eastern Woodlands Native Americans Reading, CEI
Chart & Writing Task
○ Explorer Trading Cards
○ Primary Source- Howard Zinn Reading on Columbus
○ Primary Source- Letter from Columbus
○ Primary Source- Examining Passenger List
○ Primary Source- Mayflower Compact
○ The Island
○ Jamestown Simulation
○ Primary Source- Equiano Reading
Differentiation to occur at the lesson level
5
Teacher Resources
Resource/webpage Description
America: Pathways to the Present Class Textbook
http://www.whiteplainspublicschools.org/Page/12862 Teacher webpage with Powerpoints, readings, and
activities.
http://teachers.hfcsd.org/webpages/tnassivera/resourc
es.cfm
Teacher webpage with Powerpoints, readings, and
activities.
https://www.youtube.com/watch?v=6E9WU9TGrec
&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
YouTube series discussing all content of American
History
https://www.youtube.com/watch?v=svyhRpZT_hU Description of the Middle Passage and the story of the
Amistad.
America: The Story of Us Video Series In depth review of American History
6
Unit Title Revolution and the New Nation
Unit Duration 15 Days
STAGE 1: Identify Desired Results
Overview/Rationale: This unit will provide the student with a background of the colonial issues that developed
with Great Britain. This will be further examined as the war unfolds. Key participants and events will highlight
this unit as the United States wins its independence and embarks on its path as a new country. The creation of our
Constitution and the challenges presented will be a focal point of this unit.
Standards Standard Statement
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.
Common Core State
Standards: English/
Language Arts
The standards below begin at grade 6; standards for K-5 reading in history/social
studies, science, and technical subjects are integrated into the K-5 Reading standards.
The CCR anchor standards and high school standards in literacy work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity.
Common Core State
Standards:
Mathematics
These standards define what students should understand and be able to do in their study
of mathematics. But asking a student to understand something also means asking a
teacher to assess whether the student has understood it. But what does mathematical
understanding look like? One way for teachers to do that is to ask the student to justify,
in a way that is appropriate to the student’s mathematical maturity, why a particular
mathematical statement is true or where a mathematical rule comes from. Mathematical
understanding and procedural skill are equally important, and both are assessable using
mathematical tasks of sufficient richness.
CPI #--CPI Statement
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.A.2.f- Examine the emergence of early political parties and their views on centralized government and
foreign affairs, and compare these positions with those of today’s political parties.
6.1.12.B.2.a- Analyze how the United States has attempted to account for regional differences while also striving
to create an American identity.
6.1.12.B.2.b- Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and
the expansion of slavery.
7
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.C.2.b- Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild
the economy by addressing issues of foreign and internal trade, banking, and taxation.
6.1.12.D.2.a- Analyze contributions and perspectives of African Americans, Native Americans, and women
during the American Revolution.
6.1.12.D.2.b- Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and
individual rights) have been denied to different groups of people throughout time.
6.1.12.D.2.c- Relate events in Europe to the development of American trade and American foreign and domestic
policies.
6.2.12.A.3.b - Relate the responses of various governments to pressure for self-government or self-determination
to subsequent reform or revolution.
Interdisciplinary Standard (s)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.WHST.9-10.1- Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.2 -Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
CCSS.ELA-Literacy.WHST.9-10.10- Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
CCSS.Math.Practice.MP1- Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP3 -Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 -Model with mathematics.
Enduring Understandings Students will understand that…
Essential Questions
● Disputes over ideas, resources, values, and
politics can lead to change.
● The American Revolution had global
ramifications.
● Utilization of new weaponry changed the
style of fighting during this time.
● Why do people rebel?
● How do relationships between countries impact
domestic and foreign affairs?
● How do individual and group pursuits influence
the priorities and actions of a government?
● What types of protest against the government are
8
● The American Revolution lead to American
Independence.
the most effective? Which are least?
Learning Targets: Knowledge Students will know…
Learning Targets: Skills Students will be able to…
● Reasons for the growing disagreements
between the American colonies and Great
Britain.
● The reasons why the American colonies
declared independence.
● How the Revolutionary War progressed.
● How the American Revolution changed life
for different social groups in the new United
States.
● Analyze and interpret primary source materials
that range from documents to maps to visual
evidence.
● Prepare and debate a point of view using
evidence.
● Outline the events of the Revolutionary War.
● Accurately and effectively discuss content in
groups and as a class participant.
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
● A – assessed
X Global Awareness E Creativity and Innovation
Environmental Literacy A Critical Thinking and Problem Solving
Health Literacy A Communication
X Civic Literacy T Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
STAGE 2: Determine Acceptable Evidence
Formative Assessments &
Other Evidence of Learning
● Do Now Activities
○ ELA- Document Based Question-
○ Math- Map skills/geography connection on the
Proclamation of 1863
○ Math- Interpreting charts/graphs on British policies in
the colonies
● Homework
○ Vocabulary Assignment- Word Map
○ Textbook Section Guided Readings
● Quizzes
○ The French and Indian War
○ Issues behind the Revolution
○ Ideas behind the Revolution
○ The War for Independence
9
● Primary Source Analysis
○ Thomas Paine’s Common Sense
○ Washington Farewell Address
○ The Federalist Papers
● Reading and Writing Assignments
○ Read Chapters 4 of Text, pages 104-137
○ Document Based Question- Letter from a Pennsylvania
Farmer – John Dickinson: Do you think the British
Parliament had the right to impose duties on the
colonists?
○ Document Based Question
Summative Assessments &
Performance Tasks
● Unit Test
● American Revolution Research Paper
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
● Lessons on the following topics:
○ Causes of the American Revolution
○ Ideas Behind the American Revolution
○ Declaration of Independence
○ Major Battles of the American Revolution
○ Articles of Confederation
○ Shay’s Rebellion
○ Ideas Behind the Constitution
○ Ratification of the Constitution
● Activities
○ King George Text Message
○ Primary Source- Boston Massacre Analysis
○ Primary Source- Common Sense Excerpt
○ Primary Source- Declaration of Independence Analysis’
○ America the Story of Us “Rebels” Episode and Questions
○ Case Study: American Revolution
○ Grading Articles of Confederation
○ Shay’s Rebellion Document Based Question
○ Constitutional Compromises
○ Bill of Rights Scenarios
○ Bill of Rights Stations
○ Bill of Rights Overview
○ Constitutional Convention Document Based Question
○ Federalists vs. Antifederalists Document Based Question
○ Comparing the Articles and the Constitution
○ Revolution and New Nation Jackdaw
Differentiation to occur at the lesson level
10
Teacher Resources
Resource/webpage Description
America: Pathways to the Present Class Textbook
http://www.whiteplainspublicschools.org/Page/12862 Teacher webpage with Powerpoints, readings, and
activities.
http://teachers.hfcsd.org/webpages/tnassivera/resource
s.cfm
Teacher webpage with Powerpoints, readings, and
activities.
https://www.youtube.com/watch?v=6E9WU9TGrec&l
ist=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
YouTube series that reviews all content of American
History
America: The Story of Us Video Series In depth review of American History
11
Unit Title Early America
Unit Duration 13 Days
STAGE 1: Identify Desired Results
Overview/Rationale: This unit will discuss how differences of opinion among the founders of the new
constitutional government divided both the leaders and the public. European hostilities in early American history
resulted in conflict, ending in a secure nation. Sectional disputes within early America over slavery and its
westward expansion eroded the spirit of nationalism that swept the nation after the War of 1812. The one-party
political system, dominated by the Democratic- Republicans began to unravel in the 1820’s. Throughout the
course of early America, the power of the federal government changed.
Standards Standard Statement
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.
Common Core State
Standards: English/
Language Arts
The standards below begin at grade 6; standards for K-5 reading in history/social
studies, science, and technical subjects are integrated into the K-5 Reading standards.
The CCR anchor standards and high school standards in literacy work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity.
Common Core State
Standards:
Mathematics
These standards define what students should understand and be able to do in their study
of mathematics. But asking a student to understand something also means asking a
teacher to assess whether the student has understood it. But what does mathematical
understanding look like? One way for teachers to do that is to ask the student to justify,
in a way that is appropriate to the student’s mathematical maturity, why a particular
mathematical statement is true or where a mathematical rule comes from. Mathematical
understanding and procedural skill are equally important, and both are assessable using
mathematical tasks of sufficient richness
CPI #--CPI Statement
6.1.12.A.2.d- Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification
debates, and assess their continuing relevance.
6.1.12.A.2.e - Explain how judicial review made the Supreme Court an influential branch of government, and
assess the continuing impact of the Supreme Court today.
6.1.12.A.2.f- Examine the emergence of early political parties and their views on centralized government and
foreign affairs, and compare these positions with those of today’s political parties.
6.1.12.C.2.b - Explain the effects of inflation, debt, and attempts by new state and national governments to
rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation.
6.1.12.D.2.b- Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and
individual rights) have been denied to different groups of people throughout time.
6.1.12.D.2.c- Relate events in Europe to the development of American trade and American foreign and domestic
policies.
12
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.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.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.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.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.A.5.a- Assess the impact of governmental efforts to regulate industrial and financial systems in order to
provide economic stability.
Interdisciplinary Standard (s)
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.WHST.9-10.1 - Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.2 - Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
CCSS.ELA-Literacy.WHST.9-10.10 - Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
CCSS.Math.Practice.MP1- Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP3 - Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 -Model with mathematics.
Enduring Understandings Students will understand that…
Essential Questions
● People engage in politics to solve problems in
their society.
● Why do people form political parties?
13
Geography and the environment play an
important role in how society is shaped over
time.
● How did the nation’s economy play an important
role in how a society is shaped over time?
● How did economic differences between the North
and the south cause tension?
● How did early American presidents & the
Supreme Court expand the power of the federal
government?
● Can average citizens change society?
Learning Targets: Knowledge Students will know…
Learning Targets: Skills Students will be able to…
● The financial challenges experienced by the
new government.
● How partisan disagreements and conflicting
foreign interests divided the country.
● How Jefferson expanded the country and tried
to stay out of war.
● How the War of 1812 developed
● How nationalism after the War of 1812
influenced economic policies and foreign
affairs.
● Why slavery remained important to the South
and its effects on the Southern economy and
society.
● The issues that led to the controversial
outcome of the election of 1824 and the
reasons Andrew Jackson won the election of
1828.
● How the U.S. political system became more
democratic in the 1820’s and 1830’s.
● Identify and categorize different examples of
enumerated powers and implied powers.
● Describe the disagreements that characterized the
battles between the first political parties.
● Identify the changes that occurred in the United
States during Jefferson’s administration.
● Evaluate what led the United States into the War
of 1812.
● Collaborate in groups and create a presentation on
a historical subject.
● Interpret economic data relevant to the historical
period.
● Demonstrate an understanding of absolute
chronology.
● Analyze and explain data on increased voter
participation during this period.
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
● E – encouraged
● T – taught
● A – assessed
X Global Awareness E Creativity and Innovation
Environmental Literacy A Critical Thinking and Problem Solving
Health Literacy A Communication
X Civic Literacy T Collaboration
14
X Financial, Economic, Business and
Entrepreneurial Literacy
STAGE 2: Determine Acceptable Evidence
Formative Assessments &
Other Evidence of Learning
● Do Now Activities
○ ELA- DBQ
○ Math- Geography connection/map analysis
○ Math- analyze charts/graphs Louisiana Purchase
● Homework
○ Vocabulary Assignment- Word Map
○ Textbook Section Guided Readings
● Quizzes
○ Origins of American politics
○ The election of 1800
○ Jefferson administration
○ The War of 1812
○ The growth of Nationalism
○ The age of Jackson
● Primary Source Analysis
○ Washington’s Farewell Address
○ Analysis political cartoon XYZ Affair
○ Analysis political cartoon Monroe Doctrine
○ Analysis political cartoon Andrew Jackson
● Reading and Writing Assignments
○ Read Chapters 6 & 8 of Text, pages 200-229 & 290-303
○ Document Based Question-
○ Document Based Question- from Marbury v. Madison:
Why is it important to exercise judicial review?
○ Document Based Question- What was the purpose of
the Monroe Doctrine?
○ Document Based Question- Evaluate the accuracy of the
label the Era of good feelings?
Summative Assessments &
Performance Tasks
● Jackson station project
● Unit Test
● DBQ Essay: How democratic was Andrew Jackson?
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
● Lessons of the Following Topics
○ Washington’s Precedents
○ Washington’s Farewell
15
○ Development of Political Parties
○ Alien and Sedition Acts
○ Louisiana Purchase
○ Lewis and Clarke’s Expedition
○ Jefferson’s Embargo Act
○ War of 1812
○ Era of Good Feelings
○ Development of the American System
○ Changes to American Democracy
○ Jackson’s Bank War
○ Tariff of 1828
○ Indian Removal Act
● Activities
○ Primary Source- Washington’s Farewell Address
○ Presidential Summary Readings
○ The Whiskey Rebellion
○ Birth of Political Parties
○ Hamilton vs. Jefferson
○ Fahrenheit 911 and Alien and Sedition Acts Analysis
○ Jefferson’s Transformation
○ Thomas Jefferson Stations Project
○ War of 1812 Packet
○ Primary Source- The American System
○ Andrew Jackson Station Project
○ Andrew Jackson Document Based Question
○ Primary Source- Andrew Jackson Political Cartoon Analysis
○ Primary Source- Trail of Tears
Differentiation to occur at the lesson level
Teacher Resources
Resource/webpage Description
America: Pathways to the Present Class Textbook
http://www.whiteplainspublicschools.org/Page/12862 Teacher webpage with Powerpoints, readings, and
activities.
http://teachers.hfcsd.org/webpages/tnassivera/resources
.cfm
Teacher webpage with Powerpoints, readings, and
activities.
https://www.youtube.com/watch?v=6E9WU9TGrec&li
st=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
YouTube series discussing all content of American
History
President’s Video Series Short clips describing each President’s major
contributions
America: The Story of Us Video Series In depth review of American History
16
Unit Title Expansion
Unit Duration 13 Days
STAGE 1: Identify Desired Results
Overview/Rationale: The United States experienced a tremendous amount of growth in the first half of the 19th
century. Land acquisitions as well as immigration from other countries led to both positive and negative events
that would help shape the second half of the 1800s in our country. In addition, an analysis of the reform
movements that began during this period will also be explored. This unit will explore both of these as the United
States makes its way towards Civil War.
Standards Standard Statement
6.1 U.S. History:
America in the World:
All students will acquire the knowledge and skills to think analytically 20 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.
Common Core State
Standards for
mathematical practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on
important “processes and proficiencies” with longstanding importance in mathematics
education. The first of these are the NCTM process standards of problem solving,
reasoning and proof, communication, representation, and connections.
Common Core State
Standards or English
/Language Arts
The CCR anchor standards and high school grade-specific standards work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity.
CPI #--CPI Statement
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.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.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.h- Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments.
6.1.12.A.3.i- Examine the origins of the antislavery movement and the impact of particular events, such as the
17
Amistad decision, on the movement. B. Geography, People, and the Environment
6.1.12.B.3.a- Assess the impact of Western settlement on the expansion of United States political boundaries.
6.1.12.C.3.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.3.a- Determine how expansion created opportunities for some and hardships for others by considering
multiple perspectives
6.1.12.A.5.b- Analyze the effectiveness of governmental policies and of actions by groups and individuals to
address discrimination against new immigrants, Native Americans, and African Americans.
6.1.12.A.4.b- Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls
Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address)
contributed to demanding equality for all.
Interdisciplinary Standard (s)
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.9-10.1.A- Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B- Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge
level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C- Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.E- Provide a concluding statement or section that follows from and supports
the argument presented.
CCSS.MATH.PRACTICE.MP1- Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2- Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3- Construct viable arguments and critique the reasoning of others.
Enduring Understandings Students will understand that…
Essential Questions
● Multiple political social, and economic
factors caused American territorial
expansion.
● The concept of Manifest Destiny was
instrumental in the growth of the United
● What are the main causes of a country’s desire to
expand?
● How did the nation’s economy help shape its
politics?
18
States.
● Expansion can lead to both Nationalism and
Sectionalism.
● People engage in politics to solve problems
in their society.
● The movement of people, goods, and ideas
causes society to change over time.
● How did economic tensions between the North and
South cause tensions?
● Can average citizens change society?
● How did reforms of this era increase tensions
between the North and South?
● Why did people want to move west in the 1800s?
● How did westward migration affect the relationship
between the United States and other countries and
peoples during this time?
Learning Targets: Knowledge Students will know…
Learning Targets: Skills Students will be able to…
● How the US political system became more
democratic in the 1820s and 1830s
● How the arrival of German and Irish
immigrants helped shaped the United States
during this period.
● The various social reform movements, their
impact, and the problems they addressed.
● The ideas and key figures of the abolitionist
movement.
● The role of agricultural technology in the
successful development of the Great Plains.
● The effects of increased American
immigration into the Southwest.
● The sources of conflict that led to the Texas
War of Independence.
● The course and outcome of the war with
Mexico for both the United States and
Mexico.
● Analyze and explain data on increased voter
participation during this period.
● Organize information about religious groups into
appropriate categories.
● Collaborate in groups about different reform groups
in the North and prepare a presentation of the
assigned group’s point of view.
● Determine the cause and effect relationship of
westward immigration and the impact on Native
American cultures.
● Analyze content and accurately place it
geographically on a map.
● Analyze events leading to the Texas War of
Independence.
● Constructs arguments and hypotheses about how
the war with Mexico affected the sectional tensions
developing in the United States.
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
● A – assessed
X Global Awareness A Creativity and Innovation
X Environmental Literacy A Critical Thinking and Problem Solving
X Health Literacy E Communication
19
X Civic Literacy E Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
STAGE 2: Determine Acceptable Evidence
Formative Assessments &
Other Evidence of Learning
● Do Now Activities
○ ELA- Document Based Question- Was the United States
Justified in Going to War With Mexico?
○ Elias Boudinot Quote
○ Nat Turner Quote
○ Map Reading activity
Homework
○ Vocabulary Assignment- Word Map
○ Textbook Section Guided Readings
● Quizzes
○ Reform Movement Quiz
○ Abolition Movement Quiz
○ Women’s Rights movement Quiz
○ Manifest Destiny Quiz
● Primary Source Analysis
○ Potato Famine/ Irish immigration Packet
○ Abolition DBQ analysis
○ Ain’t I a woman? Speech
○ Seneca Falls Convention analysis
● Reading and Writing Assignments
○ Textbook pages 140 - 153, 167- 200
○ Mexican American War DBQ
○ Indian Removal DBQ
○ John Burnett Trail of Tears Account
Summative Assessments &
Performance Tasks
Unit Test
PTSK - Argumentative Essay on Andrew Jackson
PTSK - Inventor Project
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
● Lessons on the Following Topics
○ Manifest Destiny
○ Early Industrial Revolution
○ Immigration
○ Antebellum Reforms
○ Slavery Issues
20
● Activities
○ Manifest Destiny Painting Analysis
○ Mexican American War Document Based Question
○ Inventor Project
○ Reformers Baseball Card Project
○ Reformers Scavenger Hunt
○ Irish Immigration Document Based Question
○ Primary Source- Missouri Compromise
○ Primary Source- Monroe Doctrine
○ Primary Source- Nat Turner Rebellion
Differentiation to occur at the lesson level
Teacher Resources
Resource/webpage Description
America: Pathways to the Present Class Textbook
http://www.whiteplainspublicschools.org/Page/12862 Teacher webpage with Powerpoints, readings, and
activities.
http://teachers.hfcsd.org/webpages/tnassivera/resources.
cfm
Teacher webpage with Powerpoints, readings, and
activities.
https://www.youtube.com/watch?v=6E9WU9TGrec&lis
t=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
YouTube series discussing all content of American
History
America: The Story of Us Video Series In depth review of American History
21
Unit Title Civil War
Unit Duration 8 Days
STAGE 1: Identify Desired Results
Overview/Rationale: The Civil War was caused by ideological, economic, and political differences about the
future course of the nation. This unit will examine the main causes of the American Civil War, key participants
and battles that impacted the outcome of the war. Race relations and regional differences will be a focal point
during this unit.
Standards Standard Statement
6.1 U.S. History:
America in the World:
All students will acquire the knowledge and skills to think analytically 20 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.
Common Core State
Standards for
Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on
important “processes and proficiencies” with longstanding importance in mathematics
education. The first of these are the NCTM process standards of problem solving,
reasoning and proof, communication, representation, and connections.
Common Core State
Standards or English
/Language Arts
The CCR anchor standards and high school grade-specific standards work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity.
CPI #--CPI Statement
6.1.12.A.4.a- Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions
(i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil
War.
6.1.12.A.4.b- Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls
Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address)
contributed to demanding equality for all.
6.1.12.B.4.a- Use maps and primary sources to assess the impact that geography, improved military strategies,
political and military decisions (e.g., leadership), and new modes of transportation had on the outcome of the
Civil War.
6.1.12.C.4.a- Assess the role that economics played in enabling the North and South to wage war. 6.1.12.C.4.b-
Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and
South.
6.1.12.C.4.c- Explain why the Civil War was more costly to America than previous conflicts were.
6.1.12.D.4.a- Compare and contrast the roles of African Americans who lived in Union and Confederate states
during the Civil War.
6.1.12.D.4.b- Compare and contrast the impact of the American Civil War and the impact of a past or current
civil war in another country in terms of the consequences for people’s lives and work.
22
Interdisciplinary Standard (s)
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.9-10.1.A- Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B- Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge
level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C- Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.E- Provide a concluding statement or section that follows from and supports
the argument presented.
CCSS.MATH.PRACTICE.MP1- Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2- Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3- Construct viable arguments and critique the reasoning of others.
Enduring Understandings Students will understand that…
Essential Questions
● Various tensions within and between regions
came together to cause the Civil War.
● A fundamental disagreement between
Northerners and Southerners about the
Constitution contributed to the Civil War.
● The war was a catalyst for industrialization in
the United States.
● The struggle for individual rights and equality
often shape a society's politics.
● The Civil War ended slavery in the United
States.
● How do unresolved political and economic
conflicts cause war?
● How does the role and scope of power of the
national government expand during times of
war?
● Was the Civil War inevitable?
● Can the nation’s union of states be broken?
● Should war be conducted against both military
and civilian populations?
Learning Targets: Knowledge Students will know…
Learning Targets: Skills Students will be able to…
● How the possible spread of slavery into new
territories increased sectional tensions
● The Dred Scott decision and how it intensified
● Analyze and interpret content displayed on a
map
● Collaborate in groups to understand to
23
the events that triggered the beginning of the
Civil War
● The South had fewer resources at the
beginning of the war
● Why President Lincoln decided to issue the
Emancipation Proclamation and how it
changed the meaning of the war
● The experiences on the home front in the
Union and the Confederacy.
● The significance of the Siege of Vicksburg and
the Battle of Gettysburg as turning points in
the war
● The conditions, both military and civilian, in
the Confederacy at the war’s end.
understand and explain the important details of
the Dred Scott Supreme Court Case
● Determine cause and effect relationship of events
that occurred between the election of 1860 and
the start of the Civil War
● Identify accurately the different resources
available between the North and South
● Interpret the significance and outcome of
important battles of the Civil War and organize
relevant information
● Collaborate within groups to analyze the roles of
social groups during the Civil War
● Analyze and explain the importance of president
Lincoln’s Gettysburg Address
● Discuss different opinions about Sherman's
March to the Sea
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
● E – encouraged
● T – taught
● A – assessed
X Global Awareness E Creativity and Innovation
Environmental Literacy A Critical Thinking and Problem Solving
X Health Literacy T Communication
X Civic Literacy E Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
STAGE 2: Determine Acceptable Evidence
Formative Assessments &
Other Evidence of Learning
● Do Now Activities
○ Northern Factory owner quote analysis
○ Civil War avoidance Do Now
○ Missouri Compromise analysis
○ Geography Connections
○ Mudsill Theory Speech Analysis
● Homework
○ Vocabulary Assignment- Word Map
○ Textbook Section Guided Readings
● Quizzes
○ Causes of the Civil War Quiz
● Primary Source Analysis
○ Lincoln/ Douglas Debates
24
○ Lincoln’s inauguration Speech
○ Emancipation Proclamation analysis
○ Gettysburg Address
○ Lincoln’s second inaugural address
● Reading and Writing Assignments
○ Textbook pages 201-245
○ Uncle Tom’s Cabin excerpt
Summative Assessments &
Performance Tasks
Unit Test
Civil War Station Project
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
● Lessons on the Following Topics
○ Causes of the Civil War
○ Sectionalism
○ Election of Abraham Lincoln
○ Major Battles of the Civil War
○ Emancipation Proclamation
○ End of the War and Impact
● Activities
○ Kansas Nebraska Act/Bleeding Kansas
○ Primary Source- Sociology of the South
○ Primary Source- Uncle Tom’s Cabin
○ Primary Source- Lincoln/Douglas Debates
○ Primary Source- John Brown’s Last Words
○ Civil War Stations Project
○ Primary Source- Emancipation Proclamation
○ Forming the Confederacy Review
○ Union and Confederacy Casualty Graph
○ African Americans in the Civil War Document Based
Question
Differentiation to occur at the lesson level
Teacher Resources
Resource/webpage Description
America: Pathways to the Present Class Textbook
http://www.whiteplainspublicschools.org/Page/12862 Teacher webpage with Powerpoints, readings, and
activities.
http://teachers.hfcsd.org/webpages/tnassivera/resources. Teacher webpage with Powerpoints, readings, and
25
cfm activities.
https://www.youtube.com/watch?v=6E9WU9TGrec&lis
t=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
YouTube series discussing all content of American
History
Ken Burns Civil War Documentary In depth coverage of the Civil War with many primary
sources
America: The Story of Us Video Series In depth review of American History
26
Unit Title Reconstruction
Unit Duration 7 Days
STAGE 1: Identify Desired Results
Overview/Rationale: The period of time following the American Civil War is best known for its division of
groups who were trying to reunite. Efforts to reunite the country through Reconstruction were contested, resisted,
and had long-term consequences. In this unit, the student will analyze the impact that Reconstruction policies had
on the United States.
Standards Standard Statement
6.1 U.S. History:
America in the World:
All students will acquire the knowledge and skills to think analytically 20 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.
Common Core State
Standards for
Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on
important “processes and proficiencies” with longstanding importance in mathematics
education. The first of these are the NCTM process standards of problem solving,
reasoning and proof, communication, representation, and connections.
Common Core State
Standards or English
/Language Arts
The CCR anchor standards and high school grade-specific standards work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity.
CPI #--CPI Statement
6.1.12.A.4.c- Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and
equality for African Americans.
6.1.12.B.4.b- Analyze the impact of population shifts and migration patterns during the Reconstruction period. C.
Economics, Innovation, and Technology
6.1.12.D.4.c- Analyze the debate about how to reunite the country, and determine the extent to which enacted
Reconstruction policies achieved their goals.
6.1.12.D.4.d- Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the
resistance of some Southern individuals and states.
6.1.12.D.4.e- Analyze the impact of the Civil War and the 14th Amendment on the development of the country
and on the relationship between the national and state governments.
Interdisciplinary Standard (s)
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RH.9-10.3 - Analyze in detail a series of events described in a text; determine whether
27
earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.9-10.1.A- Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B- Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge
level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C- Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.E- Provide a concluding statement or section that follows from and supports
the argument presented.
CCSS.MATH.PRACTICE.MP1- Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2- Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3- Construct viable arguments and critique the reasoning of others.
Enduring Understandings Students will understand that…
Essential Questions
● Ideas about Civil Rights and liberties evolve
over time.
● The federal government has exerted power
over the states on numerous occasions.
● How do nations recover from war?
● Was Reconstruction a success or failure?
Learning Targets: Knowledge Students will know…
Learning Targets: Skills Students will be able to…
● The differences between the three plans for
Reconstruction.
● The threats African Americans faced in the
Reconstruction South.
● The details of the controversial election of
1876 and the Compromise of 1877.
● Explain the consequences of Radical
Republicans taking control of Congress.
● Outline how different groups in the South
responded to Reconstruction.
● Analyze and interpret primary source documents
including political cartoons.
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Global Awareness E Creativity and Innovation
X Environmental Literacy T Critical Thinking and Problem Solving
Health Literacy E Communication
X Civic Literacy A Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
STAGE 2: Determine Acceptable Evidence
28
Formative Assessments &
Other Evidence of Learning
● Do Now Activities
○ ELA Frederick Douglas Quote on
Reconstruction analysis
○ Math- Voter percentages
● Homework
○ Vocabulary Assignment- Word Map
○ Textbook Section Guided Readings
● Quizzes
○ New South Quiz
○ Presidential Reconstruction Quiz
○ Congressional Reconstruction Quiz
● Primary Source Analysis
○ Reconstruction DBQ
○ Jim Crow laws DBQ
● Reading and Writing Assignments
○ Read Chapters 10 pages 247 - 263
○ Jim Crow and the Fight for Civil Rights
Summative Assessments &
Performance Tasks
Unit Test
Civil Rights of the 1800’s Station Project
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
● Lessons on the Following Topics
○ Reconstruction Plans
○ Reconstruction Amendments
○ Reconstruction Successes and Failure
○ President Johnson’s Impeachment
○ Election of 1877
○ Jim Crow
○ Plessy v. Ferguson
○ Sharecropping
● Activities
○ A Good Ole’ Rebel Song Analysis
○ Primary Source- Lincoln’s Second Inaugural
○ Reconstruction’s Failures Document Based Question
○ Reconstruction Newspaper
○ Jim Crow and the Fight for Civil Rights
○ The Problem of Reconstruction
○ Primary Source- Amnesty Proclamation
○ Reconstruction Structured Academic Controversy
29
○ Civil Rights Stations Project
○ Red Shirt Election
○ Primary Source- African American’s as Sharecroppers
Differentiation to occur at the lesson level
Teacher Resources
Resource/webpage Description
America: Pathways to the Present Class Textbook
http://www.whiteplainspublicschools.org/Page/1286
2
Teacher webpage with Powerpoints, readings, and
activities.
http://teachers.hfcsd.org/webpages/tnassivera/resour
ces.cfm
Teacher webpage with Powerpoints, readings, and
activities.
https://www.youtube.com/watch?v=6E9WU9TGrec
&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
YouTube series discussing all content of American
History
America: The Story of Us Video Series In depth review of American History
30
Unit Title Westward Expansion and the Gilded Age
Unit Duration 18 Days
STAGE 1: Identify Desired Results
Overview/Rationale: The time period of 1877 through the turn of the century was a time of great economic
prosperity for many Americans. This lead to an influx of immigrants to the United States seeking a better life. In
addition, the western frontier was populated and eventually closed. In this unit, the student will analyze the
impact of technological innovations, immigration and business practices had on the American economy and
politics.
Standards Standard Statement
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.
6.2 World
History/Global
Studies:
All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment
affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st
century.
Common Core State
Standards: English
Language Arts
The standards below begin at grade 6; standards for K-5 reading in history/social
studies, science, and technical subjects are integrated into the K-5 Reading standards.
The CCR anchor standards and high school standards in literacy work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity.
CPI #--CPI Statement
6.1.12.A.5.a- Assess the impact of governmental efforts to regulate industrial and financial systems in order to
provide economic stability.
6.1.12.A.5.b- Analyze the effectiveness of governmental policies and of actions by groups and individuals to
address discrimination against new immigrants, Native Americans, and African Americans. B. Geography,
People, and the Environment
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.C.5.a- Analyze the economic practices of corporations and monopolies regarding the production and
marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation
and the need for government regulations.
6.1.12.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
31
businesses and individuals.
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.
6.2.12.C.3.c- Compare the characteristics of capitalism, communism, and socialism to determine why each
system emerged in different world regions.
6.2.12.C.3.d- Determine how, and the extent to which, scientific and technological changes, transportation, and
new forms of energy brought about massive social, economic, and cultural changes.
Interdisciplinary Standard (s)
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RH.9-10.5- Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RH.9-10.7- Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
CCSS.ELA-LITERACY.RH.9-10.8- Assess the extent to which the reasoning and evidence in a text support the
author's claims.
CCSS.ELA-LITERACY.RH.9-10.9- Compare and contrast treatments of the same topic in several primary and
secondary sources.
CCSS.ELA-LITERACY.RH.9-10.10- By the end of grade 10, read and comprehend history/social studies texts
in the grades 9-10 text complexity band independently and proficiently.
Enduring Understandings Students will understand that…
Essential Questions
● The movement of people, goods, and ideas
causes societies to change over time.
● Economic system shape relationships in society.
● Certain processes, patterns, and functions help
determine where people settle.
● People engage in politics to solve problems in
their society.
● Why would people take on the challenges of
life in the West?
● How did the United States become an
industrialized society after the Civil War?
● Why do people migrate?
● How is urban life different from rural life?
32
Learning Targets: Knowledge Students will know…
Learning Targets: Skills Students will be able to…
● How mining and ranching affected the
development of the west.
● The factors that encouraged settlement of the
Great Plains following the Civil War.
● The factors that caused conflicts between Native
Americans and settlers on the Great Plains.
● The various resources that enabled the United
States to industrialize quickly.
● How the spread of railroads changed the nation.
● The rise of large-scale businesses and their
different forms of organization.
● The rise of organized labor, and the reasons it
failed to achieve its major goals.
● The settlement pattern of immigrants and their
influence on American culture.
● The problems that developed as more people
crowded into urban areas.
● The reasons for and course of the Populist
movement and its legacy.
● The main political and economic issues of the
Gilded Age.
● How the rights of African Americans were
eroded after Reconstruction.
● Explain how population growth is affected by
natural resources and geographic factors.
● Explain how technology affects history.
● Read and analyze primary sources, including
written texts or historical photographs.
● Summarize the conditions that helped the
United States industrialize in the late-nineteenth
century.
● Identify the important changes that the railroad
industry brought to the nation.
● Outline how larger-scale industrialization
increased fixed costs while lowering operating
costs.
● Categorize different information about the
major industrial strikes during this time.
● Outline the push and pull factors that influenced
immigration to the United States.
● Summarize the economic problems farmers
faced during this time.
● Compare and contrast the political candidacies
of William Jennings Bryan and William
McKinley.
● Outline the long-term legacy of the Populist’s
ideas.
● Describe the main political and economic issues
of the Gilded Age.
● Collaborate to explain how the rights of African
Americans were eroded after Reconstruction.
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate by circling whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Global Awareness E Creativity and Innovation
X Environmental Literacy A Critical Thinking and Problem Solving
33
X Health Literacy A Communication
X Civic Literacy A Collaboration
X Financial, Economic, Business and
Entrepreneurial Literacy
STAGE 2: Determine Acceptable Evidence
Formative Assessments &
Other Evidence of Learning
● Do Now Activities
○ ELA- Document Based Question- The Nativist
Response to Immigration
○ Math- The Noble Face of Labor Visual Learning
Assignment
● Homework
○ Vocabulary Assignment- Word Map
○ Textbook Section Guided Readings
● Quizzes
○ Immigration
○ The Gilded Age
○ Westward Expansion
● Primary Source Analysis
○ Immigration Political Cartoons
○ Robber Baron Political Cartoons
○ Cross of Gold Speech
● Reading and Writing Assignments
○ “Henry Ford Changes the World” Article
○ Read Chapters 13-16 of Text, pages 454-574
○ Document Based Question- The Nativist Response to
Immigration
○ Document Based Question- How successful was
organized labor in improving the position of workers in
the period from 1875 to 1900?
○ Document Based Question- What caused the farmers’ in
the late 19th century, and how did the farmers propose
to solve those problems?
○ Document Based Question- What factors helped to
promote America’s huge industrial growth during the
period 1860-1900?
○ Document Based Question- Analyze the impact of big
business on the economy and politics and the responses
of Americans to these changes.
○ Document Based Question- How did industrialization
impact children?
Summative Assessments &
Performance Tasks
Final Exam
Themes of United States History Project
34
STAGE 3: Plan Learning Experiences
Teaching and Learning Actions
Instructional
Strategies
● Lessons on the Following Topics
○ Settling the West
○ Native American Wars
○ The Grange Movement
○ Second Industrial Revolution
○ Growth of Unions
○ Immigration
○ Urbanization
○ Populists Successes and Failures
● Activities
○ Immigration vs. Nativism DBQ
○ American Colossus Reading
○ Robber Baron Lesson Plan
○ Closing the American Frontier Reading
○ Primary Source- Chinese Exclusion Act
○ Big Business in the Gilded Age DBQ
○ Farmers Revolt DBQ
○ Primary Source- Wounded Knee
○ Primary Source- Chief Joseph’s Speech
○ Primary Source- Battle of Little Bighorn
○ Primary Source- City Life Turn of the 20th Century
○ Primary Source- Traveling on an Emigrant Train
○ Primary Source- Cross of Gold Speech
○ Labor Movement DBQ
Differentiation to occur at the lesson level
Teacher Resources
Resource/webpage Description
America: Pathways to the Present Class Textbook
http://www.whiteplainspublicschools.org/Page/12862 Teacher webpage with Powerpoints, readings, and
activities.
http://teachers.hfcsd.org/webpages/tnassivera/resources.
cfm
Teacher webpage with Powerpoints, readings, and
activities.
https://www.youtube.com/watch?v=6E9WU9TGrec&lis
t=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
YouTube series discussing all content of American
History
America: The Story of Us Video Series In depth review of American History
35
United States History I
Pacing Guide
Day Topic/Activity NJCCCS
1 Native American Societies
6.1.12.B.1a; 6.1.12.D.2.a; 6.2.12.C.1.b
2 Native American Societies 6.1.12.B.1a; 6.1.12.D.2.a; 6.2.12.C.1.b
3 Age of Exploration 6.1.12.B.1a; 6.1.12.C.1.b; 6.1.12.D.2.a; 6.2.12.C.1.b
4 Age of Exploration 6.1.12.B.1a; 6.1.12.C.1.b; 6.1.12.D.2.a; 6.2.12.C.1.b
5 English Colonization
6.1.12.A.1.a; 6.1.12.B.1.a;6.1.12.C.1.a; 6.1.12.C.1.b;6.1.12.D.2.a;
6.2.12.D.1.a
6 English Colonization
6.1.12.A.1.a;6.1.12.B.1.a;6.1.12.C.1.a;6.1.12.C.1.b;6.1.12.D.2.a;
6.2.12.D.1.a
7 English Colonization 6.1.12.A.1.a; 6.1.12.B.1.a; 6.1.12.C.1.a; 6.1.12.D.2.a
8 Slavery in the Colonies 6.2.12.D.1.b; 6.2.12.D.1.c
9 Flex Day
10 Unit I Review and Test
11 Colonial Conflicts 6.1.12.A.2.a 6.1.12.B.2.b; 6.1.12.C.1.a; 6.2.12.A.3.b
12 Colonial Conflicts 6.1.12.A.2.a 6.1.12.B.2.b; 6.1.12.C.1.a; 6.2.12.A.3.b
13 American Revolution 6.1.12.C.2.a; 6.1.12.D.2.a
14 America Revolution 6.1.12.C.2.a; 6.1.12.D.2.a
15 American Revolution 6.1.12.C.2.a; 6.1.12.D.2.a
16 Articles of Confederation 6.1.12.A.2.b; 6.1.12.C.2.b; 6.1.12.D.2.c
17 Articles of Confederation 6.1.12.A.2.b; 6.1.12.C.2.b; 6.1.12.D.2.c
18 Constitutional Convention 6.1.12.A.2.b; 6.1.12.A.2.d; 6.1.12.A.2.f; 6.1.12.B.2.a; 6.1.12.D.2.b
19 The Constitution 6.1.12.A.2.b; 6.1.12.A.2.c; 6.1.12.D.2.b
20 The Constitution 6.1.12.A.2.b; 6.1.12.A.2.c; 6.1.12.D.2.b
21 The Constitution 6.1.12.A.2.b; 6.1.12.A.2.c; 6.1.12.D.2.b
22 The Constitution 6.1.12.A.2.b; 6.1.12.A.2.c; 6.1.12.D.2.b
23 Flex Day
24 Flex Day
25 Unit II Review and Test
26 Washington's Administration 6.1.12.A.2.d; 6.1.12.A.2.f; 6.1.12.C.2.b; 6.1.12.D.2.c; 6.1.12.A.3.b
27 Washington's Administration 6.1.12.A.2.d; 6.1.12.A.2.f; 6.1.12.C.2.b; 6.1.12.D.2.c; 6.1.12.A.3.b
28 Adam's Administration
6.1.12A.2.b;6.1.12.A.2.f;6.1.12B.2.a;6.1.12.2b;6.1.12.D.2.a;
6.1.12.D.2.c;6.1.12.D.2.e
29 Jefferson's Administration
6.1.12.A.3.b, 6.1.12.A.3.C, 6.1.12.A.3.d
30 Jefferson's Administration 6.1.12.A.3.b, 6.1.12.A.3.C, 6.1.12.A.3.d
31 War of 1812 6.1.12.A.3.b; 6.1.12.D.2.c
32 Era of Good Feelings 6.1.12.A.3.d; 6.1.12.D.2.c
33 American System 6.1.12.C.2.b; 6.1.12.A.3.g; 6.1.12.D.3.c; 6.1.12.A.5.a
34 Jacksonian Democracy 6.1.12.A.3.e; 6.1.12.A.3.g; 6.1.12.D.3.c
35 Jacksonian Democracy 6.1.12.A.3.e; 6.1.12.A.3.g; 6.1.12.D.3.c
36 Jacksonian Democracy 6.1.12.A.3.e; 6.1.12.A.3.g; 6.1.12.D.3.c
37 Flex Day
38 Flex Day
39 Review
40 Review
36
41 Midterm
42 Midterm
43
Manifest Destiny /
Expansion 6.1.12.A.3.a; 6.1.12.A.3.b; 6.1.12.D.3.a, 6.1.12.B.3.a
44
Manifest Destiny /
Expansion 6.1.12.A.3.a; 6.1.12.A.3.b; 6.1.12.D.3.a, 6.1.12.B.3.a
45
Manifest Destiny /
Expansion 6.1.12.A.3.a; 6.1.12.A.3.b; 6.1.12.D.3.a, 6.1.12.B.3.a
46
Causes / Development of
Industrialization 6.1.12.C.3.a
47 Impact of Industrialization 6.1.12.C.3.a
48 Immigration 6.1.12.A.5.b
49
Antebellum Reform
Movements 6.1.12.A.3.f 6.1.12.A.3.h 6.1.12.A.3., 6.1.12.A.4.b
50
Antebellum Reform
Movements 6.1.12.A.3.f 6.1.12.A.3.h 6.1.12.A.3., 6.1.12.A.4.b
51
Antebellum Reform
Movements 6.1.12.A.3.f 6.1.12.A.3.h 6.1.12.A.3., 6.1.12.A.4.b
52 Slavery 6.1.12.A.3.f, 6.1.12.A.3.g, 6.1.12.D.3.a , 6.1.12.A.5.b, 6.1.12.A.4.b
53 Slavery 6.1.12.A.3.f, 6.1.12.A.3.g, 6.1.12.D.3.a , 6.1.12.A.5.b, 6.1.12.A.4.b
54 Flex Day
55 Unit IV Review and Test
56 Causes of the Civil War 6.1.12.A.4.a, 6.1.12.A.4.b
57 Causes of the Civil War 6.1.12.A.4.a, 6.1.12.A.4.b
58 Causes of the Civil War 6.1.12.A.4.a, 6.1.12.A.4.b
59 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a
60 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a
61 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a
62 Civil War 6.1.12.B.4.a , 6.1.12.C.4.a, 6.1.12.D.4.a
63 Impact of the Civil War 6.1.12.C.4.c, 6.1.12.D.4.b
64 Flex Day
65 Unit V Review and Test
66 Presidential Reconstruction 6.1.12.D.4.c
67
Congressional
Reconstruction 6.1.12.D.4.c
68
Congressional
Reconstruction 6.1.12.D.4.c
69 Impact of Reconstruction 6.1.12.A.4.c, 6.1.12.B.4.b, 6.1.12.D.4.d
70 Impact of Reconstruction 6.1.12.A.4.c, 6.1.12.B.4.b, 6.1.12.D.4.d
71 End of Reconstruction 6.1.12.D.4.c, 6.1.12.D.4.e
72 Flex Day
73 Unit VI Review and Test
74 Western Settlement 6.1.12.B.5.a, 6.1.12.C.5.b, 6.1.12.D.5.c
75 Native American Issues 6.1.12.A.5.b
76 Native American Issues 6.1.12.A.5.b
77 Grange Movement 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.D.5.b
78 Second Industrial Revolution 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a
37
79 Second Industrial Revolution 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a
80
Impact of Industrialization
6.1.12.A.5.a, 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c,
6.1.12.D.5.a
81
Growth of Unions 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a,
6.1.12.D.5.b
82
Immigration 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a,
6.1.12.D.5.c, 6.1.12.D.5.d
83
Urbanization 6.1.12.B.5.b, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a, 6.1.12.D.5.c,
6.1.12.D.5.d
84 Populists 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.D.5.b
85 Populists 6.1.12.A.5.a, 6.1.12.C.5.a, 6.1.12.D.5.b
86 Flex Day
87 Flex Day
88 Exam Day
89 Exam Day
90 Final
91 Final
Recommended