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Malden High School

Curriculum Map: United States History I

Grades 9-12

1/1/2014

The main themes of this course have been developed with students in mind: as the youngest group of people in the high school, students in grade nine need a foundation for understanding the world around them. To that end, this course allows students to grapple with finding their voices in a fast-paced 21st century global society; with understanding their roles as citizens of both this country and of the world; and with developing thoughtful critical thinking skills necessary both for problem solving and for building meaningful oral and written communication.

This curriculum map is the product of a great amount of work over several years, with authors and editors from throughout the Malden High School History Department. This curriculum could not have been possible without the outstanding work of each teacher that contributed thoughtful, important, and timely critical feedback, which is necessary to shaping our curriculum to be relevant and accessible to all students. Each unit is presented in an adapted version of the Understanding by Design 2.0 format. Some units were originally designed for the Model Curriculum Unit project of the Massachusetts Department of Elementary and Secondary Education and have been modified for the Malden population.

Table of Contents Transfer Goals Overarching Understandings

Overarching Essential Questions

1. Colonial America

2. The Revolutionary Era

3. Creating a New Government

4. The Constitution

5. Forging the Republic

6. From Nationalism to

Sectionalism

7. Reforming America

8. Westward Expansion

9. The Nation Splits Apart

10. The Civil War

11. Reconstruction

Understand how recurring patterns in history can inform judgments about current events and other issues.

Analyze and resolve conflicts in order to work and live cooperatively with others.

Understand how physical and human geography can inform responsible interactions with environment.

Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy.

Critically appraise historical and contemporary claims/decisions.

Apply concepts and systems of economics to participate productively in a global economy.

Economics influence political and social change.

Geography, demographics, and local history influence regional cultures.

Specific individuals can have a profound impact on history

Revolutions are caused by social, economic, and political inequalities and have outcomes that affect local and global communities

There is an ongoing debate over the limits of government power.

People move for a variety of reasons – for new economic opportunities, greater freedoms, or to escape hardships.

Some conflicts leave little room for compromise

War impacts the culture, politics, and economy of a society

How do wealth and power influence societal and political changes?

Why is there variation among people from different places?

What compels people to pursue change?

What is a revolution? What is the purpose of

government? Why do people move? How do opinions form? What role does war play in a

society’s history? How do we determine the real

winners and losers of conflicts?

Colonial AmericaU.S. History I – 9-12

The impact of European colonization on the indigenous population of North America is essential to the study of History. The social, economic, political, and cultural significance of global imperialism has an especially important role in American History. By the 18 th Century, European powers had come to rely heavily on their colonies across the Atlantic. Central and South American gold and silver filled the coffers of the Spanish throne. French territory in Canada and along the Mississippi River promised years of plentiful resources and a shipping center vital to colonial economic activity. But the military strength, relative political stability, and the benefits of advancing industry signaled that Great Britain had perhaps the most potential for successful long-term colonial investments.

This is the first unit of the United States History I curriculum. Students will build on their foundational knowledge of American History by exploring the earliest inhabitants of the North American continent and European contact, then examining the goals and outcomes of European colonization. Students will focus on the British North American settlements with an emphasis on the economic relationship between Britain and its overseas colonies. Students will gradually be introduced to various themes of the course, including the rights and responsibilities of citizens, the relationship between a government and its people, and the importance of individual voices in history.

Stage 1 Desired ResultsESTABLISHED GOALS GUSI.1 Explain the political and economic factors that contributed to the American Revolution. (H, C) the impact on the colonies of the French

and Indian War, including how the war led to an overhaul of British imperial policy from 1763 to 1775

how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism and contributed to the Revolution

6-8. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

W9.1 (grade 9) – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

TransferStudents will be able to independently use their learning to… Understand how physical and human geography can inform responsible interactions with

environment. Apply concepts and systems of economics to participate productively in a global economy.

MeaningUNDERSTANDINGSU1 – Economics influence political and social change.

U2 – Geography, demographics, and local history influence regional cultures.

U3 – Desire to control natural resources results in international conflict.

ESSENTIAL QUESTIONSQ1 – How do wealth and power influence societal and political changes?

Q2 – What colonial region was best?

Q3 – Why did people risk so much when moving to a new part of the world?

Q4 – Why would a country want to send people to new and different places?

AcquisitionStudents will know…Content Vocabulary (Tier Three Words):Mercantilism, balance of trade, Navigation Acts, salutary neglect, colony, Triangle Trade, Middle Passage, cash crop, Albany Plan of Union, Proclamation of 1763, colony, subsistence farming, plantation, Pontiac’s Rebellion

Academic Vocabulary (Tier Two Words): Import, export, commodities, deficit, debt, smuggling, domestic, identify, determine, compare, contrast, cause, effect, union, analyze, persuasive, inference

Colonial culture & economics Variations between New England, the

Students will be skilled at…Analyzing primary and secondary documents for determining life in the colonies (Q2)

Identifying main idea and details in readings about mercantilism. (U1)

Developing a sense of empathy by examining slavery in the colonies (Q4)

Using a timeline to place events of the French and Indian War in historical context (U3)

Analyze and interpret maps to infer the importance of economics and geography. (U2)

Determining cause and effect of the French and

Middle Colonies, and the South (U2) Drive for cheaper labor and the increase in

the slave trade (U1) Middle Passage and the dehumanization

of Africans (U1)The French and Indian War 1754-1763 Key players, including the French, British,

Colonists, and First Nations (U3) Each group's alliances, motivations (Local,

regional, national, global), and feelings about the other groups (U3)

Outcome of the War French losses to the British and the impact

for French-allied Tribes (U3) Rising tensions between the British and

the Colonists (Q1) Unification of the Colonists, under

Benjamin Franklin’s Albany Plan of Union (Q1)

Indian War (Q3)

Using the image “Join or Die” to develop an understanding of symbolism in the past (U2)

Developing an evidence-based argument on Pontiac’s Rebellion (U3)

Expository writing about colonial life in the form of a letter to a relative. (U2)

Stage 2 – EvidenceEvaluative Criteria Assessment EvidenceAccuracy

Use of Content Specific Knowledge

Contextualization

Empathy

Quality of Product and Mechanics

CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)Goal Your goal is to assume the point of view of a historical figure between the years 1750 and 1763 and write a letter.

Role You will take on the role of one of the following people:

A British or French soldier in the French and Indian War A Northern rum importer A Southern plantation owner An Iroquois Native American A slave on a Southern plantation

Audience Your audience is either a family member or a friend.

Situation

The world around you is rapidly changing. You need to update your family or friend on how those changes have affected you and how you have responded to those changes.

Product/Performance Each character should include 3-5 historically accurate key events/terms/people that apply to that particular role.

Term/Event/Person

Definition How this applies to my role

Standards and Criteria for Success See rubricOTHER EVIDENCE:

Two-Column Notes on Northern and Southern Colonial Economies and Cultures Where should we live? Students write a convincing one-paragraph argument detailing

the colony they think is best Good Idea/Bad Idea: One paragraph explaining why Pontiac’s Rebellion was either a

good idea or a bad idea How is it related? Students write an expository paragraph that connects colonial

economies, colonial cultures, and the French and Indian War Key term quiz Colonial America test

Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Lessons to include:Lesson 1: Examining Northern and Southern Economies and Cultures (U2, Q2, Q3, Q4)Lesson 2: Identifying the causes and effects of the French and Indian War (U1, U3, Q1, Q3, Q4)Lesson 3: CEPA (U1, U2, U3, Q1, Q2, Q3, Q4)

Lesson 1: Examining Northern and Southern Economies and Cultures Define the word “colony” using a Vocabulary building word map

Examine the relationship between England her colonies, including the concepts of mercantilism and salutary neglect Compare and contrast key features of the economy in the Northern and Southern colonies (Using the textbook or the background

readings in the Choices unit “A More Perfect Union”) Explain the role of slavery in the colonies using primary and secondary sources (for example, Olaudah Equiano) Make an informed decision and create an argument on which colony is best

Lesson 2: Identifying the causes and effects of the French and Indian War Determine the causes of the war using primary and secondary sources Create a timeline of the major events of the French and Indian War in order to explain Britain’s victory over France Examine how colonial cultures influenced reactions to and conflicts following the French and Indian War (for example, Ben Franklin’s

Albany Plan of Union) Interpret maps to identify changes in land ownership Critically analyze Native American responses to the War, including Pontiac’s Rebellion, as well as the effects of the war on colonial racial

attitudes Explain the purpose of and reactions to the Proclamation of 1763 Predict British reactions to debt following the war

Lesson 3: CEPA Examine anchor papers and recognize elements of high quality letters Develop character by identifying key events, terms, and people to include in letter Draft, revise, edit and complete final letter

The Revolutionary EraU.S. History I – 9-12

The effects of the French and Indian War would be long-lasting. The debt of the British Empire led to a series of laws aimed at enforcing mercantilist policy while simultaneously collecting money from colonial holdings in order to pay a small portion of the burden. The argument, that the colonies ought to provide for the military protection in North America and contribute to the costs of the war to defend and expand the empire, fell on deaf ears in many parts of the American colonies. Diverse groups of colonists organized resistance to British policies, and British reactions to resistance only served to strengthen the resolve of the colonists and to increase the conflict between Britain and her colonies. The conflict would soon turn violent, and organized protests evolved into armed resistance. The colonies and Britain fought a war that would end in a treaty recognizing the independence of the North American Colonies and the formation of a new nation: The United States of America.

The American Revolution is a vital story in United States History, and the focus of this unit is on the telling of that story. Students have been introduced to colonial economies and society, and will continue to improve on the skills acquired and developed in the prior unit, including developing a sense of empathy for historical figures, examining bias in primary and secondary sources, and assessing the value of change in society.

Stage 1 Desired ResultsESTABLISHED GOALS

USI.1,4 Explain the political and economic factors that contributed to the American Revolution, including resistance to British policies through 1775

USI.2-3 Explain the historical and intellectual influences on the American Revolution, the Declaration of Independence, and the formation and framework of the American government.

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

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 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,

TransferStudents will be able to independently use their learning to… Apply knowledge of political and social systems to participate actively as an informed citizen

of a democracy.Meaning

UNDERSTANDINGSU1 – Specific individuals can have a profound impact on history

U2 – History is a story, and who tells that story affects how it is presented

U3 – There is an ongoing debate over the balance between security and liberty

U4 – Revolutions are caused by social, economic, and political inequalities and have outcomes that affect local and global communities

ESSENTIAL QUESTIONSQ1 – What compels people to pursue change?

Q2 – How do we determine what really happened at an historical event?

Q3 – Should personal liberty be sacrificed for the common good?

Q4 – What is a revolution?

AcquisitionStudents will know…Content Vocabulary (Tier Three Words):The Enlightenment, Social Contract, Natural Rights, Minutemen, Revolution, Loyalist, Patriot, Continental Army, Sons and Daughters of Liberty, Whig, Tory

Academic Vocabulary (Tier Two Words):Bias, act, primary and secondary sources, perspective, justify, assess, repeal, declare, siege, victor, treaty, symbolism

Democratic ideals were based on previous Enlightenment thinkers. (U1, Q1)

Students will be skilled at…Analyzing primary and secondary documents to understand the roots of the American Revolution (U1)

Recognizing the patterns of change over time through passive and aggressive colonial reactions to government policies (Q1)

Identifying sources as credible evidence in historical events such as the Boston Massacre (Q2)

Using secondary sources to understand the competing points of view in the Continental

and style are appropriate to purpose, audience, and task.

Political and economic factors that contributed to the American Revolution (U2, Q2)

The major causes of the American Revolution, including: The Sugar Act, Stamp Act, Townshend Acts, Quartering Acts, Tea Act, Intolerable Acts, Writs of Assistance, the Boston Massacre, the Boston Tea Party (U4)

Colonial responses to each act and tax, including the Continental Congresses and the Declaration of Independence (U3, Q4)

Key people and groups of people involved in the American Revolution, including: Thomas Jefferson, John Adams, Samuel Adams, Benjamin Franklin, George Washington, Thomas Paine, Nathaniel Greene, Thomas Gage, Charles Cornwallis, Marquis de Lafayette, Native Americans, Women (U1)

The role of Massachusetts in the American Revolution (U2, Q2)

The major battles of the American Revolution, including: Lexington and Concord, Bunker Hill, Saratoga, Trenton, Yorktown (U2, Q2)

The effects of the American Revolution and how the war changed American politics and geography (U4, Q4)

Congress (U2, Q1)

Identifying and analyzing the opposing points of view of patriots and loyalists (U3, U4, Q4)

Writing persuasively about independence (U2, U4, Q3)

Comparing the two sides in the armed American Revolutionary conflict (U4, Q4)

Making inferences about historical situations, such as Valley Forge, based on primary and secondary sources (U1, Q2)

Explaining the important details and significance of key battles in the Revolution (U1)

Using maps to analyze the importance of the Treaty of Paris (U1, U3, U4)

Evaluating the outcomes of the war on underrepresented historical figures (U1, U4, Q1, Q4)

Determining the most historically significant parts of a story in order to tell the most complete version of that story (U2)

Stage 2 – EvidenceEvaluative Criteria Assessment EvidenceChoice ofScenes

CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)Goal

Captions and Dialogue

Characters

Landscape andProps

Accuracy and Fulfillment of Criteria

Your goal is to tell the story of the Revolutionary War using images in a creative comic strip, from the road to revolution through the effects of the war (1763-1783).

RoleYou are an artist who has been commissioned to explain the story of the American Revolution. You have decided to show the most important events and people of the story of the Revolution through a comic strip.

AudienceYour audience is composed of other historians completing the same commission. You will examine each other’s work and give constructive feedback based on your own work and knowledge, and you improve on your own performance through listening to other historians critique your work.

SituationAs historians we must determine what happened in the past. We do this by examining primary and secondary sources, filtering out bias, and determining the best possible way to explain our history. History can be told in many forms, and art is one important way our history is told. Through the comic strip medium you will tell the story of the American Revolution

Product/PerformanceYou will be responsible for choosing at least nine historically significant events and, using images as well as words, create a comic strip panel for each event. Ask yourself, does the comic accurately and effectively explain the events both leading up to and immediately following the war? The final copy must be in color.

Standards and Criteria for SuccessSee rubricOTHER EVIDENCE:

Road to Revolution wikipage lessons What Really Happened? Using primary sources, make a claim about what happened at the

Boston Massacre SHEG Close Reading: Preamble to the Declaration of Independence Letter to the Editor of the Boston Gazette: In support of or opposition to the Declaration of

Independence Two-Column Notes: The War for Independence Documentary Film Making: Alone or in groups, students write the script or create an actual

http://theroadtorevolution.wikispaces.com/2.+Stamp+Act

five-minute documentary to present to the class The Winners and Losers: Students write two paragraph persuasive responses to the

question “Who were the winners and losers of the Revolutionary War?” Revolutionary Era test


Lessons to include:Lesson 1: Evaluating The Road to Revolution: Acts, Protests, and Escalating Violence (U1, U2, U4, Q1, Q2, Q4)Lesson 2: Examining the Causes and Effects of Declaring Independence (U1, U3, Q1, Q3, Q4)Lesson 3: The War for American Independence (U1, U2, U4, Q1, Q2, Q4)Lesson 4: CEPA (U1, U2, U3, U4, Q1, Q2, Q3, Q4)

Lesson 1 – Evaluating The Road to Revolution: Acts, Protests, and Escalating Violence Identify and explain the rights and responsibilities of students and governments Debate the appropriate expression of dissent among citizens Identify and analyze British Acts of the late 18th Century and Colonial Responses, including the use of a timeline, primary and secondary

sources, and resources found at http://theroadtorevolution.wikispaces.com/home Assess conflicting points of view in primary and secondary sources describing the Boston Massacre and compose the true account of the

event Determine whether the colonists were justified in their reactions to British policies or if their liberty was not in danger

Lesson 2 – Examining the Causes and Effects of Declaring Independence Analyze the causes and effects of the First Continental Congress Examine the events in Massachusetts, including the causes and effects of the Battles of Lexington and Concord and the Battle of Bunker

Hill Identify the causes and assess the outcomes of the Second Continental Congress and analyze the members’ contradictory points of view Examine John Locke’s theories of natural rights and the social contract Analyze the preamble to and identify Enlightenment ideals in the Declaration of Independence Assess the reactions to the Declaration of Independence from Patriots and Loyalists and empathize with an historical figure

Lesson 3 – The War for American Independence Compare and contrast the strengths and weaknesses of the British and the Continental Armies at the beginning of the war Examine the conditions of Washington’s army and predict whether conditions will improve or worsen as the war continues Analyze the role of various groups of people involved in the war Evaluate the significance of major battles in the American Revolution by creating documentaries Interpret maps to review the terms of the Treaty of Paris

http://theroadtorevolution.wikispaces.com/home

Assess the positive and negative outcomes of the war on America

Lesson 4 – CEPA Examine rubric and anchor papers to recognize elements of high quality comic strips Develop comic strip by identifying important events and people to include in the final product Draft, revise, edit and complete final comic strip

Creating a New GovernmentU.S. History I – 9-12

After the Revolutionary War ended the colonists were faced with building a new democratic government with a new constitution. The first constitution, the Articles of Confederation, tried to compensate for colonial misgivings and political complaints under British rule. Ultimately that document proved too weak and presented the government with daunting challenges. In an effort to save the nation and the Revolution, representatives met at the Constitutional Convention in the summer of 1787 to redesign the government and eventually write a new Constitution.

In this unit students will explore the weaknesses of the Articles of Confederation and the various historical and political events that led to the creation of an entirely new constitution. Students will examine the debates in the creation of the new document, will identify with Federalists and Antifederalists, and will analyze the process of ratification.

Stage 1 Desired ResultsESTABLISHED GOALSUSI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shay’s rebellion) leading to the Constitutional Convention. (H, C)

USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. (H, C)

USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C)

ELA9-10.RH.4 Determine the meaning of words and phrases as they used in a text, including vocabulary describing political, social or economic aspects of history/social studies

ELA6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge

TransferStudents will be able to independently use their learning to…

Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy.

Critically appraise historical and contemporary claims/decisions.MeaningUNDERSTANDINGS UU1 – Conflict resolution can involve aggression, compromises, cooperation and/or change.

U2 - Political conflicts in the early American republic led to compromises.

U3 - There is an ongoing debate over the limits of government power.

U4 -Democratic societies must balance the rights and responsibilities of individuals with the common good.

ESSENTIAL QUESTIONS QQ1 - Could the Constitution have been written without compromise?

Q2 – What is the purpose of government?

Q3 – What happens in the absence of government?

Q4 – How do competing interest groups influence the distribution and execution of power in a democracy?

AcquisitionStudents will know… KContent Vocabulary (Tier 3 words):Confederation, Shay’s rebellion, Constitution, Federalist, anti-Federalist, Republic, Checks and Balances, articles, political action committees

Academic Vocabulary (Tier 2 words):Government, rebellion, convention, compromise, amendment, ratification, debates

The Articles of Confederation Conflicts arose due to the weaknesses

Students will be skilled at… SInterpreting legal, political, and philosophical language within the Constitution (Q2)

Summarizing the weaknesses of the Articles of Confederation (Q3)

Making inferences on why the Articles of Confederation failed (Q3)

Identifying the weaknesses of the Articles of Confederation (Q3)

or opinions.

ELA9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

ELA9-10.SL.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.

ELA9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 9 read and comprehend history texts in the grades 9–10 text complexity band independently and proficiently

of the Articles (U3) Some powers were held by the

national government and some powers were held by the states (U4)

The Articles of Confederation failed because of a weak central government (Q3)

The Constitutional Convention: Federalists and anti-Federalists Major debates at the Constitutional

Convention, including the distribution of political power, the rights of individuals, the rights of states, and slavery (U1)

Important figures at the Constitutional Convention, including Benjamin Franklin, Alexander Hamilton, James Madison and George Washington (U1)

Word choice was crucial in drafting the founding documents (Q4)

The creation of American Republic, the three branches of government, and the system of checks and balances (Q2)

Ratification The constitution provides a system for

change through the amendments and interpretation (U4)

The Constitution intentionally left some questions unanswered (U3)

The compact theory and the elastic clause

The ongoing debate between national and state powers (Q1)

Comparing and contrasting the Articles of Confederation and the Constitution (U4)

Explaining the structure of the new Constitution and the debates and compromises that led to the final outcomes (Q1)

Comparing and contrasting the Federalist and Anti-federalist point of views on ratification of the Constitution (Q4)

Stage 2 – EvidenceEvaluative Criteria Assessment EvidenceArgument and Claim

Organization

Evidence

Word Choice

Conventions

CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PTGoalWrite a historically accurate and persuasive proposal for or against ratification of the new Constitution of the United States. Visuals are optional for extra credit.

RoleYou are a member of a Political Action Committee (PAC) hired by a government client to convince each State to ratify/not ratify the Constitution. The clients are Federalists (Alexander Hamilton/James Madison) and anti-Federalists (Thomas Jefferson/Patrick Henry).

Audience Representatives from each State at the Constitutional Convention

SituationAt least 9 out of the 13 States must ratify the new Constitution of the United States in order for it to go into effect.

Product Performance and Purpose Your proposal must be historically accurate. You must incorporate the ideals, debates, and outcomes of the Constitutional Convention. You will pitch your proposal to a small group of six students, and the group will pick the best proposal. Then the best proposals will present in front of the entire class, and the class will decide on the best proposal.

Standards and Criteria for SuccessA successful proposal will include accurate historical information on the compromises, debates, and government philosophy of the Constitution. The proposal must include the history of the Articles of Confederation’s failures leading to the need/idea for a new Constitution.

Explanation

Interpretation

OTHER EVIDENCE: OE Invitation to the Constitutional Convention explaining the purpose of the

Convention Constitutional Convention concept map

Application

Perspective

Empathy

Self-Knowledge

Social studies specific, technology

Federalists and Anti-federalists DBQs Ranking and explaining weaknesses of the Articles of Confederation Cartoon of a consequence of a weakness of the Articles of Confederation Political cartoon of the Constitutional ratification process


Lessons to include:Lesson 1: The Articles of ConfederationLesson 2: The Constitutional Convention: CompromisesLesson 3: The Constitutional Convention: Federalists and Anti-FederalistsLesson 4: Ratification of the ConstitutionLesson 5: CEPA

Lesson 1 – The Articles of Confederation (U2, U4, Q2, Q3, K1, S2, S3, S4, S5) Examine the need for and role of government in everyday life Simulate the relationship between states under the Articles of Confederation Explain how the states were not unified under the Articles of Confederation Identify the strengths and weaknesses of the Articles of Confederation.

Lesson 2 – The Constitutional Convention: Compromises (U1, U2, U3, Q1, K2, S6) Explain the significance and impact of Shays’ Rebellion on exposing the weaknesses of the Articles of Confederation Define the Constitutional Convention and explain its purpose Describe the major debates and compromises made at the Constitutional Convention Compare/contrast the major compromises made at the Constitutional Convention Summarize the final outcomes of the Constitutional Convention and their significance

Lesson 3: The Constitutional Convention: Federalists and anti-Federalists (U1, U3, U4, Q1, Q4, K2, S6, S7) Define and identify the Federalists and Anti-Federalists’ points of view Define political action committees Interpret and analyze primary source documents from the Federalists and Anti-Federalists

Lesson 4: Ratification of the Constitution (U1, U2, U3, Q1, Q4, K3, S1, S5, S6, S7) Explore the meaning of ratification Examine a state-by-state timeline of the ratification process with map identification skills Interpret a political cartoon of the 9th state ratifying the Constitution and its significance

Lesson 5: CEPA Argue for or against ratification of the Constitution through a political action committee presentation

The ConstitutionU.S. History I – 9-12

Perhaps no document in our country is more important than the Constitution. The product of a great deal of compromise and the subject of immense historical and political analysis, the Constitution acts as both a guide and a barrier for governmental and personal actions. Studying American History requires an examination of this document and the various perspectives people have developed in relation to it. The debates that continue to surround the Constitution are vital to the political system and process that exist in the country today. The document is also the basis for the varying beliefs about the role of government in the lives of citizens.

Students will have recently completed examinations of the Constitutional Convention. In this unit, students will explore the scope and limits of the United States Constitution. They will examine the structure and responsibilities of the government and will develop understandings associated with the rights of the people governed by the Constitution. Students will also analyze primary and secondary sources in order to develop understandings of individual liberties and the role of the government in shaping those liberties. They will delve deeply into the Bill of Rights and important Supreme Court cases, and they will be able to discuss and analyze the tension between individual liberties and securing the general welfare.

Stage 1 Desired ResultsMA History and Social Studies Curriculum Framework Standards USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and Constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights.USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.USI.21 Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public.

MA English Language Arts Curriculum Framework StandardsELA9-10.RH.4 Determine the meaning of words and phrases as they used in a text, including vocabulary describing political, social or economic aspects of history/social studiesELA6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.ELA9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.ELA9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-on, in groups, and teacher-led) with diverse

TransferStudents will be able to independently use their learning to… Analyze and resolve conflicts in order to work and live cooperatively with others. Apply knowledge of political and social systems to participate actively as informed

citizen of a democracyMeaning

UNDERSTANDINGSU1 – The Constitution establishes the rights and responsibilities of the government and its citizens.

U2 – The Constitution provides a system for change through the amendments.

U3 – There is an ongoing debate over the limits of government power.

U4 – The language of the document was crucial because it allowed for interpretation.

U5 – There is a process for judicial review.

ESSENTIAL QUESTIONSQ1 – Is the Constitution a living document?

Q2 – When should personal liberty be sacrificed for the common good?

Q3 – How far should the ideals of the Constitution extend? Q4 – What is the purpose of government?Q5 – Why do laws have to be interpreted?

AcquisitionStudents will know…Content Vocabulary (Tier Three Words):- Constitution, Democracy, Judicial review, Constitutionality, Bill of rights, Congress, Senate, Supreme Court

Academic Vocabulary (Tier Two Words):-

Introductory Lesson on Constitutional Rights

Judicial Review

Students will be skilled at…Determining cause and effect

Writing for a variety of purposes

Using content specific vocabulary in writing

Analyzing primary and secondary sources

Identifying and analyzing opposing viewpoints

partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.ELA9-10.SL.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.ELA9-10.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

The Bill of Rights and Student Rights

The Constitutionality of the Patriot Act

Research and Data Collection Tools

Constitutionality of the Patriot Act

Identifying sources as credible evidence

Debating from multiple perspectives

Identifying main idea and details

Stage 2 – EvidenceEvaluative Criteria Assessment Evidence

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS)SUPREME COURT HEARING – PATRIOT ACTGoalYour goal is to successfully use your skills at creating and defending a point of view on an issue to argue whether the Section 215 of the USA PATRIOT Act is constitutional or unconstitutional.

RoleYou will be one of the following:

A current Supreme Court Justice A member of the legal team for the ACLU (plaintiff)

o Research team 1: Finding supporting evidence in the US Code to support argument

o Research team 2: Finding supporting evidence in relevant case law A member of the legal team for the US Government (defense)

o Research team 1: Finding supporting evidence in the US Code to support argument

o Research team 2: Finding supporting evidence in relevant case law A member of a news media outlet

AudienceDepending on your role, your audience will change. The research teams will present their findings to their legal teams, and they will be presenting their arguments to the Supreme Court Justices. Supreme Court Justices will have to explain their decisions to the public and to the media. Members of the news media will be responsible for summarizing the arguments made by the legal teams as well as the decision of the Court.

SituationMany civil libertarians have challenged the ability of the federal government to exercise the authority it has under the USA PATRIOT Act. Defenders of the USA PATRIOT act argue that any impact from the law on constitutional rights is legally justified because the government has successfully defended the nation. Section 215 has come under fire recently and the legal challenges remain hotly debated. The Supreme Court has decided to hear the case.

Product/PerformanceTeams will prepare a case to argue in front of the Supreme Court. Each justice on the court will ask a series of questions to each side in order to better understand the points of view on the constitutionality of the PATRIOT Act. Legal teams will prepare persuasive statements to support their position, and will use relevant legal arguments to sway the opinions of the justices. Members of the news media will write summaries of the legal arguments from both sides, and summarize the opinion of the court. The media members will write their reports in a biased manner, being sure to infuse their point of view into the report but without inventing information.

Standards and Criteria for SuccessSee rubricOTHER EVIDENCE:TRANSFER TASK(S): Writing Prompts w/rubrics: Lesson 2: Why does the Supreme Court get to decide what is Constitutional? Why can’t any citizen just read the Constitution on his/her own and interpret the laws?

Lesson 4: Do you think it is worth sacrificing your civil liberties in order to prevent terrorism? How much personal freedom are you willing to give up? How has your definition of freedom changed in light of protecting the general welfare? Does the Patriot Act go too far in defending our security, at the cost of protecting our individual liberties?Accountable Talk w/rubrics:Lesson 2: Fishbowl Discussion based on questions and comments of text based discussion with notes.Technology task w/rubric:Using Web 2.0 tool create a slide, glog or animoto using criteria from lesson


Lesson 1: Introductory Lesson on Constitutional RightsLesson 2: The Bill of Rights and Student RightsLesson 3: Marbury v. Madison and Judicial ReviewLesson 4: The Patriot ActLesson 5: Research and Data Collection Lesson 6: Constitutionality of the Patriot Act

Lesson 1: Introduction Identify prior knowledge using Anticipation Guide on the United States Government Define the term Constitutional Rights using a vocabulary building graphic organizer Analyze a Supreme Court case using texts, video clips, and images (Interactive Flag Poster, Minersville v Gobitis pre-reading, video, post-

reading) Apply Court opinion to students’ understandings of “rights” Answer the following question: What is the purpose of government?

Lesson 2: Marbury v. Madison and Judicial Review Examine the need for and purpose of the Supreme Court concerning the interpretation of law Analyze the relationship between the Judicial Branch of government with the Executive and Legislative Branches. Analyze the Supreme Court case Marbury v. Madison using primary sources, secondary sources, and political cartoons

Lesson 3: The Bill of Rights and Student Rights Read and summarize the Bill of Rights Analyze the preamble to the Bill of Rights and activate prior knowledge to determine the cause for ratification Apply the principles of the Bill of Rights to Supreme Court cases (mark up for connections)

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

https://docs.google.com/document/d/1NJGh-8TULYMd7qkH8wvVjqEGBsBM4F694xiG9vrOoa4/pub

https://docs.google.com/document/d/1NJGh-8TULYMd7qkH8wvVjqEGBsBM4F694xiG9vrOoa4/pub

http://www.pbslearningmedia.org/asset/bf09_vid_mingobv/?utm_source=teachersdomain_redirect/asset/bf09_vid_mingobv/utm_medium=teachersdomain/asset/bf09_vid_mingobv/utm_campaign=td_redirects

http://www.pbslearningmedia.org/resource/bf09.socst.us.globalpeace.mingobv/minersville-school-district-v-gobitis/

http://visually.visually.netdna-cdn.com/timfelskypostyourfavoriteinfographicsinthecomments_4f2277be19a87.jpg

Identify connections from the Bill of Rights and Supreme Court decisions to high school students today

Lesson 4: The Patriot Act Analyze the role of patriotism in the debate over sacrificing individual liberty for national security Examine primary and secondary sources in order to identify key terms and important ideas from the USA PATRIOT Act. Assess the positive and negative aspects of various powers within the USA PATRIOT Act. Analyze Section 215 of the Patriot Act and the current applicable US Code

Lesson 5: Research and Data Collection Define terms necessary to conduct effective persuasive research, including but not limited to primary and secondary sources and bias Assign roles for CEPA and utilize available materials for research Collect research from reliable sources Write arguments clearly using sufficient evidence to support a claim

Lesson 6: Constitutionality of the Patriot Act Complete a graphic organizer to determine talking points during the arguments Reflect on research and performance process Write persuasively an opinion of the Patriot Act

Forging the RepublicUS History I – 9-12

The post-Revolution years in the United States were rife with turmoil. The failure of the Articles of Confederation to establish a functioning democracy paved the way for the nation’s leaders to construct a new constitution and a new republic. The republic would require much work to maintain, and the early administrations would set precedents that would have lasting repercussions on the nation. The decisions of those first presidents resulted in the exposure of a myriad of problems with the new government – problems that would foretell a great divide among the Americans. This unit is an examination of the issues of the early presidencies, the domestic and foreign policy decisions made by those in charge, and the causes and effects of war with Great Britain.

Prior to this unit students will have completed units of study from Colonial America through, most recently, an in depth examination of the U.S. Constitution. Students will have knowledge of the founding principles and the functions of the branches of government.

Stage 1 Desired ResultsESTABLISHED GOALS GUSI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809). (H, C) the origins of the Federalist and

Democratic-Republican parties in the 1790s

the conflicting ideas of Thomas Jefferson and Alexander Hamilton

the Alien and Sedition Acts the Louisiana Purchase

USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H)

USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. the War of 1812

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas of primary or secondary sources

CCSS.ELA-Literacy.RH.9-10.3 Determine whether events in a text caused later

TransferStudents will be able to independently use their learning to… Analyze and resolve conflicts in order to work and live cooperatively with others Apply knowledge of political and social systems to participate actively as an informed


UNDERSTANDINGSU1 – Leaders often have conflicting ideas on how to achieve a common goal

U2 – Political parties cause conflict and controversy

U3 – Foreign policy is derived from reactions to activities of other nations

U4 – There is an ongoing debate over the limits of government power

ESSENTIAL QUESTIONSQ1 – How are decisions made when people in charge disagree?

Q2 – Do political parties help or harm the nation?

Q3 – When should the United States become involved in the affairs of other countries?

Q4 - What is the role of the federal government in domestic affairs?

AcquisitionStudents will know…Content Vocabulary (Tier Three Words):cabinet, Congressional Act, strict and loose construction political party, Neutral, sectionalism, nullification, amendment, impressment, war hawk

Academic Vocabulary (Tier Two Words):Analysis, context, precedent, summarize, assess, evaluate, predict, negotiate, persuade, examine

George Washington was seen as a unifying choice for president (U1)

Students will be skilled at…Analyzing primary source documents, including Washington’s Farewell Address and Jefferson’s First Inaugural Address (U1)

Evaluating the power of the federal government (Q4)

Predicting the challenges that faced the new government and the response of the nation’s early leaders (Q1)

Analyzing the role of the cabinet in the executive department (Q3)

ones or simply preceded them

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of vocabulary describing political, social, or economic aspects of the early Republic

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.9-10.8 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


Washington helped to establish the executive branch (U4)

The Whiskey Rebellion asserted the role of the federal government (U4)

Alexander Hamilton’s economic plan (U1)

The differences between Democratic-Republicans and Federalists (U2, Q1)

The difference between loose and strict constructionalism (U1)

Events in the early years of the presidency shaped the role of the nation in a global community (U3)

The Election of 1800 tested the electoral process and forced national leaders to amend the Constitution (U1)

Thomas Jefferson’s purchase of the Louisiana Territory had major implications for the future of the country (U4)

Violations of American neutrality committed by the British (U3)

Key battles and events of the War of 1812 (Q3)

The role of Tecumseh and the First Nations during the War of 1812 (U3)

Evaluating Alexander Hamilton’s economic plan (Q1)

Analyzing the impact of the XYZ Affair and Alien and Sedition Acts on the Adams Administration (U3)

Comparing the roles of political parties in the early Republic to today (U2)

Predicting the effect of the Louisiana Purchase on American policies of expansion (Q4)

Interpreting maps and examining the role of geography in the early republic (Q4)

Examining the causes and effects of the War of 1812 (Q3)

Assessing the costs of war on Native Americans (U3)

Stage 2 - Evidence

Evaluative Criteria Assessment EvidenceExplanation

Interpretation

Application

Perspective

Empathy

Self-Knowledge


TRANSFER TASK(S):Curriculum Embedded Performance AssessmentThe War of 1812 is often described as America’s “forgotten” war. The American Museum of History is working to change that description, and needs your help. The museum is creating an exhibit on the war and your job is to create a pamphlet for the exhibit that will attract new visitors and old museum members. Goal – Create a visually appealing, historically accurate museum pamphlet that explains how the War of 1812 was the culminating event of the early republic.Role – You are a historian commissioned by the American Museum of History to help educate the public, and possibly improve museum attendance.Audience – Museum-goersSituation – The museum is creating an exhibit on the role of the War of 1812 in the early republic.Product Performance and Purpose – Your pamphlet must be visually appealing and historically accurate. You must incorporate the ideals of the early presidents and the actions taken by the first administrations that contributed to the causes of the war. Standards and Criteria for Success – A successful pamphlet will explain the trials of the early republic and will show how the War of 1812 was the culminating event of this turbulent period. The pamphlet should take a stance on whether this war was inevitable, or if it could have been avoided. This stance should be based on the evidence from their prior knowledge of the early republic.OTHER EVIDENCE:KWL Chart – George Washington, John Adams, Thomas Jefferson, James MadisonPolitical cartoon dialogue – National bank Election of 1800 Event MapPolitical Parties – DBQReflection on American expansion into Native American territoryWar of 1812 Winners and Losers chart


Lesson 1 – Introduction Lesson 2 – The presidency of George WashingtonLesson 3 – The presidency of John AdamsLesson 4 – The presidency of Thomas JeffersonLesson 5 – The presidency of James Madison

Lesson 6 – The War of 1812Lesson 7 - CEPA

Lesson 1 – Introduction- Activate prior knowledge of the electoral process- Examine the electoral college and importance of party politics

Lesson 2 – The presidency of George Washington Domestic Precedent- Examine the organization of the new government, including Washington’s cabinet- Evaluate Hamilton’s economic plan for settling national debt and creating the national bank- Assess the impact of the Whiskey rebellion on the powers of the presidencyForeign Precedent- Evaluate Washington’s position of neutrality and the relationships with European powers - Determine the factors that caused conflicts in the northwest territory - Compare and contrast the political views of Alexander Hamilton and Thomas Jefferson

Lesson 3 – The presidency of John Adams- Analyze the impact of the problems with France (XYZ Affair, Quasi-War) on the Adams Presidency- Determine the causes and effects of Adams’ decision to remain neutral- Appraise the Alien and Sedition Acts and examine the effectiveness of the VA/KY Resolutions

Lesson 4 – The presidency of Thomas Jefferson - Analyze the importance of the Election of 1800, including comparing Washington’s farewell address to Jefferson’s inaugural address- Apply Jefferson’s decision to shrink the size of the federal government to today- Compare and contrast Jefferson’s strict interpretation of the Constitution with the Louisiana Purchase- Examine the impact of foreign interference with trade

Lesson 5 – The presidency of James Madison- Classify the failure of Madison to work with Great Britain- Analyze the expansionist desires of American politicians- Examine causes for fighting with Native Americans (Tecumseh perspective)- Assess the perspective of War Hawks (Impressment, interference with trade, problems with expansion/Native Americans)

Lesson 6 – The War of 1812

- Describe the importance of an inexperienced military and how it led to a series of defeats by Britain (Atlantic blockade, British-Native alliance, burning of D.C.) - Evaluate the growth and importance of sectionalism and the arguments for secession- Discern the importance of the Chesapeake Campaign (Star Spangled Banner) and the Battle of New Orleans (Andrew Jackson)- Analyze the conclusions offered through the Treaty of Ghent (no clear winner, problems that caused war not addressed)- Evaluate the effect of the war on Native Americans

Lesson 7 – CEPA- Examine the ideals of the first four presidents to determine the ideals of the early republic- Determine the role of the War of 1812 in the context of the early republic

From Nationalism to SectionalismU.S. History I – 9-12

The War of 1812 created a sense of national unity and solidified the idea that United States was a serious player on the world stage. However, that unity would begin to falter and set the nation down a path of deep division over issues that would challenge Americans’ values and beliefs. As a result of cultural and economic differences, the regional identities of the “North” and “South” began to take shape. Based largely on the existing schism between those Americans that favored industry, political power for the wealthy, and a strong central government and Americans that believed in farming, a more democratic political system, and the superiority of states’ rights, the issues that strengthened the sectional rift had existed since the country’s founding.

This unit asks students to explore government policies that put the question of states’ rights to the test, as well as to continue to consider essential questions about the government’s role in the institution of slavery and its expansion into new territories. Students will examine the specific events that pushed the North and South into opposing directions leading to a nation burgeoning with sectional conflict. Students will also study the Jackson administration’s policies and the responses to those policies through the lens of Nationalist and Sectionalist politics.

Stage 1 Desired ResultsESTABLISHED GOALS GUSI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President. (H) the spoils system Jackson’s veto of the National Bank Jackson’s policy of Indian Removal

USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)

USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)

USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)

USI.36 Summarize the critical developments leading to the Civil War. (H) the Missouri Compromise (1820)


TransferStudents will be able to independently use their learning to… T

MeaningUNDERSTANDINGS UU1 – There is an ongoing debate over the balance of power between the federal government and state governments.

U2 – Peoples values are influenced by their interests

U3 – advances in science and Technology have significant effects on society

ESSENTIAL QUESTIONS QQ1 – What is the appropriate role of Government in people’s lives?

Q2 –In what ways do people’s interests influence their sense of morality?

Q3 – How is the impact of change in society measured?

AcquisitionStudents will know… K

Content Vocabulary (Tier Three Words):- Nationalism, sectionalism, nullification, secede, popular vote

Academic Vocabulary (Tier Two Words):- Industry, domestic, foreign, tariff, crisis, textile, manufacturing, urban, rural, mill, values, morality

The rise of nationalism and sectionalism and the reasons for the division (U1, Q1)

How influential Supreme Court cases, such as McCulloch vs. Maryland, shaped national policies. (U1, U2, Q2)

How domestic and foreign policies

Students will be skilled at… SIdentifying the differences between nationalism and sectionalism (U1,Q1)

Assessing the political impact of nationalism in the early American Republic (U2)

Comparing and contrasting the Northern and Southern societies (U2,U3,Q2,Q3)

Analyzing government policies and their impact on the growing political tensionsExamining Andrew Jackson's path to the presidency U1, U2, Q1, Q2, Q3)

Evaluate the effectiveness of Andrew Jackson as a leader (U2, Q2)





demonstrated both Nationalism as well as growing Sectionalism (U1,U2. Q1, Q2)

The significance of the Monroe Doctrine of establishing foreign policy and the role of America in the world. (U2,Q2)

The Missouri Compromise’s foreshadowing of growing tensions between the North and the South.(U1, Q1,Q3)

Controversies over Jacksonian Democracy and subsequent policies, specifically the Indian Removal Act, National Bank debate, and the nullification crisis.(U1, U2, Q1, Q2)

Regional economic differences promote both nationalism and sectionalism (U3, Q3)

Interpreting different points of view on the Trail of Tears (U2, Q2)

Connect the Industrial Revolution with the spread of slavery in the South (U2, U3, Q2, Q3)

Assessing the impact of the economy on belief systems (U2, U3, Q2, Q3)

Stage 2 - EvidenceEvaluative Criteria Assessment Evidence<type here> CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT

Nationalism and Sectionalism CEPA

GoalYou must determine who hired Lawrence to kill the president, and write a report to Captain Hainsley, the Washington D.C. Chief of Police, that explains your reasoning.

RoleYou are the best police detective in the country and have been brought in to solve the case of who killed Andrew Jackson.

AudienceCaptain Hainsley, Washington D.C. Chief of Police

SituationOn January 30, 1835 Andrew Jackson almost became the first president of the United States to be assassinated. A young man named Richard Lawrence attempted to shoot Jackson at point-blank range outside the Capitol building in Washington D.C. Amazingly, both of the single-shot derringer pistols used by Lawrence misfired, and Jackson was unharmed.

For this activity, imagine: That Lawrence’s guns fired properly and that Jackson was killed that day in 1835. Lawrence was immediately apprehended and his rented rooms in Washington

were searched by the police. During the search, the police found evidence that strongly suggests that Lawrence

was part of a conspiracy to kill the president; it seems obvious that he was hired by a very important national figure to assassinate Old Hickory.

You are the best police detective in the country and have been brought in to solve the case.These are your suspects:

Nicolas Biddle, president of the National Bank Senator John C. Calhoun, former Vice president/Senator John Marshall, Chief Justice of the Supreme Court John Ross, a chief of the Cherokee Nation

Product Performance and Purpose You are responsible to come up with motive and evidence that links each suspect to the crime of conspiring to murder Andrew Jackson. You must then give your expert opinion as to who had the strongest motive and support that opinion with evidence.

A thorough product will include an introductory paragraph which explains the background and important details of the case, a paragraph for each suspect that highlights the suspect’s relationship with Andrew Jackson, political leanings and motive for wanting Andrew Jackson dead. It must also include a concluding paragraph that notes who the primary suspect is and why.

<type here> OTHER EVIDENCE: OE<type here>


Lesson 1: The Rise of Nationalism Compare and contrast Nationalism and Sectionalism Analyze the balance between State and Federal power Examine national and foreign policies in the Early 1800’s Analyze map of the Missouri Compromise

Lesson 2: The Rise of Sectionalism Examine the factors leading to the industrial revolution Assess the impact of the Industrial revolution on the Northern economy Predict the effect that industrialization on the Nation Evaluate how technology impacted progress in the United States Identify the factors that increased cotton production between 1800-1860 Evaluate the relationship between the demand for cotton and the spread of slavery Compare and contrast the differences between North and South Predict the possible conflicts that may arise over regional differences

Lesson 3: The Age of Jackson Examine Jackson’s path to the presidency Analyze arguments for and against Indian Removal Analyze the impact of Indian removal Evaluate the role of the National Bank controversy on issues of States rights verses the power of the presidency

Reform in AmericaUS History I – 9-12

The 19th Century was a period of tremendous change for the United States. After having established itself as a legitimate nation and industrial power, the United States attracted a massive influx of immigrants in search of better lives. The changing cultural makeup of the nation was paired with a religious revival and a heightened belief in the power of individuals to improve society; this belief spurred the reform movement in America.

This unit is intended to be included in a United States History I course offered at the high school level. The Reform in America unit is anticipated to take approximately 10 50-minute class periods. This unit will afford students with opportunities to identify reasons why people move, what influences morality, why people pursue change, and analyze the methods of how people attempt to affect change.

Prior to this unit, students will have completed units of study from Colonial America through, most recently, an in depth examination of the nations shift from Nationalism to Sectionalism.

Stage 1 Desired ResultsESTABLISHED GOALS GUSI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H)

TransferStudents will be able to independently use their learning to… T Understand how recurring patterns in history can inform judgments about current

events and other issues Apply knowledge of political and social systems to participate actively as an

informed citizen of a democracy

Frederick Douglass William Lloyd Garrison Sojourner Truth Harriet Tubman Theodore Weld

USI.32 Describe important religious trends that shaped antebellum America. (H) the increase in the number of

Protestant denominations the Second Great Awakening the influence of these trends on the

reaction of Protestants to the growth of Catholic immigration

USI.33 Analyze the goals and effect of the antebellum women’s suffrage movement. (H) Seminal Primary Documents to Read:

the Seneca Falls Declaration of Sentiments and Resolutions (1848)

USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. (H)



CCSS.ELA-Literacy.RH.9-10.3 Determine

MeaningUNDERSTANDINGS UU1 – The culture and morality of society is an ever changing entity

U2 – People are inspired to create change in their society for political, social, economic, religious, and cultural reasons.

U3 – Societal change is accomplished through a variety of tactics.

ESSENTIAL QUESTIONS Q Q1 – What influences morality?

Q2 – What compels people to pursue change?

Q3 – What is the most effective way to create change?

AcquisitionStudents will know… KContent Vocabulary [tier 3]: reform, immigrate/emigrate, nativism, Second Great Awakening, Seneca Falls Convention, suffrage, temperance, penitentiary, civil disobedience, abolition(ism), emancipation, Frederick Douglass, Nat Turner, William Lloyd Garrison

Academic Vocabulary [tier 2]: assess, evaluate, analyze, justify

K1 – Reasons why the makeup of the United States changed drastically during the 19th Century (U1).

- Immigration (push/pull factors)- Industrial Revolution- Slavery

K2 – The influx of immigrants led to the nativist movement, and the idea of what an “American” is (U2).

Students will be skilled at… SS1 - Interpreting charts/graphs on immigration rates and the changing urban population during the 1800s (U1, U2)

S2 - Identifying push-pull factors in immigration (U1, Q1)

S3 - Comparing and Contrasting the ideals of the Declaration of Sentiments with those of the Declaration of Independence (U2)

S4 - Analyzing slave life and resistance throughout the South (U2, U3)

S5 - Analyzing the justification of slavery in America (U1, U2)

S6 - Describing the rapid growth of slavery in the South after 1800 (U2)

S7 - Identifying the different tactics used

whether events in a text caused later ones or simply preceded them






K3 – The major reform movements of the 19th Century created division within the United States (U2, U3).

- Education Reform- Temperance- Prison (and mental health) Reform- Immigration and Urban Reform- Women’s Rights - Abolition

K4 – The tactics in which major reformers pursued change (U3):

- William Lloyd Garrison- Frederick Douglass v Nat Turner- Elizabeth Cady Stanton and Susan

B. Anthony- Henry David Thoreau

K5 – How the reform movement created a shift in thought about social responsibility (U1, U2, U3)

during the abolitionist movement (U3)

S8 - Summarizing the causes/effects of the major reform movements of the 19th Century (U1, U2, U3)

S9 - Evaluating the effectiveness of the major reform movements of the 19th Century (Q3)

Stage 2 – EvidenceEvaluative Criteria Assessment EvidenceAccuracyIntegration of EvidencePersuasionPerspective/EmpathyCreative LayoutPresentation/clarity

CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PTReform in America CEPA: Let’s Fix America! [U2, U3, Q3]

Goal: Your task is to gain support and convince your audience that your reform movement is the most important so that you and your fellow reformers can accomplish the movement’s goal. Education Reform Temperance

Prison (and mental health) reform Immigration and Urban reform Women’s Rights Abolition

Role: You are a member of your reform movement’s major organization.

Audience: The American public

Situation: The context that you find yourself in is the 19th Century, where MANY different groups of people are trying to correct many of the injustices that have existed since the founding of our country.

Product, Performance, and Purpose: You need to develop a campaign for your reform movement so that your reform will stand out above the other reform movements of the time. Your campaign can be presented through newspaper advertisements, commercials or an infomercial, or a series of speeches. Standards and Criteria for Success: Your product must meet the following standards: A brief and accurate history of your reform movement (why your movement exists

and what exactly your movement is trying to accomplish) A persuasive argument as to why your movement is the most important one for the

American public to focus on Identify the method(s) your movement has/have already used to accomplish its

goal Identify method YOU would like to use to further/accomplish the goal of your

movement An insightful conclusion of how your movement will change the United States for

the betterOTHER EVIDENCE: OE

ABC Link Sheet – Influencers of change Take on the role of a Know-Nothing or new immigrant and describe America

through that person’s point of view An editorial in response to the Declaration of Sentiments: A desecration of the

Declaration of Independence, or a necessary measure for equality? Create a first person account of someone experiencing the abolitionist

movement (a subscriber to The Liberator or The North Star, an audience member during a William Lloyd Garrison or Frederick Douglass speech, a soldier in Nat Turner’s army, a passenger on the Underground Railroad, a person who read Uncle Tom’s Cabin)


Lessons to include:Lesson 1: Introduction - What is reform? (U2, Q2)Lesson 2: The changing of America (U1, Q1)Lesson 3: Reforming America (U1, U2, U3, Q1, Q2, Q3)Lesson 4: Slavery v Abolitionism (U1, U2, U3, Q1, Q2, Q3)Lesson 5: CEPA – Let’s Fix America! (U2, U3, Q2, Q3)

Lesson 1: Introduction - What is reform? (1 class period) Discuss reasons why changes are needed in society (Q2: What compels people to pursue change?)

o Debrief causes/effects of change Introduce essential questions – brief introduction to CEPA ABC link sheet – influencers of change/areas in need of change Make meaning of the word Reform through the use of a conceptual organizer – Frayer Model

Lesson 2: The changing of America (Immigration) and its impact on Reform (1 class period) Identify push-pull factors of immigration (Why do people move?) Examine the impact of immigration on the demographic and/or cultural makeup of the United States through graphs/charts

on Immigration, 1830-1860, and rural and urban population, 1820-1870 Discuss the different reactions to the cultural changes of the United States such as Nativism/Know Nothings Refer back to ABC link sheet and add/edit immigration’s role in the need for reform Analyze immigration’s impact on the need for reform (Take on the role of a Know-Nothing or new immigrant and describe

America through that person’s point of view)

Lesson 3: Reforming America (2-3 class periods) Identify areas in current society that need to be reformed and then categorize

o political, social, economic, religious, and cultural Discuss influencers of morality and their impact on the compulsion for change (Q1, Q2) Explain the Second Great Awakening and the Seneca Falls Convention Compare and contrast the Declaration of Sentiments with the Declaration of Independence Summarize major reform movements in America: education, temperance, prison/mental health reform, immigration and

urban reform, women’s rights, abolition Analyze and evaluate different tactics to accomplish reform goals

Lesson 4: Slavery v Abolitionism (2-3 class periods) Describe the rapid growth of slavery in the 1800s Analyze the justification of slavery in America Compare abolitionism to other anti-slavery movements in the United States Evaluate the different examples of abolitionism (William Lloyd Garrison, Frederick Douglass, Nat Turner, Harriet Tubman,

Harriet Beecher Stowe) Examine the tension created by the abolition movement

Lesson 5: CEPA – Let’s Fix America! (2 class periods) Examine rubric and exemplars, and discuss expectations for final product Complete unit CEPA

Westward ExpansionU.S. History I – 9-12

This unit is intended to be included in a United States History I course offered at the high school level and the authors anticipate it should take two to three weeks of study to complete. Westward Expansion is a topic rich with opportunities for students to explore questions of critical importance to their understanding of United States history as well as the nation’s evolving role in world affairs. In this unit, students will be introduced to the concept of Manifest Destiny and will consider its impact upon the history of our nation and its diverse peoples. Additionally, students will consider the evolution of Americans’ perceptions of themselves and their nation and recognize essential shifts in American foreign policy. The topics presented also offer myriad opportunities for students to connect the nation’s history to events and issues that challenge the nation and the world today. The unit incorporates a variety of sources including images, primary documents, film, and materials from the web to engage students of varied learning styles and to challenge and develop a broad range of literacy skills. The lessons include high expectations for all students while providing appropriate scaffolds to support the needs of all learners.

Stage 1 Desired ResultsESTABLISHED GOALS GG1. USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon Trails (H, E, G).A. the War of 1812 B. the purchase of Florida in 1819 C. the 1823 Monroe DoctrineD. the Cherokees’ Trail of Tears E. the annexation of Texas in 1845E. the annexation of Texas in 1845F. the concept of Manifest Destiny and its relationship to westward expansionG. the acquisition of the Oregon Territory in 1846 H. the territorial acquisitions resulting from the Mexican War I. the search for gold in CaliforniaJ. the Gadsden Purchase of 1854

CCSS.ELA-Reading.11-12-1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Reading.11-12-2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Reading.9-10-6 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

TransferStudents will be able to independently use their learning to…T1. Analyze conflicts to critically appraise historical claims and decisions.T2. use their learning to integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question, form an opinion, or to solve a problemT3. write to inform and explain a topic, concept, or process to a variety of audiences.

MeaningUNDERSTANDINGS UStudents will understand that…U1. People move for a variety of reasons – for new economic opportunities, greater freedoms, or to escape hardships.U2. Many Americans had naïve ideas about the opportunities and difficulties of moving west.U3. Geography and topography shaped the paths and impacted the journeys of Americans who moved to the West.U4. While the US has added land and territories throughout its history, it has often come with great costs.U5. The expansion of the US has often created and/or resulted in both diplomatic and armed conflict with other peoples and nations.U6. Specific individuals, even outside of elected officials, can have a profound impact on history.

ESSENTIAL QUESTIONS QE1. Why do people move?E2. How do geography and topography affect travel and settlement?E3. Why did some survive and prosper in the West while others did not?E4. Who were the winners and who were the losers in the settlement of the West?E5. What happens when cultures collide?E6. How have Americans’ perceptions of themselves and their role in world affairs changed over time? (note to teachers – overarching question, introduce now and students will build to this by the end)

AcquisitionStudents will know… KK1. The politicial, economic, and social factors that motivated people to move to the West.

Students will be skilled at… SS1. Recognize, define, and use content specific vocabulary related to western

their respective accounts.

CCSS.ELA-Reading.11-12-7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Writng.9-10-1. Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Writing.11-12-4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Writing.9-10-9 Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-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.

K2. The key geographical features of the American landscape that shaped the routes to and the settlements of the West.

K3. Several major topics / events connected to American westward expansion including (but not limited to): the acquisition of Florida, the Monroe Doctrine, Manifest Destiny, the annexation of Texas, the acquisition of the Oregon territory, the Mexican War, and the California Gold RushK4. The major conflicts that were caused by / resulted from American expansion into new territories in the West.K5. The government policies and actions that encouraged Western settlement and brought the US into conflict with other nations.

expansion in context.S2. Identify, examine, and interpret primary and secondary source documents to increase understanding of events and life in US history.S3. Make connections between the past and the present.S4. Review information for accuracy, separating fact from opinion.S5. Identify a problem and recommend solutions.S6. Select and defend positions in writing, discussion, and debate.S7. Read and interpret maps.S8: Skill of reflection and internalizing information, metagocnition (need to rephrase)

a.Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Stage 2 - EvidenceEvaluative Criteria Assessment Evidence<type here> CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT

Plans to launch a “Westward Expansion Museum” are in the works – you are a member of the committee tasked with creating the museum. While there will be many individual exhibits throughout the museum, one of the committee’s most important tasks is to produce one, primary exhibit that will give casual visitors an overview of the important people, events, and accomplishments of the time period. The committee has not yet decided on a format for this exhibit – members have suggested modes ranging from pamphlets to video presentations. The central committee has asked small groups of its member to produce “pitch presentations” for their consideration. You will work with the members of your small group to design your “pitch presentation” and to present your “pitch” to a subcommittee (another group) to receive feedback upon your proposed exhibit. Each group will then work to revise their pitch presentations, incorporating feedback received from the subcommittee, for a final exhibit walk – at the conclusion of this exhibit walk, one presentation will be chosen for inclusion in the museum.

Lesson 1Formative assessments:

Students will identify the topics related to Westward Expansion with which they are already familiar in an opening class brainstorm (assessing prior knowledge).

Students will construct a Frayer Model Worksheet to summarize their understanding of Manifest Destiny and to give examples of its implications.

Students will read and assess an current events article that explores a recent controversy connected to Manifest Destiny. Students will then express their opinion and support their argument with relevant details during a classroom discussion.

Summative assessments:

At the conclusion of the lesson / unit, students can revise their Frayer model worksheets and/or collectively add to their class glogster to illustrate their new understanding of westward expansion and “Manifest Destiny”.

Lesson 2Summative Assessment: (Skill – content and own learning style)

Save the last Word discussion and homework mark up. Accountable talk, cite the evidence from their homework. (Knowledge/understanding and skills)

Literacy Reflection: Students should answer the following questions in a paragraph for homework.

What did you miss when just looking at the map that you learned from the reading? What was easier to understand from the map than from the reading? Reflect on your own learning. Which did you prefer to learn from: the Map or the

Reading? Why? Explain what works for you.

Writing Prompt – Lesson 3 (Understanding and skills)Imagine you are Alexander Van Valen, and write one last journal entry explaining why you decided to stay in California or why you decided to pack up and return home to New York.You can go back and review any of Van Valen’s writings or other evidence as needed. Try to match the type and amount of detail Van Valen includes in most of his writing. Use your notes.

Lesson 4 (understanding and skills)

Formative Assessments Students will summarize an excerpt from Washington’s “Farewell Address” and will

explain the author’s intent while placing it in historical context as an entrance ticket. The class will recall and identify instances of US involvement in world affairs prior to

the issuance of the Monroe Doctrine during a class brainstorm activity. Students will summarize, analyze, and interpret two primary source documents during

a close reading activity and subsequent pair share discussion.

Lesson 5 (knowledge, content, skills)Mark up of the text will be assessed (earlier ones were practice). APPARTS chart notes on primary documents, write an informative persuasive proposal using evidence on their opinion over the annexation of Texas controversy.

Lesson 6 (knowledge and skill)Explain the balance of American values and interests around an assigned theme of the Mexican War in a small group discussion. Students will use their graphic organizer to explain. Analyze whether the war with Mexico was justified in a persuasive written summary.

Also include traditional quizzes and tests.

<type here> OTHER EVIDENCE: OE<type here>


Lesson 1: Introduction – “Why do people move?” and Manifest Destiny – In this lesson, students will learn and discuss the factors that encouraged Americans to move to the West. Students will also be introduced to the concept of Manifest Destiny and will investigate a related primary document (T2, U1, U5, U6, E1, E6, K1, K3, K5, S1, S2, S3)

-ABC Link Sheet - preview

-Gallery Walk on Manifest Destiny pictures – examine why people move, building content

-Frayer Model on Manifest Destiny – conceptual knowledge

- Video on Manifest Destiny: Frame, Focus, and Follow Up

- Introduction of homework article on the Manifest Destiny t-shirts from the Gap – (need to decide what to call this)

Lesson 2: The Trails West – Students will examine how geography and topography helped to shape the paths and impacted the journeys of Americans who moved to the West. (T2, T3, U1, U2, U3, U5, U6, E1, E2, E3, E4, E5, K1, K2, K3, K4, K5, S1, S2, S3, S5, S7)

- Questioning techniques on the Gap homework article generate questions then determine which questions are valuable. They will generate research in an attempt to answer their own questions

- Save the Last Word discussion, where every student gets to speak.

- Video trailer on the Oregon Trail movie – analysis using frame, focus, and follow up

- Think Aloud on a map of the trails west and on a secondary source about the trails west

- Revision – add to the Frayer Model from lesson 1

- Literacy reflection on the trails west activity (summative assessment)

Lesson 3: California Gold Rush – Students will examine the opportunities and difficulties individuals faced while moving to the West in search of gold. Specifically, students will examine a variety of primary source documents related to the California Gold Rush. (T2, T3, U1, U2, U5, U6, E1, E3, E4, K1, K3, S1, S2, S3, S4, S7)

- Hook: drawing a Gold Digger/hunter

- Visual discovery of a primary source gold digger – examine

- Making meaning of important vocabulary for the online activity, defining and illustrating

- Online activity of a gold rusher traveling west, experiential – note taking. Can go back later and revisit any part of the activity if they need it.

- Revisit drawing of the gold digger, add more content and knowledge learned from the online activity. Or students with a journal entry from the perspective of the gold rush character they just played in the game.

Lesson 4: The Monroe Doctrine - In this lesson, students will explore how world events and an evolving vision of the United States and its role in world affairs contributed to the creation of the Monroe Doctrine. Additionally, students will examine the Monroe Doctrine and discuss its impact upon American foreign policy. (T1, T2, U4, U5, U6, E5, E6, K1, K3, K4, K5, S1, S2, S3)

- Class discussion and brainstorm of Washington’s Farewell Address, connecting this policy to Manifest Destiny.

- In pairs, students will either analyze Monroe’s Message to the Senate or the Monroe Doctine. They will discuss in pairs, preparing to share with a whole class discussion

Lesson 5: Texas Independence and Annexation – Students will examine and interpret several documents related to Texas annexation and will decide if the United States was justified in annexing the territory. (T1, T2, T3, U1, U3, U4, E1, E2, E4, E5, K1, K2, K3, K5, S1, S2, S6, S7)

-Vocabulary definitions on Texas annexation

-Video on Texas annexation: frame, focus, follow up

- Close reading individually on a secondary source reading of the history of Texas

- Annotation of a timeline of Texas history

- Guided inquiry where students will read 4 primary source documents of different points of view of whether to annex Texas or not

- Persuasive paragraph writing as a political advisor to the president with the student’s own decision on whether the US should annex texas or not

Lesson 6: War With Mexico – Students will briefly explore both the causes and effects of the Mexican American War. Students will then decide if the war with Mexico was justified based on those American values and interests. (T1, T2, T3, U3, U4, U5, E2, E4, E5, E6, K1, K3, K4, K5, S1, S2, S4, S6, S7)

-Video clip on the war with Mexico war: frame, focus, follow up

- Secondary reading on the war with Mexico, focusing on the causes and effects

- Venn diagram identifying and labeling American values and interests

- Inquiry in small groups. Students will be assigned a general theme (economic, military, political, etc). They will be given a series of documents based around their theme. They must read and mark those up, and then decide how they fit in with American values and interests

- Persuasive paragraph individually where students decide if the war with Mexico was justified or not.

Lesson 7: CEPA – Westward Expansion Museum – Students will collaboratively research and discuss the major ideas, events, and

figures of Westward Expansion in order to create a proposed exhibit for a Westward Expansion Museum.

The Nation Splits Apart ____________________________________________________________________________________________________________

U.S. History I

The United States has been discovering its identity since the Revolutionary War. Since that time there has been a constant struggle between whom we are as groups of individual states and who we are as a nation. Many events contributed to the division within the country that would foreshadow the Civil War. The most polarizing of which was the institution of Slavery. This unit covers the internal struggle of the Nation as we expanded into new territory and the conflict that arose about the role of states’ rights in the midst an era of social change. Students will trace the path of this struggle, the compromises that attempted to resolve political and social conflict, as well as weigh the arguments of the stakeholders involved.

Prior to this unit Students will have completed units that focus on the Constitution and its application, the origins of nationalism and sectionalism, and the reform era including important movements focused around civil rights such as Abolition and women’s suffrage.

Stage 1 Desired ResultsESTABLISHED GOALS

Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)

Critical developments leading to the Civil War. the Compromise of 1850 the Kansas-Nebraska Act (1854) John Brown’s raid on Harper’s Ferry

(1859)

USI.38 Analyze Abraham Lincoln’s presidency, including: Lincoln-Douglas debates (1858) Seminal Primary Documents to

Consider: Lincoln’s “House Divided” speech (1858)

Views on slavery

CC reading standards for Literacy in Social Studies

RS 1.9-10 Cite specific textual evidence to support analysis of primary and secondary sources

RS 7. 9-10 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text

TransferStudents will be able to independently use their learning to… Understand how recurring patterns in history can inform judgments about current

events and other issues. Analyze and resolve conflicts in order to work and live cooperatively with others. Apply knowledge of political and social systems to participate actively as an informed


UNDERSTANDINGSU1 – Regional interests influence beliefs and cultural identity.

U2 – Political tension leads to conflict

U3 – Some conflicts leave little room for compromise

U4-The actions of the government can have profound effects on its people both positive and negative.

U5 – Ideologies draw people together to fight for a common cause

U5 – Critical divisive events in the post- Revolutionary War era, including conflicts over slavery, led to civil war( A variety polarizing events precipitated the civil war)

ESSENTIAL QUESTIONSQ1 – How do the needs and interests of a particular region influence public opinion?

Q2 – Why do we pick sides?

Q3 – Is compromise always effective?

Q4-In what ways do the actions of government effect its people?

Q5 – What unites people? Q5 –During the mid -19th Century, was the United States in a state of Counter-Revolution?(or were its conflicts part of the natural evolution of a democracy?)

AcquisitionSTUDENTS WILL KNOW…Content Specific Key Terms:Popular sovereigntyRadicalDelegatePlatform

STUDENTS WILL BE SKILLED AT…Activating prior knowledge of the economics of slavery and the differences between the Northern and southern economies and culture(U1, Q1)

RS 9. 9-10 Compare and contrast treatments of the same topic in several primary and secondary sources

CC-Literacy writing standards for History and Social Studies

WS 1.9-10 Write arguments focused on discipline-specific content.

WS 4. 9-10 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WS 9. 9-10 Draw evidence from informational texts to support analysis, reflection, and research.

ProhibitFree-soilersFreeport doctrine

Academic vocabulary:ReflectAssessAnalyze

The conditions of slavery in the south(U1)

By 1850 the national debate centered on the expansion of slavery into the territories(U1,U3,Q2)

Assessing the roots of political polarization and applying that knowledge to growing sectionalism(U1,U2,U3,Q1,Q2,Q3)

The role of popular sovereignty in the Compromise of 1850 and the Kansas-Nebraska Act(Q3)

Connecting political strategies to resolve the slavery issue with the resulting highly charged political debate over the issue in the 1850’s(U2,U4,Q4)

The causes and effects of “Bleeding Kansas”(U1,U2,U5,Q2)

The role of the federal government in resolving territorial disputes(U2,U4)

The significance and outcomes of the Dred Scott Decision(U4,U5)

Interpreting historical and political maps between the years 1820-1850(U1,Q1,Q4)

Analyzing primary and secondary sources

Arguing a position to justify or Condemn the actions of John Brown(U1,U2,U5,Q2)

Analyze pre-war sectional economies(U1)

Writing persuasively and with clearly defined and explained claims and counter claims(U1)

Analyzing alternate historical perspectives (U1,Q1)

John Browns role in defining radical anti-slavery politics(U3,U5,Q2,Q3,Q5)

Lincolns rise to National politics and the Birth of the Republican party(U3,U4)

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceExplanation

Interpretation

Application

Perspective

Empathy

Self-Knowledge


TRANSFER TASK(S):CEPA –Political speeches representing party platforms in the late 1850’sGoal: Your goal is to persuade the American people that you are the best candidate to help the United States progress in the right direction in an upcoming election.Role: You are either a Republican or a Democrat running for office in the era after the Kansas and Nebraska ActAudience: The American peopleSituation: You are running for office during an era of extreme sectional politics and debates over the institution and spread of slavery as well as states’ rights.Performance Product and Purpose: Use your knowledge of the growing political and social divisions within the U.S. to write a persuasive campaign speech that will appeal to your voting base and address the important issues of the day. Use relevant documents such as your notes and primary source readings to support your position on the issues of slavery, popular sovereignty, and states’ rights. Incorporate your knowledge of sectional politics, the Kansas and Nebraska act, Bleeding Kansas as well as your knowledge of the positions of your assigned party. Standards and Criteria for success: Your speech must include:

A rationale as to why people should vote for you A clearly defined position on the issue of slavery backed with relevant facts An argument addressing your opponents position Proposed solutions to the Country’s major conflicts

<type here> OTHER EVIDENCE: John Brown – terrorist or patriot An essay debating whether Franklin Pierces decision to back the pro slave

legislature in Kansas was justified or was it an example of political bias influencing the outcome of the debate?

Stage 3 – Learning Plan

Summary of Key Learning Events and InstructionPart 1: The Politics of SlaveryLesson 1

Students will listen to and respond to primary source documents giving a first-hand account of slavery and use it to evaluate why the issue of slavery generated such passionate feelings on both sides of the issue. Students will examine the social, political, and economic impact of Slavery. (suggested viewing of Unchained Memories, a film acting out the slave narratives )Students will record responses and reflect on the impact of the primary source. Discussion following using possible discussion protocols such as fish bowl or save the last word.

Closing: Why are eyewitness accounts important? How do primary sources affect our connection with people of the past?Lesson 2Preview: Prove that westward expansion foreshadowed renewed political tension over slavery?

(suggested link: animated atlas ) Students will analyze the terms of the Compromise of 1850 and determine if it favored the Northern or Southern political interests

and defend their position.Lesson 3The Kansas and Nebraska Act -Motivations and reactions. Students will determine the political motivation behind the Kansas and Nebraska act and evaluate its impact.

Document Northern and Southern Reactions to the Kansas and Nebraska Act Connect the debate over Slavery to restructuring of political parties. Closing: Was it legal that the Kansas and Nebraska Act negated the Missouri Compromise?

Part 2: Sectional Conflicts and National PoliticsLesson 3:

Preview: Can compromise solve all conflicts? Students will study the impact of the Kansas and Nebraska act and analyze the resulting civil conflict between pro-and anti-slave

forces in Kansas. (mind maps bleeding Kansas) Closing: Examine the constitutionality of popular sovereignty deciding the slavery issue. Revisit the balance of Federal authority

with regards to Bleeding KansasLesson 4

Preview: Does the ends justify the means? Take a side: Was John Brown a hero or a terrorist? Students will complete a close examination of the Pottawatomie massacre and

the raid on Harpers Ferry, take a position, and defend their argument.The Pottawatomie Massacre Closing: Revisit question about Compromise. Could John Brown have compromised? Why or why not?

Lesson 5 Preview: What can citizens of a democracy do if they believe that something is unjust? People or property-Evaluate the Dred Scott decision and its impact on the Political Landscape

http://www.pbs.org/wgbh/amex/brown/peopleevents/pande07.html

http://www.animatedatlas.com/movie.html

Lesson 6 Preview – determine Lincoln’s views on slavery Describe the path of Lincoln into the Republican party Analyze the Lincoln-Douglass Debates and compare the two political perspectives.(House Divided vs. Freeport Doctrine) (possible

assessment: Campaign posters)

The Civil WarUS History I – 9-12

The Civil War was perhaps the most significant event in American History. The war was both a culmination of a great many conflicts among Americans, but it also signaled the beginning of a modern era in the United States. The causes of the war, from slavery to the rights of states, are critical to evaluating the reasons men fought and killed their countrymen. The results of the war are as far-reaching as the results of any war – the power of the federal government expanded, the loss of life had a devastating effect on American society as whole, and millions of previously enslaved African-Americans were freed. Students will study those and other outcomes in depth in order to better understand the United States today.

Prior to this unit students will have completed units of study from Colonial America through the Nation Splits Apart. They will have knowledge of the nation’s founding principles and will have completed an in depth examination of the U.S. Constitution. Students will most recently have completed an analysis of the turmoil within the country as a result of westward expansion, the debate over slavery, and the changing political landscape.

Stage 1 Desired ResultsESTABLISHED GOALSUSI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war.

USI.38 Analyze Abraham Lincoln’s presidency, including: Views on slavery The Election of 1860 Political obstacles the Emancipation Proclamation

(1863) Seminal Primary Documents to Read:

Lincoln’s Gettysburg Address (1863) and Lincoln’s second inaugural address (1865)

USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. LeadersJefferson DavisUlysses S. GrantRobert E. Lee

Battlesthe Massachusetts 54th Regiment and the Battle at Fort WagnerAntietamVicksburgGettysburg


TransferStudents will be able to independently use their learning to… Understand how recurring patterns in history can inform judgments about current events

and other issues Analyze and resolve conflicts in order to work and live cooperatively with others Apply knowledge of political and social systems to participate actively as an informed


UNDERSTANDINGSU1 – Leadership impacts the outcomes of war

U2 – Access to technology and resources impact how wars are fought and decided.

U3 – War impacts the culture, politics, and economy of a society

U4 – The terms of treaties can influence whether peace is lasting

U5 – Conflicts can have significant costs and benefits for both winners and losers

U6 – Different perspectives on the same argument can result in opposing but not opposite logic

U7 – Secession is part of a broad theory that puts the governments of states above the federal government

ESSENTIAL QUESTIONSQ1 – How do we define leaders in our world?

Q2 – How does technology affect the way the war is fought?

Q3 – What role does war play in a society’s history?

Q4 – How can lasting peace be achieved?

Q5 – How do we determine the real winners and losers of conflicts?

Q6 – How do opinions form? How do people decide what side to take?

Q7 – What rights do states have in their disagreements with the federal government?

Q8 - Did the south have the right to secede from the union?

AcquisitionStudents will know…Content Vocabulary, such as: Union, Confederacy, Secession, Civil War, martial law, embargo, ironclads, Gatling gun,

Students will be skilled at…Analyzing primary and secondary sources

Explaining how the differing views regarding


CCSS.ELA-Literacy.RH.9-10.3 Determine whether events in a text caused later ones or simply preceded them

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of vocabulary describing political, social, or economic aspects of the Civil War


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.9-10.10 By the end of grade 9 read and comprehend history

Emancipation, conscription, copperheads, habeus corpus, reconstruction

Academic Vocabulary, such as: Analysis, context, summarize, assess, evaluate, predict, negotiate, persuade, examine

Key arguments in the election of 1860 (U1)

The significance of the results of the election of 1860, including its role in secession (U7)

The states that seceded from the union and formed the Confederate States of America (Q8)

Arguments for and against secession (Q8)

The attack on Fort Sumter and reactions in the North and South (U3)

The importance of border states to President Lincoln (U1 U2)

Military and political goals and strategies in the North and South (U2)

Military and political leaders of the Union and Confederacy (U1)

The hardships faced by soldiers in the war and their families at home (Q3)

The locations of major fighting and the landscape of the war (U5)

slavery in the territories eventually produced southern secession and civil war (U6)

Examining statistical data in analyzing the causes and effects of the war (U3)

Summarizing the causes of the Civil War and key events leading up to the fall of Fort Sumter (U7)

Predicting the nature of the war, including casualties, length of fighting, and level of violence (U1 U3 U5)

Comparing and contrasting the state of affairs on opposing sides of an issue (U6 Q6)

Assessing the importance of culture, economics, and politics in the Civil War (U3)

Interpreting maps of the nation from 1860-1865 (U2)

Developing perspectives on the issue of secession, creating lasting peace, and reconstruction efforts (U4 U6 U7 Q5)

Assessing the importance of geography and technology in the war (U2)

Evaluating the positions of President Lincoln on both military and political issues (U1 Q1 U3 U5)

texts in the grades 9–10 text complexity band independently and proficiently.

New technology was significant in how the war was fought (U2)

The confederate army had several important victories in the early years of the war (U1)

The Emancipation Proclamation was issued as a wartime measure, not as a civil rights measure (U6)

The Battle of Gettysburg sparked a turning point in the war (U1 U2)

The Gettysburg Address helped redefine the war as a fight not just to save the Union, but as a fight for human equality (Q3)

New leadership helped spark a change in momentum for the Union army (U1)

The election of 1864 was a referendum on Lincoln’s ability as Commander-in-Chief (U1 U3)

The wartime measures taken by Lincoln as an expansion of the Executive branch of the government (Q3)

The relationship between President Lincoln and the Legislative and Judicial branches of government (Q1)

The Thirteenth Amendment ended legal slavery in the United States forever (U3 U5 Q5)

The war effectively ended with Robert E. Lee’s surrender to Ulysses S. Grant at Appomattox Court House, VA (U4 U5)

President Lincoln’s assassination created turmoil in a newly reunified country, and resulted in a struggle for control of rebuilding the South (U4 U5)

Stage 2 – EvidenceEvaluative Criteria Assessment EvidenceExplanation

Interpretation

Application

Perspective

Empathy

Self-Knowledge


TRANSFER TASK(S):Curriculum Embedded Performance AssessmentIt is the spring of 1865. The Civil War has cost the United States hundreds of thousands of lives. Casualties of the war numbered over one million, and the nation has suffered through four years of turmoil the likes of which it had never seen. Finally, in Appomattox Court House, Virginia, Confederate General Robert E. Lee has surrendered to Union General Ulysses S. Grant. Before the healing can begin, peace must be negotiated.Goal –Your goal is to negotiate an effective agreement to end the war between the Union army and the Confederate army.Role – Your role will be one of the following:

Union general Union newspaper reporter Supreme Court Chief Justice Salmon P. Chase Confederate general Confederate newspaper reporter Confederate Vice President Alexander Stephens

Audience – The American people, Congress, and the President Situation – Confederate General Robert E. Lee is surrendering at Appomattox. For years his army has led a rebellion against the United States, styling itself as a fight for independence for a new nation, The Confederate States of America. As the war has wound down and the fighting is nearing its end, the readmission of the seceded states is becoming an issue in the national debate. Product Performance and Purpose – The final terms of peace should decide the outcome of the war and whether there is a real winner or loser. Peace negotiations should also determine the responsibilities of the states and federal governments in maintaining the peace.

Standards and Criteria for Success – To be successful, each role must try to complete an individual task while working to complete the peace process:

Union general – You believe the capital cities of the South must be occupied by the U.S. Army, and that troops must be from the North. This will ensure all U.S. laws are being followed and will prevent additional sedition in formerly rebelling states. Southern troops simply cannot offer those reassurances.

Union newspaper reporter – You must relay the events of the process to your readers while painting the Union in a positive light, and painting the Confederacy in a negative light. Your reports should contain explanations of the causes of the war and how/if those causes are being addressed in the process.

Supreme Court Chief Justice Salmon P. Chase – You must determine the best course of action for making the readmission of the confederate states as smooth as possible. Your job is critical to ensuring this peace is lasting.

Confederate general – You believe that the former confederate states should resume their place among the United States, and the federal representatives and senators from the seceded states must return to Washington to re-establish themselves within the government. You are firmly against any occupation of the South by Northern troops.

Confederate newspaper reporter – You must relay the events of the process to your readers while painting the Confederacy in a positive light, and painting the Union in a negative light. Your reports should contain explanations of the causes of the war and how/if those causes are being addressed in the process.

Confederate Vice President Alexander Stephens – You will have the final say in whether the negotiation is acceptable. As the surrendering side, you must determine if the terms of peace are fair and reasonable for the conflict that took place.

OTHER EVIDENCE:Complete I See/It Means and two-column notes of political cartoon and pie chart on election of 1860

Write a persuasive paragraph that answers the question: Can South Carolina Secede?

Fort Sumter - You Decide

Create an annotated timeline of secession

https://docs.google.com/document/d/1gxQdtEIGRilWIzVdGv5TfIOrPUR2VRHcHCJJIt_Oktg/pub

Using a comparison graphic organizer, write a paragraph: In 1861, what was the Civil War about?

Write a letter from the perspective of a soldier describing the conditions of military life during the war

Examine opposing editorials on the Emancipation Proclamation and evaluate its effectiveness

Examine the Gettysburg Address using a close textual reading

Examine Lincoln’s 2nd Inaugural Address – Do his statements imply a fatalistic recognition that war was inevitable?


Lesson Plans to include:

Lesson 1: Election of 1860 Activate prior knowledge of Lincoln’s view on slavery Predict the outcome of the presidential Election of 1860 Examine the electoral map of the election of 1860 (270towin.com) Predict the desired role of the federal government under Lincoln as it relates to slavery (Letter to Alexander Stephens )

Lesson 2: Forming the Confederacy Debate the merits of the secession of South Carolina, see also epitaph Complete an annotated timeline of secession, from South Carolina to North Carolina (use of Crisis at Fort Sumter: Dilemmas of

Compromise suggested for students) Analyze the importance of slavery in the seceded states’ economy and culture (“Corner Stone” Speech – Alexander Stephens)

Lesson 3: Preparing for War

Examine Lincoln’s argument against secession in Lincoln’s First Inaugural Address Compare and contrast opinions on the cause of the attack on Fort Sumter Identify the expectations of the war in the North and the South (Lincoln’s Proclamation calling militia ) Assess the importance of “Border States” and the steps taken by Lincoln to secure them (9/22/1861 To Lose Kentucky Is to Lose the

Whole Game)

http://teachingamericanhistory.org/library/document/to-lose-kentucky-is-to-lose-the-whole-game/

http://teachingamericanhistory.org/library/document/to-lose-kentucky-is-to-lose-the-whole-game/

http://teachingamericanhistory.org/library/document/proclamation-calling-militia-and-convening-congress/

https://docs.google.com/document/d/1gxQdtEIGRilWIzVdGv5TfIOrPUR2VRHcHCJJIt_Oktg/pub

http://teachingamericanhistory.org/library/document/first-inaugural-address-2/

http://teachingamericanhistory.org/library/document/corner-stone-speech-excerpt/

http://memory.loc.gov/service/rbc/lprbscsm/scsm0239/001r.jpg

http://teachingamericanhistory.org/library/document/south-carolina-declaration-of-causes-of-secession/

http://teachingamericanhistory.org/library/document/letter-to-alexander-h-stephens/

Compare the stated goals and strategies of the north and south at the beginning of the war (Crittendon Resolution)

Lesson 4: The People of the Civil War Compare and contrast the important characteristics of Union and Confederate Generals, including Ulysses S. Grant and Robert E.

Lee Examine the hardships and challenges faced by soldiers at war and their family members at home Analyze the role of African American soldiers

Lesson 5: And the War Came

Assess the importance of geography and technology in the war, including the value of naval strength, the use of new weaponry, and the importance of economic centers

Evaluate the early successes of the Confederate Army at the onset of the war Examine the Emancipation Proclamation and its role as a military strategy Compare and contrast Union and Confederate leaders in the Battle of Gettysburg; evaluate the significance of the Battle of

Gettysburg and the Gettysburg Address Analyze the impact of major battles, such as the Wilderness, Cold Harbor, and Spotsylvania, on the balance of power Evaluate the major issues of the election of 1864 Appraise Lincoln’s positions of the Union and Confederacy in his second inaugural address

Lesson 6: The Law and the War Develop a perspective on Lincoln’s actions as Executive, including the suspension of Habeus Corpus, the use of martial law, and the

expanded authority claimed by the President Analyze the role of War Democrats, Peace Democrats, and the Supreme Court in Lincoln’s wartime decisions Examine the purpose and the effects of domestic policies, including the Homestead Act and the Morrill Act Predict the effect of the Thirteenth Amendment on the slave population across the country

Lesson 7: The War Ends

Analyze the effect of the war on the power and centralization of the federal government Articulate the complications of Lee’s Surrender at Appomattox, including the steps necessary to ensuring a lasting peace among the

states Speculate what might have been different if President Lincoln had not been assassinated Measure the costs and benefits of the war to save the union – was it worth it? Was it successful? What were the results?

http://myloc.gov/Multimedia/Gettysburg.aspx

http://memory.loc.gov/ammem/alhtml/almintr.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/civilwar/aasoldrs/

http://library.mtsu.edu/tps/Home_Front_During_the_Civil_War.pdf

http://www.pitt.edu/~amerimus/LPCivilWarHomefront.html

http://www.loc.gov/teachers/classroommaterials/connections/wild-cat-regiment/history.html

http://library.mtsu.edu/tps/Soldier_Lives.pdf

http://teachingamericanhistory.org/library/document/crittenden-resolution/

ReconstructionU.S. History I – 9-12

The story of Reconstruction is a compelling tale of redemption, hope, and tragedy in United States History. In the aftermath of the Civil War, people who had never known the promise of the Declaration of Independence began a long fight for acceptance in a country filled with resistance. Despite monumental gains in the political and social arenas of the United States, freed African Americans and their descendants suffered immense setbacks at the hands of a government that for years seemed to have been working for them. When the cause of prolonging the Civil War turned to emancipation, the goals of many politicians turned to full equal protection for African Americans.

This unit is meant to allow students the opportunity to understand the real development of what Abraham Lincoln termed “a new birth of freedom” following the Civil War. They will also explore the failures of that development and the declining trajectory of the rights of all Americans after a brief period of progress, real and perceived, for African American Civil Rights.

Stage 1 Desired ResultsESTABLISHED GOALS GUSI.40 – Provide examples of the Various effects of the Civil War. Physical and economic destruction

USI.41 – Explain the policies and consequences of Reconstruction Presidential and Congressional

Reconstruction The impeachment of Andrew Johnson The 13th, 14th, and 15th Amendments The opposition of southern whites to

Reconstruction The accomplishments and failures of

Radical Reconstruction The presidential election of 1876 and the

end of Reconstruction The rise of Jim Crow laws The Supreme Court case Plessy v.

Ferguson

6-8. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

W9.1 (grade 9) – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

TransferStudents will be able to independently use their learning to… Apply knowledge of political and social systems to participate actively as an informed citizen

of a democracy. Critically appraise historical and contemporary claims/decisions.

MeaningUNDERSTANDINGSU1 – The terms of peace are determined by the winners of a conflict.

U2 – Reunion after conflict leads to debate over reconciliation and punishment.

U3 – Freedom and liberty often have very different meanings.

ESSENTIAL QUESTIONSQ1 – How can lasting peace be achieved?

Q2 – What is the best way to reunite a torn country?

Q3 – What limitations exist for free people to exercise their rights?

Q4 – How far should the government go to protect the rights of minority groups?

AcquisitionStudents will know…Content Vocabulary (Tier Three Words):Radical Republicans, Freedmen’s Bureau, Presidential and Congressional Reconstruction, Redemption, Black Codes, Union Leagues, 13th, 14th, 15th Amendments, Sharecropping, scalawags, carpetbaggers, Ku Klux Klan, Jim Crow, exodusters

Academic Vocabulary (Tier Two Words):Infrastructure, radical, amnesty, override, conciliatory, punitive, impeachment, segregation, integration, corruption, poll, clause, reconciliation,

The Politics of Reconstruction (U1, U2, U3, Q1, Q2, Q4)

Students will be skilled at… Using maps to make inferences about

Reconstruction (Q2)

Explaining the political development of Reconstruction policies (U1, Q1)

Debating the advantages and disadvantages of conciliatory and punitive Reconstruction (U2)

Evaluating the causes and effects of the Freedmen’s Bureau (U3, Q3)

Examining the influence of African American politicians and voters in elections (Q3, Q4)

The Civil War had a devastating impact on the South

There was a split between Lincoln and other Republicans on the terms of readmission of Southern states

The differences between President Johnson’s and Congressional Leaders’ plans for Reconstruction

The impeachment of Andrew Johnson Former Confederate states reentered the

Union at different times

The Impact of Reconstruction (U1, U2, U3, Q1, Q3, Q4) The use of black codes by Southern

legislatures to attempt to control freed African Americans

The establishment and legacy of the Freedmen’s Bureau

The involvement of the Federal government in state affairs, including the Civil Rights Act of 1866 and the 14th and 15th Amendments

African Americans made some gains in education but few gains in land ownership

White Southerners resisted Reconstruction, sometimes violently

The Collapse of Reconstruction (U2, U3, Q1, Q2, Q3, Q4) Democrats regained control of Southern

state governments Scandals and depression during Ulysses S.

Grant’s presidency hurt the Republican Party

The Compromise of 1877

Analyzing data on African American education, including African American academies, colleges, and universities (U3, Q3)

Comparing and contrasting sharecropping and slavery (U3, Q3)

Predicting challenges that many Southerners would present to Reconstruction (Q3, Q4)

Assessing the impact of the Ku Klux Klan on Reconstruction (U3, Q3)

Making connections between historical and current public opinions in economic downturns (U2, Q2)

Identifying policies that have lasting negative effects on freed African Americans (U3, Q3, Q4)

Analyzing the reasons Reconstruction ended and the impact of redemption (U3, Q1, Q2)

Voting restrictions and segregation caused political and social exclusion for African Americans

The loss of newly gained freedoms led many African Americans to move out of the South

Stage 2 – EvidenceEvaluative Criteria Assessment Evidence<type here> CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)

Goal

Role

Audience

Situation

Product/Performance

Standards and Criteria for Success

OTHER EVIDENCE: Argumentative Writing: Should there be any requirements for Southern States formerly

in rebellion to reunite with the rest of the country? SHEG Close Reading: The 13th Amendment vs. Lincoln’s Second Inaugural Address Mock Debate: Hold a debate between supporters of Lincoln’s plan for Reconstruction

and Radical Republicans; (alternatively) hold a debate between supporters of Presidential Reconstruction and supporters of Congressional Reconstruction

Two-Column Notes: Black Codes Historiography Paragraph: Why do historians consider the work of the Freedmen’s

Bureau to be vital to studying history? Construct an argument: Was the Ku Klux Klan in essence a terrorist organization? Interactive Timeline: Students create a timeline of critical events in the history of

Reconstruction Reconstruction Test

Stage 3 – Learning Plan

Summary of Key Learning Events and InstructionLessons to include:Lesson 1: Examining The Politics of Reconstruction (U1, U2, U3, Q1, Q2, Q4)Lesson 2: Assessing The Impact of Reconstruction (U1, U2, U3, Q1, Q3, Q4)Lesson 3: Analyzing The Collapse of Reconstruction (U2, U3, Q1, Q2, Q3, Q4)Lesson 4: CEPA

Lesson 1: Examining The Politics of Reconstruction Using images such as Destruction of Richmond, construct an idea of Southern infrastructure after the Civil War Brainstorm ideas on how to restore Southern states to the Union after the Civil War Using election results of 1864 from 270towin.com, infer the public opinion on the readmission of the South Compare and contrast the Reconstruction plans of Radical Republicans, President Lincoln, and President Johnson using primary and

secondary sources, including the Wade-Davis Bill, Lincoln’s Second Inaugural Address, and Johnson’s Proclamation of Amnesty and Reconstruction

Analyze the causes and effects of the impeachment of Andrew Johnson by the Radical Republicans in Congress Examine a map denoting the Reconstruction Military Districts and consider reasons for states reentering the Union at different times Using election results of 1868 from 270towin.com, infer the public opinion on Radical Republicans

Lesson 2: Assessing The Impact of Reconstruction Activate prior knowledge by examining the 13 th Amendment Analyze the legal restrictions on freed African Americans in the South using primary and secondary sources, including the “black codes” of

Mississippi Evaluate the role of the Freedmen’s Bureau in the social reconstruction of freed people between 1865 and 1872, and examine its

significance in the study of history Trace the trajectory of the federal government’s involvement in protecting freed people using primary sources, including the Civil Rights

Act of 1866 and the 14 th and 15 th Amendments Examine the causes and effects of attempts by African Americans to achieve upward mobility in the South, including increased education

and political involvement Examine the practice of sharecropping and contrast it to slavery

Lesson 3: Analyzing The Collapse of Reconstruction Analyze the tactics used by “redeemers” to regain control of Southern state legislatures Assess the impact of the Ku Klux Klan on Reconstruction efforts using primary and secondary sources Predict the impact of President Grant’s lack of political experience on the power of the President Infer public support for national issues (such as Reconstruction) during the economic downturn of 1873 by debating important issues

relating to the most recent recession

http://millercenter.org/president/events/04_20

https://www.gilderlehrman.org/history-by-era/reconstruction/resources/ku-klux-klan-threat-1868

http://www.trinityhistory.org/AmH/images/sharecrop%20map.jpg

http://www.law.cornell.edu/constitution/amendmentxv

http://www.law.cornell.edu/constitution/amendmentxiv

http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_1866.html

http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_1866.html

http://www.archives.gov/research/african-americans/freedmens-bureau/highlights.html

http://www.archives.gov/research/african-americans/freedmens-bureau/

http://web.archive.org/web/20110116162930/http:/etext.lib.virginia.edu/etcbin/toccer-new2?id=DubFree.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1

http://www.pbs.org/wnet/slavery/experience/legal/docs6.html

http://www.pbs.org/wnet/slavery/experience/legal/docs6.html

http://www.law.cornell.edu/constitution/amendmentxiii

http://www.trinityhistory.org/AmH/images/Recon%20Map.jpg

http://teachingamericanhistory.org/library/document/proclamation-of-amnesty-and-reconstruction-2/

http://teachingamericanhistory.org/library/document/proclamation-of-amnesty-and-reconstruction-2/

http://avalon.law.yale.edu/19th_century/lincoln2.asp

http://www.ourdocuments.gov/doc.php?doc=37&page=transcript

http://www.nps.gov/resources/customcf/story/Reconstruction_teaser.jpg

Evaluate the terms of the Compromise of 1877 and the effects it had on Reconstruction efforts Analyze the impact of voting restrictions and Jim Crow Laws on disfranchising African Americans in the South, including the

implementation of poll taxes, literacy tests, and the Supreme Court case Plessy v. Ferguson Evaluate the reasons for African Americans to emigrate from the South, including exodusters

Lesson 4: CEPA

http://www.nps.gov/home/historyculture/exodusters.htm

http://www.oyez.org/cases/1851-1900/1895/1895_210

http://www.history.org/history/teaching/enewsletter/volume9/oct10/primsource.cfm