River Dell Regional School District U.S. History 1 Grade Ten … · 2020-02-07 · River Dell Regional School District 7 Curriculum Approved October 22, 2019 SOCIAL STUDIES GRADE

River Dell Regional School District

U.S. History 1 Grade Ten Curriculum

2019

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal

River Dell High School River Dell Middle School

Mr. William Feldman Assistant Superintendent of Curriculum and Instruction

Curriculum Committee Ms. Lisa Torres

Mr. Michael O’Toole Mr. Dennis Sasso

Mr. Matthew Winchell

River Dell Regional School District 2 Curriculum Approved October 22, 2019

TABLE OF CONTENTS

I. Course Synopsis Page 3

II. Philosophy & Rationale Page 3

III. Scope & Sequence Page 5

IV. Unit Descriptions Page 7

V. Course Materials Page 33 VI. Differentiation Page 34


US HISTORY I I. Course Synopsis This course takes students from the 1800’s through the Era of Imperialism, offering a more in-depth view of the modernization of America. The course examines the foundations of American democracy and traces the development of the American identity through the major political, social and industrial shifts of the 19th Century. The Honors course incorporates more depth, as well as challenging reading, writing, research, and presentation assignments. II. Philosophy and Rationale

The United States History I course is designed to integrate the study of the social, economic, and political problems of this time period. Among the anticipated objectives are the understanding of the growth of democratizing institutions, the development of American domestic and foreign policy and their connections to the present. Resources and materials used in this course are listed at the end of the curriculum document and will be evaluated at the end of each school year to ensure consistent application of the curriculum. Themes/Units:

1. Colonization and Settlement 2. Expansion and Reform 3. Union in Peril and the Civil War 4. Impact of the Civil War and Reconstruction 5. Westward Expansion and Industrialization 6. Imperialism and Progressive Reform

Central Concepts: A. Civics, Government, and Human Rights

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

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

B. Geography, People, and the Environment

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

C. Economics, Innovation, and Technology

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

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


D. History, Culture, and Perspectives

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

• How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

NJ Educational Mandates The core mission of the New Jersey Commission on Holocaust Education is to promote Holocaust education in the State of New Jersey. On a continual basis, the Commission shall survey the status of Holocaust Education; design, encourage and promote the implementation of Holocaust and genocide education and awareness; provide programs in New Jersey; and coordinate designated events that will provide appropriate memorialization of the Holocaust on a regular basis throughout the state. http://www.state.nj.us/njded/holocaust/aboutus/mandate.html The Amistad Bill (A1301), calls on ―New Jersey schools to incorporate African-American history into their Social Studies curriculum. Passed by the New Jersey legislature in 2002, ―The Amistad Bill‖ created the Amistad Commission, a 22- member body charged with ensuring that the rich heritage and lessons of black America are fully represented and taught throughout the state’s classrooms. http://www.theamistadcommission.com/ Ten Thematic Strands of Social Studies I. Culture – A people’s way of life, language, customs, arts, belief systems, traditions, and how they evolve over time. II. Time, Continuity, and Change – The importance of understanding the past and key historical concepts, analytically and from various perspectives. III. People, Places, and Environments – The complex relationship between human beings and the environments within which they live and work. IV. Individual Development and Identity – The exploration of human behaviors as they relate to the development of personal identities and the various factors that impact identity formation. V. Individuals, Groups, and Institutions – The impact of educational, religious, social, and political groups and institutions and the integral roles they play in people’s lives. VI. Power, Authority, and Governance – The complex purposes and features of individuals and groups with respect to issues of power and government. VII. Production, Distribution, and Consumption – The role of resources, their production and use, technology, and trade on economic systems. VIII. Science, Technology, and Society – The significance of scientific discovery and technological change on people, the environment, and other systems. IX. Global Connections – The critical importance of knowledge and awareness of politics, economics, geography, and culture on a global scale.

http://www.state.nj.us/njded/holocaust/aboutus/mandate.html

http://www.theamistadcommission.com/


X. Civic Ideals and Practices – The understanding that civic ideals and participatory citizenship are central to democracy. (For a complete explanation of the Ten Thematic Strands, go to www.socialstudies.org/standards/strand)

III. Scope & Sequence:

Unit 1: 1776-1803 Review: Colonization and Settlement (1585-1763) Revolution and the New Nation (1754-1804) (3 weeks)

○ Major Concepts: North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World.

Unit 2: 1804-1850 New Nation (continued), Expansion and Reform (1801-1851) (8 weeks)

○ Major Concepts: Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices.

Unit 3: 1851-1865 Union in Peril and the Civil War (6 weeks)

o Major Concepts: The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.

Unit 4: 1865-1880 Effects of Civil War and Reconstruction (6 weeks)

○ Major Concepts: Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term consequences. Reconstruction was characterized by conflicting political, economic, social, and sectional perspectives which led to the resistance of some Southern individuals and states to reunification. The Civil War and the 14th Amendment had a direct impact on the development of the country and on the relationship between the national and state governments.

Unit 5: 1869-1900 Westward Expansion and Industrialization (5 weeks) ○ Major Concepts: Expansion west was characterized by governmental

policies and actions by groups and individuals that persecuted Native Americans. Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption, and changed the daily lives of Americans.

Unit 6: 1880-1914 US Overseas Imperialism and Progressive reform movements (6 weeks)

o Major Concepts: An expanding market for international trade promoted policies that resulted in America emerging as a world power. Progressive

http://www.socialstudies.org/standards/strand


reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups.


SOCIAL STUDIES GRADE 10 CURRICULUM UNIT ONE: 1776-1803

STATE STANDARDS

NJSLS 6.1.12.A.1.a Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. NJSLS 6.1.12.B.1.a Explain how geographic variations (e.g., climate, soil conditions, and other natural resources) impacted economic development in the New World. NJSLS 6.1.12.C.1.a Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period. NJSLS 6.1.12.A.2.a Assess the importance of the intellectual origins of the Foundational documents (i.e., Declaration of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the world. NJSLSA W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLS RH.9-10.1. Accurately cite strong and thorough textual evidence, to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. NJSLS RH.9-10.2. Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. NJSLS RH.9-10.3. Analyze in detail a series of events described in a text; draw connections between the events, to determine whether earlier events caused later ones or simply preceded them. NJSLS RNJSLS 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence NJSLS 9.1.12.D.2 Assess the impact of inflation on economic decisions and lifestyles. NJSLS 9.1.12.E.3 Determine how objective, accurate, and current financial information affects the prioritization of financial decisions NJSLS CRP1 Act as a responsible and contributing citizen and employee NJSLS CRP2 Apply appropriate academic and technical skills NJSLS CRP4 Communicate clearly and effectively and with reason NJSLS CRP5 Consider the environmental, social and economic impacts of decisions NJSLS CRP6 Demonstrate creativity and innovation NJSLS CRP7 Employ valid and reliable research strategies NJSLS CRP9 Model integrity, ethical leadership and effective management NJSLS CRP11 Use technology to enhance productivity NJSLS CRP12 Work productively in teams while using cultural global competence NJSLS 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools


NJSLS 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory

NJSLS 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results

NJSLS 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems

NJSLS 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision

BIG IDEAS/COMMON THREADS

North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World. The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain’s centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic.

ENDURING UNDERSTANDINGS

Increasing British Imperial control led to a successful colonial rebellion with French assistance and eventual independence. The Americans then drafted and ratified the Constitution which created a strong Federal government to administer the needs of the new democratic republic. British Imperialism, Mercantilism and infringement of colonists’ rights led to dissent and rebellion among American Colonists. Geography, diplomacy and Enlightenment ideals helped the Americans win independence and form the first modern republic. Political parties formed as people disagreed over how best to govern and be represented. Political parties still shape and stabilize American politics today.

SUGGESTED ASSESSMENTS

• Quizzes • Document Analysis • Unit test

ESSENTIAL QUESTIONS

1. How did geography greatly affect the development of colonial America? 2. To what extent was colonial America a democratic society? 3. Was the American War for Independence inevitable? 4. How did the Enlightenment influence the Founders and shape the American

Revolution and the New Nation? 5. How did the organization and structure of state constitutions and the US

constitution shape the American constitutional government? 6. What symbols and other evidence represent the themes of regionalism and

national identity during this time period?


7. Why did the European powers, including England, colonize the Americas and what impact did European colonization have on Native societies?

LEARNING OBJECTIVES

Students will be able to…

• cite specific textual evidence of the intellectual origins (e.g., John Locke) of the key ideas expressed in the Declaration of Independence.

• determine the central ideas in foundational documents such as the Declaration of Independence the U.S. Constitution, and the Bill of Rights, making clear the relationship among key concepts, such as self-government, democratic government structures, and the protection of individual rights.

• cite specific textual evidence from state constitutions, including New Jersey’s 1776 constitution, and the U.S. Constitution, attending to date and origin of the information, to determine their impact on the development of American constitutional government.

• use charts, symbols, and primary sources to identify the themes of regionalism and national identity during this time period

• explain why European powers, including England, colonized the Americas and the impact European colonization had on Native societies.

• assess the colonial struggle for independence and liberty and what the Revolution actually achieved.

SUGGESTED LEARNING ACTIVITIES

• Do now activities

• Analysis of Political Cartoons, maps, and other relevant images

• Readings: include Winthrop’s “City on a Hill, Declaration of Independence,

• Analysis of Primary source documents and DBQ (Document Based Question) practice.

• Map studies – map of 13 colonies

• Timeline of resistance and escalation 1763 to 1776

• Analysis activities on Declaration of Independence

• Review of Constitution Articles I, II, III and the Bill of Rights

Modifications for IEP, 504, ELL, G & T, and At Risk Students

• Reading resources will be provided to accommodate different reading levels.

• Students will be given options on types of products that will show mastery of a specific skill.

• Learning modules will contain learning resources, including but not limited to OneNote, videos, primary sources, PowerPoint, Movie Maker, and so on.


SOCIAL STUDIES GRADE 10 CURRICULUM UNIT TWO: JEFFERSON TO JACKSON, BALANCING NATIONALISM

AND SECTIONALISM AND THE MEXICAN- AMERICAN WAR

STATE STANDARDS

NJSLS 6.1.12.A.3.a Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. NJSLS 6.1.12.A.3.b Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. NJSLS 6.1.12. A.3.cAssess the role of geopolitics in the development of American foreign relations during this period. NJSLS 6.1.12.A.3.d Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era. NJSLS 6.1.12.A.3.e Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal. NJSLS 6.1.12.A.3.f Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period. NJSLS 6.1.12.A.3.h Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments. NJSLS 6.1.12.A.3.i Examine the origins of the antislavery movement and the impact of particular events, such as the Amistad decision, on the movement. NJSLS 6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries. NJSLS 6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation. NJSLS 6.1.12.C.3.b Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals. NJSLS 6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. NJSLS 6.1.12.D.3.b Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity. NJSLS 6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests


influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850). NJSLS 6.1.12.D.3.d Analyze the role education played in improving economic opportunities and in the development of responsible citizens. NJSLS 6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art. NJSLS RH.9-10.1. Accurately cite strong and thorough textual evidence, to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. NJSLS RH.9-10.2. Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. NJSLS RH.9-10.3. Analyze in detail a series of events described in a text; draw connections between the events, to determine whether earlier events caused later ones or simply preceded them. NJSLS RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical concepts NJSLSA W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLSA W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSAWNJSLS 9. Draw evidence from literary or informational texts to support analysis, reflection, and research NJSLS R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence NJSLS 9.1.12.F.1 Relate a country’s economic system of production and consumption to building personal wealth and achieving societal responsibilities NJSLS 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time

period can affect the labor market.

NJSLS 9.1.12.A.9 Analyze how personal and cultural values impact spending and other

financial decisions.

NJSLS 9.1.12.E.1 Explain what it means to be a responsible consumer and the factors to consider when making consumer decisions


NJSLS 9.1.12.F.2 Assess the impact of emerging global economic events on financial planning

NJSLS CRP1 Act as a responsible and contributing citizen and employee NJSLS CRP2 Apply appropriate academic and technical skills NJSLS CRP4 Communicate clearly and effectively and with reason NJSLS CRP5 Consider the environmental, social and economic impacts of decisions NJSLS CRP6 Demonstrate creativity and innovation NJSLS CRP7 Employ valid and reliable research strategies NJSLS CRP9 Model integrity, ethical leadership and effective management NJSLS CRP11 Use technology to enhance productivity NJSLS CRP12 Work productively in teams while using cultural global competence NJSLS 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools NJSLS 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a

real world problem or theory NJSLS 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of

the results NJSLS 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public

databases to find information to solve real world problems NJSLS 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to

find a solution and make an informed decision


The United States continued to expand westward, creating conflicts with Natives Americans and Mexico. Geographic sections (North, South, West) sought to protect their economic and social interests while reformers worked to extend civil rights and bring social changes, like the abolition of slavery, suffrage for women and workers rights.


Territorial expansion and Social Reform movements during the early 1800’s were the result of multiple, coinciding, political, social, and economic factors. The rapid expansion and transformation of the American landscape and economy contributed to regional tensions, social reform, and political compromises, that supported an expansion of democratic practices.


• Benchmark

• DBQ writing assessment

• Quizzes

• Multiple choice tests

ESSENTIAL QUESTIONS • How and why did the early regional and sectional similarities and differences in

the new nation continue, what tensions arose and what compromises were enacted?

• Should the United States fear a national debt? (financial problems of the new nation and Hamilton’s financial plan)


• How did the Supreme Court establish its role (judicial review) and how did this shape the balance of power in government?

• Whose ideas were best for the new nation, Hamilton’s or Jefferson’s?

• Is the suppression of public opinion during times of crisis ever justified?

• In what ways is the struggle between the Federal Government and States’ Rights expressed during this period?

• What factors led to the emergence of early political parties and shaped their views on centralized government and foreign affairs?

• How do the views of early political parties compare with the positions of today’s political parties?

• What evidence did de Tocqueville use to support his claim that Americans in this time period were developing democratic institutions and practices?

• Was the Monroe Doctrine a policy of expansion or self-defense? Or: Was the Monroe Doctrine a “disguise” for American imperialism?

• How did territorial expansion west shape politics?

• Was the age of Jackson an age of democracy?

• Were the government treaties, policies, and actions that resulted in Native American migration and removal equitable or just?

• To what extent was Jackson a” champion of the common man?”

• What impact did the Amistad case have and describe the impact of the Supreme Court decision on the antislavery movement?

• How did religious and social movements during this time impact American culture?

LEARNING OBJECTIVES


• conduct short research to identify a recent decision where the Supreme Court used judicial review and explain the impact.

• draw evidence from informational texts to support analysis of the emergence of early political parties and their views on centralized government and foreign affairs and compare these positions with those of today’s political parties.

• assess the extent to which the reasoning and evidence in de Tocqueville’s Democracy in America supported the author’s claims that Americans in this time period were developing democratic institutions and practices (including ways to balance civic virtue and self-interest).

• compare and contrast views about how to best promote economic development (including issues of national and state debt, National Bank, trade and taxation) advanced by Hamilton and Jefferson, and Clay and Jackson.

• draw evidence from landmark cases (e.g., McCulloch v. Maryland, Gibbons v. Ogden) to show how the Supreme Court expanded the power of the national government and promoted national economic growth during this era.

• evaluate the fairness of government treaties, policies, and actions that resulted in Native American migration and removal.


• conduct short research to determine the extent to which America’s foreign policy (i.e., Tripoli pirates, Louisiana Purchase, War of 1812, and Monroe Doctrine) was influenced by geopolitics and perceived national interest.

• assess the influence of Manifest Destiny on foreign policy during this time period.

• write a narrative account of the Amistad case and describe the impact of the Supreme Court decision on the antislavery movement.

• determine the impact of religious and social movements (e.g., Second Great Awakening, Transcendentalist Movement) on the development of American culture by examining literature (e.g., Thoreau, Emerson, Whitman, and Dickinson), artwork (e.g., Hudson River School) and popular music (e.g., Stephen Foster, hymns, spirituals) of the time period.

• assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).

• compare maps of the United States (1820-1850) to analyze the causes and consequences of the changing political boundaries.

• identify and compare the political views of Jefferson and Jackson.

• explain Hamilton’s financial policy and its role in shaping the growth of the American economy.


• Lewis and Clark webquest and Expedition research and newsletter (sample websites) http://www.achsd.org/ccms/social_studies/lewisandclark_wq/lc_webquest.htm

• https://www.nationalgeographic.org/archive/xpeditions/lessons/06/g35/sameplace.html

• https://kids.nationalgeographic.com/explore/history/lewis-and-clark/

• Read and analyze the journals of Lewis and Clark and report to the class

• https://lewisandclarkjournals.unl.edu/

• Art analysis- students analyze and interpret point-of-view of artist and painting and identify significance (e.g. American Progress by John Gast). Connect the event to a particular event and context and answer associated questions

• Trial of Andrew Jackson. Students research controversial events and policies of the 7th president and then argue in support or opposition to them

• Research Slavery, the Middle Passage and the Underground Railroad. Students can investigate online simulations to learn content and assess effectiveness of simulations (example, escape on the Underground Railroad) http://teacher.scholastic.com/activities/bhistory/underground_railroad/

• Analyze images: Political cartoons and period art

• Primary source document readings and analysis

• Map exercises and geography

• Timelines to better understand cause and effect

• Secondary source document readings and discussion

• Turning point identification

• Exit slips

http://www.achsd.org/ccms/social_studies/lewisandclark_wq/lc_webquest.htm

https://www.nationalgeographic.org/archive/xpeditions/lessons/06/g35/sameplace.html

https://www.nationalgeographic.org/archive/xpeditions/lessons/06/g35/sameplace.html

https://kids.nationalgeographic.com/explore/history/lewis-and-clark/

https://lewisandclarkjournals.unl.edu/

http://teacher.scholastic.com/activities/bhistory/underground_railroad/


DIFFERENTIATED LEARNING ACTIVITIES

• Introduction of the unity and topic with connections to today and relevance

• Students assigned reading, note taking and review questions to answer in the textbook to provide content knowledge foundation and practice in those skills.

• In-class activities will build on the textbook material.

• Guided art analysis and text-based primary source document analysis provides students the opportunity to practice the craft of a historian while analyzing the author’s perspective, audience and intent.

• Students will be able to analyze the above art work and other images using graphic organizer worksheets https://www.archives.gov/files/education/lessons/worksheets/artwork-analysis-worksheet.pdf

• Tailored Homework to appropriately challenge students, refine their learning

skills and enhance their content understanding

• Instructor makes recommendations for extended study including readings, books,

articles and relevant films that would enhance study of this unit and topic.

• Quia surveys will be used to gauge student formative understandings and elicit

student generated questions as well as possible student interest-based project

proposals

https://www.archives.gov/files/education/lessons/worksheets/artwork-analysis-worksheet.pdf

https://www.archives.gov/files/education/lessons/worksheets/artwork-analysis-worksheet.pdf






Inhumanity/Amistad/Holocaust-Civil Rights/LGBT Education • Westward expansion justified by the belief in Manifest Destiny brought white Americans

of European descent into conflict with Native Americans and Mexicans and resulted in conflict. While justified or dismissed by the US government and expansionists, examples of intolerance, discrimination, persecution, ethnic cleansing and event genocide against the Natives (Trail of Tears, expansion of slavery), abound.

• Additionally, the Amistad case itself occurred in this time period, 1839 for the ship rebellion and the Supreme Court ruling in 1841, placing the Amistad directly in the midst of Trail of Tears ethnic cleansing Indian Removal of the Cherokee and the Five Civilized Tribes of the Southeast and the Mexican War in 184NJSLS 6. Connections and links could certainly be made to the Amistad event and considered in terms of causation and contextualization. E.g. how people will fight for their freedom against all odds.

SOCIAL STUDIES GRADE TEN CURRICULUM UNIT THREE: UNION IN PERIL AND THE CIVIL WAR

STATE STANDARDS

NJSLS 6.1.12.A.4.A Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War. NJSLS 6.1.12.A.4.B Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. NJSLS 6.1.12.A.4.C Evaluate how political and military leadership affected the outcome of the Civil War. NJSLS 6.1.12.A.4.D Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. NJSLS 6.1.12.B.4.A Use maps and primary sources to assess the impact that geography and new modes of transportation had on the outcome of the Civil War. NJSLS 6.1.12.B.4.B Analyze the impact of population shifts and migration patterns during the Reconstruction period. NJSLS 6.1.12.C.4.A Assess the role that economics played in enabling the North and South to wage war. NJSLS 6.1.12.D.4.A Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.


NJSLS 8.1.12.E.1 Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue. NJSLS 8.1.12.E.2 Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field. NJSLS 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time






NJSLSAR1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSAR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSAR4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSAR7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLSA W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSA SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLS RH.9-10.1. Accurately cite strong and thorough textual evidence, to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. NJSLS RH.9-10.2. Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.


NJSLS RH.9-10.3. Analyze in detail a series of events described in a text; draw connections between the events, to determine whether earlier events caused later ones or simply preceded them. NJSLS RH.9-10. 9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical concepts NJSLS R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence NJSLS CRP1 Act as a responsible and contributing citizen and employee NJSLS CRP2 Apply appropriate academic and technical skills NJSLS CRP4 Communicate clearly and effectively and with reason NJSLS CRP5 Consider the environmental, social and economic impacts of decisions NJSLS CRP6 Demonstrate creativity and innovation NJSLS CRP7 Employ valid and reliable research strategies NJSLS CRP9 Model integrity, ethical leadership and effective management NJSLS CRP11 Use technology to enhance productivity NJSLS CRP12 Work productively in teams while using cultural global competence


Sectional tensions and the issue of slavery led the South to secede from the Union which began the Civil War, resulting in the deaths of 600,000-800,000 Americans, more than American casualties in all other US wars combined. The outcome of the war was multifaceted; the Union won, slavery was abolished, the United States was preserved, the Southern economy was destroyed, corporations were strengthened, and a new era began.


The Civil War and the memory and myth of it continues to influence American politics and culture. The Civil War still matters today as evidenced by the many people who still debate the meaning and memory of the Civil War, perpetuate myths and protest over symbols, monuments, memorials and statues.


• Unit assessment


• Quizzes

• Projects

ESSENTIAL QUESTIONS

1. To what extent was slavery the cause of the Civil War? 2. What causes other than slavery contributed to Southern secession and Civil

War? 3. Does militancy advance or reduce the effectiveness and the achievement of

protest movement goals? (abolitionists) Or: Were the abolitionists responsible reformers or irresponsible agitators?


4. In what ways was slavery an evil institution and what is the legacy of slavery in America?

5. Can legislative compromises solve moral issues? 6. Can the Supreme Court settle moral issues? (Dred Scott decision) 7. Was the Civil War inevitable? 8. Does Abraham Lincoln deserve to be called the “Great Emancipator”? 9. Would America move toward a free-labor capitalist economy and a democratic

polity in all regions, or would a slave-labor plantation economy and a hierarchical society persist in half of the country?

10. Why does the Civil War still matter today? (meaning, memory, myths and monuments).

LEARNING OBJECTIVES


• analyze the differing Northern and Southern views about slavery (e.g., Uncle Tom’s Cabin), economic development, states’ rights, and other issues that led to succession and the Civil War.

• analyze the impact of government actions (i.e., the Fugitive Slave Act, Dred Scott Decision, and Kansas-Nebraska Act) on the growing conflict between the North and South.

• evaluate how political and military leadership (i.e., Lincoln, Davis, Grant, Lee, and Sherman) affected the outcome of the Civil War.

• assess the role that economics (i.e., industrial production, financial capability, and transportation network) played in enabling the North and South to wage war.

• compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.

• use technology to display (textual and visual evidence) the impact of the American Civil War and another civil war on people’s lives and work.


• Research on a range of Civil War topics and present findings







• Exit slips






SOCIAL STUDIES GRADE 10 CURRICULUM UNIT FOUR: EFFECTS OF THE CIVIL WAR AND RECONSTRUCTION

STATE STANDARDS

NJSLS 6.1.12.D.4.C Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals. NJSLS 6.1.12.D.4.D Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states. NJSLS 6.1.12.D.4.E Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments. NJSLS 6.3.12.D.1 Analyze current laws involving individual rights and national security and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. NJSLS 8.12.1 Use the Internet to explore and investigate questions with a teacher’s support. NJSLS 8.12.E.1 Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps. NJSLS 8.1.12.E.1 Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue. NJSLS 8.1.12.E.2 Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field. NJSLS 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences NJSLS 9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online communities and structured learning experiences NJSLS 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context NJSLS 9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets NJSLS 9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences NJSLSA R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


NJSLSA R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLSA W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSASL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLS RH.9-10.1. Accurately cite strong and thorough textual evidence, to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. NJSLS RH.9-10.2. Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. NJSLS RH.9-10.3. Analyze in detail a series of events described in a text; draw connections between the events, to determine whether earlier events caused later ones or simply preceded them. NJSLS RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical concepts NJSLS R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence NJSLS CRP1 Act as a responsible and contributing citizen and employee NJSLS CRP2 Apply appropriate academic and technical skills NJSLS CRP4 Communicate clearly and effectively and with reason NJSLS CRP5 Consider the environmental, social and economic impacts of decisions NJSLS CRP6 Demonstrate creativity and innovation NJSLS CRP7 Employ valid and reliable research strategies NJSLS CRP9 Model integrity, ethical leadership and effective management NJSLS CRP11 Use technology to enhance productivity NJSLS CRP12 Work productively in teams while using cultural global competence


After the Civil War, controversial policies clashed over how to re-admit the Southern states, and whether to punish or forgive the rebellious South. Three amendments to the Constitution were passed to abolish slavery and protect the Freedmen. Eventually the


North tired of Reconstruction and Southern whites regained control over their region and its politics.


The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term consequences.


• Benchmark

• Multiple-Choice tests

• Map work


• Quizzes

ESSENTIAL QUESTIONS

1. What was necessary (conditions, concessions, compromises) to achieve peace and reconciliation after the Civil War?

2. Should the South have been treated as a defeated nation or as rebellious states? (a comparison of the presidential and congressional reconstruction programs)

3. What were the different perspectives concerning how well the Reconstruction governments ruled the South?

4. To what extent can political freedom exist without an economic foundation? 5. When should a president be impeached and removed from office? 6. Does racial equality depend upon government action? 7. Were the punishments and consequences that Confederate rebels received

after they surrendered appropriate?

LEARNING OBJECTIVES


• compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South (e.g., agricultural sharecropping, industrial manufacturing).

• analyze the impact of population shifts and migration patterns (e.g., African Americans moving north and west) during the Reconstruction period.

• determine of the meaning of liberty and equality as described in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address).

• write an argument analyzing the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans during the late 19th century.

• compare and contrast the point of view of two or more historians to determine the extent to which enacted Reconstruction policies achieved their goals.


• produce clear and coherent writing that explains how political, economic, and social perspectives on Reconstruction led to resistance by some Southern individuals and states (i.e., Freedman’s Bureau, Black Codes, KKK, and Jim Crow laws).

• cite specific textual evidence from the 14th Amendment to explain how it changed the relationship between the national and state governments.


• Analyze one or more of the following: Lincoln’s 1st, 2nd Inaugural addresses and the Gettysburg address. What rhetoric does Lincoln use to shape and affect peoples’ understanding of the Civil War? How and why was it so effective?

• Analyze primary source documents such as photographs, political cartoons, sheet music etc. and make inferences about the short-term and long-term consequences of the Civil War for those left behind on the homefront based on primary source evidence. Students synthesize and express their learning by writing a letter from the perspective of a civilian during the war.(http://www.loc.gov/teachers/tps/journal/civilwar/pdf/SecondaryLevelLearningActivity.pdf)







• Exit slips





http://www.loc.gov/teachers/tps/journal/civilwar/pdf/SecondaryLevelLearningActivity.pdf

http://www.loc.gov/teachers/tps/journal/civilwar/pdf/SecondaryLevelLearningActivity.pdf


SOCIAL STUDIES GRADE 10 CURRICULUM UNIT FIVE: WESTWARD EXPANSION AND INDUSTRIALIZATION

STATE STANDARDS

NJSLS 6.1.12. A.5.a Relate industrial growth to the need for social and governmental reforms. NJSLS 6.1.12. A.5.b Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability. NJSLS 6.1.12. C.5.c Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals. NJSLS 6.1.12. D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. NJSLS 6.1.12. D.5.d Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation. NJSLS 6.1.12. A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice. NJSLS 6.1.12. A. 6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. NJSLS 6.1.12. B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. NJSLS 6.1.12. C.6.a Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups. NJSLS 6.1.12. C.6.b Determine how supply and demand influenced price and output during the Industrial Revolution. NJSLS 6.1.12. D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. NJSLS 6.1.12. D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power. NJSLS 6.1.12. D.6.c Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment. NJSLS 6.3.12. A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations NJSLS 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time







NJSLSA R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA RN9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. NJSLSA R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. NJSLSA W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLSA W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSAWNJSLS 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. NJSLSA SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. NJSLSA SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. NJSLSA L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. NJSLSA L6. Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary


knowledge when encountering an unknown term important to comprehension or expression. NJSLS CRP1 Act as a responsible and contributing citizen and employee NJSLS CRP2 Apply appropriate academic and technical skills NJSLS CRP4 Communicate clearly and effectively and with reason NJSLS CRP5 Consider the environmental, social and economic impacts of decisions NJSLS CRP6 Demonstrate creativity and innovation NJSLS CRP7 Employ valid and reliable research strategies NJSLS CRP9 Model integrity, ethical leadership and effective management NJSLS CRP11 Use technology to enhance productivity NJSLS CRP12 Work productively in teams while using cultural global competence NJSLS 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools NJSLS 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a

real world problem or theory NJSLS 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of

the results NJSLS 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public

databases to find information to solve real world problems NJSLS 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to

find a solution and make an informed decision


With the completion of the transcontinental railroad in 1869, the United States completed its domination of North America and eventual subjugation of the last independent Plains Indian tribes. Industrialists made and spent fortunes in this “Gilded Age” and waves of new immigrants arrived providing cheap labor to build American cities and power industry. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. Citizens, consumers and others demanded protection from the corruption of some businessmen and politicians.


After the Civil War, the United States completed its conquest of North America and the Native tribes, opening vast areas to white settlement, farming, ranching, mining and timber operations. During the Gilded Age, corporations and trusts dominated industry, the economy and government and there were several devastating market crashes (Panics of 1873, 1893). There were calls for the Federal government to regulate business and the economy and workers organized, protested and went on strike to combat growing inequalities, exploitation and income disparity. Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption, and changed the daily lives of Americans. The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, cultural values, and created tensions between ethnic and social groups.



• Multiple Choice Assessments

• Projects

• Debate

• Tests

• Quizzes

ESSENTIAL QUESTIONS

1. What role should the government play in the economy? 2. How have the civil rights of specific groups such as women, blacks, and Native

Americans been continually violated? 3. How did the railroad and new technology change the face of American industry? 4. What rights should workers enjoy? Do employers owe them anything? 5. To what extent should the government protect workers and consumers from

businessmen? 6. Can political freedom exist without an economic foundation? (Especially re:

Freedmen) 7. Were big business leaders “captains of industry” or “robber barons”? 8. To what extent should business be regulated closely by the government? 9. Should business be allowed to combine and reduce competition? 10. How can workers attain economic justice without violence? 11. To what extent did America fulfill the dreams of immigrants? Does it today? 12. Has immigration been the key to America’s success? 13. How has the West (Cowboys, Indians, Big Skies) been romanticized? 14. Can the “white man’s conquest” of Native Americans be justified? 15. In what ways were Native Americans treated unfairly by the United States

government? 16. If populism provided an effective solution to the nation’s problems, explain how?

LEARNING OBJECTIVES


• compare and contrast economic development of the North (e.g., manufacturing, mills), South (e.g., agriculture), and West (e.g., ranching, mining, farming) in the post-Civil War period.

• explain the impact that migration had on Native American groups living in the western states and territories during this time period (e.g., Wounded Knee, Little Big Horn).

• analyze how government policies favoring laissez faire capitalism and other factors promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.

• analyze the cyclical nature of the economy and the impact of periods of economic expansion and downturns (e.g., 1873, 1893, 1907) to determine their causes and their impact on businesses, individuals, and the nation.

• assess the impact of governmental efforts to regulate industrial (e.g., Sherman Anti-trust Act, Clayton Anti-trust, Interstate Commerce Act) and financial systems (i.e., Federal Reserve) in order to provide economic stability.


• explain how the desire for workers’ rights led to the creation of labor organizations (e.g., Knights of Labor, Industrial Workers of the World, American Federation of Labor) and workers strikes (e.g., Great Railroad Strike, Haymarket Riot, Homestead Strike, Pullman Strike, Lawrence Textile Strike, Paterson Silk Strike).

• examine the efforts of Muckrakers (e.g., Upton Sinclair, Ida Tarbell) to expose unfair business practices and political corruption and promote social justice

• evaluate the effectiveness of Progressive reforms (e.g., Pendleton Civil Reform Act, Meat Inspection Act of 1906, Pure Food and Drug Act of 1906) in preventing unfair business practices and political corruption and in promoting social justice.

• use quantitative and qualitative analysis to determine how gender, race, ethnicity, occupation, and government policies (e.g., Chinese Exclusion Act of 1882, Gentlemen’s Agreement of 1907) impacted immigrants in this period.

• explain how the continuation of segregation and discrimination (i.e., Plessy v. Ferguson) and state and local governmental policies, led to creation of African American advocacy organizations (i.e., National Association for the Advancement of Colored People, National Urban League).

• analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.

• explain the important consequences of the Industrial Revolution.

• describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of those immigrants in the industrialization of America.

• explain the impact of urbanization during the Industrial Age.

• analyze the rise of large, complex business organizations that developed in the United States.

• identify and describe the impact of technological advancements of the Industrial Age.


• Document based question: Students analyze documents then answer the question: “In the post–Civil War United States, corporations grew significantly in number, size, and Influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period 1870 to 1900.”







• Exit slips







SOCIAL STUDIES GRADE 10 CURRICULUM UNIT SIX: OVERSEAS IMPERIALISM, POPULISM AND THE

PROGRESSIVE MOVEMENT

STATE STANDARDS

NJSLS 6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice. NJSLS 6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. NJSLS 6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies. NJSLS 6.1.12.B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. NJSLS 6.1.12.B.6.b Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion. NJSLS 6.1.12.D.6.c Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment NJSLSA R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. NJSLSA R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. NJSLSA W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


NJSLSA W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLSA W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSAWNJSLS 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. NJSLSA SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. NJSLSA SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. NJSLSA L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. NJSLSA L6. Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. NJSLS 9.1.12.F.5 Compare and contrast the role of philanthropy, volunteer service, and charities in community development and quality of life in a variety of cultures. NJSLS 9.1.12.F.6 Explain the concept and forms of taxation and justify the use of taxation to fund public activities and initiatives. NJSLS 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. NJSLS 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures. NJSLS 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business. NJSLS CRP1 Act as a responsible and contributing citizen and employee NJSLS CRP2 Apply appropriate academic and technical skills NJSLS CRP4 Communicate clearly and effectively and with reason NJSLS CRP5 Consider the environmental, social and economic impacts of decisions NJSLS CRP6 Demonstrate creativity and innovation NJSLS CRP7 Employ valid and reliable research strategies NJSLS CRP9 Model integrity, ethical leadership and effective management NJSLS CRP11 Use technology to enhance productivity NJSLS CRP12 Work productively in teams while using cultural global competence NJSLS 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools


NJSLS 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory

NJSLS 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results

NJSLS 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems

NJSLS 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision


The United States used its modern navy to expand aggressively into the Pacific and Caribbean under the guise of spreading freedom and democracy but appeared more concerned with economic self-interest. At home, the excesses of the Gilded Age prompted reformers to advocate for improved conditions, social justice and greater federal government regulations to protect citizens, workers, women, minorities and their civil liberties.


An expanding market for international trade promoted policies that resulted in America emerging as a world power. US used war and intimidation to acquire colonies and foreign markets. Debates raged concerning the proper role of the US in the world. Support for American Imperialism was fueled by domestic surpluses, Social Darwinism and international competition in economics, politics and military supremacy. Populist and Progressive reform movements promoted government efforts to address problems created by rapid industrialization, farmers’ dilemmas, immigration, and unfair treatment of women, children, and minority groups.


• Multiple Choice Assessments

• Projects

• Debate

• Tests

• Quizzes

ESSENTIAL QUESTIONS

1. How did the media/yellow journalism influence American politics and the march to war (President McKinley’s policy making decisions)?

2. To what extent did the U.S. violate its founding principles regarding self-determination when it became an Imperialist nation?

3. What arguments were used to justify and condemn American Imperialism? 4. What should the role of America be in the world? 5. What role should the media play in decision making? 6. What are justifiable reasons for the United States to declare war? 7. Who made up the Populist party, what did they want and how were they

similar/different from “Populists” today?


8. What was the Progressive movement all about? What reforms did they attempt? How successful were Progressives in achieving their goals? (4 amendments added to the Constitution).

9. How are today’s “Progressive” initiatives similar to and different from those of 100 years ago?

LEARNING OBJECTIVES


• determine the extent to which text and visual propaganda by the government, the media, and special interest groups used structure and images to shape American public opinion and American foreign policy during The Spanish-American-Philippine War

• evaluate the extent to which the national interests and foreign policies of Presidents McKinley, T. Roosevelt, Taft, and Wilson adhered to or conflicted with American ideals of freedom and self-determination (i.e., Spanish American War, Roosevelt Corollary to Monroe Doctrine, Panama Canal Dollar Diplomacy (Latin America), Open Door Policy (Asia)).

• explain the reasons why the US became an imperial power and the justifications leaders gave for US expansion.

• assess how did US imperialism violated some of the United States own cherished values and founding principles?

• analyze the causes of US entry into World War I.

• understand how America’s growing role in world affairs from the Civil War to World War I affect its entry into the Great War in 1917.

• explain the extent to which President Wilson was truly neutral and how economic interests affected US intervention.

• identify the individual right curtailed by Schenk v. US and explore the rationale provided by the Court.

• identify the key ideas in the Progressive movement and the Populist movement.

• compare the Progressive movement and the Populist movement to interpret their impact on American culture and economy.

Examples of Modified Learning Objectives Being Assessed

• Moving from Westward expansion and Imperialism to breaking down the idea that America has now become an Imperialistic nation was a harder concept for some students to grasp. In the beginning we studied that Imperialism was something that was fought against during the Revolution, but as time has gone by America has shown signs of imperialism, which is confusing when that is the exact thing they were fighting to break free from. To combat this confusion, guided notes were provided to students to help demonstrate terms, timelines, and individuals as to why certain choices were made politically and militaristically (posted in OneNote).

• Within the same unit, flexible groupings of discussions would be held for students to debate, analyze, and question sources of events that took place during the events of the Imperialistic Age. Students were allowed to use a minimum of two sources, including their online textbook (The Americans), a printed source within OneNote (The Unfinished Nation), and/or discover new sources through the internet. As students discussed their


findings within the group, they discovered the inhumane acts that were presented during the War with Spain and minority groups within America as well as uncivilized countries as a whole.








• Exit slips

DIFFERENTIATED LEARNING ACTIVITIES This learning activity gives the students a chance to choose which avenue they would like to use to achieve the learning objectives. They can choose to write a skit, create a poster, give the class a mini-lesson, or recite poetry. This allows them to choose a project that suits their learning needs and modifications. Some of the tools they use to accomplish this assignment are as follows:

• Instruction that addresses multiple sensory pathways/multiple intelligences

• Use of graphic organizers

• Guided Questions

• Mini-lessons in needed skills such as researching, taking notes, organizing

material

• Class discussion addressing student questions/concerns

• Imperialism 1900s- PPT Presentation

• Readings:

o The Americans- Chapter 18 Section 3

o Alternate Reading Level- Imperial America

Suggested Course Materials

• The Americans online

• Curriculum Pathways online

• “Our Plantation Is Very Weak”: The Experiences of an Indentured Servant in

Virginia, 1623

• African-American Perspectives: Pamphlets from the

• Daniel A. P. Murray Collection,1818–1907 American Memory, Library of

Congress.

• Slavery and the Making of America- PBS documentary provides interpretive and

primary material on the history of African-Americans during slavery and

Reconstruction, including essays, personal narratives, original documents,


historical readings, and lesson plans.

• Declaring Independence: Drafting the Documents

http://lcweb.loc.gov/exhibits/declara/declara4.html Exhibition of various drafts of

the Declaration of Independence and associated documents, presented by the

Library of Congress.

• The Thomas Jefferson Papers Library of Congress collection

• National Women's History Project http://www.nwhp.org / Links to many different

women's history resources from the National Women's History Project.

• The American Women of the Early Nineteenth Century from History Online.

Excellent essay outlining women's political and domestic position in the early part

of the nineteenth century.

• Woman Suffrage and the 19th Amendment in the National Archives. Documents

from the campaign for the nineteenth amendment to the Constitution giving

women the right to vote.

• John Quincy Adams: Sixth President, 1825-1829 Biography of one of America's

great secretaries of state and the country's sixth president. Includes links to

Adams's inaugural address and to notable quotations.

• Monroe Doctrine

• Andrew Jackson: Seventh President, 1829–1837 Online resources

• Andrew Carnegie's Philanthropies http://www.carnegiefoundation.org/aboutus

/philanthropies.htm Concise history of Carnegie's life and philanthropic efforts.

• Herbert Spencer's Social Darwinism

http://www.victorianweb.org/philosophy/socdar.html Clear explanation of Social

Darwinism and its importance to sociologists.

• Ellis Island Passenger Arrivals http://www.ellisisland.org/ searchable database of

immigrants who passed through Ellis Island on their way to America.

• Gilder Lehrman http://www.gilderlehrman.org/history-by-era

V. Curriculum Differentiation Sample Differentiation Strategies and Techniques that apply to Social Studies Sample Resources:

• CanDo Descriptors - https://www.wida.us/standards/CAN_DOs/

• Colorin Colorado - http://www.colorincolorado.org/educators/

• WIDA - https://www.wida.us/ For English Language Learners Please refer to the following link-http://www.state.nj.us/education/modelcurriculum/ela/ELLSupport.pdf as mentioned on the NJDOE website.

Inhumanity/Amistad/Holocaust-Civil Rights/LGBT Education

http://lcweb.loc.gov/exhibits/declara/declara4.html

http://www.carnegiefoundation.org/aboutus%20/philanthropies.htm

http://www.carnegiefoundation.org/aboutus%20/philanthropies.htm

http://www.ellisisland.org/

http://www.gilderlehrman.org/history-by-era

https://www.wida.us/standards/CAN_DOs/

http://www.colorincolorado.org/educators/

https://www.wida.us/


• 1900s Imperialism

• Spanish-American War and U.S. Expansion/Philippine War

• Addressed objective: How the U.S. morphed into what it once despised- an

oppressive imperialist nation.

• Students will analyze the concentration camps established by:

o Spain in Cuba- which led to U.S. intervention

o The U.S. in the Philippines- the ultimate hypocrisy

• Minority Group: Cubans and Filipinos in various states of colonization and

oppression

• Documentary clip: PBS’s “America:1900”- Filipino War

https://www.youtube.com/watch?v=v4Z9W7Q63ec