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U.S. HISTORY I
Unit 1
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Course Description
The United States History I course is the first half of a two-year sequence that constitutes the heart of the History/Social Science program in the
high school. It is intended to satisfy the requirements of the New Jersey law in this area and to apply to all students who do not choose an
alternate United States History I or II sequence. This is a general survey course in American history. This survey follows a flexible chronology
that broadly covers the panorama of our nation’s development of a period of four centuries.
The major divisions of the United States History I course are: the economic, political, and religious factors in European history leading to the
discovery and exploration of the New World; the settlement and growth of colonial America; the American struggle for independence from
England; the creation of a unique American form of government with special emphasis on the Constitution of the United States; the development
of the new nation in regard to its political, economic, and cultural growth; the Civil War and Reconstruction; and the rise of industrialism and
the economic changes that transformed the nation.
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Pacing Chart
Unit Topic Duration
Unit 1 Colonization, Revolution and Constitution
(1585-1800)
7 Weeks
Unit 2 New Nation, Expansion and Reform (1801-
1861)
7 Weeks
Unit 3 Civil War and Reconstruction (1850-1877)
7 Weeks
Unit 4 The Development of the Industrial United
States and the Emergence of Modern America
(1890-1930)
7 Weeks
Unit 5 The Emergence of Modern America: World
War I and Roaring Twenties (1890-1930)
8 Weeks
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Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular
pattern in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
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Computer Science and Design Thinking
Standards
8.1.12.A.1, 8.1.12.A.3, 8.1.12.A.4
➢ Technology Operations and Concepts
Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed.
Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world
problem. Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed.
Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other
cultures about a current event or contemporary figure. Example of use within the unit: Travel Blog: Create a travel blog using Tumblr. Students will address social, political, cultural, economic, and interactions in each
empire
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Career Readiness, Life Literacies and Key Skills
Standards
CRP1, CRP2, CRP4, CRP6
CRP1. Act as a responsible and contributing citizen and employee
• Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they
demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their
decisions on others and the environment around them. They think about the near-term and long-term consequences of their
actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are
reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
Example of use within the Unit: Students will create a plan for how they can serve their community through US History studies.
Students will create an action plan for a situation in the community where citizens need assistance in understanding their rights.
CRP2. Apply appropriate academic and technical skills.
• Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be
more productive. They make connections between abstract concepts with real-world applications, and they make correct
insights about when it is appropriate to apply the use of an academic skill in a workplace situation.
Example of use within the Unit: Students will research a situation in which a US Citizen’s rights may have been violated and create
a plan to protect these rights in the future.
CRP4. Communicate clearly and effectively and with reason.
• Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or
visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’
time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and
presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and
with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure
the desired outcome.
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Example of use within the Unit: Students will create a presentation explaining one country in US Historical Period. Students will
conduct research on the country and be able to clearly state the country's history and long-term goals.
CRP6. Demonstrate creativity and innovation.
• Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those
ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and
suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value.
They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace.
They take action on their ideas and understand how to bring innovation to an organization.
Example of use within the Unit: Students will create a presentation explaining one country in Historically Correct Period. Students
will conduct research on the country and be able to clearly state the country's history and long-term goals.
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Culturally Relevant Pedagogy Examples
Relationships:
• Learn about your students’ individual
cultures.
• Adapt your teaching to the way your
students learn
• Develop a connection with challenging
students
• Communicate and work with
parents/guardians on a regular basis (email
distribution, newsletter, phone calls, notes,
meetings, etc.)
Curriculum:
• Incorporate student- centered stories,
vocabulary and examples.
• Incorporate relatable aspects of students’
lives.
• Create lessons that connect the content to
your students’ culture and daily lives.
• Incorporate instructional materials that
relate to a variety of cultural experiences.
• Incorporate lessons that challenge
dominant viewpoints.
• Provide student with opportunity to engage
with text that highlights authors, speakers,
characters or content that reflect students
lived experiences (mirror) or provide a
window into the lived experience of people
whose identities differ from students.
• Bring in guest speakers.
• Use learning stations that utilize a range of
materials.
• Use Media that positively depicts a range
of cultures.
Instructional Delivery:
• Establish an interactive dialogue to engage
all students.
• Continuously interact with students and
provide frequent feedback.
• Use frequent questioning as a means to
keep students involved.
• Intentionally address visual, tactile, and
auditory learners.
• Present relatable real world problems from
various viewpoint.
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
✔ Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Awareness:
• Clearly state classroom rules
• Provide students with specific feedback
regarding academics and behavior
• Offer different ways to demonstrate
understanding
• Create opportunities for students to self-
advocate
• Check for student understanding / feelings
about performance
• Check for emotional wellbeing
• Facilitate understanding of student
strengths and challenges
Teachers provide and review syllabi which
outline and review classroom rules, routines,
and procedures. Consequences for
inappropriate behavior are discussed with
the students. Students are considered
stakeholders in the creation of classroom
rules, routines, and procedures. The teacher
and students design a framework to
maximize student learning time. For
example, teachers provide and review
rubrics for Accountable Talk and dialectical
journals. The students work collaboratively
to develop a classroom environment which
supports self-regulation and a responsibility
for staying on task.
Self-Awareness
✔ Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Management:
• Encourage students to take
pride/ownership in work and behavior
• Encourage students to reflect and adapt to
classroom situations
• Assist students with being ready in the
classroom
Where Have You Gone Charming Billy is a
short story focusing on the horrors of war as
internal/external conflicts including, person
vs. self, person vs. society, etc. In Where
Have You Gone Charming Billy, the main
character is Private First Class Paul Berlin.
The story takes place during the Vietnam
War. It is Paul’s first day, and he is having
an extremely hard time fighting anxiety and
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Assist students with managing their own
emotional states
fear. One soldier in his platoon has already
died from a heart attack. The teacher can
ask students how they would handle a
situation with overwhelmed anxiety and
fear. Additionally, the students can be
asked to put themselves into the character of
any one of the soldiers in the story and
reflect on the emotional state of the
character. Teachers can encourage students
to be cognizant of their own feelings when
faced with difficult situations and develop
strategies for self-management.
Self-Awareness
Self-Management
✔ Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Social-
Awareness:
• Encourage students to reflect on the
perspective of others
• Assign appropriate groups
• Help students to think about social
strengths
• Provide specific feedback on social skills
• Model positive social awareness through
metacognition activities
Everyday Use can be used to teach
students about the importance of
traditions, history, and culture.
In Everyday Use by Alice Walker, the
tradition/custom is mostly represented
through practically objects that have been
passed down in the narrator’s family for
generations. The conflict concerns
competing ideas about what tradition or
heritage even means. Students can examine
their own traditions, history, and culture.
Self-Awareness
Self-Management
Example practices that address
Relationship Skills:
When discussing the required texts, students
will participate in Accountable Talk
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
Social-Awareness
✔ Relationship Skills
Responsible Decision-Making
• Engage families and community members
• Model effective questioning and
responding to students
• Plan for project-based learning
• Assist students with discovering individual
strengths
• Model and promote respecting differences
• Model and promote active listening
• Help students develop communication
skills
• Demonstrate value for a diversity of
opinions
discussion that will help develop their
communication skills. Within their
discussion’s students will model and
promote respecting differing opinions and
viewpoints from their classmates.
Additionally, using IFL routines and
procedures, students will model effective
questioning techniques and respond
appropriately to their peers.
Teachers can refer to Everyday Use, by
Alice Walker, when teaching students how
to build relationships with others.
Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address
Responsible Decision-Making:
• Support collaborative decision making for
academics and behavior
• Foster student-centered discipline
• Assist students in step-by-step conflict
resolution process
• Foster student independence
• Model fair and appropriate decision
making
• Teach good citizenship
Teachers will foster student leadership
within classrooms and or the school
community by providing opportunities for
student independence. Students will be
responsible for their behavior as well as their
peers. For example, IFL best practices
requires teachers and students to establish
classroom norms and values when a
participation in classroom activities such
gallery walks, turn and talks, etc.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step
directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic
organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Focused/chunked tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
• Leveled Text
• Chunking text
• Choice Board
• Socratic Seminar
• Tiered Instruction
• Small group instruction
• Sentence starters/frames
• Writing scaffolds
• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
• Tiered learning stations
• Tiered questions
• Data driven student partnerships
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Enrichment
Accommodate Based on Students Individual Needs: Strategies
● Adaption of Material and Requirements
● Evaluate Vocabulary
● Elevated Text Complexity
● Additional Projects
● Independent Student Options
● Projects completed individual or with Partners
● Self Selection of Research
● Tiered/Multilevel Activities
● Learning Centers
● Individual Response Board
● Independent Book Studies
● Open-ended activities
● Community/Subject expert mentorships
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Assessments
Suggested Formative/Summative Classroom Assessments
● Timelines, Maps, Charts, Graphic Organizers
● Unit Assessments, Chapter Assessments, Quizzes
● DBQ, Essays, Short Answer
● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
● Projects, Portfolio, Presentations, Prezi, Gallery Walks
● Homework
● Concept Mapping
● Primary and Secondary Source analysis
● Photo, Video, Political Cartoon, Radio, Song Analysis
● Create an Original Song, Film, or Poem
● Glogster to make Electronic Posters
● Tumblr to create a Blog
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New Jersey Student Learning Standards 9-12
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global
communities.
A. Civics, Government, and Human Rights
6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and
Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.
6.1.12.A.4.c Evaluate how political and military leadership affected the outcome of the Civil War.
6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments
and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.
6.1.12.A.4.d Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.
B. Geography, People, and the Environment
6.1.12.B.4.a Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of
transportation had on the outcome of the Civil War
6.1.12.B.1.a Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the
New World.
C. Economics, Innovation, and Technology
6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war.
6.1.12.C.4.c Explain why the Civil War was more costly to America than previous conflicts were.
6.1.12.C.4.b Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.
D. History, Culture, and Perspectives
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..
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6.1.12.D.4.b Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another
country in terms of the consequences for people’s lives and work.
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.
English Language Arts & History/Social Studies Grades 9-10 Companion Standards
Craft and Structure:
RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social science.
RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they
include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Text Types and Purposes:
WHST.9-10.1 Write arguments focused on discipline-specific content
WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
Research to Build and Present Knowledge:
WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage
of technology's capacity to link to other information and to display information flexibly and dynamically.
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WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
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Grade: 10th
Unit: 1
Topic: Colonization, Revolution and Constitution (1585-1800)
NJSLS 6.1.12.B.1.a , 6.1.12.C.1.b, 6.1.12.C.1.a, 6.1.12.A.1.a 6.1.12.A.2.a 6.1.12.A.1.b, 6.1.12.D.1.a, 6.1.12.C.2.a,
6.1.12.D.2.a , 6.1.12.A.2.b, 6.1.12.A.2.d, 6.1.12.B.2.b
ELA Companion Standards RH.9-10.7, WHST.9-10.4, WHST.9-10.8, WHST.9-10.2, RH.9-10.6, RH.9-10.1, WHST.9-10.1
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Examine how geographic
characteristics of a region
(e.g., climate, social
conditions, other natural
resources) contributed to
economic development in
the New World.
Standard:
RH.9-10.7
6.1.12.B.1.a
6.1.12.C.1.b.
How did the experiences of
Colonial America set the
foundation for the future
United States?
Did geography greatly
affect the development of
colonial America?
Why did the settlers settle
near water?
Map activity:Triangular
Trade Map Activity-
colonies/colonial regions
Map Activity: Students
will complete a map of the
colonial regions. They
should label the colonies,
document the date they
became a colony, and
color them in. In the key,
students will create
symbols to show the
various economic
activities of each colony
and they will place these
symbols on the map. They
will also answer a short
question packet analyzing
their map and the impact
of these economic
Birth of the US Constitution:
http://www.khanacademy.org/hu
manities/history/1600s-
1800s/declaration-of-
independence/v/birth-of-the-us-
constitution
NY Times, All Over the Map: 10
Ways to Teach About
Geography:
http://learning.blogs.nytimes.co
m/2012/12/04/all-over-the-map-
10-ways-to-teach-about-
geography/?_php=true&_type=b
logs&_r=0
Science: Examine how
technological advances in
navigation made it possible
to explore the New World.
RH.9-10.1. Accurately cite
strong and thorough textual
evidence, to support analysis
of primary and secondary
sources
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
activities on the
relationship between the
colonies and Great Britain.
Evaluate the extent to
which labor systems (i.e.,
indentured servants,
African slaves, and
immigrant labor) and
entrepreneurship
contributed to economic
development in the
American colonies.
Standard:
6.1.12.C.1.b
Was colonial America a
democratic society?
What was the contribution
made by African slaves in
building the new nation?
What was the system of
indentured servitude that
developed in the American
colonies?
Newspaper Project:
Research and publish a
Colonial Newspaper on a
specific colonial region
assessing the economy,
politics, and social issues
including the impact on
Native Americans; use
Microsoft Publisher
program to create
newspaper.
Research: Research
information about labor in
the colonies and
participate in a simulation
of indentured servants
and free market agents
who negotiate labor
contracts.
Handout, Tobacco and Labor:
http://historyisfun.org/pdf/Life-
at-Jamestown-Lesson-
Plans/TobaccoandLabor.pdf
Website, Plantation Systems:
http://www.spartacus-
educational.com/USASplantatio
n.htm
Math: Create some form of
statistical analysis of slaves,
indentured servants, and
their economics contribution
Make inferences and
justify conclusions from
sample surveys,
experiments, and
observational studies
Produce clear and coherent
writing to explain how
economic ideas and the
practices of mercantilism
and capitalism conflicted
during this time period.
Standard:
Should the government
regulate business closely?
How was mercantilism a
predecessor to capitalism?
Research Paper: Write a
research paper on how the
triangle trade was a
product of mercantilism
PowerPoint: Create a
PowerPoint on the
development of capitalism
ABC-CLIO, Mercantilism:
http://americanhistory.abc-
clio.com/Topics/Display/118317
3?cid=71&sid=1183176&useCo
ncept=False
Early European Imperial
Colonization of the New
Visual Arts: Students will
create a movie using movie-
maker or a similar video-
editing program on
mercantilism and/or
capitalism.
Standard:1.1.12.D.1
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
WHST.9-10.4
6.1.12.C.1.a
Where did slavery fit into
the economic system of the
colonies?
using Adam Smith’s
arguments
World:
http://www.gilderlehrman.org/hi
story-by-era/imperial-
rivalries/resources/early-
european-imperial-colonization-
new-world
Explain how self-
government in the British
North American colonies
evolved from British
governmental structures.
Standard:
WHST.9-10.8
6.1.12.A.1.a
What important ideas and
major events led to the
American Revolution?
In what ways were the
colonies modeled after their
British homeland?
Prezi: Create a Prezi on
the system of checks and
balances
PowerPoint: The
Colonies Come of Age
http://ushistoryimackay.wi
kispaces.com/file/view/Ch
.%203.1.ppt.pdf/45093124
8/Ch.%203.1.ppt.pdf
Lesson plan, several activities
listed, Jamestown and the
Founding of English America:
http://www.gilderlehrman.org/hi
story-by-era/early-
settlements/essays/jamestown-
and-founding-english-america
Website, The Colonial
Experience,
http://www.ushistory.org/gov/2a.
asp
ELA: Write a report on the
early governmental
structures of the American
Colonies, such as a
comparison between
Massachusetts and Virginia
Standard: WHST.9-10.2 a
Determine how the British
government and the
British North American
colonies addressed the
issue of individual rights
for men and women.
Standard:
6.1.12.A.1.a
Does a government that
governs least, governs best?
What protections and rights
did Britain revoke in
leading to the American
Revolution?
How did the political rights
of self-governance relate to
eventual American
Revolution?
Jigsaw: activity on the
way different people were
treated in the colonies by
race, class, and gender.
Lecture: on different
rights established for each,
including inheritance for
women and men.
Reading Like a Historian
Lesson Plan- Great
Awakening:
http://sheg.stanford.edu/great-
awakening
Colonization & Settlement,
1585-1763:
http://www.gilderlehrman.org/hi
story-by-era/colonization-and-
settlement-1585-1763
ELA: Write a paper
comparing the rights of
women and men in the
United States today. This
can include disparities
among pay, medical
treatment, Article, Wage
Gap for U.S. Women
Endures Even as Jobs
Increase,
http://www.bloomberg.com/
news/2012-10-25/wage-gap-
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Article: Religion,
Women, and the Family in
Early America,
http://nationalhumanitiesc
enter.org/tserve/eighteen/e
keyinfo/erelwom.htm
for-u-s-women-endures-
even-as-jobs-increase.html
Standard: WHST.9-10.2 a
Assess how gender,
property ownership,
religion, and legal status
affected an individual’s
political rights.
Standard:
WHST.9-10.2
6.1.12.A.1.b
How did the different
colonies demographic
make-up affect their
political structure?
What rights were women
afforded in colonial
America?
How did property
ownership affect political
rights?
Editorial: Write an
editorial calling for the
expansion of political
rights as if you were living
in one of the colonies.
Internet Game: Early US
government,
http://www.phschool.com/
atschool/us_history/know_
it_show_it/mod_ch1_sec3/
Book, Women and the Law of
Property in Early America:
http://www.uncpress.unc.edu/bro
wse/book_detail?title_id=578
Voting in Early America:
http://www.history.org/Foundati
on/journal/spring07/elections.cf
m
Technology: Create a
pamphlet as if you were a
colonist at the time that calls
for expanded political rights.
Standard:1.1.12.D.1
Compare the point of view
of two or more authors to
understand the impact
disease, war, and other
conflicts had on Native
American peoples during
this time period.
Standard:
RH.9-10.6
6.1.12.D.1.a
What diseases were
responsible for the decline
of the Native population?
How did colonists use inter-
tribe conflict to further their
own goals of more land
accumulation?
Presentation Project:
Create a multimedia
presentation on how
disease and war led to the
sharp population decline
of the Native Americans
Read Article: Massive
Population Drop Found for
Native Americans, DNA
Shows
http://news.nationalgeogra
phic.com/news/2011/12/11
Website, Disease and Native
Americans:
http://www.gohistorygo.com/#!s
mall-pox-the-secret-killer/c1hu6
Essay, Early European
Exploration and Colonization:
http://www.vcdh.virginia.edu/sol
guide/VUS02/essay02.html
Science: PBS lesson on
Infectious Diseases,
http://www.pbs.org/weta/the
west/lesson_plans/lesson09.
htm
Article,
http://news.nationalgeograph
ic.com/news/2011/12/11120
5-native-americans-
europeans-population-dna-
genetics-science/
Standard: 5.1.12.A.3
27 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
1205-native-americans-
europeans-population-dna-
genetics-science/
Analyze the intellectual
origins (e.g., John Locke)
of the key ideas expressed
in the Declaration of
Independence.
Standard:
RH.9-10.1
6.1.12.A.2.a
Does the system of checks
and balances provide us
with an effective and
efficient government?
What ideas did John Locke
express in his writings?
What influence did Locke
have on the drafters of the
Declaration of
Independence?
Newspaper Article:
Events Leading up the
Revolutionary War
newspaper project:
Students create a colonial
newspaper about the
events leading up to and
the start of the
Revolutionary War
(nothing beyond
Lexington and Concord).
They will be required to
take the perspective of
either a Loyalist or a
Patriot and they must
consistently use this
perspective throughout the
newspaper.
Activity on John Locke:
http://teacher.scholastic.co
m/scholasticnews/magazin
es/junior/pdfs/junior-
020209-repro-03.pdf
Video, All Men are Created
Equal:
http://www.khanacademy.org/hu
manities/history/1600s-
1800s/declaration-of-
independence/v/all-men-are-
created-equal
Teacher notes, John Locke:
http://galileo.rice.edu/Catalog/N
ewFiles/locke.html
ELA: Lesson plan on Locke:
http://teachinghistory.org/tea
ching-materials/english-
language-learners/24139
Standard: WHST.9-10.2 a
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Use quantitative or
technical analysis to
explain why financing the
American Revolutionary
War was problematic and
the impact it had on the
colonies and the new
governments. Also review
war profiteering.
Standard:
RH.9-10.7
6.1.12.C.2.a
What role did inflation have
on the economies of the
colonies?
What role did Haym
Solomon place in financing
the American Revolution?
What impact did war
profiteering have on the
War?
Article: Read article on
The American Revolution
and the Birth of American
Finance
http://amrevmuseum.org/b
log/american-revolution-
and-birth-american-
finance
Read and discuss: U.S.
Debt and Foreign Loans,
1775–1795,
https://history.state.gov/mi
lestones/1784-1800/loans
Short Essay: Write a
short essay on war
profiteering and its impact
on the revolution.
National Archives, Primary
resources on the American
Revolution:
http://www.archives.gov/educati
on/lessons/revolution-images/
Pinterest, collection of
materials for the American
Revolution:
http://www.pinterest.com/rlfrank
l/revolutionary-war/
Lesson Plan, Cause of the
British defeat:
http://www.pbs.org/ktca/liberty/t
guide_4.html
ELA: write a research paper
on Haym Solomon (a
financier of the revolution),
http://www.revolutionarywar
archives.org/salomon.html
Standard: WHST.9-10.2 a
Economics: Lesson plan on
inflation:
http://www.econedlink.org/l
essons/index.php?lid=615&t
ype=educator
Standard: S-ID
Describe the contributions
and perspectives of
African Americans, Native
Americans, and women
during the American
Revolution.
Standard:
WHST.9-10.8
6.1.12.D.2.a
What contributions did
African-Americans play in
the American Revolution?
What were the sentiments
of African-Americans
during the War?
What role did Native
Americans play in fighting
the American Revolution?
Document Activity: In
pairs, students will receive
a packet containing
primary and secondary
sources on the Middle
Passage and slavery in the
Americas. These packets
contain pictures, quotes,
runaway slave ads, charts,
and general information on
the Middle Passage and
slavery. Students will
examine the sources and
Thomas Walke's Account of
Capturing his Runaway Slaves
in New York City:
http://arcweb.archives.gov/arc/ac
tion/ExternalIdSearch?id=24410
90
Speech of the United Indian
Nations at their Confederate
Council, 12/18/1786:
http://arcweb.archives.gov/arc/ac
tion/ExternalIdSearch?id=25444
32
Art: Students can create a
collage of women and
African-American leaders of
the Revolution, either using
computer graphics or
traditional methods
Standard:1.1.12.D.1
29 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
answer a question packet
analyzing what slavery
was really like for
Africans and their
experiences on the Middle
Passage.
The Native Americans'
Role in the American
Revolution: Choosing
Sides:
http://edsitement.neh.gov/l
esson-plan/native-
americans-role-american-
revolution-choosing-sides
Recommend Film: The Patriot
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.
Is the Constitution a living
document? (amendment
process, elastic clause,
judicial interpretation,
legislative modifications,
etc.)
Is a strong federal system
the most effective
government for the United
States? Which level of
government, federal or
state, can best solve our
nation’s problems?
Two activities on the
Declaration of
Independence:
http://edsitement.neh.gov/l
esson-plan/declaration-
independence-expression-
american-mind#section-
16198
Activities on protecting
individual rights:
http://www.education.ne.g
ov/SS/CSSAP
Modules/CSSAP First
First Draft of the Declaration
of Independence:
http://www.khanacademy.org/hu
manities/history/1600s-
1800s/declaration-of-
independence/v/first-draft-of-
the-declaration-of-independence
Common Sense, Declaration of
Independence, Federalist
Papers, Constitution,
American Anthem Text:
http://www.usa.gov/Topics/Refe
rence-Shelf/Documents.shtml
Literacy: Read Thomas
Paine’s Common Sense
Lesson plans, Common
Sense: The Rhetoric of
Popular Democracy,
http://edsitement.neh.gov/les
son-plan/common-sense-
rhetoric-popular-democracy
Standard: WHST.9-10.2 f
30 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Standard:
6.1.12.A.2.b
Phase
Modules/individrights/acti
vity1.html
Examine 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.
Standard:
RH.9-10.1
6.1.12.A.2.c
How did the role of state
constitutions influence the
development of the federal
Bill of Rights?
What role did New Jersey’s
delegation play in forming
compromise in the federal
Constitution?
How were less populated
states and larger state able
to compromise on
representation in the new
Constitution?
The Constitutional
Convention Project:
http://teachingamericanhis
tory.org/lessonplans/act1/
Chart: Have students read
the Constitution of
Virginia and have them
compare with the US
Constitution:
http://constitution.legis.vir
ginia.gov/
Website:
www.constitutioncenter.org
Reading Like a Historian-
Lesson plan Declaration of
Independence:
http://sheg.stanford.edu/declarati
on-independence
ABC-CLIO, Constitutional
Compromises:
http://americanhistory.abc-
clio.com/Topics/Display/118321
6
ELA: Students write a
research paper on freedom
of religion in Virginia and its
contribution to freedom of
religion at the federal level:
Virginia Statute for
Religious Freedom,
http://billofrightsinstitute.org
/resources/educator-
resources/americapedia/amer
icapedia-documents/va-
statute-for-religious-
freedom/
http://www.loc.gov/exhibits/
religion/rel06.html
Standard: WHST.9-10.2 f
Develop claims and
counterclaims that reflect
the Federalists and Anti-
Federalists positions
during the ratification
debates on issues such as
federalism, factions,
checks and balances, and
Are political parties good
for our nation? (Federalists
v. Democratic-Republicans)
Who were the opponents of
an expanded national
government and why?
Venn Diagram: Research
and analyze their political
preferences of Republican
vs. Democrat and compare
ideas to Hamilton and the
Jefferson in a Venn
Diagram.
Reading Like a Historian-
Lesson plan Federalists vs.
Anti-federalists:
http://sheg.stanford.edu/federalis
ts-antifederalists
Music/Technology: create a
song related to the
federalists or anti-federalists
debates.
Software for editing music:
http://audacity.sourceforge.n
et/
Article on how to use
Audacity in the classroom:
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
the importance of
independent judiciary.
Standard:
WHST.9-10.1
6.1.12.A.2.d
What was George
Washington’s position on
political parties?
Venn Diagram: Create a
chart to compare and
contrast differences
between Federalists and
Anti-Federalists.
Lesson Plans on Federalists
and Anti-Federalists positions:
http://edsitement.neh.gov/curricu
lum-unit/federalist-and-anti-
federalist-debates-diversity-and-
extended-republic
http://www.makeandbreaked
ucation.com/2013/02/14/aud
acity-lesson-plans/
Standard:1.1.12.D.1
Example of anti-federalists
song:
http://www.youtube.com/wa
tch?v=YWHgZHUkPE8
Develop claims and
counterclaims regarding
current day issues that
reflect the Federalists and
Anti-Federalists views on
the role of the government.
Standard:
WHST.9-10.1
6.1.12.A.2.d
In what ways are the
current political parties
similar to the federalists
and anti-federalists?
What major
accomplishments did the
anti-Federalists achieve?
Journal: How much
influence should the
government have on the
economy?
Article: Gay Marriage and
state’s rights.
http://www.washingtontim
es.com/news/2014/mar/16/
officials-in-three-states-
bank-on-states-rights-
ar/?page=all
Reading Like a Historian-
Lesson plan Hamilton vs.
Jefferson:
http://sheg.stanford.edu/hamilton
-jefferson
Lesson plans:
http://edsitement.neh.gov/lesson-
plan/anti-federalist-arguments-
against-complete-consolidation
Timeline of the Essential
Antifederalists:
http://teachingamericanhistory.or
g/fed-antifed/timeline-essantifed/
Anti-Federalists:
http://americangovernment.abc-
clio.com/Search/Display/201224
?terms=anti-federalists
George Washington, “Farewell
Address,” Yale University:
Avalon Project.
Economics: Have students
develop a presentation on
the economic policies of the
federalists and the anti-
federalists and highlight
their differences.
Standard: S-ID
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Evaluate the effectiveness
of the Northwest
Ordinance in resolving
disputes over Western
lands and limiting the
expansion of slavery.
Standard:
6.1.12.B.2.b
How did the federal
government deal with the
issue of slavery in the
northwest territories?
Why was the incorporation
of new territories a delicate
situation as it pertained to
slavery?
ABC-CLIO, Slavery and
Northwest Ordinance
activities:
http://americanhistory.abc-
clio.com/Topics/Display/1
183585?cid=71&sid=1183
588&useConcept=False
ABC-CLIO, Native
American Lands:
http://americanhistory.abc-
clio.com/Analyze/Display/
1334180?cid=20&terms=n
orthwest+ordinance
Northwest Ordinance:
http://www.ourdocuments.gov/d
oc.php?doc=8
The Act of April 30, 1802
("Ohio Enabling Act"): 2
STAT 173, "enabling the people
of the Eastern Division of the
territory northwest of the river
Ohio to form a Constitution and
State government and for the
admission of such state into the
Union.” 04/30/1802 -
04/30/1802
http://arcweb.archives.gov/arc/ac
tion/ExternalIdSearch?id=29994
9
Timeline of the New Nation:
http://www.gilderlehrman.org/hi
story-by-era/new-nation-1783-
1815
Science: Article on DNA
and slavery:
http://www.smithsonianmag.
com/science-nature/a-
history-of-slavery-and-
genocide-is-hidden-in-
modern-dna-180947707/
Standard: 5.1.12.A.3
Identify the themes of
regionalism and national
identity during this time
period
Standard:
RH.9-10.7
6.1.12.B.2.a
How did geography affect
the cultural development of
different regions in the US?
How did regionalism
develop in the /united
States?
Reading Like an
Historian Lesson plans,
several activities, Irish
Immigration:
http://sheg.stanford.edu/iri
sh-immigration
ABC-CLIO, American
Identity:
http://americanhistory.abc-
clio.com/Topics/Display/118317
9
Teaching With Documents:
Anti-railroad Propaganda
Math: Create a chart or
graph illustrating
demographics of different
regions in the US during this
time period
Standard: S-ID
33 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
What role did geography
play in the development of
regionalism and American
identity?
Vocabulary Exercise:
Ask students to write or
brainstorm words that
come to mind when the
think of the United States.
What are the positive
words? Are there any
negative words? Then ask
students what they think
the image of American is
in other countries. How do
other populations view the
U.S? What are some of the
reasons for these views?
Poster -- The Growth of
Regionalism, 1800 - 1860:
http://www.archives.gov/educati
on/lessons/anti-rail
Art: Lesson Plan on
Regionalism and Art in the
US, Americana in Art: A
Look at Thomas Hart
Benton,
http://www.pbs.org/kenburn
s/benton/educators/
Standard:1.1.12.D.1
Examine the
interrelationship of the
ideals set forth in the
Constitution (i.e., due
process, rule of law, and
individual rights) and
provide examples of their
denial or fulfillment to
different groups of people
in the past and today.
Standard:
RH.9-10.7
When is rebellion justified?
Does US history illustrate
the expansion of rights
overtime?
How has the 14th
Amendment’s equal
protection clause been used
in addressing racial
inequalities?
Presentation or debate:
Have students review a
Supreme Court case
relating to the expansion
of civil liberties and create
a presentation or report on
the case.
http://www.oyez.org/issue
s/
Vocabulary Exercise:
Have students create a
government dictionary.
Begin with four pieces of
white paper; fold them
lengthwise, then fold
width-wise. On each page
write a letter of the
alphabet, a word that
National Archives interactive
lesson plan, Docteach- From
Dred Scott to the Civil Rights
Act of
1875:http://docsteach.org/activiti
es/8773
Lesson Plan, The Fight to End
"Separate but Equal" in
American Schools:
http://www.pbs.org/beyondbrow
n/foreducators/ed_lesson_fightto
end.html
Benjamin Franklin Petitions
Congress:
http://www.archives.gov/legislati
ve/features/franklin/
Science: Students write an
essay on an important
historical figure that is
women, African-American,
or Native American, and
explain the difficulties and
discrimination they faced or
tackled during their time.
Example figure, African
American Medical Pioneer:
Daniel Hale Williams
http://www.pbs.org/wgbh/a
mex/partners/early/e_pionee
rs_williams.html
Standard: 5.1.12.A.3
34 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
begins with that letter, a
definition in students' own
words, and an example.
Illustration is optional.
35 | P a g e
Unit Vocabulary:
• Triangular Trade Route
• Indentured servants
• Pilgrims
• Puritans
• Quakers
• House of Burgesses
• 1st/2nd Continental Congress
• French and Indian War
• Proclamation of 1763
• Stamp Act
• Boston Massacre
• “Shot heard around the world”
• Boston Tea Party
• Intolerable Acts/Coercive Acts
• No Taxation without representation”
• Thomas Paine’s Common Sense
• Declaration of Independence
• 1st Great Awakening
• Articles of Confederation
• Anti-federalists
• Federalists
• Constitutional Convention
36 | P a g e
Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African
slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson
Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the
challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of
additional instructional activities and resources that will engage the learners within your classroom.
Topics/People to Study Suggested Activity Resource
Frederick Douglass Students will examine the life and
deeds of Frederick Douglass.
Students will write and perform a
short skit on Frederick Douglass.
Students will then discuss the
information found in their skits.
https://www.varsitytutors.com/englishteacher/narrative-
of-the-life-of-frederick-douglass
Daily Life of Slaves in the United States Students will research the daily life of
slaves in the United States. Students
will create a flowchart representing
their research. Students will present
their flowchart to the class.
https://www.history.com/topics/black-history/slavery
African-American Board Game Students will create a board game
based on African-American history.
Students will play their boardgame
with the rest of the students in class.
Students will write a short essay on
the information found in their board
game.
https://www.history.com/topics/black-history/slavery
Harriet Tubman Collage Students will recount the history of
Harriet Tubman. Students will create
a collage based on the life of Harriet
Tubman. Students will conduct a
gallery walk and post comments on
their work.
https://www.biography.com/activist/harriet-tubman
37 | P a g e
Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of
the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units
contain the following topics:
1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)
2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era
3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern
America (1901-1920)
4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and
Intellectual, Development, and The New Deal, Industrialization
and Global Conflict (1921-1945)
5. Establishment of a New Nation and Independence to Republic
(1600-1800)
12. America in the Aftermath of Global Conflict, Domestic and
Foreign Challenges, Implications and Consequences in an ERA of
reform. (1946-1970)
6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America
Faces in the 21st Century (1970-Present)
7. The Evolution of a New Nation State (1801-1860)
The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:
1. Intro
2. Activities
3. Assessments
4. Essentials
5. Gallery
6. Griot
7. Library
8. Links
9. Rubrics
10. Tools
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
38 | P a g e
Social Contributions of Persons with Disabilities and the LGBTQ Community
In 2019 the legislature signed into law the requirement that curricula shall include instruction on the political, economic, and social contributions of persons
with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as
part of the district’s implementation of the New Jersey Student Learning Standards. Throughout this course, the below will be covered.
Topics/People to Study Suggested Activity Resource
• What rights are guaranteed to all
Americans and how have they been
limited in the past?
• What protections are promised to all
Americans and why is this important?
• How is the American legal system able
to adapt to changing cultural norms and
evolve to protect the rights of all
citizens?
• Why is it important to learn about
LGBTQ
• How Does the evolution of LGBTQ
Venn Diagram/Time line of key LGBTQ events
Research paper on an influential member of the
LGBTQ community and their impact.
Create a protest poster with a key issue in the LGBTQ
struggle for equality and fair treatment.
Primary Documents of important events in the
LGBTQ community.
Cause and effect chart showing key events in LGBTQ
community and how it changed society.
Primary Documents of important events in the
LGBTQ community.
Milestones in the LGBTQ struggle
https://www.pbs.org/wgbh/americanexperience/featur
es/stonewall-milestones-american-gay-rights-
movement/LGBTQ Timeline
lesson.https://www.glsen.org/activity/lgbtq-history-
timeline-lesson
Brain Pop: Harvey Milk
https://vimeo.com/366559109
Personal reflection https://www.glsen.org/blog/im-
trans-student-color-supporting-me-means-fighting-
white-supremacy
A student’s research into a Trans Civil War soldier
and how it impacted them.
39 | P a g e
rights mirror other social groups?
• How can disenfranchised Americans
change unjust laws?
• What are the negative results of not
treating all humans with dignity and
respect?
• How and why LGBTQ rights became
a flashpoint for H.I.B. legislation in the
state of New Jersey?
• Today, is American a place that has
“liberty and justice for all”?
• To what extent has our founding
documents been successful with
regarding to ensuring equality and
justice? To what extent what they
failed?
• Should our Constitution be amended to
specifically include legal protections
for women? Sexual minorities? Why or
why not?
Analyze a picture : protest pictures, StoneWall
riots,Pride Parade pictures, Mathew Shepard, ect.
Create a club with the goal of building acceptance in
the school and community.
Evaluate the extent to which women, minorities,
individuals with gender preferences, and individuals
with disabilities have met their goals of equality in the
workplace, politics, and society.
https://www.glsen.org/blog/what-happened-when-i-
studied-trans-civil-war-soldier-history-class
Does our government need to continually work at
overseeing justice? Or can it create a precedent where
it can move on and focus on other matters?
Is the United States done “ensuring equality” for
specific groups of Americans?
What does a “perfect America” look like to you?
Describe.
40 | P a g e
Students will research marginalized groups
in history or made invisible in some way.
Students will create a display describing the
person/group by way of a poster, poem, display
Equality Puzzle:On a large piece of paper or poster
board, cut out the shape of a puzzle, but ensure that it
fits with two other “pieces” on each side. On each
puzzle piece, have students write what they believe
needs to be present in a society that promotes and
ensures equality for all people.
Goal-Setting:
On a poster board, create a “thermometer” or a scale
that can demonstrate varying levels of progress
toward a goal. Assign students a minority group and
have them fill out benchmarks that would track
progress toward equality with real, historical data and
goals for the future.
Current Events:
Assign students a particular minority group. Have
them research in current news
Examples of marginalized groups in society include
but are not limited to women, native Americans,
People with Disabilities, Laborers, Immigrants,
LGBT community, Minority religious groups.
41 | P a g e
Decades Project (Optional)
Objective: For students to research various aspects of American culture and politics during their assigned decade. This is also an
opportunity for students to work on research, communication and presentation skills.
Project Description:
1. Students will have deadlines at the conclusion of each semester.
2. Each student will select aspects of the decade to research. Decades will be from the 1910s to the 1990s.
3. Each project should include information on the following:
A) Fashion/Clothing/Hairstyles (men and women)
B) Music
C) Entertainment/Recreation/Leisure
D) Values (Culture, what was important, slang, etc.)
E) Politics
F) Economy
G) Inventions, technology
H) Celebrities
42 | P a g e
I) At least one local example of one of the trends you detected for your decade.
4. This project should provide the audience with an overall idea of what happened during that decade and what it would be like to live
during that time period.
5. After researching the topic, you will 500 word Paper and corresponding (8) box Museum Box visual presentation. You will have one
cube for each of the areas you research.
6. The presentation should give the impression of what it is like to have lived in the period.
7. If time period permits, students should consider interviewing a living person to gain a perspective on the period.
8. Students should use this project to help narrow down the information to help create their DBQ questions and documents.
Project requirements:
1.Thorough information provided about the assigned decade
2. Use at least 8 different sources
3. MLA formatted bibliography for paper
4. The presentation must be in Museum Box format.
5. Each presentation must have a local example of one of the trends detected.
6. Need to include an MLA formatted bibliography on each cube.
43 | P a g e
DBQ (Required)
American History DBQ Volume 1
Early Jamestown: Why Did So Many Colonists Die?
