Public Schools of Robeson County AH1
Essential Standard:
AH1.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time
AH1.H.2 Analyze key political, economic and social turning points in United States History using historical thinking
AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United States development over time
AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States
AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States
AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.
AH1.H.6 Understand how and why the role of the United States in the world has changed over time
AH1.H.7 Understand the impact of war on American politics, economics, society and culture
AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States
Clarifying Objective(s):
AH1.H.2.1: Analyze key political, economic and social turning points from colonization through Reconstruction in terms of causes and effects
Essential Question(s):
1.
Why did the new nation feel the need to expand westward despite the intrusion on the indigenous people?
AH1.H.2.2: Evaluate key turning points from colonization through
Reconstruction in terms of their lasting impact
AH1.H.3.3: Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction
AH1.H.4.1: Analyze the political issues and conflicts that impacted the
United States through Reconstruction and the compromises that resulted
AH1.H.4.2: Analyze the economic issues and conflicts that impacted the
United States through Reconstruction and the compromises that resulted
AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted
AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between the levels of government from colonization through Reconstruction
AH1.H.6.1: Explain how national economic and political interests helped set the direction of United States foreign policy from independence through Reconstruction
2.
How did the government use the court system to implement new policy and increase the power of the federal government?
3.
To what extent did social, economic and political changes influence the development of social reform movements?
4.
How did the cultural conflicts prior to the Civil War impact gender roles and the relationship between various groups; men and women, religious groups, etc.?

Public Schools of Robeson County
AH1.H.7.3: Understand the impact of war on American politics, economics, society and culture
AH1.H.8.3: Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the
“American Dream” through Reconstruction
AH1.H.8.4: Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction
Pacing Guide: 10 Days
Unit of
Study
Major
Concepts
Instructional Task Essential Vocabulary
Expansion and
Reform
Compromise, conflict, power, equality,
American dream, turning points
Define current vocabulary.
Discuss concepts for the unit of study.
Examine and explain the impact of economic, political and social policies this time
Pre:
Nationalism
Sectionalism
Economic development, boom and bust, reform
Social, Economic, and
Political reform
Current: period.
Analyze different philosophies and theories that were considered in this unit. Assess their validity.
Compare and contrast tactics and motives of various groups in
Tariff of 1816
Capital
Nationalism
Henry Clay
American System
Marbury v. Madison
Dartmouth College v.
Woodward
Fletcher v. Peck
McCulloch v.
Maryland
Gibbons v. Ogden
Hudson River School
Instructional Resources
Text Resources:
Prentice Hall, “United States History”, 2008
“Independence Day Speech” p. 1046
“Ain’t I a Woman?” p. 1047
“Address to the Legislature of New York” p. 1047
Digital Resources:
President Madison’s Bonus Bill Veto
Monroe Doctrine
President Jackson’s Bank Veto
“Hydra of Corruption” political cartoon
South Carolina Ordinance of Nullification
“King Andrew I” political cartoon
Webster-Hayne Debate
Audio and Visual Resources:
Videos/DVDs
“The Jackson Years: Toward Civil
War “ (Learning Corporation of America)
“Democracy and Reform” (Schlesinger)
“Biography of America” Video Series
This Far By Faith”(PBS)
The Black Press (PBS)
AH1
Sample Assessment Prompts
The Jacksonian Period (1824-
1848) has been celebrated as the era of the “common man.” To what extent did the period live up to its characterization? (2001)
Consider TWO of the following in your response:
Economic development
Politics
Reform movements
Analyze the extent to which TWO of the following influenced the development of democracy between 1820 and 1840. (1996)
Jacksonian economic policy
Changes in electoral politics
Second Great Awakening
Westward movement
Analyze the role of “pet banks” in contributing to the depiction of president Andrew Jackson as
“King Andrew” in political cartoons of the period.

Public Schools of Robeson County
America.
Discuss the transformation explain the impact of the merging cultures on progress and the
“American
Dream”. of Painters
Andrew Jackson
Caucus
Martin Van Buren
Jacksonian
Democracy
Spoils System
Indian Removal Act
Trail of Tears
Tariff of
Abominations
John C. Calhoun
Nullification
Whig
Second Great
Awakening
Charles Grandison
Finney
Joseph Smith
Brigham Young
Mormons
Utopia
Unitarians
Transcendentalists
Ralph Waldo
Emerson
Henry David Thoreau
Horace Mann
Dorothea Dix
Temperance
Movement
Nat Turner
William Lloyd
Garrison
Frederick Douglas
Sojourner Truth
Africans in America (PBS)
The Civil War, “The Cause” (PBS-Ken Burns)
Not for Ourselves Alone (PBS - Ken Burns)
Fine Arts Connections:
George Caleb Bingham. John
Quincy Adams, 1850, SNPG
Ralph Eleaser Whiteside Earl.
Andrew Jackson, n.d., SNPG
George P.A. Healy. Martin Van Buren, 1864,
John Tyler, 1859, SNPG
Albert Gallatin Hoit. William
Henry Harrison, 1840, SNPG
John Vanderlyn. James Monroe, 1816, SNPG
Portraits by Stuart, Peale,
Landscapes by Cole, Moran, and Durand
Genre works by Mount and Bingham
Paintings by Audubon, Giroux, Catlin, Crowe, and Perry
Currier and Ives prints
Thomas Dewing. Walt Whitman,
1875, SAAM
Suggested Web Sites: http://lath.virginia.edu/vshadow/diary http://memory.loc.gov/ammem/doughtml http://www.loc.gov/exhibits/african/images http://www.galegroup.com/free_resources/whm/bio/g rimk_sisters.htm http://www.nps.gov/boaf/davidwalker.htm http://www.pbs.org/wgbh/aia/part4/4h314t.htm http://community.middlebury.edu/!fahmed/garrison.h
tm http://religiousmovements.lib.virginiaeedu/nrms/ame.
html
North American Slave Narratives: http://docsouth.unc.edu/neh/
AH1
Explain how Jackson’s views of
States Rights and the role of the federal government played a role in the establishment of pet banks.
Discuss the doctrine of separate spheres for women What changes, if any, did the doctrine produce in the lives of white middle-class, white workingclass, and black and immigrant women?
In what ways did the development in transportation bring about economic and social change in the United States in the period 1820 to 1860? (2003)
Compare the goals of various social movements of the early
1800s including their successes and failures.
In what ways did the Second
Great Awakening in the North influence TWO of the following?
(2007)
Abolitionism
Temperance
The cult of domesticity
Utopian communities
“American reform movements

Public Schools of Robeson County
Lucretia Mott
Elizabeth Cady
Stanton
Seneca Falls
Convention
Introductory:
Industrialization
Social issues and solutions
Compromise and conflict http://www.ku.edu/carrie/docs/texts/seneca.htm http://www.fordham.edu/halsall/mod/senecafalls.html http://www.webster.edu/~woolflm/dorotheadix.html
Horace Mann: http://www.cals.ncsu.edu/agexed/aee501/mann.html http://plato.stanford.edu/entries/nationalism http://docsouth.unc.edu/southlit/brown/menu.html
(H) http://xroads.virginia.edu/~HYPE
R/JACOBS/hjhome.htm (H) http://www.cs.indiana.edu/statecraft/civ.dis.html (H)
Curriculum Pathways Resources
(available at: www.sasinschool.com
)
A Reformer’s Journal, Project 401
John Brown’s Raid on Harper’s Ferry, InterActivity 33
The Mexican War, InterActivity 32
The Trial of Andrew Jackson,
Classroom Activity 1133
What was a typical day like for a plantation slave in the antebellum
South? Web Inquiry 203
(available at: www.sasinschool.com
)
Documents:
Seneca Falls “Declaration of
Sentiments”
Dorothea Dix, “Memorial to the
Legislature of Massachusetts”
Sarah Grimké, “On Equality for
Women”
Thomas Woodcock, “A Trip on the
Erie Canal”
“Manufacturing in the South”
Augusta (Ga.) Courier, June 21, 1827
David Walker: Appeal to the Colored
AH1 between 1820 and 1860 reflected both optimistic and pessimistic views of human nature and society.” Assess the validity of this statement in reference to reform movements in THREE of the following areas. (1988)
Education
Temperance
Women’s rights
Utopian experiments
Penal institutions
Discuss the impact of territorial expansion on national unity between 1800 and 1850. (1997)
Discuss federal government policy toward Native Americans during the period 1815-1840.
Analyze the ways in which supporters of slavery in the 19 th century used legal, religious, and economic arguments to defend the institution of slavery. (1995)
Compare and contrast economic, social, and political developments in the North and
South between 1800 and 1860.
How do you account for divergence between the two sections?

Public Schools of Robeson County
Citizens of the World
Theodore Dwight Weld:
American Slavery As It Is
George Fitzhugh: The Universal Law of
Slavery
John C. Calhoun’s Defense of
Slavery
The Liberator and the North Star
James Hammond: The
Congressional Globe, March 4,
1858
Literary Connections:
William Cullen Bryant,
“Thanatopsis”
Ralph Waldo Emerson, “Self-
Reliance” and “American
Scholar”
Henry David Thoreau, “Civil
Disobedience,” Walden, and
“Slavery in Massachusetts”
Alexis de Tocqueville: Democracy in America
Writings of Hawthorne, Irving, Poe,
Melville, Alcott, Cooper
McGuffey’s Reader
Eugene Genovese, Roll Jordon Roll
Mark Twain, Huckleberry Finn
Songs
“Steal Away”
“Go Down, Moses”
“Follow the Drinkin’ Gourd”
“Amazing Grace”
“We are Climbing Jacob’s Ladder”
AH1
To what extent and in what ways did the role of women change in
American society between 1790 and 1860? Respond with reference to TWO of the following areas: (2004 Form B)
Domestic
Economic
Political
Social

Public Schools of Robeson County AH1