Early America (Levels 1 and 2) Unit 1: The Colonial Period Suggested Duration: 1 week Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Vocabulary/Content Instructional Materials Suggested Activities Big Idea: Various religious, political, and economic factors led to the development of both the English colonies and New France. Students should know that: • The English colonies were established for varied religious, political, and economic reasons. • The English colonies were “settlement colonies.” • The English colonies represented a distinct threat to the traditional Native American way of life. • The English colonies attracted large numbers of settlers.
• New France was a business enterprise.
• New France represented much less of a threat to the traditional Native American way of life than the English colonies. • In the event of armed conflict between the English colonies and RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Define Proprietary Colonies, Debtors, Puritans, Jesuits, Quakers. • Identify the factors that led to the establishment of each of the thirteen Define: Proprietary Colonies, Debtors, Puritans, Jesuits, Quakers, Dissenters. Settlement and Business Enterprises: Virginia, New York, the Carolinas, Religious Freedom: Pennsylvania, New Jersey, Rhode Island, Maryland Havens for Dissenters from Massachusetts: Connecticut and New Hampshire, Puritan Worship Exclusively: Massachusetts, Sanctuary for Debtors: Georgia, Autonomy from Pennsylvania: Delaware, New France as a Business Enterprise, New France and the Fur Trade, New France and the Jesuits, The Huron, Algonquin, and Ottawa Indians vs. the Iroquois, John Winthrop, William Penn, Reverend Thomas Hooker, Reverend John Wheelwright, Roger Williams, John Smith, Lord Baltimore, James Oglethorpe, Lords Berkeley and Carteret, James the Duke of York, Samuel Champlain, Sieur de LaSalle, Montreal, Quebec. Text – Chapter 2 Notetaking Guide and Vocabulary Sheet Time Line – The English Colonies Chart – Development of the English Colonies Map – The Mississippi River Valley DVD: “Black Robe.” Have students write an essay analyzing the factors that led most Native Americans to ally themselves with New France and explaining why the Iroquois allied themselves with the English. Have students explain the effect of the Iroquois Great Peace on the design of the U. S. dollar bill. Standards: 8.1.9, 8.2.9, 8.1.12, 8.3.9, 8.3.12, 8.2.12 Essential Questions: 1. What particular religious, political, and economic factors led to the development of each of the English colonies? 2. In what ways was the development of New France different from the development of the English colonies? 3. Given that the English colonies and New France were developed in different ways and for different reasons, how might those differences have affected the outcome of the French and Indian War? New France, the English colonies were far better situated to experience success. •
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original English colonies. Synthesize the development of the concept of religious toleration in America from the experience of William Penn in Pennsylvania, Lord Baltimore in Maryland, and Roger Williams in Rhode Island. Identify the factors that led to the establishment of New France. Analyze why New France represented less of a threat to the traditional Native American way of life. Explain why the Native Americans allied themselves with the French. Explain why the Iroquois/Six Nations were an exception to that rule. Compare and contrast the military advantages and disadvantages between the English colonies and New France. Early America (Levels 1 and 2) Unit 2: The French and Indian War Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Big Idea: Events in the French and Indian War had a profound effect on the development, conduct, and outcome of the American Revolution. Standards: 8.1.9, 8.2.9, 8.1.12, 8.1.C, 8.3.C, 8.3.9, 8.3.12 Essential Questions: 1. What particular events brought about the outbreak of the French and Indian War? 2. What factors enabled the English and their American allies to win the French and Indian War? 3. In what ways did the French and Indian War affect the American Revolution? Concepts Competencies and Social Studies Core Skills Students should know RTM Core Social Studies that: Skills: • Map skills • The French and • Interpretation of Indian War was charts and graphs started by the • Analysis and English and their interpretation of American allies in political cartoons the Ohio Valley • Analysis and (present‐day interpretation Pittsburgh). based on synthesis • Numerical of facts superiority and • Notetaking and aggressive strategic organizational planning and skills execution on the • Reading part of the English comprehension ultimately led to the • Research skills defeat of the • Written and oral French. expression of facts • Native Americans and concepts played a major role in the French and Students will be able to: Indian War and were dramatically • Define Strategy, affected by the Tactics, Naval outcome. Blockade, National • European battle Debt, Salutary tactics were not Neglect, Federal well suited for the Government. topography of • Explain the train of North America and events that started were ineffective the French and Indian Vocabulary/Content Instructional Materials Suggested Activities Define: Strategy, Tactics, Naval Blockade, National Debt, Salutary Neglect, Federal Government. Ohio River Valley, The “Golden Triangle,” Governor Robert Dinwiddie, George Washington, Fort Necessity, Fort Duquesne, Edward Braddock, The Battle of the Wilderness, Indian Warfare in Pennsylvania, The Ottawa, Huron, and Algonquin vs. the Iroquois, Fort Ticonderoga, John Forbes, Fort Pitt, Fort William Henry, The Marquis de Montcalm, Benjamin Franklin, The Albany Plan of Union, Jeffrey Amherst, William Pitt, Fort Louisbourg, James Wolfe, The Battle of Quebec, The Plains of Abraham, The Treaty of Paris (1763). Text – Chapter 3 Time Line – The French and Indian War Notetaking Guide and Vocabulary Sheet DVD – “Last of the Mohicans”, “George Washington’s War.” Pennsylvania Legacies – “The French and Indian War in Pennsylvania” Article ‐ “Disaster at Fort William Henry” Develop a PowerPoint presentation evaluating the French and Indian War as a turning point in the history of North America. Present a study comparing and contrasting the leadership and military styles of Edward Braddock and the Marquis de Montcalm, and hypothesize how historical events may have played out differently if each officer had served the opposing side. Prepare a study of the massacre at Fort William Henry. Evaluate how the rules of warfare were different for Europeans and Native Americans, and investigate the danger of historical bias and historical relativism in analyzing such a controversial event. Examine the when used against an enemy who fought in an unconventional style. • George Washington learned the craft of warfare in the French and Indian War. • Benjamin Franklin’s Albany Plan of Union was a significant attempt to promote intercolonial unity. • The lack of cooperation on the part of the colonies in the French and Indian War effort and the staggering national debt that Britain was saddled with as a consequence of the war led to two momentous decisions on the part of the English government: The rejection of the policy of salutary neglect, and the advent of British taxation in America. War. • Evaluate George Washington’s performance in the French and Indian War. • Analyze the participation of Native Americans in the French and Indian War and how its outcome affected them. • Explain how the English and their American allies were ultimately able to win the French and Indian War despite a string of early setbacks. • Evaluate the effectiveness of traditional European battle tactics when employed in North America. • Discuss Benjamin Franklin’s attempt to establish the first federal government in British North America. • Explain how the French and Indian War led to the abandonment of the policy of Salutary Neglect and the advent of British taxation in America, and the potential impact of those decisions. contemporary accounts of the massacre found in “Disaster at Fort William Henry.” Identify components of the accounts as “fact” or “opinion.” Analyze Dr. Franklin’s use of the “severed snake” cartoon to dramatize the need for colonial unity during the French and Indian War. How could Franklin have improved the cartoon – or is it sufficiently effective as is? Why or why not?
Early America (Levels 1 and 2) Unit 3: The Road to Revolution Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Concepts Big Idea: The American Revolution was a direct consequence of Britain’s decision after 1760 to govern the colonies more closely and to enact a program of British taxation in America. Standards: 8.1.9, 8.1.12, 8.1.C, 8.3.C, 8.3.9, 8.3.12 Students should know that: • Britain’s decision to regulate the colonies more closely and to begin a program of British taxation in America led to the American Revolution. • The British government could have averted the American Revolution by enacting different policies than those that were implemented. • Although the American Revolution was a minority revolution, the revolutionary dynamic of change attracted the people with leadership aspirations and capabilities to the Patriot cause. • Samuel Adams was the major human cause of the Essential Questions: 1. What specific changes in British imperial policy triggered the American Revolution? 2. Given the lack of a central government, how did a cadre of revolutionary leadership and a revolutionary infrastructure develop in the colonies? 3. How great a role did Competencies and Social Studies Vocabulary/Content Core Skills RTM Core Social Studies Define: Mercantilism, Skills: Smuggling, Precedent, Direct vs. Indirect Taxation, • Map skills Internal vs. External • Interpretation of Taxation, Virtual charts and graphs Representation, Royal Edict, • Analysis and Boycott, Embargo, interpretation of Infrastructure, Propaganda, political cartoons Machiavellian, Principle, • Analysis and Natural Rights, Martial Law, interpretation Change in Venue. based on synthesis Mercantilism, Navigation of facts Acts, Smuggling, • Notetaking and Proclamation of 1763, organizational George III, Royal Edict, skills Daniel Boone, George • Reading Grenville, Sugar Act, comprehension Precedent, Direct/Indirect • Research skills and Internal/External • Written and oral Taxation, Virtual expression of facts Representation, Stamp Act, and concepts Stamp Agents, Sons of Liberty, Tar and Feathers, Students will be able to: Nonimportation Agreements/Boycotts, • Define Mercantilism, Patrick Henry, Radical, Sam Smuggling, Royal Adams, Paul Revere, John Edict, Precedent, Hancock, Committees of Direct vs. Indirect Correspondence, Stamp Act Taxation, Internal vs. Congress, Declaratory Act, External taxation, Townshend Revenue Act, Virtual Writs of Assistance, James Representation, Otis, Natural Rights, Writs Boycott, Embargo, Instructional Materials Suggested Activities Text – Chapter 4 Time Line – Events, 1760 to 1775 Notetaking Guide and Vocabulary Sheet DVD – “John Adams” Essay: “The Most Conservative Revolution” by Irving Kristol Photographs – Revolutionary Boston “Revolutionary Boston ‐ The Freedom Trail” (NPS Pamphlet) Compare and contrast the limited goals and political nature of the American Revolution to the agenda and goals of the French Revolution, the Russian Revolution, and/or the Chinese Revolution. John Adams’s defense of the British soldiers accused of murder in the Boston Massacre was a matter of principle. Encourage the students to share examples of principled actions they have witnessed themselves in public events, in school, or in their personal lives. th
Examine the 4 Amendment and compare modern‐day search and seizure procedures with the Writs of Assistance. th
Examine the 5 Amendment and the Quartering Act. Britain’s ignorance about conditions in America and the Americans’ ignorance about conditions in Britain play in the advent of the American Revolution? 4. At what particular moment between 1760 and 1775 did the American Revolution take place? (John Adams: “The Revolution was in the hearts and minds of the people…”) American Revolution. • The American Revolution was essentially a conservative political revolution, lacking any intent to remodel society or redistribute wealth. • The English government’s decision to regulate the colonies more closely and to begin a program of British taxation in America was not without reason and logic, and there were compelling reasons prompting many Americans to become Loyalists. Infrastructure, Propaganda, Principle, Machiavellian, Natural Rights, Martial Law, Change of Venue. • Explain the reasoning behind Britain’s decision to regulate the colonies more closely and to begin a program of British taxation in America. • Recall and explain the acts, laws, taxes, and other programs Britain enacted that led to the American Revolution, and differentiate between revenue and regulatory measures. • Explain why the Patriot cause attracted individuals with leadership capabilities and ambitions, while the Loyalist faction was essentially without leadership. of Assistance Case, British Troops in Boston, Christopher Snyder, Boston Massacre, John Adams, Boston Massacre Case, British East India Tea Company and Act, Boston Tea Party, Ben Franklin, Intolerable Acts, Martial Law, Thomas Gage, st
Quartering Act, 1 Continental Congress, Declaration of Resolves, Committees of Safety and Inspection, Embargo. Set up a panel discussion to weigh the moral quandaries presented by Machiavellian thinking. (Use the example of Chris Snyder to prompt the discussion.) Encourage the students to avoid historical bias and relativism. Early America (Levels 1 and 2) Unit 4: Declaring Independence Suggested Duration: 1 week Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Vocabulary/Content Core Skills Big Idea: Given the Students should know RTM Core Social Studies Define: Social Contract Theory, existence of slavery in that: Skills: Natural Rights, the America, the Declaration Enlightenment, Social •
Map skills • The 2nd Continental of Independence Contract Theory, Natural • Interpretation of Congress met in immediately presented Rights, the Enlightenment, charts and graphs response to the the republic with an John Locke, Two Treatises • Analysis and onset of bloodshed on Civil Government, enormously vexing interpretation of at Lexington and Glorious, Bloodless contradiction: How political cartoons Concord, and an Revolution of 1688, 2nd could the presence of • Analysis and attempt at Continental Congress, Olive slavery in America be interpretation reconciliation with Branch Petition, Thomas reconciled with based on synthesis Britain (the Olive Paine, Common Sense, Jefferson’s assertion that of facts Branch Petition) was George III, Thomas “all men are created • Notetaking and made – and spurned Jefferson, Benjamin equal”? organizational by George III. Franklin, John Adams, skills • Thomas Paine’s Declaration of Standards: • Reading Common Sense was Independence, slavery, comprehension a powerful and 8.1.9, 8.1.12, 8.3.9, drafting and ratification of • Research skills enormously 8.3.12, 8.1.C, 8.3.C the Declaration, Abraham • Written and oral influential plea for Lincoln, the Civil War, the expression of facts independence. Essential Questions: Gettysburg Address, the and concepts • The Declaration of Civil Rights Movement. Independence has a 1. On what Students will be able to: philosophical philosophical premise: Natural premises and • Define the Social Rights, the Social precedents is the Contract Theory, Contract Theory, Declaration of Natural Rights, the and Enlightenment Independence Enlightenment. thinking. based? • Explain the folly of 2. On what • The Declaration of George III’s reaction philosophical, Independence to the Olive Branch literary, and utilized the same Petition, and explain historical basis did arguments justifying why George III was Instructional Materials Suggested Activities Text – Chapter 4 Time Line – Declaration of Independence Notetaking Guide and Vocabulary Sheet Essay: “Flawed Founders” by Stephen Ambrose Essay: “Washington: The ‘Blackest Name’ in America” by Jesse Washington TIME Magazine: Thomas Jefferson and Ben Franklin issues Common Sense Teacher Handout: “A Long Train of Abuses and Usurpations” The Gettysburg Address Have the students embark on a “Treasure Hunt.” (This can be a competitive activity.) Distribute “A Long Train of Abuses and Usurpations” and have the students identify exactly what abrogations of Americans’ natural rights George III is accused of violating in the Declaration of Independence. (i. e. the Navigation Acts, the Intolerable Acts, the Writs of Assistance, the Proclamation of 1763, British Taxes, etc.) Common Sense is an easily digestible work. Have the students paraphrase Paine’s arguments advocating independence. (In particular, ask the students to consider the fact that the Revolutionary War started in April 1775; independence would be declared in July of 1776. 3.
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Jefferson claim the right of revolution? What are Natural Rights and the Social Contract theory, and how and where do they appear in the Declaration of Independence? What were the particular roles of Jefferson, Benjamin Franklin, and John Adams in drafting and ratifying the Declaration of Independence? What is the connection between the Declaration of Independence and Abraham Lincoln, the Civil War, the Gettysburg Address, and the Civil Rights Movement? What is the relevance of the Declaration of Independence today? the American revolt against George III as did John Locke’s Two Treatises on Civil Government (1690), which previously justified Britain’s revolt against James II (The Glorious, Bloodless Revolution of 1688). • After outlining Natural Rights and the Social Contract Theory, the Declaration of Independence has a historical premise: Jefferson compiles a list of 28 abrogations of Americans’ natural rights by George III. • The Declaration of Independence also accuses George III and Britain of being “deaf to the voice of justice and of consanguinity” (including the King’s reaction to the Olive Branch Petition), further justifying the Revolution. • Jefferson wrote the Declaration of Independence, Franklin edited it, and John Adams forced the document through nd
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the obvious target in the Declaration of Independence. Outline the major arguments of Common Sense, and explain its appeal. Break the Declaration of Independence down into its components: Natural Rights/the Social Contract, the “long train of abuses and usurpations,” and the Right of Revolution. Make the connection between the Declaration of Independence and Two Treatises on Civil Government. Evaluate the roles that Jefferson, Franklin, and John Adams played in the process of making the Declaration of Independence a reality. Recognize the enormous contradiction between the Declaration of Independence and slavery, and explore the relevance of the Declaration of Independence to today’s America. As Paine asked, short of independence, for what purpose were Americans fighting – and dying – for?) Encourage the students to explore the contradiction between Jefferson’s words in the Declaration of Independence (and, in fact, in his private life as well) and the existence of slavery in America. Use the essays by Stephen Ambrose and Jesse Washington to start the discussion. Prompt the students as needed to recognize the roles Abraham Lincoln and the Civil Rights Movement played in making the Declaration a more concrete reality. Read the preamble of the Declaration to the class, followed by the Gettysburg Address. Discuss. Ask the students to consider how much the creed “that all men are created equal” has continued relevance to the America in which they live. Encourage the students to point out historical injustices beyond slavery. Ask the students to hypothesize about this statement: “The United States, in all its aspects, is not perfect, but always a work in progress toward its ideals. And all kinds of people have died for that belief.” Early America (Levels 1 and 2) Unit 5: Winning Independence Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Vocabulary/Content Core Skills Big Idea: While the Students should know RTM Core Social Studies Define: Conventional Warfare, American Revolution that: Skills: Guerrilla Warfare, George was a shocking victory III, Lord North, Lord • Map skills for the Americans, the Germain, the Earl of • British General • Interpretation of outcome was more Sandwich, Concord, William Howe, charts and graphs determined by Britain Thomas Gage, Bunker Hill, undefeated in battle, • Analysis and not winning a war in Brooklyn Heights, White allowed numerous interpretation of which it enjoyed almost Plains, William Howe, opportunities to win political cartoons every conceivable George Washington, the war elude him. • Analysis and advantage, rather than Trenton, Princeton, • The absence of an interpretation by the Americans “Operation Victory or on‐site commander‐
based on synthesis winning it. (The Death,” Brandywine, in‐chief greatly of facts Americans won by Germantown, Paoli hampered British • Notetaking and refusing to lose; the Massacre, Valley Forge, military operations in organizational British lost by proving Saratoga, John Burgoyne, America. Directing skills unable to win.) Horatio Gates, Benedict strategy from London • Reading Arnold, Monmouth Court proved to be a comprehension Standards: House, Henry Clinton, disaster. • Research skills Savannah, Charles • George III and his war • Written and oral 8.1.9, 8.2.9, 8.3.9, Cornwallis, Charleston, cabinet were, at best, expression of facts 8.2.12, 8.3.12 Benjamin Lincoln, Camden, inept. and concepts Cowpens, King’s Mountain, • George Washington, Essential Questions: Banastre Tarleton, an unschooled Students will be able to: Nathanael Greene, Francis amateur at the war’s 1. Given the enormous Marion, Guilford Court start, gained • Define Conventional military, industrial, House, Yorktown, Admiral competence and Warfare, Guerrilla and numerical DeGrasse, Jean ability with Tactics. advantages Britain Rochambeau, Treaty of experience, and • Evaluate the enjoyed in the Alliance, Ben Franklin, Lord consistently exhibited generalship of the American Revolution, Shelbourne, Treaty of Paris enormous leadership war’s major players: why were they (1783). skills. William Howe, Henry unable to win? • The Revolution was Clinton, John 2. The British military fought in Burgoyne, Charles Instructional Materials Suggested Activities Text – Chapter 4 Chart and Time Line – Battles of the American Revolution Notetaking Guide and Vocabulary Sheet Essay – “The American Revolution: England’s Vietnam” DVD – “John Adams” DVD – “The Patriot” Analyze and substantiate how the outcome of the Revolution may have been different had more rapid means of communication been available. Discuss and analyze this statement: “The American victory in the Revolution blossomed on the parched desert of defeat.” Have students develop and substantiate an explanation for the argument that George Washington was a competent military commander but an extraordinary leader. Have students evaluate the argument that Saratoga represents a turning point in world history. Ask the students to think beyond American history and to generate performed very capably in the Revolution, winning far more battles that it lost. What factors explain the American triumph? 3. What is George Washington’s true place in the pantheon of great American military leaders? 4. Was the American Revolution a “modern war?” conventional style in the Northern theater, while the fighting in the South reflected a departure from convention. Cornwallis, George Washington, Horatio Gates, Benedict Arnold, Nathanael Greene. • Assess the strengths and weaknesses of the British command structure: No on‐site commander‐in‐chief, slow communications from London, ineptitude on the part of George III, Lord North, Lord Germain, and the Earl of Sandwich. • Compare and contrast the style of fighting in the Northern and Southern theaters. a list of other turning points in world history. Have students develop an explanation for the fact that the Revolutionary War featured conventional strategy and tactics in the Northern theater and unconventional strategy and tactics in the Southern theater. Early America (Levels 1 and 2) Unit 6: The Articles of Confederation and Constitution Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Big Idea: The Constitution is an organic, adapting, living frame of government, which allows it to continue to serve the needs of modern America. Standards: 8.1.9, 8.1.12., 8.3.9, 8.3.12, 8.1.C, 8.3.C Essential Questions: 1. The Articles of Confederation created a weakened central government (the 2nd Continental Congress had no power to tax or to regulate commerce) in reaction to what experience? 2. The Constitution allowed for the creation of a stronger federal government in reaction to what Concepts Students should know that: • The Articles of Confederation created a weakened central government nd
(the 2 Continental Congress had no power to tax or to regulate commerce) in reaction to the powerful British government of the colonial period. • The Constitution allowed for the creation of a stronger federal government in reaction to the lack of power the Articles of Confederation nd
allowed the 2 Continental Congress. • The federal system of government divides power between the federal and state Competencies and Social Studies Vocabulary/Content Core Skills RTM Core Social Studies Define: Loose Construction, Skills: Strict Construction, Original Intent, Judicial Review, • Map skills System of Checks and • Interpretation of Balances, Federalism, charts and graphs Delegated powers, Implied • Analysis and Powers, Concurrent Powers, interpretation of The Unwritten Constitution, political cartoons Judicial Review, The Elastic • Analysis and Clause, The Supremacy interpretation Clause, The Articles of based on synthesis nd
Confederation, the 2 of facts Continental Congress, the • Notetaking and Annapolis Convention, organizational Shay’s Rebellion, the skills Constitution of the United • Reading States, the Bill of Rights, the comprehension Constitutional Convention, • Research skills George Washington, James • Written and oral Madison, Ben Franklin, expression of facts Alexander Hamilton, Luther and concepts Martin, Gouverneur Morris, Small States vs. Large States, Students will be able to: The New Jersey Plan, the • Define Loose Virginia Plan, The Great Construction, Strict Compromise, The Federalist Construction, Original Papers, Loose Construction, Intent, Judicial Strict Construction, Original Review, System of Intent, Judicial Review, Checks and Balances, Marbury vs. Madison, Federalism, System of Checks and Delegated powers, Balances, Federalism, The Instructional Materials Suggested Activities Text – Chapter 5 Notetaking Guide and Vocabulary Sheet The Constitution of the United States Chart: “Influential Supreme Court Cases” (Teacher generated) TIME Magazine: “The Constitution: Does it Still Matter?” Have students evaluate the cause and effect factor that explains the nd
weakness of the 2 Continental Congress compared to the more powerful model of a federal government allowed by the Constitution. Have students chart aspects of the Constitution that reflect the small state vs. large state controversy at the Constitutional Convention. Have students develop an explanation of how the Constitution is able to serve the needs of modern America, just as it served the needs of the America of 1789. Use Plessy vs. Ferguson and Brown vs. Board of Education as case studies. Have student experience? 3. The brevity of the Constitution, the concept of Judicial Review, the amendment process, the Elastic Clause, and the existence of the Supreme Court allow the Constitution to continue to provide what service? governments. • The System of Checks and Balances allows for a balance of power between the three branches of the federal government. •
• The “unwritten Constitution” is based primarily on historical precedent. • The Constitution functions on a delicate balance between “strict construction” and •
“loose construction.” • The brevity of the Constitution, the concept of Judicial Review, the amendment •
process, the Elastic Clause, and the existence of the Supreme Court allow the Constitution to continue to serve the needs of modern America, just as it served the needs of the America of 1789. Implied Powers, Concurrent Powers, The Unwritten Constitution, Judicial Review, The Elastic Clause, The Supremacy Clause. Evaluate the cause and effect factor that explains the nd
weakness of the 2 Continental Congress compared to the more powerful model of a federal government allowed by the Constitution. Identify aspects of the Constitution that reflect the small state vs. large state controversy at the Constitutional Convention. Explain how the Constitution is able to serve the needs of modern America, just as it served the needs of the America of 1789. Unwritten Constitution, Judicial Review, the Amendment Process. moderators lead a discussion of how the Constitution and the Supreme Court affect teenagers’ daily lives. Potential Topics: Affirmative Action, Drug Testing in Schools, Abortion, Censorship of School Newspapers and Publications, Prayer in Public Schools, Pledging the Flag, Busing of Parochial School Students, Freedom of Press/Speech and the Internet. Have students identify examples of the elastic clause being used to enlarge the powers of the Federal Government beyond the delegated powers. Use conscription and the creation of the Federal Reserve System as examples.
Early America Unit 7: The Early Republic Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Idea: The interplay Students should know RTM Core Social Studies between the conflicting that: Skills: political philosophies of • Map skills Alexander Hamilton and • Thomas Jefferson • Interpretation of Thomas Jefferson played and Alexander charts and graphs a major role in shaping Hamilton held • Analysis and the future of the young widely divergent interpretation of Republic. views on the future political cartoons of the young • Analysis and Standards: Republic, with interpretation Hamilton’s views based on synthesis 8.1.9, 8.3.9, 8.1.12,
proving to be more of facts 8.3.12, 8.1.C, 8.3.C
accurate. • Notetaking and • George organizational Essential Questions: Washington’s skills Administration • Reading 1. How did the interplay helped blueprint the comprehension between the functioning of the • Research skills conflicting political federal government • Written and oral philosophies of because of the huge expression of facts Alexander Hamilton number of and concepts and Thomas Jefferson precedents play a major role in established (the Students will be able to: shaping the future of “Unwritten the Republic? Constitution.”) • Define Nationalism, 2. Which view of the • The Election of Interchangeable future of the 1800, featuring a Parts, “King Cotton.” Republic, Hamilton’s peaceful transfer of • Compare and or Jefferson’s, power from one contrast Thomas proved to be more political party to Jefferson’s and realistic? another, established Alexander Hamilton’s Vocabulary/Content Instructional Materials Suggested Activities Define Nationalism, Interchangeable Parts, “King Cotton.” Thomas Jefferson, Alexander Hamilton, George Washington, The Federalist Party, the Democratic‐
Republican Party, The Whiskey Rebellion, The XYZ Affair, The Alien and Sedition Acts, The Election of 1800, Marbury vs. Madison, The Louisiana Purchase, The Lewis and Clark Expedition, the War of 1812, James Madison, Andrew Jackson, the Battle of New Orleans, the Treaty of Paris, 1783, James Monroe, The “Era of Good Feelings,” John Quincy Adams, the Monroe Doctrine, Nationalism, Interchangeable Parts, “King Cotton.” Text – Chapters 6 and 7 Notetaking Guide and Vocabulary Sheet Document Based Assessment: “The Monroe Doctrine” TIME Magazine: “The Lewis and Clark Expedition” NPS Brochure: “The Natchez Trace Parkway” Have students complete the Document Based Assessment: “The Monroe Doctrine.” Invite them to interpret the included political cartoon. Present the students with the following: “Much of today’s resentment on the part of Latin and South American nations toward their ‘Big Brother to the North’ is due to the Monroe Doctrine.” Encourage them to formulate an explanation for the statement. Encourage the students to make an important connection between the Election of 1800 and the Election of 2000. What are the common denominators between the two elections? 3. What crucial set of precedents did the Washington Administration establish for the future? 4. The Election of 1800 established what critical precedent for the future? 5. Why did the Federalist Party disappear? 6. The War of 1812 (The “Second American Revolution”) came about to a large extent because of what issues? 7. The Monroe Doctrine, ridiculed at first, has acquired what significance? 8. What effect did Eli Whitney’s invention of the cotton gin and development of the concept of interchangeable parts/the assembly line have on the economic development of the North and the South? 9. What concept became a key component in American History as the Republic experienced its “growing pains”? •
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a critical precedent for the future of the United States. The Federalist Party disappeared because it did not remain relevant; it became sectional and out of touch with Mainstream America. The War of 1812 was caused by issues between the United States and Britain left unresolved by the Treaty of Paris, 1783. Among other events, the Louisiana Purchase, the War of 1812, and the Monroe Doctrine bolstered the development of nationalism in the American psyche. The Monroe Doctrine and its corollaries has become a cornerstone of American diplomacy. Eli Whitney’s invention of the cotton gin and development of the concept of interchangeable parts/the assembly line helped •
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widely divergent views on the future of the Republic. Explain how George Washington’s Administration helped blueprint the functioning of the federal government because of the huge number of precedents established. Explain the critical precedent the Election of 1800 established for the future of the United States. Explain why the Federalist Party disappeared. Explain why the War of 1812 is referred to as “The Second American Revolution.” Discuss how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine bolstered the development of nationalism in the American psyche. Evaluate the Monroe Doctrine and its corollaries as a cornerstone of American diplomacy. Conceptualize how Eli Whitney’s invention of the cotton gin and Divide the class in half, with one half advocating Alexander Hamilton’s view of the future of America, and the other half supporting Thomas Jefferson’s view of the future of America. Encourage the students to make a judgment on the validity of each view. Student Discussion Topic: “Eli Whitney, the Cotton Gin, and Interchangeable Parts: How An Idea and Technology Changed History.” Encourage the students to formulate a list of other technologies and ideas that likewise changed history. Analyze the Treaty of Paris, 1783. Identify the components that led to the outbreak of The War of 1812. industrialize the North and develop “King Cotton” in the South. development of the concept of interchangeable parts/the assembly line helped industrialize the North and develop “King Cotton” in the South. Early America (Levels 1 and 2) Unit 8: Jacksonian America and Manifest Destiny Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Concepts Big Idea: Both Andrew Jackson and the era of Manifest Destiny altered the political landscape in America in ways that continue to affect America today. Standards: 8.1.9, 8.1.12, 8.3.9, 8.3.12, 8.1.C, 8.3.C Essential Questions: 1. In what ways did Jacksonian Democracy greatly liberalize the American political process, leading to an enlarged and enhanced degree of popular participation in government? 2. What precedent did Jackson’s Indian Removal Policy establish while dealing with Native Students should know that: • Jacksonian Democracy led to a greater degree of popular participation in government and a “democratization” of America. • Jackson’s Indian Removal Policy established the precedent of the federal government employing draconian measures while dealing with Native Americans. • Andrew Jackson was
a model of an
activist, powerful
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• Andrew Jackson’s handling of the Nullification Crisis and Chief Justice John Marshall’s rulings favoring Competencies and Social Studies Vocabulary/Content Core Skills RTM Core Social Studies Define Nationalism, Skills: Nullification, National Supremacy, States’ Rights, • Map skills Manifest Destiny, Andrew • Interpretation of Jackson, The “Spoils charts and graphs System,” Nominating • Analysis and Conventions, The Indian interpretation of Removal Act, The “Trail of political cartoons Tears,” The Whig Party, • Analysis and Henry Clay, The “Corrupt interpretation Bargain,” The American based on synthesis System, The Tariff of 1833, of facts The Nullification Crisis, John • Notetaking and Calhoun, John Marshall, the organizational Marshall Court Rulings, skills nd
Jackson and the 2 Bank of • Reading the United States, Manifest comprehension Destiny, The Acquisition of • Research skills the Oregon Territory, • Written and oral Stephen Austin, the Texas expression of facts Revolution, the Alamo, San and concepts Jacinto, Sam Houston, the Annexation of Texas, Students will be able to: Manifest Destiny, James K. Polk, The Mexican American • Define Nationalism, War, Palo Alto, Buena Vista, Nullification, National Chapultepec, Santa Anna, Supremacy, States’ Zachary Taylor, Winfield Rights, Manifest Scott, “To the Halls of Destiny. Montezuma,” The Mexican Instructional Materials Suggested Activities Text – Chapters 7 and 9 Notetaking Guide and Vocabulary Sheet Political Cartoon Exercise: “King Andrew” Chart: Marshall Court Rulings and National Supremacy Time Line and Chart: Battles and Campaigns of the Mexican American War DVD – “The Alamo” Have the students generate a definition of a “Cult of Personality.” Have them analyze the Whig Party’s close ties with the image of Henry Clay and the Democratic Party’s intense identification with the image of Andrew Jackson. Challenge the students to explain why the Whig Party drifted into oblivion while the Democratic Party survives to this day, despite both parties at the same time of their respective existences being “A Cult of Personality.” Have the students interpret the political cartoon “King Andrew” and explain what the cartoon suggests about Andrew Jackson’s presidential style. Americans? 3. How did Andrew Jackson remake the American Presidency? Although bitter rivals, how did both Andrew Jackson and Chief Justice John Marshall champion the concept of national supremacy? 4. Manifest Destiny was both a product of and a contributing agent to the development of what concept in America? 5. Manifest Destiny and its by‐product (the acquisition of territory by the United States) contributed mightily to the Civil War by creating what issue? national supremacy over states’ rights set important standards in terms of the federal government’s wishes prevailing over the interests of the states. • Manifest Destiny was fueled by nationalism and also accelerated the growth of nationalism in America. • Manifest Destiny and its by‐product, the acquisition of territory by the United States, contributed mightily to the Civil War by creating the crucial and far‐reaching issue of the spread of slavery to the territories. • Explain the ways in which Jacksonian Democracy led to a greater degree of popular participation in government and a “democratization” of America. • Evaluate Jackson’s Indian Removal Policy in terms of subsequent harsh measures employed by the federal government while dealing with Native Americans. • Explain how Andrew Jackson can be considered a model of a “modern President,” as he remade the American Presidency. • Explain how Andrew Jackson’s handling of the Nullification Crisis and Chief Justice John Marshall’s rulings favoring the federal government over the states set important standards for the future in terms of National Supremacy. • Conceptualize that Manifest Destiny was fueled by nationalism and also accelerated the growth of nationalism in America. • Explain how Manifest Cession, The Treaty of Guadalupe Hidalgo, Abraham Lincoln, The Spot Resolutions, The Gadsden Purchase, The Spread of Slavery To The Territories, The Missouri Compromise of 1820. Have the students assess the impact Andrew Jackson had on the “democratization” of America. Call on the students to develop an explanation for how Andrew Jackson and Chief Justice John Marshall—bitter political and personal foes—both championed the concept of national supremacy. Invite the students to weigh the impact of the Nullification Crisis and Manifest Destiny/Territorial Expansion on the advent of the Civil War. Encourage the students to explore and explain the connection between Manifest Destiny and Nationalism. Introduce the students to the concept that “The past is the father of the present.” Encourage them to consider the impact of Andrew Jackson on Native Americans today, and the effect of Manifest Destiny and the Mexican American War on present‐day relations between the United States and Mexico. Destiny and its by‐
product (the acquisition of territory by the United States) contributed mightily to the Civil War by creating the crucial and far‐reaching issue of the spread of slavery to the territories. Early America (Levels 1 and 2) Unit 9: The rise of Sectionalism Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Big Idea: Sectionalism and, ultimately, the Civil War, were caused by the issue of the spread of slavery to the territories. (SOSTTT) Standards: 8.1.9, 8.1.12,8.3.9, 8.3.12, 8.1.U, 8.3.U, 8.1.C, 8.3.C Essential Questions: 1. How did the issue of the SOSTTT encourage the rise of sectionalism and bring about the Civil War? 2. How did the creation of the Free Soil Party, the Republican Party, the Compromise of 1850, the Dred Scott Decision, the Kansas‐
Nebraska Act, “Bleeding Kansas”, the Lincoln‐Douglas Concepts Competencies and Social Studies Core Skills RTM Core Social Studies Students should know Skills: that: • Map skills • Stopping the Spread • Interpretation of of Slavery to the charts and graphs Territories was the • Analysis and root cause of interpretation of sectionalism and, political cartoons ultimately, the pre‐
• Analysis and eminent cause of interpretation the Civil War. based on synthesis • The creation of the of facts Free Soil Party, the • Notetaking and Republican Party, organizational the Compromise of skills 1850, the Dred Scott • Reading Decision, the comprehension Kansas‐Nebraska • Research skills Act, “Bleeding • Written and oral Kansas”, the Lincoln‐
expression of facts Douglas Debates, and concepts the Freeport Doctrine, Popular Students will be able to: Sovereignty, Abolition, The • Define Abolition, Underground Sectionalism, Railroad, Uncle “Bleeding Kansas”, Tom’s Cabin, The the Freeport Liberator, John Doctrine, Popular Vocabulary/Content Instructional Materials Suggested Activities Define Abolition, Sectionalism, “Bleeding Kansas”, the Freeport Doctrine, Popular Sovereignty, Secession, The Free Soil Party, the Wilmot Proviso, the Republican Party, the Compromise of 1850, the Dred Scott Decision, the Kansas‐
Nebraska Act, “Bleeding Kansas”, the assault on Senator Sumner, the Lincoln‐
Douglas Debates, the Freeport Doctrine, Popular Sovereignty, Abolition, the Underground Railroad, Uncle Tom’s Cabin, The Liberator, John Brown’s Raid at Harpers Ferry, Abraham Lincoln, Jefferson Davis, and the Election of 1860. Text – Chapters 9 and 10 Notetaking Guide and Vocabulary Sheet “The Needless Conflict” by Allan Nevins “The Second American Revolution” by Charles and Mary Beard “The Civil War and the Spirit of Compromise” by Daniel Boorstin “The Counterrevolution of 1861” by James McPherson “The Abolitionists: Holy Warriors” by James Brewer Stuart Have the students analyze secession as a Constitutional issue and from a sectional viewpoint through analysis of “The Second American Revolution” and “The Counterrevolution of 1861.” Have the students evaluate the Civil War as a by‐product of a breakdown in the American political system through “The Needless Conflict” and “The Civil War and the Spirit of Compromise.” Have the students rank the relative importance in American history of the Elections of 1800, 1828, 1860, 1876, 1896, 1912, 1932, and 1980. Have the students weigh the impact of the debates, the Freeport Doctrine, Popular Sovereignty, Abolition, The Underground Railroad, Uncle Tom’s Cabin, The Liberator, and John Brown’s Raid at Harpers Ferry exacerbate sectional tensions? 3. Why did Lincoln’s election in 1860 lead to secession? 4. What were (and are) the different ways of viewing secession? 5. Could the Civil War have been averted? Brown’s Raid at Harpers Ferry, and the Election of 1860 were all events that fueled and accelerated sectionalism in the 1850’s. • Secession was a direct consequence of the election of a Republican President in 1860, who won election on a platform of Stopping the Spread of Slavery to the Territories. • The Civil War can be viewed as a failure of the American political system. Sovereignty, Secession. • Evaluate the impact of the creation of the Free Soil Party, the Republican Party, the Compromise of 1850, the Dred Scott Decision, the Kansas‐
Nebraska Act, “Bleeding Kansas”, the Lincoln‐Douglas Debates, the Freeport Doctrine, Popular Sovereignty, Abolition, the Underground Railroad, Uncle Tom’s Cabin, The Liberator, John Brown’s Raid at Harpers Ferry, and the Election of 1860. • Analyze secession from a sectional point of view: Revolution (Abraham Lincoln’s view) or Counterrevolution (Jefferson Davis’ point of view). • Assess and weigh the importance of the Election of 1860, compared to the Elections of 1800, 1828, 1876, 1896, 1912, 1932, and 1980. • Dismiss the argument that slavery was not the major cause of the Civil War. “Abolitionist Beginnings” by Blanche Glassman Hersh TIME Magazine – “Why We’re Still Fighting the Civil War” Slavery: Cause and Catalyst of the Civil War (NPS) The Underground Railroad (NPS) “Slavery and the Civil War” (NPS) “Losers Have Written the Civil War’s History” by Steven Conn “Confederate History Doesn’t Always Travel Well” by Laura Bly Abolition movement on the rise of sectionalism as found in “The Abolitionists: Holy Warriors,” “Abolitionist Beginnings,” and The Underground Railroad. Have the students defend the argument that the Civil War was caused by slavery, and be able to explain why certain historians, schools of historical thought, and even modern‐day southern governors were and are unwilling to embrace that fact. Use “Why We’re Still Fighting the Civil War,” Slavery: Cause and Catalyst of the Civil War, “Slavery and the Civil War,” “Losers Have Written the Civil War’s History,” and “Confederate History Doesn’t Always Travel Well” as sources.
Early America (Levels 1 and 2) Unit 10: The Civil War and Reconstruction Suggested Duration: 2 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Vocabulary/Content Core Skills Big Idea: The Civil War Students should know RTM Core Social Studies Define Modern/Total War, and Reconstruction that: Skills: Revolutionary Conflict, redefined America. The Nationalization, • Map skills Civil War was a Conscription, • The Civil War and • Interpretation of revolutionary conflict, Emancipation, USA Reconstruction charts and graphs essentially the first Constitution, CSA redefined the • Analysis and “modern war.” The Civil Constitution, Abraham republic, doing interpretation of War did much more than Lincoln, Jefferson Davis, more than any political cartoons eliminate slavery in Fort Sumter, Anaconda other single • Analysis and America; the Civil War Plan, R.E. Lee, Border historical event to interpretation st
and Reconstruction States, 1 Bull Run, Irwin transform the ideals based on McDowell, Pierre changed the status of of the Declaration synthesis of facts Beauregard, Joe Johnston, blacks in America of Independence • Notetaking and George McClellan, Seven forever and helped into reality. organizational Days Campaign, Thomas redefine the republic. • The Civil War was a skills Jackson, Shenandoah revolutionary • Reading Valley Campaign, Standards: conflict; it was the comprehension Blockade, Blockade first “modern/total • Research skills 8.1.9, 8.2.9, 8.3.9, 8.1.U, Runners, Ironclads war.” The powers of • Written and oral 8.2.U, 8.1.C, 8.3.U, 8.3.C, (Monitor, Virginia), the Presidency, expression of facts 8.1.12, 8.2.12, 8.3.12 Submarine (Hunley), military strategy and concepts Commerce Raiders and tactics, the Essential Questions: (Alabama), Army of the technology of Students will be able to: Potomac, Army of warfare, the scope 1. How did the Civil Northern Virginia, U.S. of warfare, the • Define Modern/Total War and Grant, Forts Henry and impact of warfare War, Revolutionary Reconstruction Donelson, J.E.B. Stuart, on the home Conflict, nd
redefine the John Pope, 2 Bull Run, front…All were Nationalization, Lee’s Lost Orders, republic? changed forever by Conscription, Antietam, Joe Hooker, N.B. 2. In what ways can the the Civil War. Emancipation. Civil War be Forrest, A.S. Johnston, • The USA’s victory • Explain how the Civil Shiloh, D.G. Farragut, Fall considered a over the CSA in the Instructional Materials Suggested Activities Text – Chapters 11 and 12 Notetaking Guide and Vocabulary Sheet The Killer Angels by Michael Sharra Civil War Artifacts (Teacher Collection) “A Revolutionary Conflict” by Jeffry Wert “Dishonest Abe” by Garry Wills “The Widow Maker” (Civil War TIMES) “The Civil War” (NPS Brochure) “Civil War Soldiers and Civilians” (National Archives Kit) “Facts About the Students may choose to go on the Gettysburg Field Trip. (The Killer Angels) Have students develop a PowerPoint presentation identifying and explaining features of the Civil War that qualify it as a revolutionary conflict/”modern/total war.” Have students participate in a panel discussion focusing on the question, “How did the Civil War change America forever?” Have students write an essay on the topic, “The Civil War and Black Americans: The Enormity of Change.” Have students evaluate the connection between the Declaration of Independence, the Gettysburg Address, and the Civil War. 3.
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revolutionary Civil War was a conflict/the first consequence of “modern/total war”? numerical, What factors explain agricultural, the USA’s victory industrial, over the CSA in the technological, and Civil War? How was leadership victory achieved? superiority enjoyed In what ways did the by the USA. Civil War affect the • The Civil War was home front in the first American America and war that American foreign dramatically policy? affected and How was the status impacted the home of African‐Americans front. changed forever by • American foreign the Civil War and policy became more Reconstruction? aggressive and What factors shaped assertive as a and defined the consequence of the process of Civil War. Reconstruction? • The status of While Reconstruction African‐Americans is historically viewed was changed as a failure, what forever by the Civil were its enduring War and successes? Reconstruction; three million people were released from servitude and became free men and women. The service of the USCT’s, in particular, guaranteed black citizenship in America. • Complex political machinations, the death of Abraham Lincoln, a signal •
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War and Reconstruction redefined the republic and helped transform the ideals of the Declaration of Independence into reality. Define and provide concrete examples of the Civil War as a revolutionary conflict and a “modern/total war.” Explain how the USA’s victory over the CSA in the Civil War was a consequence of numerical, agricultural, industrial, technological, and leadership superiority enjoyed by the USA. Explain how the Civil War dramatically affected and impacted the home front unlike any prior American war. Evaluate American foreign policy as becoming more aggressive and assertive as a consequence of the Civil War. Assess how the status of African‐
Americans was changed forever by the Civil War and of New Orleans, James Longstreet, A. P. Hill, Emancipation Proclamation, Edwin Stanton, William Seward, Judah Benjamin, USCT’s, th
54 Massachusetts, Ambrose Burnside, Fredericksburg, Chancellorsville, George Meade, Gettysburg, George Pickett, Richard Ewell, John Pemberton, Vicksburg, Mississippi River, William Rosecrans, Braxton Bragg, Chattanooga, Chickamauga, George Thomas, Army of the Cumberland, Army of the Tennessee, Army of Tennessee, William Sherman, Atlanta, Phil Sheridan, Conscription, Draft Riots, “Copperheads”, Andersonville, The Overland Campaign, The Wilderness, Spotsylvania, Cold Harbor, Petersburg, The Valley Campaign, “March to the Sea,” Savannah, Election of 1864, Richmond, Appomattox Court House, John Wilkes Booth, Technological “Firsts”, Photography, Martial Law, Ex Parte Milligan, Clara Barton, The Red Cross, Frederick Douglass, the Freedman’s Bureau, The KKK, Carpetbagggers, Scalawags, Jim Crow, Black Civil War” (Civil War Centennial Commission) “Reflections on the Limits of the Possible” by LaWanda Cox “Emancipation, Race, and Ideology” by Thomas Holt DVD’s – Glory, The Civil War (Ken Burns), Lincoln, Civil War Journal (varied episodes), Gettysburg, The Civil War Photographers, The American Civil War. Have students explore the effects of the Civil War on the home front by using “Civil War Soldiers and Civilians,” a National Archives Kit. Have students chart develop a chart assessing advantages/disadvantages, CSA vs. USA. (“Facts About the Civil War”) Have students write a speculative essay on the topic of their choice, “Reconstruction If Lincoln Had Lived”, or “What If the South had Won the Civil War?” Have students compare and contrast Reconstruction and “The Second Reconstruction,” the Civil Rights Movement of the 1960’s by reading and analyzing “Reflections on the Limits of the Possible” and “Emancipation, Race, and Ideology.” failure of presidential leadership, cultural issues, and the enormity of the task of rebuilding the nation and the Union were events and factors that shaped and defined the process of Reconstruction. • While Reconstruction is historically viewed as a failure, it achieved some noteworthy successes, many of which would not be evident until the future. Reconstruction and weigh the significance of the service of the USCT’s. • Explain how complex political machinations, the death of Abraham Lincoln, a conspicuous failure of presidential leadership, cultural issues, and the enormity of the task of rebuilding the nation and the Union were events and factors that shaped and defined the process of Reconstruction. • Explain the noteworthy successes of Reconstruction, many of which would not be evident until the future. Codes, Radical Republicans, Radical Republican reconstruction, Tenant Farming, Sharecropping, Crop Lien System, Wade‐Davis Bill, th
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13 , 14 , and 15 Amendments, Andrew Johnson, Civil Rights Act, Reconstruction Act of 1867, Tenure of Office Act, Johnson’s Impeachment, Elections of 1868, 1872, 1876, The Electoral Commission, The Compromise of 1877 .