Asia Society’s
Graduation Portfolio System (GPS) and
Curriculum Frameworks Project
Experiences in
American History
Unit III: Nations within
America, 1840-1898
A unit to be piloted by ISSN schools
during the 2009-2010 school year
Developed by Tim Kubik, Ph.D. with
Katie Willett
DRAFT, version July 2009
Experiences in American History-- Unit III, Nations within America, 1840-1898
Narrative Summary: In their initial articulation, the rights and freedoms that defined the United
States applied only to a narrow segment of the population: women, ethnic minorities, and the
economically less fortunate were either expressly denied these rights, or found them extremely
difficult to exercise. Paradoxically, as the American nation reached it’s ultimate geographical
definition with Western Expansion and the end of the Civil War, the United States found itself
increasingly more diverse, not less; a trend furthered by the need for labor prompted by
American industrialization. One new nation after another learned how to relate to these United
States, and the country learned how to relate to each in turn in a way that contributed to its
growth in a unique and important way.
This unit has been developed by ISSN teachers and consultants to be piloted and further
refined during the 2009-2010 school year as part of the Asia Society Graduation Portfolio
System and Curriculum Frameworks project. If you would like to be part of the team piloting this
unit, please send your contact information with the name of the unit to Jennifer Chidsey Pizzo at
jenniferp@asiasoc.org
Questions to refine scope and place in sequence for this unit :
Question
Answer
Who are the students who Depending on the existing state standards, this unit can be taught
will learn from this unit?
in 7th, 8th or 11th grade. While the content and concepts may be
What grade level(s)?
“set” according to state standards, the general framework of
national contributions to the American experience can be adapted
to meet the needs of students across these grade levels.
What will make this unit
Traditionally, this time period is taught through political history (the
most interesting to
resolution to the conflict surrounding slavery) and through
students? (Promising
economic history (the rise of industrial capitalism and its challenge
Connections)
to agrarianism). While stories of the political and economic
leadership of political elites can be inspiring, the experiences are
at a far remove from the daily lives of many students, and often
serve as much to alienate as they do to inspire. By placing elite
politics in the context of social history and the contributions of the
various classes of individuals (social, ethnic, and economic)
during this period, student’s own experience as Americans can be
affirmed and heightened.
How can this be developed Because this unit focuses on cultural studies and social activism,
as an interdisciplinary unit
alternative approaches to history and social science can be
(what disciplines
introduced alongside traditional political and economic history.
can/should be addressed)? Additionally, the introduction of many world languages to America
in this period, and the rise of “muckraking journalism” offer
opportunities to consider linkages with ELA. Finally, the story of
industrial capitalism is as much one of science and accounting as
it is the “tycoons of industry,” and both science and math can be
explored as a way of understanding the “levers” which these
captains pulled to achieve their success.
How does this unit address This unit connects students to the world and prepares them for
the ISSN graduate profile? college by helping them to appreciate that citizenship is a concept
that can be applied within a socio-economic or national setting,
and across such settings. Looking at case studies where
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Experiences in American History-- Unit III, Nations within America, 1840-1898
In what course/s do we
envision this unit being
taught?
What pre-requisite
knowledge is required of
students?
individuals advanced the concept of citizenship based on
contributions to society, rather than the simple acceptance of
social norms, students also have the opportunity to develop their
appreciation of today’s events. As many of the learning
experiences offered in the unit depend on effective teamwork,
students will also improve their ability to collaborate and analyze
information in order to arrive at reasonable and responsible
decisions.
Experiences in American History, or any “United States History”
course mandated by state standards, or offered as part of an AP
program.
Most students are introduced to some aspects of American history
prior to a formal class in that subject, but the period from 18501898 is rarely covered in primary grades, save perhaps at the
state level. As such, the unit does not assume prior knowledge of
American history for this period, though knowledge of the Colonial
and Federal Periods (Units I, and II in these Frameworks) IS
assumed. Additionally, students should have some basic
understanding of the discipline of history, including basic
geography of the United States, chronology, the use of primary
and secondary sources, and interpretation and analysis.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part A-I: Planning and Preparation—EUs, EQs, Results and ISSN Graduate Profile
What are the big
Students should come to appreciate that the culture of the United
ideas/enduring
States is the work not of a single socio-economic group, but rather
understandings
the contributions of several such groups, though often as the result
students will understand
of intense political struggles.
and be able to explain as
a result of this unit (EUs) EU1: Students will understand the ways in which relations between
American cultures contributed to the growth of the United States in
a unique and important way.
EU2:
Students will understand how a new notion of “earned
citizenship” resulted from these cultural relationships.
What provocative
questions will students
try to answer in this unit?
How are these related to
the Big Ideas above?
(EQs)
What will students know
and be able to do as a
result of this unit?
(Results; content and
skills)
How will this unit support
the development of
students who reflect
the graduate profile for
the ISSN network?
EQ: Is citizenship a “right,” or a “reward?”
In addition to learning the geography and history of various socioeconomic groups within the United States, students will also come
to appreciate the way that the United States is the product of
informal social networking as it is of formal political decisionmaking, in part because of the democratic and representative
nature of American government, but also in part because society is
always larger than the government that governs it (a brief
introduction to DeToqueville is relevant here). As a result of this
choice, the political compromises and military struggle surrounding
the Civil War are placed in a much larger context, and seen as part
of a larger question, rather than as the central question of the age.
As the unit closes, students will be able to distinguish “political,”
“economic,” and “social” or “cultural” outcomes, as well as analyze
the ways in which these are interconnected. They will also have a
greater appreciation of the meaning of “citizenship” in a crosscultural context. Finally, as many of the learning experiences
offered in the unit depend on teamwork, students will also improve
their ability to collaborate and analyze information in order to arrive
at reasonable and responsible decisions.
This unit connects students to the world and prepares them for
college by helping them to appreciate that citizenship is a concept
that can be applied within a socio-economic or national setting, and
across such settings. Looking at case studies where individuals
advanced the concept of citizenship based on contributions to
society, rather than the simple acceptance of social norms, students
also have the opportunity to develop their appreciation of the history
of today’s events. As many of the learning experiences offered in
the unit depend on effective teamwork, students will also improve
their ability to collaborate and analyze information in order to arrive
at reasonable and responsible decisions.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part A-II: Preparation and Planning—Possible Standards Addressed
Note: National Standards are addressed here. Individual ISSN schools should align their
State’s standards with these to meet requirements. Web sites for state standards of ISSN
schools are provided in additional resources section of this document.
Link to all standards: http://www.mcrel.org/compendium/browse.asp
Social Studies
U.S. History
9.
Understands the United States territorial expansion between
1801 and 1861, and how it affected relations with external
powers and Native Americans
10. Understands how the industrial revolution, increasing
immigration, the rapid expansion of slavery, and the westward
movement changed American lives and led to regional tensions
11. Understands the extension, restriction, and reorganization of
political democracy after 1800
12. Understands the sources and character of cultural, religious,
and social reform movements in the antebellum period
13. Understands the causes of the Civil War
14. Understands the course and character of the Civil War and its
effects on the American people
16. Understands how the rise of corporations, heavy industry, and
mechanized farming transformed American society
17. Understands massive immigration after 1870 and how new
social patterns, conflicts, and ideas of national unity developed
amid growing cultural diversity
18. Understands the rise of the American labor movement and how
political issues reflected social and economic changes
19. Understands federal Indian policy and United States foreign
policy after the Civil War
Civics
9.
Understands the importance of Americans sharing and
supporting certain values, beliefs, and principles of American
constitutional democracy
10. Understands the roles of voluntarism and organized groups in
American social and political life
11. Understands the role of diversity in American life and the
importance of shared values, political beliefs, and civic beliefs
in an increasingly diverse American society
24. Understands the meaning of citizenship in the United States,
and knows the requirements for citizenship and naturalization
25. Understands issues regarding personal, political, and economic
rights
26. Understands issues regarding the proper scope and limits of
rights and the relationships among personal, political, and
economic rights
27. Understands how certain character traits enhance citizens'
ability to fulfill personal and civic responsibilities
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part B: Assessing the Unit
How will students demonstrate that they know and can do what was planned? Include
assessment strategies that are formative and summative. What do I want to know about
student prior understanding of the topics covered in this unit before the unit begins and how
will what I find out be useful in making sure that the way the unit is planned meets the
students where they are (pre-assessments)?
Formative
In order to integrate many of the Civics outcomes into the learning
Assessment Ideas
experiences in American history, students will need to begin to
appreciate and apply the distinction between “research” and “reporting”
when covering historical events. Formative assessments for this unit
are designed to heighten effective research skills (primary and
secondary research, note-taking and documentation, and persuasive
analytical writing) while adding personal interviews, journalistic
attributions, and editorial formatting to the students’ skills set.
Summative
While students will retain the option of writing a “traditional” essay, the
Assessment Idea:
expectations for this essay will require effective application of the
concepts learned through the formative assessments. The preferred
medium of presentation for the task is envisioned to be a “zine” of
some sort, whether hardcopy, or a web-page, which organizes an
argument about civil disobedience through it’s presentation of the
various “stories” that were researched. For those that struggle with
writing, a final option would be a more visually focused tri-fold poster
that makes its argument through images supplemented with text, much
as a storyboard does.
Formative Assessment:
Assessments for
The Import of Individuals: Biographical Information Questionnaire –
Learning Experience Research. While studying the various reform initiatives of the mid 19th
1
Century, students will identify “individuals” who are pushing for reforms
on behalf of social groups in the context of the democratic, religious,
and labor initiatives. Students will complete the Biographical
Information Questionnaire for at least three (3) of the individuals
identified by state standards, one from each initiative (democratic,
religious, and labor). The Instructor will provide commentary on the
work, but no scoring or grades.
Assessments for
The Expansion of Individualism: Reporter’s Notebook—Research.
Learning Experience While reviewing Westward Expansion as a socio-cultural phenomenon,
2
students will take the three individuals they have researched, and
analyze them comparatively for patterns/generalities regarding their
“civil disobedience” on behalf of a social group in order to begin the
generation of a thesis about “civil disobedience.” The Instructor will
provide commentary on the work, but no scoring or grades.
Assessments for
The Import of Individualism: Biographical Interview Questionnaire—
Learning Experience Research. While studying the work of Thoreau and his protests
3
against the Mexican American War, students will now be able to
interview each other regarding the individuals they have researched.
By relating their own research to that of others, they will be able to
complete Biographical Information Questionnaire’s on ALL the
individuals they are required to know for their state standards in a more
in-depth fashion. The Instructor will provide grades on the work, and
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Assessments for
Learning Experience
4
Assessments for
Learning Experience
5
Assessments for
Learning Experience
6
commentary only as needed.
The Clash of Individualisms: “Zine Formatting” –Writing. While
studying the American Civil War, teams of 3 students will be given
BIQs for three (3-5) randomly selected individuals from class research,
and tasked to format a “zine” that tells an integrated story about how
“civil disobedience” led to recognition of the contribution made by a
particular social group, AND to increased rights for that group. The
story will be based on a menu of pre-selected options. Student will
present their mock-up “zine” to the class, explaining their editorial
decisions based on the option they chose. The Instructor will provide
commentary, but no scoring or grades.
The Worth of Individuals: Summative Assessment—Writing. While
studying the rise of industrial capitalism and the labor movement,
students will then individually complete their essay, “zine,” or trifold
poster. The Instructor will provide grades on the work, and
commentary only as needed.
Reflection—Writing. As the unit comes to a close, students will be
encouraged to display a copy of their “zine” in a public location
(Library, website, posted in hallways, etc.), and to engage other
students from outside their class in discussions about their work. A
brief, 1-2 page reflective essay will allow the student to draw lessons
from this feedback, and serve as a final demonstration of whether
learning objectives have been met. This essay may be scored or
graded at the Instructor’s option.
Resources for planning assessments:
Texts: America: Pathways to the Present (Prentice Hall), The Americans (McDougal Littell),
America: A Concise History (Bedford-St. Martins)
Reading Selections:
Ralph Waldo Emerson, “Self-Reliance”
Henry David Thoreau, “You and Thoreau”, Selections from Thoreau’s Writings, Katie Willett, ed.
Handout for students.
Alexis DeTocqueville, “Individualism in Democracies,” Democracy in America, pp. 506-508
See also: Biographical Information Questionnaire, Reporter’s Notebook, Interview
Questionnaire, “Zine” Formatting.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part C: Implementation
Learning Experience 1
Description: While this Learning Experience focuses on the social and
cultural factors shaping the various reform initiatives of the mid-to-late
19th Century (Abolition, Suffrage, Temperance, Utopianism & Workers’
Time required: 7-10
Associations), students’ homework will focus on their emerging sense
periods
of which “individuals” are pushing for reforms on behalf of social groups
in the context of the democratic, religious, and labor initiatives. All
students should begin their exploration of individualism with Emerson’s
famous essay “Self-Reliance” before turning to those individuals
named as relevant in state standards. As a beginning point for student
research these could include Thoreau, Fourier, Brigham Young, David
Walker, Garrison, Dix, Stanton, Mott, or Sojourner Truth, Frederick
Douglas, Chief Joseph of the Nez Percé, Eugene Debs), but teachers
should feel free to add a few individuals from this period, or others,
especially if they are significant for local history. Students will complete
the Biographical Information Questionnaire for at least three (3) of the
individuals, ideally one from each initiative (democratic, religious, and
labor).
Materials
Core Skills and Content Addressed
Skills: biographical research,
Content: key individuals in 19th
source comparison and citation
century American history,
character traits that enhance
citizens' ability to fulfill personal
and civic responsibilities;
extension, restriction, and
reorganization of political
democracy; the sources and
character of cultural, religious, and
social reform movements in the
antebellum period
Standards Addressed for all Disciplines Included in the Unit
US. History
Social Studies
11. Understands the extension, restriction, and reorganization of
political democracy after 1800
12. Understands the sources and character of cultural, religious,
and social reform movements in the antebellum period
Civics
27. Understands how certain character traits enhance citizens'
ability to fulfill personal and civic responsibilities
Pre-Requisites
Speaking, Listening, Students will need to be able to read their textbook for information
Reading and Writing regarding these individuals in addition to other information they are
Skills Required
required to learn about this period according to their state standards.
They should also be encouraged, and given time, to look at other
primary and secondary sources regarding these individuals in the
library or on-line. They will need to be able to take effective notes
using the “Biographical Information Questionnaire,” and to be able to
distinguish a reliable source, and cite it properly.
Title: The Import of
Individuals
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Other
None
Community Connection/Home Work
Biographical research always offers an opportunity for students to hold
a mirror to themselves as they look at specific individuals. Do the see
in themselves any of the Global Citizenship traits they are researching?
Do they find these traits among adult contemporaries, whether their
parents, or a local community leader? Students should be encouraged
to reflect on, and share such thoughts with those outside of the
classroom.
Resources for Lessons:
Ralph Waldo Emerson, “Self-Reliance”
See also: Biographical Information Questionnaire, textbook(s), access to library or mediacenter.
Notes for the teacher: Depending on your state, the reform period may be something your
standards glance over, or they may be the focus of a unit unto themselves. The same will be
true for the textbook you use. Thus, rather than require you to cover a specific narrative on this
period, use your standards as a guide as to how best to expose your students to the basic role
of religion and democratization in the reform initiatives of the time. Individualism will be a
common theme in most standards, and so it is natural to have students begin with biographical
research on so-called “important individuals.” As the project develops, however, students will
have a chance to come to see how an individual is often made to stand in, or up, for the
complaints of a group, and student work will shift toward analyzing social patterns. At this point,
however, students should be working as individuals on the individuals they are researching so
that you are able to assess and appraise their basic research and note-taking skills. This
makes an ideal homework assignment, but at least one class period should be allowed so that
the instructor can coach students through the first BIQ. Rather than grade the first three BIQs
that students complete, the Instructor should meet with students individually, or offer brief
written commentary and encouragement for improvement, making clear that the final
submissions (after the interview process), WILL be graded.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part C: Implementation
Title: The Expansion of
Individualism
Time required: 3-5
periods
Materials
Learning Experience 2
Description: While reviewing Westward Expansion (Annexation of
Texas, Mexican-American War, the Question of Slavery in the
Territories and the Compromise of 1850) as a socio-cultural
phenomenon (i.e., social and cultural forces propelling expansion
such as Manifest Destiny or new labor and farming patterns, rather
than the leading personalities), students will take the three individuals
they have researched, and analyze them comparatively using their
“Reporter’s Notebook” for traits of “civil disobedience” these
individuals share in common. All students should also read the
excerpt from DeToqueville’s Democracy in America as a common text
for comparison. By modeling similar comparative analysis regarding
the social and cultural forces propelling Westward Expansion, this
activity will help students to develop analytical skills, and should lead
to the generation of a thesis about “civil disobedience.”
Core Skills and Content Addressed
Skills: comparative analytical
Content: territorial expansion
research, synthesis, formation of
and westward movement, the
a thesis
geography of the American
West, the Question of Texas,
Manifest Destiny, Native
American relations, “freesoilers,” the rapid expansion of
slavery
Standards Addressed for all Disciplines Included in the Unit
US History
9. Understands the United States territorial expansion between
1801 and 1861, and how it affected relations with external
powers and Native Americans
10. Understands how the industrial revolution, increasing
immigration, the rapid expansion of slavery, and the westward
movement changed American lives and led to regional
tensions
Civics:
25. Understands issues regarding personal, political, and
economic rights
26. Understands issues regarding the proper scope and limits of
rights and the relationships among personal, political, and
economic rights
Pre-Requisites
Speaking, Listening, In order to engage in effective analysis, it is essential that students
Reading and Writing know and can apply the distinction between descriptive writing (telling
Skills Required
it like it is), narration (telling a story), and analytical writing (making an
argument). The Reporter’s Notebook is designed to FURTHER
understanding of these distinctions by asking students to think about
the ways someone would act in order to try to “make the news,” and
to analyze the actions of individuals according to whether they do so
Social Studies
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Other
in a way that leads to a positive press reaction, or a negative one. If
students are still struggling with the basic idea of analysis, this
refinement will be difficult, and so some reminders may be necessary
before diving into the Reporter’s Notebook activity. This can be done
through a direct lesson on analytical writing, or by modeling analysis
while covering Westward Expansion in class.
Because of the role journalism plays in this Learning Experience,
students should be encouraged to spend some of their library or
media center time looking at contemporary journalism examples in
order to become more familiar with traits of that genre.
Community Connection/Home Work
Biographical research always offers an opportunity for students to
hold a mirror to themselves as they look at specific individuals.
However, now the emphasis is placed on looking at traits that are
common across individuals who succeeded in acts of “civil
disobedience.” Can any one individual embody ALL of these traits, or
were some preferable for the specific situations in which the
individuals found themselves? Are these traits ALWAYS desirable, or
do they take on different meanings in different contexts and, if so, how
do the media influence our understanding of these contexts. Students
should be encouraged to look for examples in contemporary news
stories, and then to reflect on, and share such thoughts with those
outside of the classroom.
Resources for Lessons:
Alexis DeTocqueville, “Individualism in Democracies,” Democracy in America, pp. 506-508
See also: Reporter’s Notebook, textbook(s), access to library or media-center.
Notes for the teacher:
Depending on your state, the period of Westward Expansion may be something your standards
glance over, or they may be the focus of a unit unto themselves if your state was settled and/or
entered the Union at this time. The same will be true for the textbook you use. Thus, rather
than require you to cover a specific narrative on this period, use your standards as a guide as to
how best to expose your students to the basic socio-economic and cultural forces typical of this
time, rather than focusing on “leading individuals.” For example, the Instructor might model
comparative analysis in the question of Westward Expansion by explaining how a common
desire in the North and South for agricultural land in the face of industrialization leads to a fight
over the type of agriculture to be practiced in the West—small hold farming and domestic
industrial food processing to feed the cities vs. plantation farming and commercial export of raw
materials to grow a regional economy. Such modeling will help students to develop analytical
skills, and should lead to the generation of a draft thesis about “civil disobedience” that relates
the experiences of their three individuals. As the Reporter’s Notebook is completed and a
thesis begins to form, the Instructor should provide commentary on the work, but no scoring or
grades, making clear that students are expected to incorporate these suggestions into their final
BIQs, due at the end of the next Learning Experience.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part C: Implementation
Learning Experience 3
Description: Studying the work of Thoreau and his protests against
the Mexican American War is the heart of this unit, as it lays out most
directly how the forces of individualism began to clash against the
Time required: 5-7
larger social forces for Reform and Westward Expansion. Thoreau’s
Days
protests open the way for a new understanding of rights and
responsibilities as an American citizen, flowing not only from the
Constitution and the Bill of Rights, but also from one’s moral
foundations and the contributions these make to the community. To
further their understanding, Stephen Douglas’ role in the Compromise
of 1850, and the Dred Scott Decision of 1858, are interesting and
contrasting case studies worth discussing. In this context, students
will now be able to interview each other regarding the individuals they
have researched in a way that allows them to relate their comparisons
to those of others. This will help them to complete Biographical
Information Questionnaire’s on ALL the individuals they are required
to know for their state standards, and should help them to further
refine a thesis for their summative assessment. Students who also
plan to interview a civil rights activist in their community will also have
the opportunity to practice their interview skills with their classmates,
before moving on to an actual interview. When ALL the BIQs are
completed, the Instructor will provide grades on the work in light of the
student’s ability to meet state standard definitions of these individuals,
and commentary on the developing thesis as needed.
Materials
Core Skills and Content Addressed
Skills: relational analysis,
Content: Mexican-American
interviewing others, follow-up
War, geography of the American
questions, thesis revision
West and Mexico, aggression vs.
defensive wars (and the difficulty
of knowing which is which!),
Henry David Thoreau, Stephen
Douglas and the Compromise of
1850, Dred Scott Decision.
Standards Addressed for all Disciplines Included in the Unit
US. History
Social Studies
11. Understands the extension, restriction, and reorganization of
political democracy after 1800
12. Understands the sources and character of cultural, religious,
and social reform movements in the antebellum period
Civics:
9.
Understands the importance of Americans sharing and
supporting certain values, beliefs, and principles of American
constitutional democracy
10. Understands the roles of voluntarism and organized groups in
American social and political life
11. Understands the role of diversity in American life and the
importance of shared values, political beliefs, and civic beliefs
in an increasingly diverse American society
Title: The Import of
Individualism
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Speaking, Listening,
Reading and Writing
Skills Required
Other
Pre-Requisites
This learning experience should advance individual student
understanding of effective analysis through the interview process and
its emphasis on asking good “follow-up” questions. Make clear to the
students that they are not only expected to learn about different
individuals from other students (good listening), but also to help other
students learn by asking good follow up questions and, perhaps more
importantly, sharing insights they have about one or both individuals
under discussion based on the information related. Some student
may also need to be coached on how to take effective notes during an
interview, and about direct quotes and paraphrases. While it is
important to capture information from an interviewee effectively,
attempts to capture a word-for-word transcript will often hinder an
effective interview. So, a specific kind of listening for main ideas
should be coached.
If students are going to go on to conduct actual interviews, it is
probably appropriate to spend 10-15 minutes of class time offering
general advice on proper dress, punctuality, clearly explaining to the
interviewee how their information will be used, and offering the
interviewee a chance to review and comment upon any notes that are
taken prior to their use. These civil courtesies are important in getting
a chance to come back and interview a second time!
Community Connection/Home Work
Not every student will be able to, or want to interview a member of the
community active in a civil rights cause. That said, this is an excellent
opportunity to make a community connection! Be sure to reward
those who do make this extra effort by giving them an opportunity to
report out to the class. It will add more information to class
discussions, and may actually encourage a few hesitant students to
go for it!
Resources for Lessons:
“Civil Disobedience, a Quick History.” Katie Willet, Handout for Teachers and Students to
Discuss.
Henry David Thoreau, “You and Thoreau”, Selections from Thoreau’s Writings, Katie Willett, ed.
Handout for students.
See also: “Troubling News?” Interview Template
Notes for the teacher: Although only mid-way through the unit, this learning experience is
clearly at its heart. Most courses focus on the high-political drama of the Presidential Election of
1844, the military campaigns of the Mexican-American War, and the Annexation of Texas and,
while these events should still be discussed, they provide the context for the much more
significant questions that began to be asked surrounding these events. Manifest Destiny, to be
sure, but which “Americans” share in this “destiny,” and on what ground is this determined?
During the course of this unit, race, religion, political affiliations (state and federal) and issues of
immigration will all be considered, but time and again, the issue of one’s individual adherence to
the foundational ideas of the country, and one’s willingness to contribute in that vein, will
appear. Thoreau’s Civil Disobedience is ideal for understanding the link between rights and
“contributions” with regard to citizenship, and so teachers needing a refresher on the concept
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Experiences in American History-- Unit III, Nations within America, 1840-1898
are encouraged to consider the brief “Civil Disobedience, a Quick History.” While there are
certainly setbacks to that vision in Dred Scott and the Civil War, as the unit comes to a close,
the reform movement of the mid-19th century finds its voice again in the Progressives of the end
of the century, and this very Progressivism is targeted in a way to help those not traditionally
viewed as “American” to find their place. As such, this is often an important story for students
still struggling with their own American identity.
In terms of the long-term task, getting students to exchange ideas with one another to improve
their individual work is both an important academic skill, and also a direct lesson in the civics
behind effective “civil disobedience” movements. As much as we celebrate the individual
example of a Thoreau, Anthony, or Douglas, we know that, in the end, it was their ability to
relate their ideas to those of others that gave weight and import to them. This is why
interviewing a civil rights activist is actually a very important part of the learning experience as a
follow-up to students interviewing each other. History is one thing, but confirmation from a
personal story will make that history come alive!
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part C: Implementation
Learning Experience 4
Description: The American Civil War can be understood as the
battleground of freedom vs. slavery, agriculture vs. industry, or states
vs. the federal government, but it is also a proving ground for the
Time required: 7-10
concept of the “individual” and his or her contribution to America.
Days
While conscription was often necessary as the war dragged on,
thousands volunteered to the colors of their home state, and their
“nation,” in hopes that their individual decision regarding the issues
might make a difference. While segregated roles persisted, this
volunteerism crossed racial, ethnic, and gender lines on both sides of
the conflict. Yet such individualism also led directly to the challenges
thrown down by South Carolina legislators in December of 1860, and
even to Lincoln’s unilateral suspension of habeus corpus rights in
1861 (and after) or the Emancipation Proclamation in September
of1862. While studying this period, students will engage directly in a
similar test of individualism as they attempt to formulate a single story
based on samples of their own research. Teams of 3 students will be
given BIQs for three (3-5) randomly selected individuals from class
research, and tasked to “format” a “zine” that integrates a story about
how “civil disobedience” led to recognition of the contribution made by
a particular social group, AND to increased rights for that group. To
facilitate this process, the story-line will be based on a menu of preselected options. Student will present their mock-up “zine” to the
class, explaining their editorial decisions based on the option they
chose.
Materials
Core Skills and Content Addressed
Skills: synthetic or integrative
Content: immediate causes of
analysis, narration and
secession and Civil War, voluntary
argument, formatting as
military service vs.
argument, public speaking.
conscription/drafts, segregated
military units (racial and ethnic),
habeas corpus, Antietam,
Emancipation Proclamation, XIII
Amendment, “Sherman’s March to
the Sea” contrasted with Lincoln’s
decision to grant amnesty to
Confederates who laid down their
arms after Appomattox Courthouse.
Standards Addressed for all Disciplines Included in the Unit
U.S. History
Social Studies
13.
Understands the causes of the Civil War
14.
Understands the course and character of the Civil War and its
effects on the American people
Civics:
9.
Understands the importance of Americans sharing and
supporting certain values, beliefs, and principles of American
constitutional democracy
10. Understands the roles of voluntarism and organized groups in
Title: The Clash of
Individualisms
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Experiences in American History-- Unit III, Nations within America, 1840-1898
American social and political life
Understands the role of diversity in American life and the
importance of shared values, political beliefs, and civic beliefs
in an increasingly diverse American society
Pre-Requisites
As in any collaborative work setting, it is important that 1) teams be
effectively balanced so as to foster quality peer-to-peer learning, 2)
each student have a clearly delineated role by which their contribution
to the team can be evaluated, 3) students have some standard
classroom protocols for the resolution of disputes in their team, and 4)
students have a clear goal and deadline by which it must be
accomplished. If your class does NOT have a standards set of
protocols, you’ll want to spend a day working on that (see samples
recommended in Resources, below). As the final product in this
learning experience is an ordered set of examples justified by an oral
presentation, no writing is required. Students might be asked to
reflect on what they learned about argumentative formatting when the
experience is complete, however.
Community Connection/Home Work
Most students will not be used to thinking about something like a
newspaper or a magazine “making an argument,” but this is an
intriguing way to get them thinking about media literacy, and the ways
the skills they are taught in school (research, writing, analysis and
argument) can be used in the working world. As an added benefit,
this should help students to understand argument as a more practical,
and less academic endeavor. Using this activity in the middle of an
American history course will help the students to become more critical
consumers of information as they enter the more current events
discussions of the latter part of the year.
11.
Speaking, Listening,
Reading and Writing
Skills Required
Resources for Lessons: “Zine” Formatting Assignment, excerpts from soldiers’ and nurses’
diaries stressing volunteerism, “Leading the Discussion.” Project on Civic Reflection. Online at < http://www.civicreflection.org/>, “Working in Open Space.” Open Space World. Online at < http://www.openspaceworld.org/cgi/wiki.cgi?WorkingInOpenSpace>
Notes for the teacher: Once again, how much of the Civil War you cover is ultimately up to
you and your state standards. That said, by adding the “clash of individualisms” perspective
you have a language with which to cover the Civil War in a way that will bring more perspectives
to the discussion, and an activity that will allow the students to experience the “clash of
individualisms” directly as they work in common on a story of individuals. The actual formatting
exercise will probably not take more than one or two class periods to complete, and one class
period for presentations, but try not to do these all at once. Spreading things out will allow
students to integrate what they’re learning into the experience, and to integrate the experience
into what their learning. Some quick-write journaling after each stage of the formatting activity
can help to encourage this sort of reflection. Of course, the main objective of this learning
experience is to help students learn from each other about how best to organize their own
individual essay, magazine, or tri-fold poster presentation. This is really a dry run, and should
serve as a vehicle for commentary rather than as a graded formative assessment.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part C: Implementation
Learning Experience 5
Description: Reconstruction and the rise of industrial capitalism and
the labor movement offer students the opportunity to examine the final
impact of the individual and his or her contribution to American society
Time required: 5-7
in the 19th century. The social reform movements of the earlier part of
Days
the century are transformed in this time of national reunification to
genuine national movements intended to create a stronger, more
economically viable and just America where an individual willing to
work, will share in the rewards of the new nation. Although racial
backlashes, anti-immigrant nativism, and setbacks for women are
important features of the period, the economic boom fueled by
immigrant and female labor and the triumph of the Progressives by the
end of the century help to create a new “public space” in the media in
which “rags to riches” stories of individual triumph over adversity
become best sellers, and the model for how the country can best
improve itself. Students will take in these stories of success as they
complete their essay, “zine,” or trifold poster, and then submit them to
a public space (library, hallways, media center) where the
accomplishments of the individuals they researched can be celebrated
as well.
Materials
Core Skills and Content Addressed
Skills: persuasive analytical
Content: Homestead Act,
writing, academic citation
Reconstruction, Civil Rights Act of
practices
1866 and XIV-XV Amendments,
KKK, Immigrants and
Industrialization, Industrial
Capitalism and Organized Labor,
Social Darwinism, Nativism and
Exclusion Acts, Dawes Act,
Urbanization and Urban Liberalism,
Progressive Education and
Journalism
Standards Addressed for all Disciplines Included in the Unit
Social Studies
U.S. History
16. Understands how the rise of corporations, heavy industry, and
mechanized farming transformed American society
17. Understands massive immigration after 1870 and how new
social patterns, conflicts, and ideas of national unity developed
amid growing cultural diversity
18. Understands the rise of the American labor movement and how
political issues reflected social and economic changes
19. Understands federal Indian policy and United States foreign
policy after the Civil War
Civics:
9.
Understands the importance of Americans sharing and
supporting certain values, beliefs, and principles of American
constitutional democracy
11. Understands the role of diversity in American life and the
Title: The Worth of
Individuals
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Speaking, Listening,
Reading and Writing
Skills Required
Other
importance of shared values, political beliefs, and civic beliefs in
an increasingly diverse American society
25. Understands issues regarding personal, political, and economic
rights
26. Understands issues regarding the proper scope and limits of
rights and the relationships among personal, political, and
economic rights
Pre-Requisites
As the primary focus of this Learning Experience is “productivity” as
evidence of an individual’s contribution, students will be engaged in
writing or formatting their final product. Draft work should be
encouraged at the beginning of this Learning Experience, and
particular attention should be paid to refreshing students on the
importance and practices of proper academic citation practices so that
their final product can be a professional quality piece of work, ready for
possible inclusion in a graduate portfolio if the school requires such.
Students will also need to listen attentively to informal feedback on
their work following its presentation into public space. It may be
necessary to explain the difference between critique, and constructive
criticism.
By asking students to present their work publicly, rather than to the
Instructor alone, you are asking them to integrate some of the ideas
they learned in the Zine Formatting Exercise with regard to how best to
reach a general public. Be sure that your advice to students during this
learning experience stresses this point, and that your commentary
upon their work recognizes efforts in this regard.
Community Connection/Home Work
The presentation of student products in public space might make an
ideal opportunity for students to invite their parents, or other community
leaders, to view and comment upon their work. A “Gallery Walk”
format of some sort can be used to facilitate this process.
Resources for Lessons: Appropriately modified version of GPS HSS Rubric, suitable to
Grade 11 students (IN DEVELOPMENT), Gallery Walk protocols for public display of work.
Notes for the teacher:
The twin stress on productivity in this learning experience is meant to drive home the final
message of the “worth of the individual” as a part of the ISSN Graduate Profile/Global
Competencies, as well as to encourage students to rise to a high level of productivity with their
summative assessment for the unit. Finishing a major project is never easy, but if students
have been kept on task through the various learning experiences prior to this one, then a
chance to see the fruits of the labors of those they have been studying should offer them the
necessary motivation to produce their best work. Your state standards may require you to cover
a variety of items unrelated to “the worth of the individual,” but remember to stress this theme
where you can. As the task comes to a close, each student’s summative assessment should be
graded individually using the rubric provided, but commentary on the work should be limited to
corrections or improvements necessary to achieve Proficient marks if they were to submit this
as part of their GPS Portfolio.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Part C: Implementation
Title: Reflection
Time required: 2-3
Days
Materials
Learning Experience 6
Description: As the unit comes to a close, students will be
encouraged to display a copy of their “zine” in a public location
(Library, website, posted in hallways, etc.), and to engage other
students from outside their class in discussions about their work. This
is an excellent time to hold study sessions in review for a test, and to
ask the students to write a brief, 1-2 page reflective essay will allow
the student to draw lessons from this unit, and to serve as a final
demonstration of whether learning objectives have been met. As a
potential topic for this essay, consider revisiting the Essential Question
for the Unit, or asking “What does it mean to be an American citizen?”
Both of these questions offer a wide range of responses particular to
the unit, and will re-emphasize the “worth of the individual.” This
essay may be scored or graded at the Instructor’s option.
Core Skills and Content Addressed
Skills: Accepting criticism,
Content: Review of materials
reflection
covered in the unit.
Standards Addressed for all Disciplines Included in the Unit
U.S. History
9.
Understands the importance of Americans sharing and
supporting certain values, beliefs, and principles of American
constitutional democracy
Civics:
24.
Understands the meaning of citizenship in the United States,
and knows the requirements for citizenship and naturalization
Pre-Requisites
Speaking, Listening, If students have not written a reflective essay before, you’ll need to
Reading and Writing explain that it’s okay to state their own opinions, but that they still need
Skills Required
to justify them with reference to the things they studied and learned in
the unit.
Community Connection/Home Work
Students should be encouraged to discuss their reflective essays with
their peers and parents as part of the drafting process.
Social Studies
Resources for Lesson: You might want to consult your ELA faculty to see if there is a rubric
that they use for reflective writing. This makes your job easier, and helps to align expectations
across the disciplines. Otherwise, consider using a slightly modified version of the GPS H/SS
Rubric, especially if you are teaching this unit in Grade 11.
Notes for the teacher: Whether you hold a test at the end of the unit or not is a particular
function of your state standards. If such tests are required, they will likely be structured for you.
Most textbooks now include test-banks as well, to which specific questions about the impact of
individualism can be added if this is not sufficiently addressed in the standard document.
Where a test is required, it is strongly recommend that the reflective essay be a non-graded
confirmation of student learning, rather than an additional graded item.
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Experiences in American History-- Unit III, Nations within America, 1840-1898
Appendix A: AS/ISSN Global Leadership Performance Outcomes Assessed
Investigate the World: Produce New Global Knowledge


Generate and explain the personal and societal significance of locally, regionally, or globally focused researchable topics
or questions.

Investigate approaches and actions that have been taken to address this question in the past, analyze the context in which
they occurred, and evaluate proposed or enacted solutions.

Use a variety of international sources, media, methods, and languages to identify, collect and analyze the knowledge and
evidence required to answer a specific research question.

Develop an argument/position based on compelling evidence that considers multiple perspectives and draws defensible
conclusions.
Recognize Perspectives: Apply Cross-Cultural Understanding

Recognize and articulate one’s own perspective on situations, events, issues and phenomena and identify the influences
that shape one’s own perspective.

Recognize and articulate the perspectives of other people, groups, or schools of thought and identify the influences that
shape those perspectives.

Analyze similarities and differences in the behaviors, attitudes and values of people from different cultures to develop an
understanding of multiple cultural perspectives.

Seek deeper understanding about situations, events, issues and phenomena by synthesizing evidence, interpretations,
and implications from varied cultural perspectives.

Articulate how different perspectives interact to influence local, regional, or global situations, events, issues, or
phenomena.
Communicate Ideas: Connect and Collaborate Across Boundaries

Recognize that diverse audiences may perceive different meanings from the same information.

Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with
diverse audiences.

Select and effectively use appropriate media and technology to creatively foster communication and collaboration with
diverse audiences.

Identify, participate in, or build networks with organizations, groups, or individuals from around the world who share
common interests and goals.

Present findings, interpretations and implications of investigations to diverse audiences in ways that recognize and
accommodate different perspectives.
Take Action: Enact Global Solutions

Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways that
will contribute to a globally interconnected, environmentally sustainable and diverse society.

Assess and adjust options for action based on evidence and the potential for impact, taking into account varied
perspectives and potential consequences for individuals, cultures, and ecosystems.

Contribute to the development of the local and global community based on an understanding of and respect for human
needs and human dignity across cultures.

Act creatively and innovatively to raise awareness and advocate action among groups of peers and/or community
members to contribute to improvement locally, regionally, or globally.
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