US History 1 Standard Grouping: (Abbreviate) RH9-10: 1, 2, 3, 6, 7, 9 Theme/Topic Culminating Project Time-frame Essential Question: (Summative Assessment) Possible Activities/Lessons/formative Assessments Why do people migrate to new lands? Write: Kimberly's history and the current growth. Also, students will compare on Google Earth the growth in the last twenty years. WHST9-10: 2, 4, 6, 7, 9, 10 Students will read 1 month two articles (Fon and Smith) on why the English colonized the Americans. Students will then write an informative essay on why people migrated to the English American colonies. Write: An autobiography and why their family lives (migrated) in Idaho. Write: Article for a website on the early Spanish colonization of the Americas. Create: Read from “The American Vision” textbook and create a graphic organizer to list the reasons for each English colonies founding. Then, students will write a letter to a friend to persuade them to come live in the Americas. Compare/Contrast: Read from “The American Vision” textbook: Northern/Southern colonies (Venn Diagram) RH9-10: 1, 2, 3, 4, 5, 6, 8, 9 WHST9-10: 1, 4, 5, 6, 7, 8, 9, 10 Why do people rebel? Students will create 1 month a persuasive speech on why a colonist should join their Patriot or Loyalist cause. Before the speech, students must provide a written copy, which can be revised. Debate: Students will debate, as colonists, against the teacher, the King. Topic: What are the rights and grievances of the colonists? Present their arguments to the King. Watch: “The Secret Structure of Great Talks”. Students will write about what makes a great talk and use an example from the video. Read and Discuss: “Common Sense”, “Declaration of Independence”, and “Sons of Liberty: Patriots or Terrorists” Focus on the topic “Why do people rebel?” and student will use evidences to back US History 1 their argument. Persuade: Write a plea from the Patriots to the French. Why the French should join the Patriot side? Share with the class. Why do people rebel? (continued) Write: Read from “The American Vision” textbook and write a speech for Congress on why women and/or blacks should have more rights following the Revolutionary War. RH9-10: 1, 2, 4, 6, 7, 8, 9 How are governments created? WHST9-10: 3, 4, 5, 6, 7, 8, 9, 10 Create the “Big 3 weeks Picture”. Students will create a movie about the causes and effects of the Constitutional Convention, and what happened at the writing. Students must create a storyboard, outline of script, script, main characters, title of film. Then, film the video or present to the class as a skit. Teacher walks into the room and tells the students to learn “How are governments created?”. The teacher sits down and watches what the students do for the next ten minutes. Then, discuss what happened, comparing the ideas of Locke and Hobbes. Create: Students will write a mock constitution. What would their government be? Structure? Laws? Organization? Following this activity compare their ideas with other constitutions of the world at: https://www.constituteproject.org/#/ Read and Analyze: Read from “The American Vision” textbook the biographies of James Madison and Roger Sherman (pg 107). Read and Write: Write a letter to the editor, as an Anti-Federalist, on why the Constitution will fail. Then, read Federalist Papers #10, #51, #51, then write a response to the letter on why this new form of government will succeed. RH9-10: 1, 2, 3, 4, 6, 9 Why do people form political parties? Students will read George Washington's 3 weeks Compare/Contrast: Read from “The American Vision” textbook about the differences between Hamilton and Jefferson. Create a chart showing US History 1 WHST9-10: 1, 4, 7, 9, 10 farewell speech and write about whether Why do people or not they believe form political political parties parties? (continued) should exist. the differences and any similarities. Create: A political cartoon that represents one of the Bill of Rights. Analyze: Students read teacher created scenarios and determine which Bill of Right is being infringed upon. Read, analyze, and create: Read “Why the U.S. Has a Two Party System”. Students will analyze and write their opinion about the subject. Read and debate: Students will read arguments for/against the War of 1812. Students will be divided into groups and will debate whether or not the U.S. should declare war on Great Britain. RH9-10: 1, 2, 3, 4, 7 WHST9-10: 1, 4, 6, 7, 8, 9, 10 Can average citizens change society? (Average citizens are not politicians, they are the come people.) Students will write a 2 weeks speech. They will choose a reform cause of their choice in today's world. They will present the speech to the class, persuading them to join their cause, and the ills of the problem. Research and Create: Students will be given a reform movement of the 1800's. They will research the reform movement. Then, they will create a speech to persuade people to join their cause. Lesson: Andrew Jackson from PBS. Why is Andrew Jackson Important? This lesson is designed to provide students with an overview of the changes Andrew Jackson effected in the American presidency. Among the topics discussed are the rise of political parties, the adoption of more democratic modes choosing the president, the so-called "spoils system," and Jackson's use of the veto. http://www.pbs.org/kcet/andrewjackson/edu/middle school1.html US History 1 RH9-10: 1, 2, 3, 6, 9 WHST9-10: 3, 4, 5, 6, 7, 8, 9, 10 RH9-10:1, 2, 3, 4, 6, 8, 9, 10 WHST9-10: 2, 4, 7, 9, 10 Why did people migrate west? Students will write a 3 weeks child’s storybook about a topic (i.e. gold rush, Oregon Trail, Mormon Trail) of why people moved to the West. Students will read these stories to elementary students, after revising their storybooks. What keeps nations Students will 1 month united? explore a small reading portion of Uncle Tom's Cabin, by Harriet Beecher Stowe. Then, they will watch a video about the book's effects on the nation, and will read a secondary source discussing if indeed this book could have caused the Civil War. Students will then write an essay discussing: Did Uncle Tom's Cabin help start the Civil War? Students Read and Analyze: Students will read the stories of Hiram and Sara Pierce, and Alfred Doten. After reading they will summarize and compare the two different stories of why they went west. Read and Create: Students will read about the adventure on the Oregon Trail. As groups the students will recreate a supply list for the trip, create five separate journal entries, from beginning of the trail to the end, detailing what possibly could have happened on their journey. Lesson: http://edsitement.neh.gov/lessonplan/abraham-lincoln-1860-election-and-futureamerican-union-and-slavery#sect-introduction Students will explore Abraham Lincoln's rise to political prominence during the debate over the future of American slavery and compare him to his. In addition, the Republican Party platform of 1860 will be compared with the platforms of the two Democratic factions and the Constitutional Union Party to determine how the priorities of Lincoln and his party differed from the other parties in 1860, and how these differences eventually led to the dissolution of the Union. Students create a chart to organize the topics. Read and Conclude: Students will read an interview with John Brown. Then, students answer: What conclusions can you draw about John Brown from the interview? US History 1 must use textual evidence and connect readings. What keeps nations united? (continued) Read and Write: Students will read four primary sources for/against secession. Sources: E.B. Heyward; Wlliam Howard Russell; Anonymous Northern Merchant (New York Tribune, November 22, 1860); Colonel Robert Gould Shaw. Determine why those in favor of secession believed that the South could survive on its own. Determine why those against secession believed they could not keep making concessions to the South. US History 1 RH9-10: 1, 2, 3, 4, 7, 10 How is modern warfare different? WHST9-10: 2, 4, 7, 8, 9, 10 Students will write a 1 month newspaper about a Civil War battle. In the newspaper students will discuss the causes and effects of the battle, and the use of new technologies used in this battle. Also, students will write an editorial of why the war needs to end quickly. Read and analyze: Students will read the origins of the Confederate Battle Flag and discuss the importance of this symbol. Students will identify important representative symbols in our current world. Analyze Charts: Students will look at the ten deadliest Civil War battles. They will analyze and compare these charts with those of other previous U.S. wars. Students should understand how warfare was changing. Extend the learning by having them research why the Civil War was so deadly and how war was changing (i.e. new ideology, technologies, etc.) Read and Discuss: “The Gettysburg Address”, “Response to a Serenade”, and the “Central Act”. Discuss the meaning of each article and the importance it has on the U.S. and the Civil War. Watch and Write: Students will watch the video on the photography of the Battle of Antietam. They will describe their feelings of what they have seen and the impact that these picture would have on the nation at that time. http://www.youtube.com/watch?v=WSILLYhYdTY Reconsturction 3 Weeks To help struggling students: -Students can come in for help before and after school. -Notes of each unit are published online. -Summaries of each unit are provided to the students. US History 1 -Dictionaries are available at all times. -Diagrams are readily available (Venn Diagrams, Compare/Contrast, etc.) -”The American Vision” textbook provides brief summaries of each unit, and some are in Spanish too. -Students take online open-book quizzes during each unit to check their knowledge of the material.