UNIT ONE
“Foundations of American Society”
This unit introduces American History and discusses the historical origins of our cultural
ideals such as the creation and use of the Constitution, Bill of Rights, and the three
branches of government. It also examines the trial-by-error approach of our early
political practices at work.
Standards Incorporated In The Unit:
Section I.
Mercantilism
Militia
Tories
1
2
3
4
5
COLONIALISM AND THE REVOLUTION
Republic
“Minute Men”
Loyalists
Vocabulary
Democracy
Sovereignty
Patriots
Natural Rights
Indentured Servant
Confederation
Whigs
Objectives
Students Should Be Able To:
1.
Summarize the different ways in which France, Spain, and England dealt with
Native Americans when colonizing the New World.
2.
Explain the social, political, and economic reasons behind the colonists’ trip to the
New World.
3.
Analyze mercantilism (triangle trade) as the economic system practiced during the
Colonial Period.
4.
Explain the impact the French and Indian War (1754-1763) had on the life of the
American colonists.
5.
Depict George Washington’s role in the French and Indian War.
6.
Discuss the social, political, and economic causes of the American Revolution.
A) Economic
B) Social
1. Mercantilism
1. “No Taxation Without Representation”
2. Navigation Acts 1650
2. Boycotts
3. War Debt
3. Sons and Daughters of Liberty
4. Sugar Act 1764
4. Boston Massacre 1770
5. Quartering Act 1765
5. Boston Tea Party 1773
6. Stamp Act 1766
6. Hessians
7. Townshend Acts 1767
8. Intolerable Acts 1774
Political
Motell 1
1.
2.
3.
4.
Stamp Act Congress 1765
Seditious Committees
Virginia Houses of Burgesses
First Continental Congress 1774
7.
Interpret the significance of the battles at:
A) Lexington and Concord—April 1775
B) Bunker Hill—June 1775
C) Long Island 1776-1777
D) Saratoga—Oct 1777
E) Yorktown—Oct 1781
8.
Describe the impact Thomas Paine’s “Common Sense” and Thomas Jefferson’s
“Declaration of Independence” had on the Colonial strategy versus the British in
1776.
9.
Compare and contrast the strengths and weaknesses of the American patriots with
those of the British soldiers during the American Revolution.
10.
Evaluate the role the French played in helping Americans gain their
independence.
11.
Interpret why the Americans signed a treaty with Britain after the Revolutionary
War, instead of with France, at the Treaty of Paris in 1783.
12.
Discuss the strengths and weaknesses of the Articles of Confederation.
Standards Incorporated In This Section:
1
2
3
4
5
Motell 2
Section II.
Unwritten
Constitution
Elastic Clause
Habeas Corpus
Due Process
Concurrent
Powers
Great
Compromise
CONSTITUTIONAL PRINCIPLES
Double
Jeopardy
Bill of Rights
Filibuster
Federalist
Denied Powers
3/5
Compromise
Vocabulary
Separation of
Powers
Cabinet
Bicameral
Pardon
Delegated
Powers
Virginia Plan
Checks and
Balances
Veto
Extradited
Implied Powers
Self
Incrimination
New Jersey
Plan
Electoral
College
Pocket Veto
Anti-Federalist
Ratify
Roles of
President
Amendment
Objectives
Students Should Be Able To:
1.
Explain how the weaknesses of the Articles of Confederation were corrected by the Constitution.
2.
Analyze the flexibility of the Federal Constitution.
3.
Describe the different functions of the three branches of government.
4.
Explain in detail how the system of checks and balances prevents too much power from falling
into the hands of any one part of the government.
5.
Understand the concept of federalism and discuss how it is carried out in the Constitution.
6.
List the various election requirements, term lengths, and selection processes needed to become
President, Vice President, a House of Representatives member, a Senator, and a justice of the
Supreme Court.
7.
Explain, in detail, the origin and purpose of each house in Congress.
8.
Evaluate whether the Electoral College is a fair and unbiased means of electing the president.
9.
Compare and contrast the seven different roles of the president as expressed in Article II of the
Constitution.
10.
Discuss the basic provisions of the Bill of Rights as examples of American political ideal.
11.
Summarize the concept of the unwritten constitution and explain its significance in American
politics.
12.
Discuss the process by which a bill becomes a law.
Standards Incorporated In This Section:
1
2
3
4
5
Motell 3
CONSTITUTION TESTED
Jay’ Treaty
Alien Law
XYZ Affair
Sedition Act
Lame Duck
Strict
Interpretation
Whiskey
Rebellion
Treaty of Ghent
Impressment
Francis Scott
Key
Battle of New
Tariff of 1816
Orleans
Constitutionality Slavery
Vocabulary
Embargo Act
Neutrality
Loose
Interpretation
War of 1812
War Hawk
Revolution of
1800
Judiciary
Review
Tecumseh
Judiciary Act
Louisiana
Purchase
Marbury vs.
Madison
Nationalism
Era of Good
Feeling
Dartmouth vs.
Woodward
Monroe
Doctrine
DemocraticRepublicans
McCulloch vs.
Maryland
Cohens vs.
Virginia
Sectionalism
Gibbons vs.
Odgen
Missouri
Compromise
Objectives
Students Should Be Able To:
1)
Analyze the Missouri Compromise as contributing to the growing rise of
sectionalism in the United States.
2)
Discuss the importance of the Supreme Court Case Marbury vs. Madison.
3)
Explain the Supreme Court Cases McCulloch vs. Maryland, Cohens vs. Virginia,
Gibbons vs. Odgen, and Dartmouth College vs. Woodward as cases that
strengthened the federal government at the expense of states’ rights.
4)
Describe the Era of Good Feeling as a misnomer.
5)
Compare and contrast the Battle of New Orleans with the Battle of Saratoga.
6)
Discuss the three different political positions each section of the United States
held after the War of 1812.
7)
List and explain the causes of the War of 1812.
Motell 4
8)
Evaluate the Monroe Doctrine as a Self-Defense Doctrine.
9)
Compare and contrast the differing views on slavery between each section of the
United States.
10)
Determine why the West and South were so insistent on going to war with Great
Britain during the early 1800s, while the North was content to maintain the status
quo.
11)
Evaluate the constitutionality of the Louisiana Purchase and discuss the
Purchase’s impact on domestic policy.
13)
Determine why the election of 1800 was known as a “Revolution.”
14)
Analyze the differing views of the West, South, and North on the issues of
immigration, canal and railroad building, and the establishment of banks.
Motell 5
Part One: JACKSONIAN DEMOCRACY
Spoils System
Tariff of 1828
Webster-Hayne
Debate
Anti-Masons
Secession
Nullification
Martin Van
Buren
Nullies
Whigs
Panic of 1837
Manifest
Destiny
49ers
Gadsen
Purchase
Dark Horse
Treaty of
Guadalupe
Ghost towns
James Bowie
MexicanAmerican War
Vocabulary
Mudslinging
Log Cabin
Birth
Bank War
Jacksonian
Democracy
Indian Removal Trail of Tears
Act
Cherokee
Lone Star State
Indians vs.
Georgia
Two-Party
Bureau of
System
Indian Affairs
Mexican
Oregon Trails
Cession
“Spotty”
Davy Crockett
Lincoln
Sam Houston
Oregon Fever
Wilmot Proviso
Hartford
Convention
Masons
Revolution of
1828
Alamo
Henry Clay
Tariff of 1846
Objectives
Students Should Be Able To:
1)
Identify Andrew Jackson, Henry Clay, William H. Crawford, and John Quincy
Adams and their role in the Election of 1824.
2)
Identify Andrew Jackson’s role in strengthening the power of the executive
branch, and in introducing the “common man” into politics.
3)
Compare and contrast the Election of 1824 with the Election of 1828 focusing in
on the significance of the “common man.”
5)
Explain why the Election of 1828 is also known as the “Revolution of 1828.”
Motell 6
6)
Assess the validity of the following quote: “Liberty and Union, now and forever,
one and inseparable.” (Be sure to identify who said it, when it was spoken, and
the author’s reason for stating it).
7)
Trace the treatment of Native Americans during Andrew Jackson’s Presidency,
incorporating the role that the Supreme Court, the Bureau of Indian Affairs, and
the “Trial of Tears” had on Native-American life
8)
Evaluate the hypothesis that Andrew Jackson was America’s first monarch.
9)
Judge whether or not the Cherokee Indians were civilized during the period
directly before the “Trial of Tears.”
10)
Explain the social, political, and economic reasons behind the phenomenon
known as Manifest Destiny.
Motell 7
Section IV. Part Two: INDUSTRIAL REVOLUTION
AND WESTWARD EXPANSION
Urbanization
German 48ers
Cotton Gin
10 Hour Day
Erie Canal
Immigration
Know-Nothing
Party
Interchangeable
Parts
Patent
Pony Express
Vocabulary
Potato Famine
Mechanization
Cumberland
Road
Robert Fulton
John Deere
NINA
Irish/German
Immigrants
Cyrus
McCormick
Lancaster Pike
Cyrus Field
Paddy Wagons
Eli Whitney
Samuel F. B.
Morse
Elias Howe
Samuel Slater
Objectives
Students Should Be Able To:
1)
Understand the relationship between Manifest Destiny and the beginnings of the
Industrial Revolution in the United States.
2)
Compare and contrast the differing societal status of Irish immigrants with that of
German immigrants.
3)
Evaluate Eli Whitney’s unique role in increasing sectionalism.
4)
Discuss the importance of five inventions developed in America, which impacted
transportation, communication, and/or industrial production.
5)
Analyze social, political, and economic problems associated with American
urbanization.
6)
Interpret the cause of the racial tensions between Irish Americans and free blacks.
7)
Explain the economic importance of the development of the Cumberland Road,
the Erie Canal, and the increasing use of railroads.
8)
Judge whether or not the Know-Nothings were a precursor to the Klu Klux Klan.
Standards Incorporated In This Section:
1
2
3
4
5
Motell 8
Section V. CULTURAL REFORM
Deists
Unitarians
Episcopalians
Brigham
Young
Temperance
Presbyterians
Mormons
Elizabeth Cady
Stanton
Washington
Irving
Henry
Wadsworth
Longfellow
T.S. Arthur
Susan B.
Anthony
James
Fenimore
Cooper
Edgar Allen
Poe
Vocabulary
2nd Great
Awakening
Methodists
Polygamy
Camp
Meetings
Baptists
Horace Mann
Joe Smith
Dorothea Dix
Declaration of
Sentiments
Utopia
Seneca Falls
Convention
Oneida Colony
Transcendentalism
Ralph Waldo
Emerson
Henry David
Thoreau
Herman Melville
George
Bancroft
Neal S. Dow
Lucretia Mott
Millerites
Objectives
Students Should Be Able To:
1)
Describe the 2nd Great Awakening as the underlying cause behind the era of
cultural reform.
2)
Understand the major differences in the following religions: Deists,
Episcopalians, Presbyterians, Methodists, Baptists, and Mormons.
3)
Evaluate the validity of the following statement: “First the Churches split, then
the political parties split, and finally the Union split.”
4)
Identify the major organizers of the Women’s Movement and discuss the social
effect the Seneca Falls Convention had on society.
5)
Identify the major players in the Temperance Movement and discuss their social,
political, and economic impact on society.
6)
Explain the role transcendentalism played in establishing the United States as a
respected nation throughout the globe, in art and literature.
Motell 9
Standards Incorporated In This Section:
Section VI.
King Cotton
American
Dream
Amistad
William Lloyd
Garrison
Underground
Railroad
Planter
Aristocracy
Free Blacks
“Black Belt”
The Liberator
Harriet Tubman
1
2
3
4
5
SLAVERY AND ABOLITION
Vocabulary
Mark Twain
Sir Walter Scott
White Majority
Fredrick
Douglas
Abolition
Plantation
Slavery
Quakers
Slave Auctions
Wendall
Phillips
“Gag
Resolution”
David Walker
Nat Turner
(again)
Republic of
Liberia
Sojourner Truth
Free-Soil Party
Objectives
Students Should Be Able To:
1)
Compare and contrast the North’s industrial economy, with the South’s plantation
economy.
2)
Describe the life of a plantation slave, a house slave, and a freed black.
3)
Analyze the “American Dream” through the eyes of a low class white Southerner
and compare that with the “American Dream” of a Northern immigrant.
4)
Identify the roles of William Garrison, Fredrick Douglas, and Sojourner Truth and
discuss their significance in the abolition movement.
5)
Evaluate the importance of the Underground Railroad and explain New York
State’s role as a “stop.”
6)
Interpret the impact Third Parties have on American Presidential elections,
specifically using the Know-Nothings Party and the Free-Soil Party.
7)
Defend both sides of the Amistad case and explain its overall impact on the
abolition movement.
Standards Incorporated In This Section:
1
2
3
4
5
Motell 10
Section VII. LAST STEPS OF SECTIONALSIM
Popular
Sovereignty
Cuban Crisis
Harriet Beecher
Stowe
LincolnDouglas
Debates
Jefferson Davis
Border States
Stonewall
Jackson
Substitute
Draftees
“Shoddy”
Millionaires
John Brown
Vocabulary
Mason-Dixon
Line
“Bleeding
Kansas”
Charles
Sumner/Preston
Brooks
Harpers Ferry
South Carolina
Secession
Fort Sumter
Ohio River
Blockade
Union
Immigration
“ThreeHundredDollar Men”
One Size Fits
All
War Bonds
Confederacy
Native
American Issue
Greenbacks
Compromise of
1850
KansasNebraska Act
Uncles Tom’s
Cabin
Pennsylvania
59ers
Stephen
Douglas
Commodore
Matthew Perry
Dred Scott
Supreme Court
Case
Election of
1860
Fugitive Slave
Law
Republican
Party
Abraham
Lincoln
“King Abraham
I”
Robert E. Lee
Draft
Homestead Act
“Lame Duck”
Inflation
Morrill Tariff
Objectives
Students Should Be Able To:
1)
Define popular sovereignty and explain its importance in maintaining
sectionalism.
2)
Analyze the Compromise of 1850 as victory for the North in the battle for
Congressional power.
3)
Describe the negative impact the Fugitive Slave Law of 1850 had on the
Underground Railroad.
4)
Explain how the Kansas-Nebraska Act went against the Missouri Compromise of
1820.
5)
Evaluate the social, political, and economic importance of Stowe’s Uncle Tom’s
Cabin.
Motell 11
6)
Explain how the Supreme Court went “too far” in their explanation of the Dred
Scott decision.
7)
Discuss the importance the Lincoln-Douglas debates had on promoting the
various theories of popular sovereignty.
8)
Explain the social impact of John Brown’s raid on Harpers Ferry.
9)
Judge whether or not John Brown was a murder or martyr.
10)
Interpret Abraham Lincoln as America’s first King.
11)
Describe South Carolina’s role in secession.
12)
Understand the strategic importance of acquiring the support of the Border States
across the Mason-Dixon Line.
13)
Compare and contrast the strengths and weaknesses of the Union soldiers with
those of the Confederate soldiers during the Civil War.
Standards Incorporated In This Section:
1
2
3
4
5
Motell 12
Section VIII. THE CIVIL WAR
Battle of Bull
Run
Antietam
Ulysses S.
Grant
War Democrats
Military Picnic
Emancipation
Proclamation
General
William
Sherman
John Wilkes
Booth
Vocabulary
George
McClellan
Black Soldiers
Seven Days’
Battles
Gettysburg
Blockaderunning
George Pickett
Election of
1864
Copperheads
Peace
Democrats
Appomattox
Thirteenth
Amendment
Peninsula
Campaign
Objectives
Students Should Be Able To:
1)
Describe the initial stages of the Civil War as a war being fought in order to keep
the Union together.
2)
Discuss how the purpose for fighting the Civil War changed after Lincoln
announced his Emancipation Proclamation.
3)
Analyze the Northern military strategy after Lee defeated McClellan in what was
known as the Peninsula Campaign.
4)
Evaluate the Battle of Antietam as the turning point of the Civil War.
Motell 13