sst214 united states history i ap grade 10 - the Parsippany

Approved: August 2005

Revised: January 2013

PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

SST214 UNITED STATES

HISTORY I AP GRADE 10

A Course Outline for Social Studies Education

Approved by the Board of Education

October 22, 2015

SST 214 – US History I AP 1

RATIONALE

United States History I Advanced Placement is a full-year course of study created and modeled on the recommendations of the Educational Testing

Service and the College Board. This course is designed to give students the factual background and analytical perspective necessary to think critically about American history and the development of American society. This requires both the study of general concepts and the analysis of specific examples. It also requires students to be able to independently assess and weigh historical evidence in order to formulate their own theories of American development. Document-based questions (DBQs) and free-response questions (FRQs) from previous Advanced Placement United States History I examinations will be used to help students develop these skills.

This course revision updated the curriculum to incorporate changes made by the College Board, the New Jersey Core Curriculum Content Standards for Social Studies and Technology, the English Language Arts Standards History/Social Studies Grades 9-10 Common Core Standards, and district initiatives, such as critical reading, writing across the curriculum, differentiated instruction, and the appropriate use of technologies. The course challenges students through a variety of assessments and strategies for learning. Students are required to read critically, analyze primary sources, and develop sophisticated writing skills.

Beyond the expectations of the Advanced Placement curriculum, this course is intended to encourage and foster students to behave as responsible and active citizens with the understanding that “eternal vigilance is the price of liberty.”


THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts, and the instruction inherent in this course.

SST 214 – US History I AP

UNITS OF STUDY

UNIT 1: Conquest,

Colonization and Colonial

Society 1492 - 1750

UNIT 2: The Road to

Revolution 1740-1775

UNIT 3: The War for

Independence &

Aftermath, 1775 – 1787

Course Goals & Topics

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS



Who came?



Why did they come and where did they settle?



What impact did they have on the identity of the indigenous societies?



What spurred Europeans to explore the world at this particular point in human history, such as the

Columbian Exchange?

 Why was Columbus’ “discovery” more important than earlier European landings in America?



How did the environment, cultures, religions, etc. impact the development and value systems of the

Natives and Europeans?



How did the British colonies become American?



What were the economic and cultural responses of

European settlers to the Indians of North America?



How and why do New England and Chesapeake colonies develop differently, when both were settled mainly by those of English origins, at the same time period?

●

Was the road to the War for Independence a clear path?

● In what ways did the 18 th century imperial wars alter the relationship between Great Britain and the American colonies?

●

Did economic or political issues have the bigger impact on the desire for independence?

● Was the American War for Independence a revolution?

● Was there an American nation at this point in history?

● In what ways and to what extent was the

●

Geography played a significant and determining role in the development of North America.

● Exploration and colonization of North America transformed human history.

●

The movement of people, ideas, and goods has a profound influence on a society.

● Global trade and cultural exchanges alter the lives of people around the world.

●

Language barriers are often one of the most difficult to overcome in the meeting of new cultures.

● Colonies frequently develop a different social and political system from their mother country.

● Human development is directly tied to the shape of the land.

● Exploration and colonization of North America transformed human history.

●

Ideals related to liberty and equality sparked the

American Revolution.

● Knowledge of the past helps one understand the present and make decisions about the future (couldn’t this be said for all units?).

●

Americans were divided on the question of independence.

● Countries fought in the French and Indian War for various reasons.

● Colonies were created to make the mother countries wealthier.

● Change comes through revolution.

●

Many diverse groups came together to support the

Patriots war for independence.

● Political freedom often comes at a great cost.

3

STANDARDS

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Revolution also a Civil War?

●

How was the upper class able to acquire the assistance of the lower classes in the struggle for independence?

UNIT 4: The American

Constitution, 1787 – 1789

● What are the limits of the power of government?

● How do you balance government power and individual rights?

● To what extent is the Constitution a conservative document designed to maintain power in the hands of the elite?

●

Is the Constitution more reflective of the philosophies of John Locke or Thomas Hobbes?

UNIT 5: The Federalist

Era, 1789 - 1801

UNIT 6: The Age of

Jefferson, 1801 - 1816

●

How did the Federalist Era establish constitutional and governmental precedents?

● Did foreign or domestic affairs have a larger impact in the development of the First Party system?

● Why did the Revolutionary generation, united in the defeat of Britain, divide so rapidly into opposing sects?

●

How radical were the social, economic and ideological changes that occurred during and after the Revolution?

● Was Jefferson a strict constructionist?

● How and why does a democratic country go to

● The Declaration of Independence encompasses key aspects highlighting political freedoms.

● New governments faced changes due to the Nation's growth when more people arrived and lands were acquired.

● Compromise is the key to solving the issues that exist between political ideas and social reality.

● Over time, governments are shaped by principles and ideals.

● Laws protect citizens.

● Rights and responsibilities are guaranteed in the United

States Constitution and Bill of Rights.

● Governments balance the rights and responsibilities of individuals with the common good.

● Federalists and Anti-federalists both presented valid concerns during the ratification period.

● The creation of a federal system is at once a unique solution to strong state governments and a lasting cause of political arguments and impotence.

● The principles and ideals underlying American democracy are designed to promote the freedom of the

American people.

● Individuals play a role in creating a nation.

●

Individuals, groups, and societies have the opportunity to make significant political choices and decisions, which have consequences.

● The U.S. Constitution created a national government composed of three branches, each of which has a unique structure and function.

● Policies and actions of early Presidents helped to shape the national government and the development of

Constitutional powers.

● The scope of federal power under the Constitution was debated from the start of the country and continues to this day.

● The US greatly expanded its borders during the

Jefferson era, and opened up the door to a new frontier

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SST 214 – US History I AP war?

●

If British interference with shipping was the primary cause of war, why did New England states vote against war in 1812?

UNIT 7: Nationalism,

Sectionalism and

Economic Expansion,

1817 - 1850

UNIT 8: Jackson,

Democracy and American

Culture, 1828 - 1850

● Was the Era of Good Feelings good for the United

States?

● How and why do sectional issues rise along with nationalistic pride after the War of 1812?

●

What is the Market Revolution and why is it occurring at this time?

● How did the new industrial economy emerging in urban areas affect the people living and migrating there?

●

What is Jacksonian Democracy?

● To what extent was this the age of the “common man?”

●

What factors lead to the break-down of the First

Party system and the emergence of the Second?

● To what extent are the Whigs a continuation of the ideology of the Federalists?

●

What was the role of religion and reform in the of economic and political progress.

●

Conflict over the increasing power of the national government created intensified sectional tension.

● Landmark court cases emerged early in the Jefferson

Presidency that better defined the powers of the

Supreme Court and justified the creation of federal institutions.

● Women emerged as Republican Mothers early in the republic and that position evolved throughout the 19 th century.

● Westward movement of people brought increasing conflict with Native American Indians and required

Americans to develop two ways to deal with that conflict.

● Democratic countries require popular support to go to war.

● Beliefs and ideals of a society shape the social, political, and economic decisions of that society.

● Technological innovations have consequences, both intended and unintended, for a society.

●

Sectionalism both reflected and contributed to changes in the American political system.

● Slavery was rationalized throughout the US during the

19 th century by the manipulation of economic, social and religious factors, which led to the political rift over the sovereignty of State v. Federal governments and the lengths to which each was willing to go to exert its power over the other.

●

Changes in transportation, industry, and population resulted in the creation of a national market economy.

● The developing market economy had immense effects on social and class structures.

●

The long series of treaties with the Native American tribes, and broken by the federal government directly resulted in the loss of Native land, culture and lives, all of which have culminated in the present day creation of the Reservation system and legal cases filed by the native tribes to land and underlying resources.

● The distinct sectional geography of the US created the development and dependence of each economy on either

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UNIT 9: Expansion and

Slavery, 1830 - 1850

Antebellum United States?

●

How democratic were the various movements for democracy?

● In what ways and to what extent did the 2 nd Great

Awakening spur the development of reform and utopian movements?

● Why are the ideals of American womanhood changing in the mid-19 th century?

● Was the Mexican War justified?

●

To what extent do the territorial acquisitions of the

Mexican War, in the words of Ralph Waldo

Emerson, “poison” the United States? free or slave agriculture, industrialization and trade, and these rooted economic ties pushed the Federal government sway between unification under a National

Bank and the preference of the individual for State

Banks.

●

The First Party System collapsed in the wake of the War of 1812 and eventually gave way to the rise of the

Second.

● The National government grew in power throughout the late 18 th and into the 19 th centuries, and many

Americans viewed this with increasing alarm, trying to find various ways to challenge and limit that power.

●

A number of social reform movements, including the temperance and abolitionist movements, gained strength during this time.

● Questions about individuality and psychological development are explored throughout 19 th century literature.

● Religion and religious revivals in the early 19 th century had a considerable impact on attempts to bring about social, economic, and political reforms.

● Individuals relate to social, economic, and political issues that they view as undemocratic and/or in need of change in different ways.**

(**The last bullet relates to the difference between utopians and reformers. Both viewed society as needing change, but they responded in vastly different ways (one by alienating themselves and the others by attempting to change it).

● Political, social, and economic factors brought about

American territorial expansion.

● Social and economic challenges can cause sectional tensions within a nation.

● Manifest Destiny driven by American exceptionalism, contributed greatly to the geographical growth of the nation.

● Manifest Destiny drove Americans to explore west and discover unknown natural resources, which eventually allowed for a higher standard of living and an influx of immigrants looking to find their fortunes in the wild

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UNIT 10: The coming of the Civil War, 1850 -

1861

UNIT 11: The Civil War,

1861 - 1865

●

How did the United States become “a house divided?” Why did the South secede?

● Was secession constitutional?

●

Why does political compromise seem impossible in 1860-61 when it was so common earlier in the

19 th century?

●

How civil was the Civil War?

● To what extent did Lincoln violate the

Constitution to save the union?

●

Was the Civil War inevitable from the start of our union?

● How and why does the Union do so poorly in the early years of the war despite having all the economic and political advantages?

West.

●

Justifying expansion proved problematic as the nation grapples with the social and economic impact of its actions.

● The desire for new territory results in conflict with native peoples and foreign nations.

●

Slavery remained a staple other the southern economy and became more embedding as the region rejected industry; unfortunately this led to an exaggerated state of racism and a further polarization in the political realm; unfortunately the problem remains in the world today.

● Moral and political beliefs influence the actions of citizens.

● Conflict can lead to both negative and positive changes.

● Economic, social and political sectional differences in

America interlaced with slavery escalated into a conflict between the states.

● Debates over slavery increased sectionalism and influenced politics.

●

Conflicts over States Rights culminated over the divisive issue of slavery leading to the Civil War.

● New political parties (the Republicans) can be formed from the break-up of old parties and/or discordant political opinion.

● Literature can be used as propaganda to impact public opinion.

●

The economic expansion and industrialization of the

North led to its self sufficiency and success while the

South’s dependency on cash crops and agriculture embedded slavery into its culture and prevented it from excelling as the North did.

●

Effective military leadership is essential in waging war.

● Military strategy provides the overall plan for winning a war; it includes the decision to fight battles offensively or defensively, effectively using the terrain and any technology appropriately in order to win.

● The diversity the North’s economy provided an immense advantage over the South in waging the Civil

War.

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● Why did President Lincoln first oppose emancipation and then later issue the

Emancipation Proclamation?

UNIT 12: The South during and after

Reconstruction, 1863-

1900

UNIT 13: The Last West

(1850 - 1890)

● Was there “malice toward none” and “charity for all” during Reconstruction?

● Do the economic, social and constitutional changes in this period amount to a revolution?

● To what extent does the Civil War create a “new nation” in the words of Abraham Lincoln?

● Why does the power and size of the federal government grow during the Civil War?

● Why is the Supreme Court’s record so conservative during this time period?

●

Why is it important to focus on the trans-

Mississippi West at this point in American history?

● How did the natural environment and government policy shape the development of the Trans-

Mississippi west from the 1850’s to the 1890’s?

● Why is this period considered “the last West?”

●

Why did Americans consider that the frontier had closed in 1890 and what social and political effects

● Large-scale wars often disrupt the social, political, and economic life of a nation.

● Civil rights and liberties are often the first casualties of war.

● The Civil War is deemed as America’s costliest war as losses from either side, cost the US as a whole.

● The Executive and Legislative branches often struggle for power and authority to deal with problems and situations that aren’t clearly outlined in the Constitution.

● Despite the war ending and slavery being outlawed,

African Americans still faced many discriminatory actions and laws in the years to come.

● The ending of slavery caused further economic troubles for the South and caused southern landowners and lawmakers to resort to desperate measures to get

African Americans to return to the fields and keep them subservient.

● The lack of major redistribution of land left freed slaves economically dependent on white society.

●

Continued mistreatment of African Americans led to a suffrage movement for African Americans, Civil Rights legislation, and increased social services for African

Americans in the south.

●

The right to vote granted to African Americans by the

15 th Amendment temporarily moved them from “the auction block to the Ballot Box.”

●

Political gains won by freed slaves were halted and reversed by the rise of white conservative southern governments, the economic distractions of northern

Republicans, and narrow interpretations by the Supreme

Court.

●

Territorial and economic growth causes change in politics and society.

● The expansion of Republican legislation during the

Civil War significantly aided in the economic and political development of the trans-Mississippi West in the late 19 th century.

● New territories and states in the trans-Mississippi West often gave more political rights to women.

● Native Americans were finally removed from lands

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UNIT 14: An Industrial

Giant, 1865 - 1900 &

American Society in an

Industrial Age 1865 -

1900 did that have?

●

How was the Populist movement stimulated by the growing East and closing West?

● Laissez-faire or government control?

● What were the implications of this period of massive economic growth?

● Why do American political and economic leaders struggle to insist that economic growth was mainly due to laissez-faire and individual efforts?

● Why are political reformers who seek regulation viewed as radicals?

● To what extent does corporate economic power lead to political power?

● What is the purpose of a labor union?

● How did the United States move from an agricultural society to an industrial one in the late

1800’s?

● What are the social, economic, political, and psychological affects of the massive and rapid growth of urban areas in the late 19 th century?

● What are the push-pull factors of immigration? promised under the concentration and reservation policies of the mid-19 th century.

● The growth of the Populist party and their push for various government reforms

● Developments in transportation opened up isolated regions of the country to all Americans.

●

The emergence of large corporations utilized innovative techniques in corporate structuring and marketing techniques to establish monopolies in their industries.

●

Many Americans stressed that is was an economic policy of laissez-faire capitalism that was responsible for American economic growth.

● American economic growth in the late 19 th century was caused by limited government and active government policies.

● The rising power of corporations had an immense impact on democracy and democratic practices of the

American government; debates were sparked and continue on the proper role of government in the economy.

●

People often form associations to deal with stronger entities and the seeming loss of economic and political roles in society.

● Diverse groups of Americans and immigrants faced heavy discrimination and tough working conditions that led to several initiatives & conflicts in labor reform.

●

The US experienced a massive transformation in the economy from an agrarian society to an industrial society.

● Industrialism created new business organizations and practices, both positive and negative.

● Political, economic, and ideological factors encouraged population shifts to urban centers.

●

New jobs caused by industrialism drew immigrants and migrants to urban centers.

● Exploitation and abuse of the workforce led to the growth of labor unions.

●

Rapid growth of urban centers caused both political and social problems.

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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

COURSE PROFICIENCIES AND GRADING PROCEDURES

COURSE #: SST 214 TITLE: UNITED STATES HISTORY I ADVANCED PLACEMENT

IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW

JERSEY CORE CURRICULUM CONTENT STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE

SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE.

At the conclusion of this course in U.S. History I AP, students will be able to:

1.

explain the nature of Western European society in the 15th and 16th centuries and the changes that made it less like Indian and African cultures, setting the stage for conquest and expansion.

2.

describe how the Reformation, Counter-Reformation, and the growth of Protestantism affected European colonization of the New World.

3.

assess how Spain, England, France, and the Netherlands built their colonies in the Americas as well as the impact of their overseas expansion on

American Indians and each other.

4.

explain the founding of all British colonies on the eastern seaboard of North America; their relationship with Great Britain and their degree of political and religious freedom.

5.

assess how and why British colonies in New England differed from the Chesapeake (and Southern) colonies.

6.

describe the lives and problems of indentured servants in the Chesapeake colonies as well as the reasons for a turn to black slavery.

7.

trace the development of African slavery in the American British colonies (particularly the southern colonies) and describe its impact on racial composition and social relations in those colonies by the mid 1700s.

8.

assess the structural weakness of the British imperial administration and the roles played by the crown and Parliament.

9.

analyze the causes of the growing sense of unity among the British North American colonies prior to the War for Independence.

10.

describe the acts of Parliament between 1763 and 1775 which led to a growing resistance to the British government and imperial policy.

11.

describe the social, economic or political changes in American society during and as a consequence of the War for Independence.

12.

evaluate the new state constitutions that were written after the Continental Congress declared American independence.

13.

evaluate the successes and failures of the Articles of Confederation as well as the challenges that faced the United States in the “critical period” from 1781-1789.

14.

assess the various arguments of the “founders” concerning popular control, representation, forms of government and the style and ultimate structure of our government.

15.

identify the roots of democratic theory and assess the philosophical and ideological roots of American government.


Proficiencies (continued)

11

16.

explain what powers were specifically given to the federal government, which were denied it and which were denied to the state governments.

17.

explain the system of check and balances, the principle of federalism, and the concept of enumerated versus implied powers.

18.

analyze the reasons given by the anti-Federalists for opposing the ratification of the Constitution.

19.

assess the arguments of the Federalists by examining the comments of Madison, Jay, and Hamilton in the Federalist Papers.

20.

identify and explain the rights that are protected in the Bill of Rights and why such a listing was considered necessary by the anti-Federalists.

21.

explain the basics of Alexander Hamilton’s plan to establish a sound financial program for the United States and the major actions and congressional legislation that implemented his policies.

22.

distinguish between the constitutional philosophies of Federalists such as Hamilton and Republicans such as Jefferson and Madison.

23.

explain the factors leading to the rise of enduring political parties in the United States.

24.

assess the political and economic beliefs of the Jefferson Republicans and the concept of “Jeffersonian Democracy.”

25.

assess the key decisions of the Marshall Court, Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden.

26.

identify British and French interference with U.S. commerce and the efforts of Presidents Washington, Adams, Jefferson and Madison to effect change.

27.

assess the U.S. declaration of war on England in 1812 and the consequences of the war on American society.

28.

analyze the beginnings of industrialization and the corresponding changes in social and class structure.

29.

explain the transportation revolution and the creation of a national market economy.

30.

distinguish between the system of free labor in northern societies and the slave-based system of the South, examining the class structures of each society.

31.

assess the rise and growing strength of sectionalism and sectional views throughout the nineteenth century.

32.

explain the successes and limitations of Jacksonian Democracy.

33.

explain the reasons for the emergence of the second party system.

34.

define the Second Great Awakening and assess how and why Americans’ religious beliefs changed in the 1820s and 1830s.

35.

analyze the democratization of American society through the various ‘reform’ movements of this period.

36.

distinguish between the reforming impulse and the attitudes and actions of utopians in the early nineteenth century.

37.

assess the impact of Romanticism on American literature and cultural expression.

38.

evaluate the concept of Manifest Destiny and assess its impact on American expansion and foreign policy.

39.

analyze the causes and consequences of the Mexican War.

40.

assess how expansion and the question of slavery aggravated sectional strife and affected the outcome of the election of 1848.


Proficiencies (continued)

41.

analyze the reasons why Compromises in 1820, 1833 and 1850 held the Union together and averted Civil War.

42.

identify the reasons for the collapse of the second party system.

43.

assess the political and social events in the 1850s which led to the secession of eleven southern states.

44.

assess how the Union and Confederacy raised their armies, financed the war and dealt with political opposition.

45.

identify the Republican sponsored economic and political developments during the Civil War and evaluate their effect on federal power and authority.

46.

explain the military strategy of the Union and Confederacy as well as the particulars of the major land and naval battles.

47.

assess the transformation of the Civil War was from a war to hold the Union together to one against slavery.

48.

distinguish between Presidential Reconstruction and Congressional Reconstruction; identifying the conflict between the Executive and Legislative branches.

49.

assess the political, social, and economic changes that resulted from the union victory in the Civil War.

50.

analyze the failures of Reconstruction and explain the development of Jim Crow laws in the post-Reconstruction Era.

51.

explain the historic treatment of Native American Indians and assess the destruction of their traditional way of life by the late 19 th

century.

52.

identify the various groups that made their home in the American West and assess how each was effected by their environment and governmental policies.

53.

identify and assess state and federal government efforts to stimulate the growth of industry and later to regulate corporate abuses.

54.

analyze the growth of huge industrial corporations, including trusts and monopolies, in the late nineteenth and early twentieth century.

55.

assess the impact of industrialization on labor, including southerners, women, immigrants, and skilled and unskilled workers.

56.

analyze the attempts of labor to improve its condition through unionization and strikes and why those efforts had little success.

57.

assess the growth of cities and identify the roles played by the urban political machines and bosses in governing cities and the lives of their inhabitants.

58.

explain how immigrant groups fared in the United States and assess the factors that speeded or slowed a group’s upward mobility and assimilation.


Social Studies Grading Procedures

Grades 9-12

Substantial assessments Daily (short-term) assessments

70% 30%

May include, but not limited to, the following:

Tests, Exams

Long-term projects

Extended written assessments

May include, but not limited to, the following:

Quizzes

Homework

Classwork

13

These categories may include a variety of assessments suitable for all learners.

Final Grade – Full Year Course

Full Year Course

● Each marking period shall count as

20% of the final grade

The midterm assessment will count as 10% of the final grade, and the final assessment will count as

10% of the final grade.

AP Curricular Requirements


CR1a The course includes a college-level US history textbook

●

See pages 16 & 78

CR1b The course includes diverse primary sources consisting of written documents, maps, images, quantitative data (charts, graphs, tables), and works of art

● See pages 17, 22, 25, 28, 33, 37, 41, 46, 52, 61, 80, 84

CR1c The course includes secondary sources written by historians or scholars interpreting the past

● See pages 17, 22, 25, 28, 33, 37, 41, 46, 52, 56, 61, 65, 69, 71, 78

CR2 Each of the course historical periods receives explicit attention

●

See pages 17, 22, 25, 28, 33, 37, 41, 46, 52, 56, 61, 65, 69, 71

CR3 The course provides opportunities for students to apply detailed and specific knowledge (such as names, chronology, facts, and events) to broader historical understandings

● See page 19

CR4 The course provides students with opportunities for instruction in the learning objectives in each of the seven themes throughout the course, as described in the AP

U.S. History Curriculum Framework

●

See pages 17, 19, 22, 25, 28, 33, 37, 41, 46, 49, 52, 61, 65, 69, 71,

CR5 The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence — Historical argumentation

● See pages 19, 20, 21, 24, 25, 39, 40, 48, 50, 65, 69, 74

CR6 The course provides opportunities for students to identify and evaluate diverse historical interpretations— Interpretation

● See page 26

CR7 The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data

(charts, graphs, tables), and works of art — Appropriate use of relevant historical evidence

● See page 21, 55

CR8 The course provides opportunities for students to examine relationships between causes and consequences of events or processes— Historical causation

● See page 71

CR9 The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes — Patterns of continuity and change over time

●

See pages 26, 43


CR10 The course provides opportunities for students to investigate and construct different models of historical periodization — Periodization

●

See pages 25, 49, 60

CR11 The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts —

Comparison

● See pages 32, 45, 53

CR12 The course provides opportunities for students to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes — Contextualization

●

See pages 24, 63

CR13a The course provides opportunities for students to combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past — Synthesis

● See page 71

CR13b The course provides opportunities for students to apply insights about the past to other historical contexts or circumstances, including the present — Synthesis

●

See pages 20, 27, 57

Themes

While the course follows a narrative structure supported by the textbook and primary and secondary materials, the following seven themes noted in CR4 (above) are woven throughout each unit:

1.

Identity (ID)

2.

Work, Exchange, and Technology (WXT)

3.

Peopling (PEO)

4.

Politics and Power (POL)

5.

America in the World (WOR)

6.

Environment and Geography (ENV)

7.

Ideas, Beliefs, and Culture (CUL)

Readings

- The main class text is: An Unfinished Nation: A Concise History of the American People. 4 th Edition. [CR1a]

- There are a variety of other secondary and primary sources provided throughout each unit of study.

UNIT 1: CONQUEST, COLONIZATION & COLONIAL SOCIETY (1492 – 1750) -

approximately 20 days [CR2]


Suggested Readings: The Unfinished Nation - Chapters 1 -3

[CR1b & CR1c] Gary Nash, “Europeans Reach the Americas”

Gary Nash, “Patterns of Indian-European Interaction”

European & Western Hemisphere map circa 14 th

/15 th

Carl Degler, “Were Puritans Puritanical?”

century

The Mayflower Compact

“A Defense of the Salem Witch Trials” (1692) Cotton Mather

“An Attack on the Salem Witch Trials” (1692) Thomas Brattle

Robert Heilbroner, “The Colonization of America”

Ronald Takaki, “The Giddy Multitude”

Essential

Questions/Themes:

16

Who came? Why did they come and where did they settle? What impact did they have on the identity of the indigenous societies? What spurred Europeans to explore the world at this particular point in human history, such as the Columbian

Exchange? Why was Columbus’ “discovery” more important than earlier European landings in America? How did the environment, cultures, religions, etc. impact the development and value systems of the Natives and Europeans? How did the British colonies become American? What were the economic and cultural responses of European settlers to the Indians of North America? How and why do New England and Chesapeake colonies develop differently when both were settled

Enduring

Understandings: mainly by those of English origin at the same time period? [ID,WXT, PEO, ENV, CUL, POL, WOR]

Geography played a significant and determining role in the development of North America. Exploration and colonization of North America transformed human history. The movement of people, ideas, and goods has a profound influence on a society. Global trade and cultural exchanges alter the lives of people around the world. Language barriers are often one of the most difficult to overcome in the meeting of new cultures. Colonies frequently develop a different social and political system from their mother country. Human development is directly tied to the shape of the land. Exploration and colonization of North America transformed human history.

UNIT 1: CONQUEST, COLONIZATION & COLONIAL SOCIETY (1492 – 1750) (continued)


OBJECTIVES

Numbers in parentheses indicate coordination with the Course Proficiencies.

Students will be able to:

1.

evaluate the reasons for European expansion in the 14th and 15th centuries.

(1, 2) a.

identify three (stated) reasons that

Europeans began exploring the seas. b.

recognize the situation in Europe from the 14 th to the 16 th century. c.

identify the impact of the Black

Death on economics and society.

2.

identify the varieties of Native American cultures and assess the patterns of conquest by each European power that interacted with Natives in this period.

(1, 3)

STANDARDS

6.1.12.A.1.b

6.1.12.C.1.a

WHST.9-10.1-

5

6.1.12.D.1.a

RH.9-10.1

RH.9-10.2

RH.9-10.3

WHST.9-10.1-

10

NJCCCS

TECH

LIT.

8.1.12.F.1

SUGGESTED ACTIVITIES

Students will:

● using a map of Europe, determine

● what areas could be ready for long term exploration and colonization. base their answers on the necessary elements to colonization by a modern nation state.

● use selected readings and research to identify the cultures and lifestyles of the different tribes.

● use a map of the W Hemisphere to locate Native American cultures and identify which groups interacted with which European country.

EVALUATIONS/

ASSESSMENTS

17

FRQ: Analyze the cultural and economic responses of the following groups to the Indians of

North America before 1750: British, Spanish and

French.

Short Answer Quiz – Columbus – “A hero or a villain?”

Class discussion



OBJECTIVES



3.

examine and chart Spanish, English,

French and Dutch “discoveries,” identifying their land claims and patterns of settlement. (3) a.

recognize John Smith and Powhatan.

b.

distinguish between Puritans and the

Virginia Colony.

c.

identify the intent of the Virginia

Colonists and the Virginia Company.

STANDARDS

6.1.12.A.1.a

6.1.12.B.1.a

WHST.9-10.1-

5

NJCCCS

TECH

LIT.


Students will:

● Working in groups, students develop a class presentation that analyzes reasons for the development of different labor systems in any two of the following regions of British colonial settlement: New England, the

Chesapeake, the southernmost

Atlantic coast, and the British West

Indies. [CR4]

EVALUATIONS/

ASSESSMENTS

18

FRQ: “Throughout the colonial period, economic concerns had more to do with settling of British

North America than did religious concerns.”

Assess the validity of this statement with specific reference to economic and religious concerns.

[CR5]

OBJECTIVES



4.

evaluate the reasons why each colonial region in the British colonies (New

England, Middle, and Southern) developed differently despite the fact that English people primarily settled each region. (4, 5, 6) a.

identify the Puritans by focusing on their beliefs and differences with

Virginians.

b.

define and assess Puritan religion.

c.

discuss interactions with Native

Americans

STANDARDS

6.1.12.A.1.a

6.1.12.B.1.b

6.1.12.C.1.a

6.1.12.C.1.b

RH.9-10.1

RH.9-10.2

RH.9-10.3

WHST.9-10.1-

10

8.1.12.F1

NJCCCS

TECH

LIT.


Students will:

● read and analyze the Mayflower

Compact compared to documents of ship manifests to New England and the Chesapeake Bay colonies.

Students may use multi-media resources including the Internet, for research. [CR3]

EVALUATIONS/

ASSESSMENTS

1993 DBQ: Although New England and the

Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? [CR5]



OBJECTIVES



5.

assess the connection between political systems in each colony and their religious beliefs. (4, 5) a.

identify Half-way covenant.

b.

recognize problems with Quakers and other groups.

c.

identify life in New England in 17 th century.

6.

assess the impact of events in England during the 17th century, including their

Civil War, on continuing British efforts to plant and manage colonies in America. (2,

3, 4, 8) a.

identify the various English colonies established by 1700.

b.

recognize the Quakers, Maryland, and the Restoration Colonies.

c.

define the English Civil War and assess its impact on colonization.

7.

recognize the development of complex economies in the British North American colonies, particularly in the New England and Middle regions (4, 5, 6, 7, 8) a.

recognize and assess the economic difference between various colonial section.

b.

identify triangular trade (and reality).

c.

Assess the initial purpose of the colonies

STANDARD

S

6.1.12.B.1.a

RH.9-10.1-9

WHST.9-

10.1-5

6.1.12.A.1.a

RH.9-10.1

RH.9-10.3

RH.9-10.4

WHST.9-

10.1-10

NJCC

CS

TECH

LIT.


Students will:

●

● develop document analysis skills after a review of the essay, be exposed to the documents as the unit progresses, starting by slowly going over document analysis procedures - each document should be applied to the question thesis.

● write an essay with selected documents

(practicing skills)

● examine and analyze a chart of population growth in the English colonies, 1690-1770

(Nash 202) and a map of European colonies in North America as of 1750 (Nash 229).

Draw conclusions. [CR13b]

● using a map of the British colonies, take detailed notes on the economies of each region while watching video clips on

Colonial America.


EVALUATIONS/

ASSESSMENTS

Teacher observation

Teacher observation

Writing activity

19

1995 FRQ: For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect influenced the development of American society as illustrated in the following: legislative assem-blies, commerce, religion. [CR5]

Teacher-created quiz


OBJECTIVES

Numbers in parentheses indicate coordination with the

Course Proficiencies.


8.

assess and chart the development of Black Slavery in the British North American colonies. (7) a.

identify social life in the North and South.

b.

recognize the reasons for Bacon’s Rebellion.

c.

identify the growth of slavery in the southern colonies.

9.

compare and contrast the town and country in each colonial region, recognizing particularities to the culture in each region. (4, 5, 6, 7) a.

identify and assess social and culture differences between the various colonial regions.

b.

recognize the development of the “town” in colonial society.

c.

identify the role of the sexes in

Chesapeake/Southern society.

d.

identify and assess social and cultural differences between the various colonial regions.

e.

identify and assess differences between the sexes between the various regions.

f.

recognize the main players in the Salem witch crisis and its impact in colonial development.

STANDARDS

6.1.12.C.1.b

RH.9-10.1

RH.9-10.3

RH.9-10.4

WHST.9-10.1-10

6.1.12.B.1.a

6.1.12.A.1.b

6.1.12.C.1.b

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.7

RH.9-10.10

WHST.9-10.1-10

NJCCCS

TECH

LIT.

8.1.12.F.1

8.1.12.F.1


Students will:

● complete a document analysis on

Bacon’s Rebellion practicing document analysis skills.

● conduct research to chart the development of slavery in the British

North American colonies in preparation for the 2001 FRQ. Students may use multi-media resources including the

Internet, for research.

examine European methods used for detecting witches - combined with a small group assignment evaluating the differences between the sexes (both real and perspective). [CR7]

●

Using readings, debate the opposing viewpoints of the Salem Witch Trials

● use maps, graphs, readings and research to examine differences in towns in each colonial region. Include gender, religious, social and cultural differences.

UNIT 2: The Road to Revolution (1740-1775)

- approximately 11 days [CR2]

20

EVALUATIONS/

ASSESSMENTS

2001 FRQ: How did the economic, geographic, and social factors encourage the growth of slavery as an important part of the

English colonies? [CR5]

Analysis questions focusing on:

●

Class differences

●

Religious freedom

●

Economic motivations for the settlement of colonies


Suggested Reading:

[CR1b & CR1c]

The Unfinished Nation Chapter 4

Degler, “Material Foundations” , “Not All Colonials Were Englishmen” and “Americans Have New Rights”

Excerpts from Abigail and John Adams’ Letters

Paul Revere’s Engraving of the Boston Massacre

Thomas Paine’s Common Sense

Essential


21

Was the road to the War for Independence a clear path? In what ways did the 18 th century imperial wars alter the relationship between Great

Britain and the American colonies? Did economic or political issues have the bigger impact on the desire for independence? How were the geographic regions a cause and a goal for Revolution? [WOR, WXT, ENV]

Enduring Understandings: Ideals related to liberty and equality sparked the American Revolution. Knowledge of the past helps one understand the present and make decisions about the future (couldn’t this be said for all units?). Americans were divided on the question of independence. Countries fought in the French and

Indian War for various reasons. Colonies were created to make the mother countries wealthier.

OBJECTIVES



STANDARDS

NJCCCS

TECH LIT.


Students will:

EVALUATIONS/

ASSESSMENTS

10.

identify the British trade policies and how they impacted the relationship between Great

Britain and the colonies. (4, 5, 7, 8) a.

define rebellion and revolution and apply them to the situation in America

(consider).

b.

define mercantilism.

c.

identify the policy of salutary neglect.

11.

identify Anglo-French rivalries and connect them to events and relationships in the British

Colonies recognizing the impact of the

French and Indian War (Seven Years War) on the relationship between Great Britain and her colonies. (1, 2, 3, 4)

6.1.12.C.1.a

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

WHST.9-

10.1-5

6.1.12.D.1.a

RH.9-10.2

WHST.9-

10.1-5

● further develop their skills by practicing the steps to approaching a DBQ by giving a written response to each step as they move through the 1999 DBQ: To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Use the documents and your knowledge of the period 1750 to 1776 to answer the question.

● practice document analysis procedures and discuss the development of democracy in the British North American colonies with a close examination of the

1973 DBQ on Democracy in

Wethersfield, Connecticut.

1999 DBQ will be assessed using

Advanced Placement scoring rubrics.

Written response with teacher feedback and guidance

UNIT 2: The Road to Revolution (1740-1775) (continued)


OBJECTIVES



12.

evaluate the situation in the colonies by the end of the French and Indian War, assessing the development of an American nationality and determining the extent of colonial unity.

(9) a.

identify at least two results of the Great

Awakening.

b.

identify the major parameters of the

Enlightenment.

c.

define American.

d.

assess impact of British history and problems on colonial development.

e.

identify state of American society and democracy at this point.

STANDARDS

6.1.12.B.2.a

6.1.12.D.1.a

6.1.12.A.2.a

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

RH.9-10.8

RH.9-10.9

WHST.9-

10.1-5

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● use the documents from the 2004 DBQ question for analysis of primary sources related to the French and Indian War.

● read and analyze primary and secondary sources (some of which may be obtained from Internet research) related to changes in American colonial society in the mid to late 1700’s.

22

EVALUATIONS/

ASSESSMENTS

Written responses will be scored using rubrics.


UNIT 2: The Road to Revolution (1740-1775) (continued)

OBJECTIVES



13.

identify and assess the increasingly restrictive legislation on the British colonies and the colonial response to those actions. (9, 10) a.

identify Proclamation of 1763, Sugar

Act, Currency Act and Stamp Act.

b.

recognize and discuss the colonial response and rationale.

c.

identify the colonial response to the

Stamp Act.

d.

recognize the reasons for British repeal.

e.

recognize the reasons for British repeal.

f.

identify the Declaratory Act,

Townshend duties and Tea Act.

g.

identify the Quartering Act.

h.

identify the Coercive Acts.

i.

define the Continental Congress.

j.

recognize the British and Colonial rationales for their actions

STANDARDS

6.1.12.C.1.a

6.1.12.A.1.a

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.10

WHST.9-

10.1-5

NJCCCS

TECH LIT.


23

EVALUATIONS/

ASSESSMENTS

Students will:

● chart the various British actions designed to implement a more restrictive colonial life, including the motivations for each action. At the same time, chart colonial actions and reactions to the British including their motivation. Also identify the success of American actions.

● complete a culminating activit y: Teacher will list on the board (or on a hand-out) the major reasons for the colonial rebellion.

Include: trade regulations (Navigation

Acts), restrictions on western lands, the growth of national consciousness, the lack of representation in Parliament, spreading ideology of the Enlightenment, Britain’s abrupt shift to an “imperial” policy after

1763, desire of the colonists to govern themselves, and mounting debts of the

American colonists. Then students will

RANK the reasons (in small groups) and each group will present. The discussion should evolve into a full class debate of the main reasons for the rebellion. [CR12]

Student participation in the activity using teacher observation.

Written student response to the debate of the main reasons for rebellion.

1989 FRQ: “In the two decades before the outbreak of the

American Revolutionary War, a profound shift occurred in the way many American thought and felt about the British government and their colonial governments.”

[CR5]


UNIT 3: THE WAR FOR INDEPENDENCE AND ITS AFTERMATH (1775-1787) -



[CR1b & CR1c]

An Unfinished Nation – Chapter 5

Pauline Maier, “Independence”

Declaration of Independence

Edmund Morgan, “The Independent States”

Articles of Confederation

Edmund Morgan, “The Critical Period”

Zinn, “The War for Independence was Not a Social Revolution”

Wood, “The War for Independence was a Social Revolution”

Essential


Was the American War for Independence a revolution? Was there an American nation and identity at this point in history? In what ways and to what extent was the Revolution also a Civil War, but also an international struggle? How was the upper class able to acquire the assistance of the lower classes in the struggle for independence and support the patriotic spirit? How did the newly formed country attempt to govern and formulate a national economy? [CUL, WOR, ID, WXT]

Enduring Understandings: Change comes through revolution. Many diverse groups came together to support the Patriots war for independence. Political freedom often comes at a great cost. The Declaration of Independence encompasses key aspects highlighting political freedoms.

OBJECTIVES



14.

identify the events that led to the colonial decision to declare independence in 1776 from the first moments of bloodshed

(Lexington and Concord) to the writing of the

Declaration of Independence . (9, 10) a.

identify Lexington and Concord.

b.

recognize events at Bunker (Breed’s)

Hill.

c.

identify the focus of priorities of the

Continental Congress.

d.

correlate support for the revolution with the actions of the Congress.

e.

identify the impact of Common Sense.

STANDARDS

6.1.12.A.2.a

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-5

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● debate the validity of this essential question: "The rebelling colonists were pushed towards Independence by the actions of King and Parliament between

1775 and 1776." Use readings, research

(Internet and print), and class lectures to inform the debate. [CR10]

EVALUATIONS/

ASSESSMENTS

2004 FRQ: Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775 to 1800. [CR5]


UNIT 3: THE WAR FOR INDEPENDENCE AND ITS AFTERMATH (1775-1787) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.



15.

recognize both the intent and the message of the words in the Declaration of

Independence by identifying the philosophical sources of Jefferson’s preamble, focusing on Locke an democratic theory. (9, 11, 15)

16. categorize the war into three "phases"

by identifying the areas of

concentration by the British and their

overall policy to subdue the Rebellion.

(11)

17.

assess the role of the new states and their interaction with the central government in fighting the British and managing their collective affairs.

(11, 12, 13) a.

identify how the colonists handled the financial burden of the war.

b.

recognize the distinction between civil war and revolution.

c.

assess the social revolution.

d.

recognize the Spirit of ’76 and how it manifested itself.

e.

identify the composition of the new state governments that were created during the war.

f.

recognize any “revolutionary” characteristics of these governments.

6.1.12.A.2.a

RH.9-10.4-5

WHST.9-10.1-

10

6.1.12.B.2.a

RH.9-10.2

RH.9-10.5

WHST.9-10.1-

5

6.1.12.B.2.a

6.1.12.C.2.a

6.1.12.A.2.c

6.1.12.D.2.d

6.1.12.D.2.e

6.1.12.D.2.a

RH.9-10.4

RH.9-10.5

EVALUATIONS/

ASSESSMENTS

Students will:

● break down the preamble to the

●

Declaration into selected parts identifying a major democratic concept in each. research and discuss the meaning of one segment in small groups, and then come together to discuss the entire preamble.

● identify whether or not the complaints of the Congress in the Declaration are valid, invalid, or exaggerations.

● debate/discuss: Analyze Zinn and Wood

Readings: What is the Spirit of ‘76?

Social changes during the war - class, blacks, women, others? Was it a

“revolution?”

Overall discussion of the concept of “home rule” vs. “who should rule at home.” [CR9]

1988 FRQ: “The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having, in direct object, the establishment of an absolute tyranny over these states.” Evaluate this statement.

Written student responses to the

Declaration’s list of grievances.

Write an essay responding to the following: Based on the arguments provided by Zinn and

Wood as well as the primary source documents, to what extent did the American

Revolution fundamentally change American society? In your answer, be sure to address the political, economic, and social effects of the Revolution in the period from 1775 to 1800.

[CR6]


UNIT 3: THE WAR FOR INDEPENDENCE AND ITS AFTERMATH (1775-1787) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.



18.

identify the particulars of the Articles of

Confederation and assess the government's ability to deal with events during the "critical period" after the War. (13)

6.1.12.D.2.c

6.1.12.C.2.a

6.1.12.C.2.b

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

Students will:

● participate in the Four Corners assignment. Students will be divided into four groups and given selected documents from the 1985 DBQ. Each group will be put into a “station” and given a thesis.

They will have five minutes with the 3-5 documents in that station to develop an argument for that thesis, then the students will proceed to the next station. After each group has gone to each station, as a large group they will discuss what arguments are the strongest and how it is possible to interpret documents in multiple ways.

EVALUATIONS/

ASSESSMENTS

1996 FRQ: Analyze the degree to which the Articles of

Confederation provided an effective form of government with respect to any TWO of the following: [CR13b]

●

●

● foreign relations

Western lands economic conditions


UNIT 4: THE AMERICAN CONSTITUTION

- approximately 14 days [CR2]


[CR1b & CR1c]

The Unfinished Nation – Chapter 6

Richard Hofstadter, “The Age of Reason”

Selected readings from We The People

Leon Baradat, “Neoclassical Democratic Theory”

Articles of Confederation

U.S. Constitution/Bill of Rights

Essential


Enduring

Understandings

:

The Federalist Papers

What are the limits of the power of government? How do you balance government power and individual rights? To what extent is the Constitution a conservative document designed to maintain power in the hands of the elite? Is the Constitution more reflective of the philosophies of John

Locke or Thomas Hobbes? [POL, CUL]

New governments faced changes due to the Nation's growth when more people arrived and lands were acquired. Compromise is the key to solving the issues that exist between political ideas and social reality. Over time, governments are shaped by principles and ideals. Laws protect citizens.

Rights and responsibilities are guaranteed in the United States Constitution and Bill of Rights. Governments balance the rights and responsibilities of individuals with the common good. Federalists and Anti-federalists both presented valid concerns during the ratification period. The creation of a federal system is at once a unique solution to strong state governments and a lasting cause of political arguments and impotence.

OBJECTIVES



19.

identify and assess the intellectual and philosophical roots of the American

Constitution. (14, 15) a.

identify the philosophical foundations of the constitution, including Hobbes and

Calvin.

b.

recognize the conflicts that the founders were dealing with.

c.

define 18 th century “liberalism” as identified by Locke and Smith.

STANDARDS

6.1.12.A.2.c

RH.9-10.1

RH.9-10.4

NJCCCS

TECH LIT.


Students will:

● discuss Shay’s Rebellion and the desire of some for a revision of the Articles of

Confederation . This discussion should address the ideas of Hobbes, Locke, and

Rousseau.

EVALUATIONS/

ASSESSMENTS

Teacher observation


UNIT 4: THE AMERICAN CONSTITUTION (

continued)

OBJECTIVES



20.

define federalism and recognize

Constitutional implementation of this type of government in the Constitution. (16, 17) a.

identify and define the Virginia Plan,

New Jersey Plan and the Great

Compromise.

b.

recognize the importance of Shay’s

Rebellion.

c.

identify the types of people who call the convention and the legal mission.

d.

define Federalism.

e.

define Confederation f.

identify legislative powers and powers denied.

STANDARDS

6.1.12.A.2.c

6.1.12.A.2.b

RH.9-10.4

RH.9-10.5

WHST.9-10.1-

5

NJCCCS

TECH LIT.


Students will:

● address how to give the central government more power, but still limit its power.

●

● also discuss: Are the founding fathers

Hobbesian?

use Madison’s quote: “If men were angels, no government would be necessary.”

Discuss its implications in the large group.

28

EVALUATIONS/

ASSESSMENTS

Written response to discussions



continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.


21.

identify and explain the functions of the

Executive, Congress and the Judiciary. (14,

16, 17)

6.1.12.A.2.e

6.1.12.A.2.c

6.1.12.A.2.e


Students will:

● participate in “Take Over the Country” game. Students will break into three groups. Each group corresponds to a branch of government. Using the

Constitution and their constitutional powers, each group has one chance to take over the government. Students will draw straws to see who goes first – then, in that order, (in groups) they will explain to the arbiter (teacher) how they intend to take over the whole country.

The arbiter asks necessary questions and the other branches explain how they intend to stop the first branch with the arbiter deciding who was successful. If the first branch was unsuccessful, the next branch tries, and the game continues.

29

EVALUATIONS/

ASSESSMENTS

Tests/quizzes to determine student understanding of these concepts:

● A roadmap of how a bill becomes a law with “blanks” allowing students to fill in the step

● A “situations” sheet with radical events allowing for the student to fill in the “check” on that power.


22.

identify and explain the relationship between the three branches of government.

(14, 15, 16) a.

identify the process of a bill becoming a law.

b.

define legislator, legislation and legislature.

c.

identify at least three constitutional powers and/or responsibilities of the executive branch.

d.

identify at least two constitutional powers and/or responsibilities of the judicial branch.

e.

define checks and balances.

30



continued)

OBJECTIVES



23.

assess the founding fathers’ belief in democracy and the degree that democratic elements are found in the Constitution. (14,

15, 20) a.

differentiate between democratic theory and practice.

b.

recognize the class of the founders and their thoughts on the people.

c.

identify the process of amendment.

STANDARDS

6.1.12.D.2.b

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.8

RH.9-10.9

RH.9-10.10

WHST.9-10.1-

10

6.1.12.A.2.d

NJCCCS

TECH LIT.

24.

identify the debate over the ratification of the Constitution. (18, 19) a.

identify at least three arguments of the

Federalists and anti-Federalists.

b.

recognize the irony in the name “anti”

Federalist.

c.

identify the major and minor arguments of both sides in the question of ratification.

d.

identify differences between the Articles of Confederation and the Constitution.


Students will:

● after drawing a line on the board representing a “scale” of Democracy with “full” democracy at one end and

“no” democracy at the other, discuss what each would involve. Then students will discuss where the United States would be on this scale in 1789, and discuss reasons they will apply this to the question: What about today?

31

EVALUATIONS/

ASSESSMENTS

(2-4 page paper): In Political

Ideologies , the political historian Leon Baradat writes, “The

Constitution was, in fact, no less than the culmination of a conservative counter-revolution to the dominant theme of the

American Revolution.” Assess the validity of this statement.

● participate in one of two main debates on the ratification of the constitution:

1.

hold their own Constructional

Convention, identifying weak-nesses with the Articles and wishes to amend.

OR

2.

act the role of a ratifying convention right here in Parsippany in 1787.

● participate in a “Ratifying Convention.”

Students will read and study the actual

Constitution (as written in 1787) over two days – and may be assigned certain roles

(anti-Federalists, Federalists, and undecided).

Students will write an essay on the following: Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the

Constitution:

A) John Adams

B) Thomas Jefferson

C) George Washington



continued)

OBJECTIVES



25.

identify the Bill of Rights and recognize the extent and limits of those freedoms. (20) a.

identify the Bill of Rights.

b.

recognize the reasons for their creation and passage.

c.

identify the parameters of the first five amendments.

d.

identify the parameters of the 5 th , 6 th , 7 th ,

8 th and 9 th amendments.

e.

recognize the political implications of the 10 th amendment.

f.

define due process and double jeopardy.

STANDARDS

6.1.12.A.2.b

6.1.12.D.2.b

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

RH.9-10.10

WHST.9-10.1-

10

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● participate in various situations involving controversial aspects of the application of rights in the Bill of Rights and discuss.

This may involve research using multimedia resources, including the Internet.

32

EVALUATIONS/

ASSESSMENTS

(3-4 page paper): The founding fathers were primarily motivated by a need to correct perceived weaknesses of the government under the Articles of

Confederation. How much stronger is the national government under the Constitution than the government under the Articles of Confederation? In your response, be sure to evaluate the overall strength of the new government by identifying

Constitutional limitations on that government's power. [CR11]


UNIT 5: THE FEDERALIST ERA (1789 – 1801) -



[CR1b & CR1c]

The Unfisnihsed Nation – Chapter 6

Heilbroner, “Doubts, Misgivings, and False Starts”

Joyce Appleby, “A Vision of Classlessness”

Degler, “Revolutionaries Can Be Conservative”

Kentucky and Virginia Resolves

Hamilton’s Financial Plan Reports

Essential


How did the Federalist Era establish constitutional and governmental precedents? Did foreign or domestic affairs have a larger impact in the development of the First Party system? Why did the Revolutionary generation, united in the defeat of Britain, divide so rapidly into opposing sects? How radical were the social, economic and ideological changes that occurred during and after the Revolution? [CUL, PEO, ID, POL]

Enduring Understandings: The principles and ideals underlying American democracy are designed to promote the freedom of the American people. Individuals play a role in creating a nation. Individuals, groups, and societies have the opportunity to make significant political choices and decisions, which have consequences. The U.S. Constitution created a national government composed of three branches, each of which has a unique structure and function. Policies and actions of early Presidents helped to shape the national government and the development of Constitutional powers. The scope of federal power under the Constitution was debated from the start of the country and continues to this day.

OBJECTIVES



26.

recognize the problems and situations confronting the new country immediately after the ratification of the Constitution. (21,

22, 23, 24) a.

identify problems facing Washington and the new country.

b.

define cabinet.

c.

recognize the need for the executive cabinet and their areas of control.

STANDARDS

6.1.12.C.2.b

6.1.12.D.2.c

RH.9-10.4

RH.9-10.5

NJCCCS

TECH LIT.


Students will:

● use readings and documents to identify the problems facing the new nation and how these were addressed.

● participate in a discussion in which they identify the precedents set by George

Washington’s administration.

EVALUATIONS/

ASSESSMENTS

Tests/quizzes on readings and discussion.


UNIT 5: THE FEDERALIST ERA (1789 – 1801)

(continued)

OBJECTIVES



27.

identify and evaluate the reasons for and the development of the growing split between

Alexander Hamilton and the Federalists and

Thomas Jefferson and the Democratic

Republicans.

(22, 23, 24) a.

identify components of Hamilton’s financial plan.

b.

recognize reasons why Jefferson (and others) did not support Hamilton.

c.

identify the struggle over the national bank.

d.

identify the necessary and proper clause as the cause of constitutional conflict.

e.

recognize the ongoing debate between the states and the federal government.

f.

assess the early decisions of the

Marshall Court.

STANDARDS

6.1.12.C.2.b

6.1.12.A.2.c

6.1.12.D.3.c

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.7

WHST.9-10.1-

10

NJCCCS

TECH LIT.


Students will:

● discuss the secession of southern states in

1860-61 (leaving time for a discussion of why and how this could have occurred), and be able to understand the connection between the Jefferson/Hamilton disagreement and the eventual break-up of the union.

34

EVALUATIONS/

ASSESSMENTS

Question for analysis:

Forgetting that no one agreed where the power of judicial review lay in 1792, you are asked, as a federal judge, to hear a case concerning the constitutionality of Alexander

Hamilton’s

Second Report on

Public Credit and his final Report on Manufactures . Re-view the evidence (Hamilton’s Reports) and read, study and consider the relevant sections of the

Constitution; then make your ruling…“Were Hamilton’s

Second Report and his Report on

Manufactures constitutional?”



(continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.


28.

appraise the administration of George

Washington noting successes and failures.

(21, 22, 23, 26) a.

recognize the start of problems between

Britain and France.

b.

identify the role of the government in the

1794 Whiskey Rebellion.

6.1.12.C.2.b

WHST.9-10.1-

5

8.1.12.A.1

8.1.12.F.1


Students will:

● create a chart of presidents from

Washington to Lincoln and rate the presidents on various qualities including leadership, character, handling of foreign problems and handling of domestic issues. This chart should be used for each successive unit. Students may use multimedia resources, including the Internet for research.

35

EVALUATIONS/

ASSESSMENTS

Students will answer a series of analysis questions while reading the chapter by Joyce Appleby (“A

Vision of Classlessness”) – their answers can work into a debate on why the revolutionary generation cannot stay united.



(continued)

OBJECTIVES



29.

evaluate the 1790s as a critical decade in

American History focusing on the reasons that the revolutionary generation could not stay politically united.

(22, 23, 24) a.

identify the impact on the United States of the war between England and France.

b.

identify the origins of political parties and their views of govern-ment.

c.

identify and define the Alien and

Sedition Acts.

d.

recognize and assess the causes of the

Alien and Sedition Acts.

e.

assess the impact of the Kentucky

Resolutions and the origins of the “state compact theory.”

STANDARDS

6.1.12.A.3.g

6.1.12.D.3.c

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

NJCCCS

TECH LIT.


Students will:

● closely read/analyze the First Kentucky

Resolve as an example of the state compact theory, which needs to be understood to lay the groundwork for secession in 1861.

36

EVALUATIONS/

ASSESSMENTS

Question for analysis: Place the six major figures of the

Revolutionary generation on the political spectrum and explain the reasons for your decisions.

2002 FRQ: Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution:

John Adams, Thomas Jefferson,

George Washington.


OBJECTIVES



30.

identify and discuss what is meant by

“Jeffersonian Democracy” by evaluating

Jefferson’s beliefs and his actions as

President. (23, 24) a.

identify Lewis and Clark.

b.

recognize the particulars of the

Louisiana Purchase.

c.

identify the ‘revolution’ of 1800.

d.

assess the practical impact on

Jefferson’s philosophies.

STANDARDS

6.1.12.A.3.b

6.1.12.A.3.c

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● determine the scope of the Louisiana

Purchase using maps and primary source documents.

● conduct a mock trial of Thomas Jefferson for violating the Constitution with the purchase of the Louisiana territory.

Students will conduct research to reinforce their arguments.

Students may use multimedia resources including the Internet, for research.

37

UNIT 6: THE AGE OF JEFFERSON (1801 – 1817) -



[CR1b & CR1c]

The Unfinished Nation - Chapter 7

David Kennedy, “The Second War for Independence”

Hofstadter, APT, “Jefferson”

James Madison’s War Message to Congress

Essential


Was Jefferson a strict constructionist? How did the expansion of America impact the environment of the natives already living in the territory?

How did expansion impact the American identity and strength of government? How and why does a democratic country go to war? If British interference with shipping was the primary cause of war, why did New England states vote against war in 1812? [POL, ENV, ID, CUL, WOR]

Enduring Understandings: The US greatly expanded its borders during the Jefferson era, and opened up the door to a new frontier of economic and political progress. Conflict over the increasing power of the national government created intensified sectional tension. Landmark court cases emerged early in the Jefferson

Presidency that better defined the powers of the Supreme Court and justified the creation of federal institutions. Women emerged as Republican

Mothers early in the republic and that position evolved throughout the 19 th century. Westward movement of people brought increasing conflict with Native American Indians and required Americans to develop two ways to deal with that conflict. Democratic countries require popular support to go to war.

EVALUATIONS/

ASSESSMENTS

Mock trial role play: The trial of Thomas Jefferson.

Students will serve in roles and be assessed using criteria established for their roles.


UNIT 6: THE AGE OF JEFFERSON (1801 – 1817) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.


31.

recognize the concept and implement-ation of Judicial Review. (25) a.

define “midnight appointments” and identify Marbury v. Madison.

b.

compare judicial review to Jefferson’s comments in the Kentucky Resolves.

c.

assess the early decisions of the

Marshall Court.

6.1.12.A.3.e

6.1.12.A.3.d

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5, 7-10

8.1.12.F.1


Students will:

● review the early court cases of John

Marshall and discuss their impact on the role of the Supreme Court. Students may use multi-media resources including the


38

EVALUATIONS/

ASSESSMENTS

Written response:

John Marshall served as Chief

Justice of the United States from

1801 to 1835 and arguably put the greatest stamp on the interpretation of the

Constitution. The Federalist,

John Adams, appointed Marshall and he was confirmed by a

Federalist-dominated Senate.

Examine the Marshall Court’s decisions in the cases below.

What evidence suggests that

Marshall was a Federalist who was furthering the Federalist desire of a strong, national government?

● McCulloch v. Maryland

(1819)

● Dartmouth College v.

Woodward (1819)

● Gibbons v. Ogden (1824)


UNIT 6: THE AGE OF JEFFERSON (1801 – 1817) (continued)

OBJECTIVES



32.

identify the causes and consequences of the

War of 1812. (27) a.

identify the causes and consequences of the War of 1812.

b.

identify and explain the re-emerging problems with France (and England).

c.

recognize the effects of the Embargo

Act on the economy and republican principles.

d.

correlate the continuity of the Embargo

Act, Macon’s Bill No. 2, and the Nonintercourse Act.

e.

identify the voting patterns for war throughout the country.

f.

identify Madison’s reasons for going to war.

g.

recognize and assess the general war plans and strategies.

h.

recognize and assess support for the war.

i.

analyze Federalists opposition to the war.

j.

identify the final battles and the details of the Treaty of Ghent.

STANDARDS

6.1.12.A.3.b

6.1.12.A.3.a

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

RH.9-10.8

RH.9-10.9

WHST.9-10.1-

10

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● participate in a general discussion of

HOW America “goes to war,” starting with a close reading of Madison’s War

Message to Congress.

● engage in a class discussion using this essential question: If Congress has the power and authority to declare war, why does it wait for the President to ask them to declare war?

● using a map of voting for the war of 1812 in Congress (by district), debate the causes of the war (especially because most votes against declaring war come from counties directly affected by British shipping violations).

39

EVALUATIONS/

ASSESSMENTS

1998 DBQ: With respect to the federal Constitution, the

Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the

Federalists. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and

Madison? In writing your answer, use the documents and your knowledge of the period

1801-1817. [CR5]


UNIT 6: THE AGE OF JEFFERSON (1801 – 1817)

(continued)

OBJECTIVES



33.

evaluate the degree that the Jeffersonian

Republicans and the Federalists remained consistent with their earlier arguments on

“broad” vs. “strict” construction.” (22, 23)

STANDARDS

6.1.12.A.3.g

RH.9-10.4

RH.9-10.5

8.1.12.F.1

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● using readings and documents, outline the arguments indicating consistency or lack of consistency of the Jeffersonian

Republicans and the Federalists. Students may use multi-media resources including the Internet, for research.

40

EVALUATIONS/

ASSESSMENTS

Tests/quizzes


UNIT 7: NATIONALISM AND ECONOMIC EXPANSION (1817 – 1840) -

approximately13 days [CR2]


[CR1b & CR1c]

The Unfinished Nation – Chapter 8, 10 & 11

Stephen Oates, The Approaching Fury, “Jefferson”

Heilbroner, “Forgoing a Labor Force”& “Preparations for the Age of Manufacture”

Kennedy, “Mounting Labor Unrest” & “The South and the Slave Controversy”

James McPherson, “An Empire for Slavery”

Eugene Genovese, “In the Name of Humanity & the Cause of Reform”

Howard Zinn, “The Other Civil War”

Various artwork from the era of Good Feelings and Nationalistic Era

Monroe Doctrine

Essential Questions/Themes: How did a rise in nationalism lead to a new American identity? How and why do sectional issues rise after the War of 1812? How did the

Monroe Doctrine expand American power and politics in the world? What is the Market Revolution and why is it occurring at this time? How did the new industrial economy emerging in urban areas affect the people living and migrating there?

How did the growth of mass manufacturing in the rapidly urbanizing North affect relationships between workers, and those for whom they worked? How did the continuing dominance of agriculture and the slave system affect southern social, political, and economic life? [ID, PEO, POL, WXT, WOR]

Enduring Understandings: Beliefs and ideals of a society shape the social, political, and economic decisions of that society. Technological innovations have consequences, both intended and unintended, for a society. Sectionalism both reflected and contributed to changes in the American political system. Slavery was rationalized throughout the US during the 19 th century by the manipulation of economic, social and religious factors, which led to the political rift over the sovereignty of State v. Federal governments and the lengths to which each was willing to go to exert its power over the other. Changes in transportation, industry, and population resulted in the creation of a national market economy. The developing market economy had immense effects on social and class structures.


OBJECTIVES



34.

recognize and assess the short and long-term consequences of the War of 1812. (27) a.

identify post-war issues in the Era of

Good Feelings.

b.

recognize and assess the Monroe

Doctrine.

c.

recognize and explain the growing entente between the US and Great

Britain.

STANDARDS

6.1.12.A.3.b

WHST.9-10.1-

5

NJCCCS

TECH LIT.


EVALUATIONS/

ASSESSMENTS

42

Students will:

8.1.12.F.1

● create a timeline showing significant events during the era of nationalism and sectionalism after the war of 1812.

Students may use media and technology resources to conduct research.

● analyze American art by Gilbert Stuart,

William Rush, Washington Allston,

Samuel Morse, and Mather Brown using race, democracy, class, and nationalism, and then present their findings to the class.

2002 DBQ: Historians have traditionally labeled the period after the War of 1812 the “Era of Good Feelings.”

Evaluate the accuracy of this label, considering the emergence of nationalism and sectionalism. Use the docs and your knowledge of the period 1815-1825 to construct your answer. [CR5]


UNIT 7: NATIONALISM AND ECONOMIC EXPANSION (1817 – 1840) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.



35.

identify and evaluate the growing sectional issues. (28, 29, 30, 31) a.

define sectionalism.

b.

define the “American System.” c.

identify the reasons for the Missouri

Compromise.

d.

recognize the effects of the compromise on the nation (politically and socially).

e.

assess Jefferson’s reaction to the compromise.

36.

analyze and appraise the reasons for the development of mills and factories in the

United States in this time period. (28) a.

identify and define various terms relating to the industrial economy.

b.

recognize the effects of the constitution on the development of industry.

6.1.12.D.3.c

RH.9-10.1

RH.9-10.4

WHST.9-10.1-

5

6.1.12.C.3.a

6.1.12.C.3.b

8.1.12.F.1

Students will:

● using Jefferson’s quote on the Missouri

Compromise (“Fire Bell in the Night”) on the overhead (or a hand-out), discuss what

Jefferson means and why someone from the revolutionary generation would react so negatively to a compromise that many saw as a great way to heal the country.

● view video: Mill Times (an excellent PBS cartoon documentary on the development and growth of mills in late 18 th /early 19 th century New England). Students will note and dis-cuss their observations in the large group. Students may use multimedia resources including the Internet, for research.

43

EVALUATIONS/

ASSESSMENTS

Written response to Jefferson’s quote and the discussion

Definitions: Students should work to define the following terms: manufacture, mill, factory, textile, entrepreneur, and capital, using their textbook and additional readings and research, then apply them to an essay (or a series of sentences).



OBJECTIVES



37.

identify the social and political impact of early industrialization. (28, 29, 30, 31) a.

identify the Lowell Mill system.

b.

identify the technical aspects of the early mills.

c.

recognize the impact of technology on the economy and industrialization.

d.

identify the impact of the cotton gin.

e.

recognize the role of the federal government transportation.

in promoting f.

identify the role of canals and railroads.

g.

define and assess laissez-faire.

h.

identify the effects of industrialization on the common worker in the first half of the 19 th century.

i.

recognize the effects of Irish and

German immigration.

j.

assess the influences of the growth of the

American economy.

STANDARDS

6.1.12.C.3.a

6.1.12.C.3.b

6.1.12.D.3.a

6.1.12.D.3.b

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

10

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● respond orally to the following questions:

1.

How did our (U.S.) beliefs and the system of government contribute to the development of an industrial economy?

2.

How effects did Government involvement into the economy have

(long and short-term)?

● debate the prime motivator of the advance of the American economy in this period:

● in small groups, identify HOW improvements in transportation, urbanization, immigration, and manufacturing have contributed to the growth of the American econ-my. Then each group will RANK them in order of importance. Discuss results with the whole class debating the “prime” motivator of the economy. Use research to obtain information.

44

EVALUATIONS/

ASSESSMENTS

(2-4 page essay): Many people equate American economic development with the hardy efforts of strong individuals. To what extent was the economic development of the United States dependent on the efforts and actions of the federal and state governments? [CR9]



OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.



38.

identify and assess the development of the southern economy and connect that economy to the way of life that developed in that region. (30, 31) a.

identify the cotton kingdom and effects.

b.

recognize middle passage.

c.

identify the numbers of slavery in the

South.

d.

identify southern trade and industrial developments.

e.

recognize the economic life of southern whites and blacks.

f.

recognize the numbers of enslaved and the percentage of southerners with slaves.

g.

synthesize an economic and political picture of slave life.

6.1.12.A.3.h

6.1.12.B.3.a

6.1.12.A.3.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.9

WHST.9-10.1-

10

39.

recognize the aspects of slave culture and slave life in the South. (30) a.

define paternalism.

b.

identify the treatment of slaves.

c.

recognize the roles of planters and overseers.

d.

identify acts of antebellum slave resistance.

6.1.12.A.3.i

6.1.12.A.3.h

6.1.12.C.1.b

WHST.9-10.1-

5

Students will:

8.1.12.F.1

● use documents on slavery and slave life in the antebellum South, and work in small groups to brainstorm a question on slave life and culture such as, “What was antebellum southern life really like?” and develop a thesis, then each group will study and analyze the documents as possible evidence to aid in answering this question. Students may use multi-media resources, including the Internet, for their research.

● view excerpts from the video, Africans in

America , and apply these to the document assignment.

45

EVALUATIONS/

ASSESSMENTS

The document assignment given with the suggested activities can reasonably take two or three days. This assignment should culminate with a paper in which students are asked to draw conclusions on life in the antebellum South.

Written response


UNIT 7: NATIONALISM AND ECONOMIC EXPANSION (1817 – 1840) - continued

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.



40.

analyze the interaction between those who were opposed to slavery for moral or economic reasons and the slave holders of the southern United States. (30, 31) a.

identify various reform movements in the antebellum south.

b.

recognize the effects of the movements.

c.

identify the growth of Northeastern industry in the antebellum period.

d.

compare and contrast northern “free society” to southern “slave society.” e.

identify the slums of northern cities.

f.

identify the impact industrialization on class relations in northern society.

6.1.12.A.3.i

6.1.12.A.3.h

6.1.12.B.3.a

6.1.12.B.2.b

6.1.12.C.1.b

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

Students will:

8.1.12.F.1

● make a comparison of life in the North and South either through a debate/discussion or a simple charting of evidence using primary and secondary sources. Sources may be print or online.

Students may use multi-media resources including the Internet, for research.

46

EVALUATIONS/

ASSESSMENTS

Exam essay: "The lives of slaves in the antebellum South were no worse, and perhaps even better, than the lives of industrial workers in the North." Assess the validity of this statement.

[CR11]


UNIT 8: Jackson, Democracy and American Culture (1828 – 1850) -



[CR1b & CR1c]

The Unfinished Nation - Chapter 9, 12

Degler, “The Great Experiment”

Kennedy, “The Nullification Crisis”

Degler, “Jacksonian Liberalism”

Hofstadter, “Jackson”

Zinn, “As Long as Grass Grows and Water Runs”

Jackson’s Inaugural Address

Kennedy, “The Ferment of Culture and Reform”

Kennedy, “The Abolitionist Crusade”

Kennedy, “The Changing Role of Women”

Ronald Walters, “Antislavery”

Ronald Walters, “Heaven on Earth”

Essential Questions/Themes: What is Jacksonian Democracy? To what extent was this the age of the “common man?” What factors lead to the break-down of the First

Party system and the emergence of the Second? To what extent are the Whigs a continuation of the ideology of the Federalists? What was the role of religion and reform in the Antebellum United States? How democratic were the various movements for democracy? In what ways and to what extent did the 2 nd Great Awakening spur the development of reform and utopian movements? Why are the ideals of American womanhood changing in the mid-19 th century? How did the idea of democratization shape and reflect American arts, literature, ideals, and culture? How did the growth of ideals of mass democracy, including such concerns as expanding suffrage, public education, abolitionism, and care for the needy affect political life and discourse? [CUL, POL, ID]

Enduring Understandings: The long series of treaties with the Native American tribes, and broken by the federal government directly resulted in the loss of Native land, culture and lives, all of which have culminated in the present day creation of the Reservation system and legal cases filed by the native tribes to land and underlying resources. The distinct sectional geography of the US created the development and dependence of each economy on either free or slave agriculture, industrialization and trade, and these rooted economic ties pushed the Federal government sway between unification under a National Bank and the preference of the individual for State Banks. The First Party System collapsed in the wake of the War of 1812 and eventually gave way to the rise of the Second.

The National government grew in power throughout the late 18 th and into the 19 th centuries, and many Americans viewed this with increasing alarm, trying to find various ways to challenge and limit that power. A number of social reform movements, including the temperance and abolitionist movements, gained strength during this time. Questions about individuality and psychological development are explored throughout 19 th century literature. Religion and religious revivals in the early 19 th century had a considerable impact on attempts to bring about social, economic, and political reforms. Individuals relate to social, economic, and political issues that they view as undemocratic and/or in need of change in different ways.**(**The last bullet relates to the difference between utopians and reformers. Both viewed society as needing change, but they responded in vastly different ways (one by alienating themselves and the others by attempting to change it).


UNIT 8: Jackson, Democracy and American Culture (1828 – 1850) (continued)

OBJECTIVES



41.

identify the changing nature of American politics indicated by events in the election of

1824 and the creation of the two-party system by 1836. (32, 33) a.

identify the “corrupt-bargain.” b.

recognize the party issues in the election of 1824.

c.

recognize the leaders of the coming twoparty system.

d.

identify the issues in the election of

1828.

42.

define and assess the meaning and the limits of “Jacksonian Democracy.”

(32) a.

identify various aspects of the expansion of American democracy.

b.

recognize possible reasons for the expansion of democratic ideas.

43.

recognize the growth of sectionalism and the events surrounding the 1832-33 nullification crisis. (31, 32) a.

identify the South Carolina Exposition and Protest.

b.

define “nullification.” c.

assess the Force Act and the

“Compromise of 1833.”

STANDARDS

6.1.12.A.3.g

RH.9-10.2

RH.9-10.4

RH.9-10.9

WHST.9-10.1-

10

6.1.12.A.3.g

6.1.12.D.3.C

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● conduct an analytical comparison of the

Federalists and Whigs. This can be done by having students create a “flow-chart” showing and explaining the evolution of the two-party system from the Federalists and Democratic-Republicans in the 1790s to the Whigs and Democrats in the late

1830s.

● in a class discussion, using readings and research, determine whether Jacksonian democracy was indeed democratic.

● participate in a sectionalism exercise.

Students will work to identify (review) the following four events: o Whiskey Rebellion (1794) o Hartford Convention (1814-15) o Virginia and Kentucky

Resolutions (1798) o Nullification Crisis (1832-33)

Students will discuss/debate the motives and effectiveness of these events, which were all opposed to the growing power of the national government.

48

EVALUATIONS/

ASSESSMENTS

1999 FRQ: How did TWO of the following contribute to the reemergence of a two party system in the period 1820 to

1840: Major political personalities, economic issues, States’ rights.

Teacher observation

Written response to sectionalism exercise or simulation—students will role-play members of

Congress and rise of sectionalism as reflected in issues such as the Bank of the

U.S., sales of western lands, tariffs, slave importation,

Native American removal, and internal improvements.

Debriefing will focus on historical causation.



OBJECTIVES



44.

identify the policies of the Second Bank of the United States and the reasons that

Andrew Jackson sought to destroy it. (32)

45. review and assess U.S. policy towards Native

Americans from the Constitutional period to the mid-19 th century focusing on Jackson’s efforts to remove tribes from the American southeast. (32)

STANDARDS

6.1.12.C.2.b

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

6.1.12.A.3.e

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

RH.9-10.8

RH.9-10.9

WHST.9-10.1-

10

NJCCCS

TECH LIT.

8.1.12.F.1


Students will:

● participate in a class discussion outlining

Jackson’s efforts to destroy the Bank of the U.S. and his reasons why using readings, research, and class notes.

Students may use multi-media resources including the Internet, for research.

● participate in a mock trial of Andrew

Jackson. The case will involve his legacy.

Jackson is generally considered one of our greatest presidents, a champion of democracy and Americanism. The question is, “Does he truly deserve this reputation, or should his dealings with the

Native American population cause his reputation to suffer? The teacher serves as judge. Both teams of attorneys will begin with an opening statement on their position and what they intend to prove at this trial. The prosecution team will be calling witnesses (the ones that help their case). After all witnesses have been called, both teams will give closing statements. Students who served as witnesses will then function as a jury, leave the room, and decide the fate of

President Jackson.

49

EVALUATIONS/

ASSESSMENTS

Written response

Written briefs and essays related to the case.

1990 DBQ: Jacksonian

Democrats viewed themselves as the guardians of the United States

Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820’s and

1830’s, to what extent do you agree with the Jacksonian’s view of themselves? [CR5]



OBJECTIVES



46.

assess the “state” of the country half a century after the ratification of the

Constitution. (28, 35)

● recognize work and family structure at this time.

47.

identify the events and the impact of the

Second Great Awakening. (34) a.

identify the development of religious belief in America.

b.

compare and contrast Puritanism and the

Great Awakenings.

STANDARDS

6.1.12.D.3.d

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

10

6.1.12.A.3.f

6.1.12.D.3.e

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

NJCCCS

TECH LIT.


Students will:

8.1.12.F.1

● use primary source materials and visuals to investigate the status of work, family, and social structures in the antebellum

US. Large group discussion will follow.

● use the 1999 FRQ to compare the

Puritans, the First Great Awakening and the Second Great Awakening for 8-10 minutes. They will also discuss approaching FRQs as well as the relationship between the three topics.

50

EVALUATIONS/

ASSESSMENTS

1986 FRQ : In the first half of the nineteenth century, the American culture and intellectual community contributed to the development of a distinctive

American national consciousness. Assess the validity of this statement. [CR10]

Written response to the 1999

FRQ and/or Students are given an assignment to research one antebellum reform movement and explain how it fit into broader patterns of antebellum reform. [CR4]


UNIT 8: Jackson, Democracy and American Culture (1828 – 1850) (continued)

OBJECTIVES



48.

recognize the main utopian movements of the period and analyze the reasons for their formation. (35, 36) a.

define utopia.

b.

identify at least three utopian movements or communities and assess the roots of their ideology.

c.

recognize Joseph Smith and the

Mormons.

STANDARDS

6.1.12.D.3.e

6.1.12.A.3.f

RH.9-10.6

RH.9-10.7

RH.9-10.8

WHST.9-10.1-

5

49.

identify the primary movements for social and economic reform during the period and assess the reasons for their formation. (35,

36) a.

define temperance.

b.

identify the work of reforms in the field of criminals and the insane.

c.

recognize those working in this area.

d.

identify William Lloyd Garrison and

Frederick Douglass.

e.

recognize the development of the abolitionist movement.

f.

assess the differences between this movement and anti-slavery.

g.

identify the Seneca Falls Convention and Declaration.

6.1.12.D.3.e

6.1.12.A.3.f

6.1.12.A.4.6

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

10

NJCCCS

TECH LIT.


Students will:

● document analysis using documents from the 2002 DBQ: “Reform movements in the United States sought to expand democratic ideals.” Students will assess the validity of this statement with specific reference to the years 1825-1850.

8.1.12.F.1

● identify the goals of the “women’s movement” by addressing the 1981 DBQ,

"How and why did the lives and status of middle-class women change between

1776 and 1876?" After a brief review of the question, they will be divided into 5 groups. Each group must analyze all documents to come up with some kind of argument to answer the question. After

15-20 minutes for document analysis and brief group discussion, students will read both documents in each “time period” - then briefly discuss their interpretations before moving on to the next two. Thus, they should only be spending 3-4 minutes per time period. They will spend the remaining 20 minutes looking for an answer to the question

51

EVALUATIONS/

ASSESSMENTS

Written analysis of the documents

2001 FRQ: The Jacksonian period (1824-1845) has been celebrated as the era of the common man. To what extent did the period live up to its characterization? Consider TWO of the following in your response:

[CR5]

1.

economic development

2.

reform movements

3.

politics


UNIT 8: Jackson, Democracy and American Culture (1828 – 1850) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.



50.

recognize the impact of Romanticism and

Transcendentalism on American literature of the period. (37) a.

identify the American Renaissance of the period.

b.

define transcendentalism.

c.

recognize the major American authors and artists of the period.

6.1.12.D.3

8.1.12.F.1.e

Students will:

● participate in a reading identification of authors. Start each question with general information getting more and more detailed. After the students identify the author, discuss his/her impact on

American thought and culture.

52

EVALUATIONS/

ASSESSMENTS

Teacher observation


UNIT 9: EXPANSION AND SLAVERY (1830 – 1850) -

approximately 9 days

Suggested Reading: The Unfinished Nation - Chapter 13

[CR1b & CR1c] Samuel Bemis, “The Mexican War

McPherson, “Mexico Will Poison Us”

D. W. Meinig, “The Shaping of New States”

Stephen Douglass, “Popular Sovereignty Should Settle the Slavery Question”

Abraham Lincoln, “Slavery Should Not Be Allowed to Spread”

Polk’s War Message to Congress

Essential Questions/Themes: Was the Mexican War justified? To what extent do the territorial acquisitions of the Mexican War, in the words of Ralph Waldo Emerson,

“poison” the United States? How did the growth of mass migration to the United States and the railroad affect settlement patterns in cities and the West? How did the doctrine of Manifest Destiny affect debates over territorial expansionism and the Mexican War? How did the maturing of northern manufacturing and the adherence of the South to an agricultural economy change the national economic system by

1877? [PEO, WXT, CUL]

Enduring Understandings: Political, social, and economic factors brought about American territorial expansion. Social and economic challenges can cause sectional tensions within a nation. Manifest Destiny driven by American exceptionalism, contributed greatly to the geographical growth of the nation.

Manifest Destiny drove Americans to explore west and discover unknown natural resources, which eventually allowed for a higher standard of living and an influx of immigrants looking to find their fortunes in the wild West. Justifying expansion proved problematic as the nation grapples with the social and economic impact of its actions. The desire for new territory results in conflict with native peoples and foreign nations.

OBJECTIVES



51.

identify and explain the impact of the philosophy of Manifest Destiny.

(38, 39) a.

recognize efforts to travel west prior to the Mexican War.

b.

identify various trails that people followed and the difficulties involved.

STANDARDS

6.1.12.A.3.a

NJCCCS

TECH LIT.


Students will:

● use a map of the US to determine the territorial expansion of the US from sea to sea, as they label the territorial acquisitions and the date of their acquisition. Students will then chart the acquisitions, noting how the US acquired these territories and discuss whether these acquisitions were justified.

EVALUATIONS/

ASSESSMENTS

Teacher observation


UNIT 9: EXPANSION AND SLAVERY (1830-1850) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH LIT.


52.

analyze the origins and consequences of the

Mexican War. (38, 39) a.

recognize the problems with Texas, its independence, and eventual annexation.

b.

assess the political and social question of

Texas annexation since 1800.

c.

assess Polk’s responsibility for the war.

d.

identify Zachary Taylor and the disputed territory.

e.

assess the war effort and overall strategy.

f.

identify Polk’s war message to Congress.

6.1.12.A.3.a

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

10


Students will:

8.1.12.F.1

● participate in a debate on the war. The class is split into two sides. Each receives

Polk’s war message to Congress and the

Whig counter-argument to war (from

Kennedy, 388-90). Each side is assigned a particular argument that supports or opposes the necessity of gaining Texas and our justification for the war. Then students will discuss the war itself in the large group.

54

EVALUATIONS/

ASSESSMENTS

1993 FRQ: Compare the expansionist foreign policies of

Presidents Thomas Jefferson and

James K. Polk. To what extent did their policies strengthen the

United States? [CR11]

1997 FRQ: Discuss the impact of territorial expansion on national unity between 1800 and 1850.


UNIT 9: EXPANSION AND SLAVERY (1830-1850) (continued)

OBJECTIVES



53.

evaluate the political and social controversies that occurred before, during and after the Mexican War. (39) a.

recognize opposition arguments to the war.

b.

assess the United State’s role and responsibility.

c.

identify the details and impact of the

Wilmot Proviso.

d.

recognize the desires of the anti-slavery and pro-slavery forces concerning the

Mexican Cession.

e.

identify the details and implications of the Compromise of 1850.

STANDARDS

6.1.12.A.3.a

6.1.12.A.4.b

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

10

NJCCCS

TECH LIT.

8.1.12.A.1

8.1.12.F.1


Students will:

● create a chart listing the political and social controversies regarding the

Mexican War and the pro and con arguments for each. This can be done in small groups and should include primary and secondary sources.

55

EVALUATIONS/

ASSESSMENTS

Analysis questions on the

Mexican War, including:

1.

Before, during and after the

Mexican War, northerners argued that a “slave power conspiracy” existed in government. What evi-dence is there to support that charge?

2.

How and why did the southern defense of slavery change throughout the 19th century (56)?

3.

Identify the major issues and positions of the various political parties, especially the new Free Soil party, heading into the election of

1848. What conclusions can you draw about American politics and slavery based on the cam-paigns and parties in that election?


UNIT 9: EXPANSION AND SLAVERY (1830-1850)

(continued)

OBJECTIVES



54.

assess and chart the growth of the

United States from 1783-1853. (38) a.

recognize geographical boundaries of the various cessions and annexations.

b.

analyze the implications of the territorial growth on the union.

c.

identify the consequences of the

Compromise of 1850.

d.

identify the process (Northwest

Ordinance) that the United States uses to accept new states.

e.

identify constitutional provisions for federal control of the territories.

STANDARDS

6.1.12.C.4.a

NJCCCS

TECH

LIT.


Students will:

● participate in a map exercise using large maps of the United States, crayons and pens. Students will chart the territorial growth of territory and the construction of new states. Students will include reasons territory was annexed and dates that states were added.

● after reading the opposing viewpoint documents, students will identify major arguments of each man, and then debate whose argument was most persuasive.

Their analysis should address at least two of the following features from each of the documents: audience, purpose, point of view, format, argument, limitations, and content germane to the evidence considered. [CR7]

EVALUATIONS/

ASSESSMENTS

Teacher observation

Class debate

56


UNIT 10: THE COMING OF THE CIVIL WAR (1850 – 1861) -



[CR1c]

The Unfinished Nation – Chapter 13 & 14

McPherson, “Slavery, Rum, and Romanism”, “The Crime Against Kansas”, “Mudsills and Greasy Mechanics for Abraham Lincoln”

Eric Foner, “The Constitution and the Slave Power”

McPherson, “The Revolution of 1860” & “The Counterrevolution of 1861”

Oates, “Davis” & Oates, “Douglas”

Essential Questions/Themes: How did the United States become “a house divided?” Why did the South secede? Was secession constitutional? Why does political compromise seem impossible in 1860-61 when it was so common earlier in the 19 th century? How was the American conflict over slavery part of larger global events? [WOR, POL]

Enduring Understandings: Slavery remained a staple other the southern economy and became more embedding as the region rejected industry; unfortunately this led to an exaggerated state of racism and a further polarization in the political realm; unfortunately the problem remains in the world today. Moral and political beliefs influence the actions of citizens. Conflict can lead to both negative and positive changes.

Economic, social and political sectional differences in America interlaced with slavery escalated into a conflict between the states.

Debates over slavery increased sectionalism and influenced politics. Conflicts over States Rights culminated over the divisive issue of slavery leading to the Civil War. New political parties (the Republicans) can be formed from the break-up of old parties and/or discordant political opinion. Literature can be used as propaganda to impact public opinion. The economic expansion and industrialization of the North led to its self sufficiency and success while the South’s dependency on cash crops and agriculture embedded slavery into its culture and prevented it from excelling as the North did.

OBJECTIVES

Numbers in parentheses indicate coordination with the

Course Proficiencies.


55.

examine and analyze possible long-term cause of secession and Civil War.

(40, 41, 42, 43) a.

identify events/concepts prior to 1850 that led to the Civil War.

b.

consider the role of the Constitution in causing sectionalism and eventual secession.

c.

identify the role of northern abolitionists including the Liberty Party.

d.

assess the role of weak national leaders in failing to deal with the issue of slavery.

STANDARDS

6.1.12.A.4.a

WHST.9-

10.1-10

NJCCCS

TECH LIT.

8.1.12.A.1

8.1.12.F.1


Students will:

● in a large group, create a timeline of events leading up to 1850 using readings and research. They will determine which of these were most significant in leading to the Civil

War.

Teacher observation

57

EVALUATIONS/

ASSESSMENTS


UNIT 10: THE COMING OF THE CIVIL WAR (1850-1861) (continued)

OBJECTIVES



56.

examine and analyze short-term causes of secession and Civil War. (41, 43) a.

recognize the impact of Stowe’s novel, Uncle Tom’s Cabin on the

South (and North).

b.

identify the effects of the Fugitive

Slave Law in northern communities.

c.

identify the problem of Kansas’ organization as a territory.

d.

assess the terms of the Kansas-

Nebraska Act.

e.

recognize “Bleeding Kansas.” f.

identify constitution.

the Lecompton g.

assess the impact of John Brown’s

1859 raid on Harpers Ferry,

Virginia.

STANDARDS

6.1.12.A.4.a

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

RH.9-10.8

RH.9-10.9

WHST.9-

10.1-5, 7-10

NJCCCS

TECH

LIT.


Students will:

● chart events/ideas that caused the

Civil War (short term) by creating a timeline on the board (best to be done on long paper that can be removed). Students will add new events or ideas as the unit progresses.

EVALUATIONS/

ASSESSMENTS

58

1987 DBQ (converted to an FRQ): “To what extent was the Constitution responsible for the break-up of the Union in 1861? How important were other factors?” [CR13b]



OBJECTIVES



57.

identify and assess the arguments of political anti-slavery and connect those arguments to the platform of the

Republican Party. (41, 42, 43) a.

identify Salmon P. Chase.

b.

recognize the elements of the political anti-slavery argument.

c.

compare abolitionism to antislavery.

d.

assess the argument of Chase and other anti-slavery advocates.

e.

recognize the creation of the

Republican Party and identify its position on slavery.

58.

assess the impact of the Dred Scott

Decision on political discourse over slavery. (43) a.

identify Roger B. Taney and Dred

Scott.

b.

recognize and assess the implications of the Taney court’s decision.

c.

identify the issues and candidates in the 1858 Illinois Senate election.

d.

recognize and assess the Freeport

Doctrine.

STANDARDS

6.1.12.A.4.a

6.1.12.A.4.a

RH.9-10.1

RH.9-10.2

RH.9-10.5

RH.9-10.6

NJCCCS

TECH

LIT.


Students will:

● use the Chase reading to identify constitutional reasons (arguments) used by many who don’t think the Federal

●

Government has any power or authority to attack slavery where it already exists.

use the Chase reading to identify the constitutional arguments presented by people like Chase, who believe the Federal

Government does have the power and authority to prevent the further spread of slavery.

● in small groups, be given a list of quotes from Abraham Lincoln (from the 1858

Senate campaign and the 1860 Presidential campaign). Students will read and assess the comments and then develop the

Republican Party platform from them.

After about 20 minutes, the teacher will identify the actual Republican platform and discuss student results: Were they correct? If not, why not? This activity can lead into a number of authentic exercises for determining the validity of political comments.

EVALUATIONS/

ASSESSMENTS

59

Test/quiz

Present students will quotes on current political issues and ask them to determine the validity of those political comments in written form.



OBJECTIVES



59.

recognize the arguments of the seceding southern states and the justification of their actions. (41, 42, 43) a.

identify the order of secession of southern states.

b.

recognize arguments over the legality of secession.

c.

assess the constitutional legality of secession.

STANDARDS

6.1.12.A.4.a

6.1.12.D.3.c

WHST.9-

10.1-5, 7-10

NJCCCS

TECH

LIT.


Students will:

● use a map of the southern states to identify the characteristics of each. In the large group they will address the following questions:

What was the immediate causal event of secession for each state?

Where were the border states?

What slave states remained loyal to the union?

Where is the boundary between the United

States of America and the Confederate

States of America?

EVALUATIONS/

ASSESSMENTS

60

2000 FRQ: Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of two of the following:

1.

Missouri Compromise

2.

Compromise of 1850

3.

Mexican War

4.

Kansas-Nebraska Act



OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.



60.

identify the response to secession by

Presidents Buchanan and Lincoln and their arguments. (45, 47) a.

evaluate the power of the presidency based on Buchanan’s statements that he had no authority to act.

b.

chart events from March 1861

(Lincoln’s inauguration) to the firing on Fort Sumter.

6.1.12.A.4.b

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-5

Students will:

● participate in an organized debate on the

● actions of John Brown (both in Kansas and

Virginia). The typical debate is “hero” or

“villain,” but you can slightly change things by making it, “murderer, maniac or martyr.” after viewing a completed timeline on the board and drawing a chalk line backwards from 1845 to 1787, reevaluate the causes of the Civil War (the causes of secession). In small groups, students will address the question: What were the causes of secession? They will analyze the events and ideas on the timeline (anything from

1787-1845). They will then rank the top ten reasons for the secession of the Southern states. Students will come to a consensus in a small group and be able to defend their placements. They will participate in a 15minute discussion as closure.

EVALUATIONS/

ASSESSMENTS

61

2004 FRQ: Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820 to

1861. [CR10]


UNIT 11: THE CIVIL WAR (1861 - 1865) -



[CR1b & CR1c]

The Unfinished Nation – Chapter 14

McPherson, “The Counterrevolution of 1861” excerpts from Faun Brodie, Crossbow to H-Bomb, and Henretta, America’s History

McPherson, “We Must Free the Slaves or be Ourselves Subdued”

McPherson, “John Bull’s Virginia Reel”

McPherson, “Long Remember: The Summer of ‘63”

Degler, “Bringing Forth a New Nation”

Pictures from the battlefield

Essential


How civil was the Civil War? To what extent did Lincoln violate the Constitution to save the union? Was the Civil War inevitable from the start of our union? How and why does the Union do so poorly in the early years of the war despite having all the economic and political advantages? Why did President Lincoln first oppose emancipation and then later issue the

Emancipation Proclamation? How did the Civil War struggle shape Americans’ beliefs about equality, democracy, and national destiny? [CUL, ENV, PEO, WXT]

Enduring Understandings: Effective military leadership is essential in waging war. Military strategy provides the overall plan for winning a war; it includes the decision to fight battles offensively or defensively, effectively using the terrain and any technology appropriately in order to win. The diversity the North’s economy provided an immense advantage over the South in waging the Civil War. Large-scale wars often disrupt the social, political, and economic life of a nation. Civil rights and liberties are often the first casualties of war.

OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.


EVALUATIONS/

ASSESSMENTS


61.

identify and assess the immediate cause of the start of the fighting and the readiness of both sides for that fighting.

(43, 44)

6.1.12.A.4.c

RH.9-10.1

RH.9-10.2

RH.9-10.5

RH.9-10.7

WHST.9-

10.1-10

8.1.12.F.

1

Students will:

● participate in a class discussion in which they review all of the events and issues leading up to the outbreak of the Civil War.

They will hypothesize the underlying reasons both sides went to war, and the relative preparedness of the armies and resources on both sides. Students may use multi-media resources including the

Internet for their research.

As a young college professor, you have been assigned by your department chair to teach a one-semester course on the

Civil War and its causes. Your task is to determine what information needs to be covered, organize that material into a course outline and write a précis to “sell” the course so that students sign up for it.

You’ll also need a title for your course.

(See Appendix A)


UNIT 11: THE CIVIL WAR (1861 - 1865) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.


62.

assess the long-term planning and strategy for the war. (46, 47) a.

recognize ways that both sides found soldiers and financing for the war.

b.

identify war’s effect on civil liberties.

c.

assess the reassessment of strategies after Bull Run.

d.

identify and explain the use of the rifle/musket.

e.

determine the reasons for mass deaths – weapons over tactics.

6.1.12.B.4.a

RH.9-10.2

RH.9-10.4

RH.9-10.8

WHST.9-

10.1-5

63.

recognize the military events in the first half of the war. (46, 47) a.

recognize the development of northern strategy into 1862.

b.

determine why the Confederacy was

“winning.” c.

recognize the failures of McClellan.

d.

identify the problems with the

Union command.

6.1.12.B.4.a

WHST.9-

10.1-5


EVALUATIONS/

ASSESSMENTS

63

Students will:

● using a handout with facts on the “Balance of (military) Power” on both sides students will assess this question in small groups:

You are a journalist in April 1861 and you are assigned to write a column. “Who is going to win, how long is it going to take, and why?” Students will write the column

(20 minutes) and then discuss the results with the rest of the class. Each group will defend its report.

● accompany the teacher to a nearby field

(measure out 300 yards) and discuss the accuracy of the rifle/musket used in the

Civil War. Students will compare this to the weapons used in earlier wars by placing students in approximate distances apart for accurate shots and discuss the tactics necessary to be victorious.

Assessment will be scored using teachercreated rubrics.

Written response to the field experience.


UNIT 11: THE CIVIL WAR (1861-1865) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.


64.

identify and assess the social and political consequences of fighting in the first half of the war. (45, 46, 47) a.

identify the impact of the

Emancipation Proclamation.

b.

discuss its effects in the North.

c.

recognize moves that will begin in

1863, including Gettysburg.

d.

identify the Draft Riots of 1863.

e.

recognize southern victories in late

1862 and early 1863.

f.

recognize the effects of the war on women.

g.

identify how each side raised money for the war.

6.1.12.B.4.a

6.1.12.C.4.b

6.1.12.D.4.b

6.1.12.D.4.a

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-5


EVALUATIONS/

ASSESSMENTS

64

Students will:

● view various excerpts from Ken Burns’

● series, The Civil War . Recommended segments are the third episode, which deals with Emancipation and the fifth on the

Battle of Gettysburg.

use a map of the southern United States to chart the various areas that were used for major battles.

1988 FRQ: “I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races.” How can this statement of Abraham Lincoln be reconciled with his 1862 Emancipation

Proclamation? [CR12]


UNIT 11: THE CIVIL WAR (1861-1865) (continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.


65.

recognize the events during and after the

Battle of Gettysburg to the end of the war. (46) a.

identify the military movements in the Battle of Gettysburg.

b.

recognize the impact of the Battle.

c.

recognize the combined effect of the

Confederate defeat at Gettysburg and Vicksburg.

d.

identify Confederate strategy at

Gettysburg and after.

e.

assess the overall strategy into 1864.

f.

identify Grant’s strategies outside

Petersburg.

g.

recognize Sherman’s March to the

Sea.

h.

recognize problems that existed at surrender.

6.1.12.B.4.a

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.8

RH.9-10.9

WHST.9-

10.1-10

8.1.12.F.1


EVALUATIONS/

ASSESSMENTS

65

Students will:

● participate in mock trial of Abraham

Lincoln for violating habeas corpus during the war. Students will be assigned to represent judges, attorneys, witnesses or jurors, and a specific charge may be made for Lincoln’s handling of the arrest of

Representative Clement Vallandigham.

Students will argue the case and make a decision in the case.

Oral examinations work well with the

Civil War. Consider the following questions as a guide:

● At what point, if any, did the Civil

●

War become inevitable?

Do Lincoln’s actions and/or inactions after his election lead to the war?

●

Could it have been avoided?

Was the Civil War a “war of northern aggression” as many southerners

(then and now) claim?

●

●

To what extent did the North fight the war “with one hand behind its back,” and continue to work on strengthening the country’s infrastructure and economy? [To what extent did federal power grow during the war?]

Why did the power and size (“reach”)

● of the federal government grow during the war?

To what extent is it correct to say that the Civil War represented a second

American Revolution?


UNIT 12: RECONSTRUCTION AND THE NEW SOUTH (1863 - 1876) -


Suggested Reading”

The Unfinished Nation – Chapter 15

[CR1c] Degler, “A Nationalist’s Dream”, “Dawn Without Noon”, and “Caste Will Out”

John Hope Franklin, “Losing the Peace” & “The Effort to Attain Peace”

Essential Questions/Themes:

Was there “malice toward none” and “charity for all” during Reconstruction? Do the economic, social and constitutional changes in this period amount to a revolution? To what extent does the Civil War create a “new nation” in the words of Abraham Lincoln? Why does the power and size of the federal government grow during the Civil War? Why is the Supreme Court’s record so conservative during this time period? How did the maturing of northern manufacturing and the adherence of the South to an agricultural economy change the national economic system by

1877? Why did attempts at compromise before the war fail to prevent the conflict? To what extent, and in what ways, did the Civil War and

Reconstruction transform American political and social relationships? How was the American conflict over slavery part of larger global events? How did the end of slavery and technological and military developments transform the environment and settlement patterns in the

South and the West? [WXT, ENV, WOR, POL]

Enduring Understandings:

The Civil War is deemed as America’s costliest war as losses from either side, cost the US as a whole. The Executive and Legislative branches often struggle for power and authority to deal with problems and situations that aren’t clearly outlined in the Constitution. Despite the war ending and slavery being outlawed, African Americans still faced many discriminatory actions and laws in the years to come. The ending of slavery caused further economic troubles for the South and caused southern landowners and lawmakers to resort to desperate measures to get

African Americans to return to the fields and keep them subservient. The lack of major redistribution of land left freed slaves economically dependent on white society. Continued mistreatment of African Americans led to a suffrage movement for African Americans, Civil Rights legislation, and increased social services for African Americans in the south. The Right to vote granted to African Americans by the 15 th

Amendment temporarily moved them from “the auction block to the Ballot Box.” Political gains won by freed slaves were halted and reversed by the rise of white conservative southern governments, the economic distractions of northern Republicans, and narrow interpretations by the

Supreme Court.

OBJECTIVES



66.

identify the situation at the close of the war and possibilities for a lasting peace. (48, 49) a.

assess the end of the war and the surrender terms.

b.

define Reconstruction (as a period).

c.

identify Lincoln, Johnson, and the

Radical Republicans plans for

Reconstruction

STANDARDS

6.1.12.D.4.c

6.1.12.D.4.d

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

WHST.9-10.1-

5

NJCC

CS

TECH

LIT.


EVALUATIONS/

ASSESSMENTS

Students will:

● begin the long process of understanding

Reconstruction by charting out the various

“plans” proposed by Lincoln, Johnson, and later, the Radical Republicans in Congress.

1996 DBQ : In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution? Use the documents and your knowledge of the period from 1860 to 1877 to answer the question. [CR5]


UNIT 12: RECONSTRUCTION AND THE NEW SOUTH (1863 - 1876) (continued)

OBJECTIVES



67.

analyze the reasons for the Congressional takeover of Reconstruction and assess their plans for its continuation. (48, 50) a.

identify the provisions and impact of the

Military Reconstruction Act and the

Radical agenda.

b.

identify the provisions of the 13 th , 14 th and 15 th amendments.

c.

recognize Grant’s actions as president.

d.

recognize the reasons for the implementation of the Enforcement

Acts.

STANDARDS

6.1.12.A.4.d

6.1.12.D.4.d

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

WHST.9-10.1-

10

8.1.12.F.1

NJCC

CS

TEC

H

LIT.


Students will:

● compare and contrast the Presidential Plan for Reconstruction with the Congressional

Plan. Using readings and research, determine how the Radical Republicans prevailed and the long and short-term impact of that victory. Students may use multi-media resources including the


67

EVALUATIONS/

ASSESSMENTS

1997 FRQ: Analyze the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1880.

Agriculture, Industrialization, Labor, or

Transportation.



OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.



68.

identify and assess the actions and efforts of

Congress in reconstructing the South. (48,

49, 50)

6.1.12.B.4.b

6.1.12.D.4.d

6.1.12.D.4.e

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

Students will:

● participate in a small group role play:

Pretend that you are a sitting congressperson in an ad hoc committee created to assess what needs to be done in the

South and nationwide now that the war has concluded. First develop a list of problems that need to be addressed, then consider possible solutions for those problems. After about 20-30 minutes, share problems and end with solutions. This activity works best as an introduction to the task before

Washington in 1865.

69.

identify and analyze life in the South during

Reconstruction. (48, 49, 50) a.

identify the social and cultural effects of

Military Reconstruction.

b.

reconstruct a vision of life in the

Reconstruction South.

c.

identify the change from “chain gang” labor to sharecropper and define both. d.

recognize the Freedmen’s Bureau and identify its work.

6.1.12.B.4.b

6.1.12.D.4.c

RH.9-10.2

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

● participate in document analysis activity using the 1996 DBQ. In groups, students will discuss the essential question of this unit. Each group will be given documents representing opposite views on the question of revolution and have them develop an argument using one and finding a way to refute the other. They will present these arguments to the large group.

68

EVALUATIONS/

ASSESSMENTS

1983 FRQ: How do you account for the failure of Reconstruction (1865-1877) to bring about social and economic equality of opportunity to the former slaves?

Questions for analysis may include:

1.

By the 20 th Century (and certainly today), the Supreme Court justices from 1870 to 1900 came under attack for their “narrow interpretation” of the 14 th and 15 th amendments.

Develop a legal/constitutional argument defending these justices, their interpretation and their rulings in the pivotal civil rights cases that came up during that period.



OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.


Students will be able to: Students will:

70.

analyze the changes in federal and state power between the Civil War and the development of southern Redeemer governments in the 1870s. (49, 50) a.

identify the redeemer governments in the South and the rise of Jim Crow.

b.

recognize the philosophy and influ-ence of Booker T. Washington.

c.

identify the “Atlanta Compromise.” d.

recognize the intent and the practical reality of the 14 th Amend-ment.

e.

identify the Court’s interpretation of the

14 th Amendment.

f.

identify how the 14 th Amendment was used in context with Reconstruction.

6.1.12.A.4.d

6.1.12.D.4.c

6.1.12.D.4.e

6.1.12.D.4.d

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-10.1-

5

69

EVALUATIONS/

ASSESSMENTS

● use the text of the 14 th amendment to compare/contrast the changes in

Federal and State powers as a result of the Civil War.

2.

There are many reasons to view

Reconstruction as a failure. Identify and explain what you see as the three principle reasons for its failure in order of importance. Be sure to explain why you rank them the way you do.

Written response


UNIT 13: THE LAST WEST (1850 - 1890)

– approximately 8 days

Suggested Reading: The Unfinished Nation – Chapter 16

70

[CR1c] Ronald Takaki, excerpts from A Different Mirror

Walter Prescott Webb, “The Great Plains”

Essential


Why is it important to focus on the trans-Mississippi West at this point in American history? How did the natural environment and government policy shape the development of the Trans-Mississippi west from the 1850’s to the 1890’s? Why is this period considered “the last West?” Why did Americans consider that the frontier had closed in 1890 and what social and political effects did that have? In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems? [ENV, WXT, PEO]

Enduring Understandings: Territorial and economic growth causes change in politics and society. The expansion of Republican legislation during the Civil War significantly aided in the economic and political development of the trans-Mississippi West in the late 19 th century. New territories and states in the trans-

Mississippi West often gave more political rights to women. Native Americans were finally removed from lands promised under the concentration and reservation policies of the mid-19 th century.

OBJECTIVES



71.

identify and analyze the changes in government Indian policy from the early 19 th century through the Indian Wars of the postcivil war era. (51) a.

recognize the importance of the buffalo to the Plains Indians.

b.

identify the areas of resistance to white settlers in the late 19 th Century.

c.

recognize the Sioux and the problems with white settlers.

d.

identify the end of Indian resistance on the Great Plains.

STANDARDS

6.1.12.A.3.e

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

RH.9-10.8

RH.9-10.9

WHST.9-10.1-

5

NJCCCS

TECH

LIT.

8.1.12.A.1


Students will:

● use the 1992 DBQ (see right) as the central theme of this unit.

● develop a chart which reflects the many different groups that were found in the

American West from the 1840’s to the

1890’s.

EVALUATIONS/

ASSESSMENTS

1992 DBQ: To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there?

How important were other factors?

Use both evidence from the documents and your knowledge of the time period from the 1840’s through the 1890’s to compose your answer. [CR5]


UNIT 13: THE LAST WEST (1850 - 1890) – (Continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.


72.

assess the interaction between western settlers and the environment in the West.

(52) a.

identify the reasons for the development of the cattle industry.

b.

recognize the effects of barbed wire.

c.

recognize the reasons for the end of the open-range cattle industry.

d.

identify the proliferation of homesteaders and the policies of the government since the Civil War.

e.

identify any other factors responsible for shaping the West.

f.

recognize the government’s policies in the West.

6.1.12.A.3.e

6.1.12.B.5.a

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-5

8.1.12.A.1

71


EVALUATIONS/

ASSESSMENTS

Students will:

● using a map of the western United

States, create a key to show areas of mining, homesteading, Indian reserves, and cattle farming (and trails). The map can also indicate settlements.

1999 FRQ: How were the lives of the Plains Indians in the second half of the 19 th Century affected by techno-logical developments and government actions?


UNIT 14: An Industrial Giant & American Society in an Industrial Age (1865 – 1900)

– approximately 18 days

Suggested Reading: The Unfinished Nation – Chapter 17, 18 and 19

[CR1c] Degler, “Men, Machines, and Socialism” , “Dollars Mean Success” & “Out of Many, One”

Baradat, “Socialism”

Nell Painter, “Introduction”, “The Tocsin Sounds”, “The Great Upheaval” & “The Depression of the 1890’s”

Kennedy, “Labor in Industrial America” & “America Moves to the City”

72

Essential Questions/Themes: Laissez-faire or government control? What were the implications of this period of massive economic growth? Why do

American political and economic leaders struggle to insist that economic growth was mainly due to laissez-faire and individual efforts? Why are political reformers who seek regulation viewed as radicals? To what extent does corporate economic power lead to political power?

How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people?

What is the purpose of a labor union? How did the United

States move from an agricultural society to an industrial one in the late 1800’s? What are the social, economic, political, and psychological affects of the massive and rapid growth of urban areas in the late 19 th century?

How did the rapid influx of immigrants from other parts of the world than northern and western Europe affect debates about American national identity?

How did the search for new global markets affect American foreign policy and territorial ambitions? How did artistic and intellectual movements both reflect and challenge the emerging corporate order? [ID, WXT, PEO, ENV, POL, CUL, WOR]

Enduring Understandings: Developments in transportation opened up isolated regions of the country to all Americans. The emergence of large corporations utilized innovative techniques in corporate structuring and marketing techniques to establish monopolies in their industries.

Many Americans stressed that is was an economic policy of laissez-faire capitalism that was responsible for American economic growth. American economic growth in the late 19 th century was caused by limited government and active government policies.

The rising power of corporations had an immense impact on democracy and democratic practices of the American government; debates were sparked and continue on the proper role of government in the economy. People often form associations to deal with stronger entities and the seeming loss of economic and political roles in society.

Diverse groups of Americans and immigrants faced heavy discrimination and tough working conditions that led to several initiatives & conflicts in labor reform. The US experienced a massive transformation in the economy from an agrarian society to an industrial society. Industrialism created new business organizations and practices, both positive and negative. Political, economic, and ideological factors encouraged population shifts to urban centers. New jobs caused by industrialism drew immigrants and migrants to urban centers. Exploitation and abuse of the workforce led to the growth of labor unions. Rapid growth of urban centers caused both political and social problems.


UNIT 14: An Industrial Giant & American Society in an Industrial Age (1865 – 1900) (Continued)

OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.



73.

identify the political spectrum and assess the placement of the United States by identifying the economic and political sources of

American industrial strength. (54, 55) a.

review the major ideas of capitalism, liberty and laissez-faire.

b.

recognize the concept of Social

Darwinism.

c.

identify critics of laissez-faire capitalism.

d.

identify the political left.

6.1.12.C.5.a

6.1.12.C.5.b

6.1.12.C.5.c

6.1.12.D.5.a

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-10

Students will:

8.1.12.F.1

● use readings and research to participate in a class discussion clarifying the concepts of capitalism, Social Darwinism, and laissez-faire, applying them to political, and economic developments in the second half of the 19 th century. Students may use multi-media resources including the


73

EVALUATIONS/

ASSESSMENTS

2003 FRQ: Evaluate the impact of the Civil War on political and economic developments in TWO of the following regions:

1.

The South

2.

The West

3.

The North.

Focus your answer on the period between 1865 and 1900.

DBQ: In the post–Civil War

United States, corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of

Americans to these changes.

Confine your answer to the period

1870 to 1900. [CR8] [CR13a]



OBJECTIVES


STANDARDS

NJCCCS

TECH

LIT.



74.

recognize how the American economic and political structure allowed for the development of massive fortunes and giant industries. (53, 54, 55) a.

identify the “big” corporations of the period (oil, steel and banking).

b.

recognize the business maneuvers to consolidate.

c.

assess the economic virtues and dangers of capitalism.

d.

recognize the government intervention

(lack thereof) that allowed this consolidation.

e.

identify the railroad as a multiplier.

f.

assess government policy in regard to the railroad.

g.

recognize effects on other industries.

6.1.12.C.5.a

6.1.12.C.5.b

6.1.12.C.5.c

6.1.12.D.5.a

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-5, 7-10

Students will:

● participate in a class discussion on the accumulation of wealth that is possible in a

● free-market system. Students will identify various benefits of such a system. in a safe area or outside, volunteer to run a race. Those willing to run will run to a given point and back. Students will assess the results of this competition. Someone will “win” and someone will “lose.” In a class discussion they will deter-mine: Is this always a good thing? They will connect this result with the American economy – what effects are there of victory and de-feat on the national economy?

74

EVALUATIONS/

ASSESSMENTS

1994 FRQ: Compare and contrast the attitudes of THREE of the following towards the wealth that was created in the United States during the late 19 th Century:

1.

Andrew Carnegie

2.

Eugene V. Debs

3.

Horatio Alger

4.

Booker T. Washington

5.

Ida M. Tarbell.

1988 FRQ: “Although the economic growth of the United

States between 1860 and 1900 has been attributed to a govern-mental policy of laissez-faire, it was in fact encouraged and sustained by direct government intervention.” Assess the validity of this statement.



OBJECTIVES



75.

recognize the development of liberal and radical opposition to laissez-faire capitalism.

(55, 56) a.

identify the rationales for critics of laissez-faire capitalism.

b.

identify the political left.

c.

identify differences between liberal

(reformers) and radicals (socialists).

d.

recognize the ways that government

(public) can be used to “regulate.” e.

analyze regulation as a tool against laissez-faire.

f.

identify the three aspects of social-ism.

g.

assess virtues of both systems.

h.

identify reasons why a socialist movement never grows that strong in

America.

STANDARDS

6.1.12.D.5.b

6.1.12.A.5.b

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

RH.9-10.8

RH.9-10.9

WHST.9-

10.1-5, 7-10

NJCCCS

TECH

LIT.


Students will:

● discuss the negatives of laissez-faire capitalism. Small groups of students will discuss the concept of liberty (freedom). Is it possible that there can be unwanted and negative side-effects from our system of liberty? Discuss results. Using a sheet of cause-and-effect of government regulation

(a hypothetical), students will start with the railroad abuse of farmers and the government’s effort to prevent such abuse with the ICC. Students will continue the cause and effect to the creation of a powerful Federal government and rethink their initial positions. They will discuss the

● results and regulation as a tool that government can use.

using the 1983 DBQ as well as excerpts from The Jungle , consider other problems with capitalism as well as possible ways for the government to address those problems.

Students will discuss these in class and write a response.

75

EVALUATIONS/

ASSESSMENTS

1979 DBQ: To what extent and for what reasons did the policies of the federal government from 1865 to

1900 violate the principles of laissez-faire, which advocated minimal governmental intervention in the economy? Consider with specific reference to the following three areas of policy: railroad land grants, control of interstate commerce, and antitrust activities.

[CR5]

1983 DBQ : Documents A-H reveal some of the problems that many farmers in the late nineteenth century (1880-1900) saw as threats to their way of life. Using the documents and your knowledge of the period, (a) explain the reasons for agrarian discontent, and (b) evaluate the validity of the farmers’ complaints.



OBJECTIVES



76.

analyze the development of organized labor and their response to capitalism. (56) a.

identify the impact of industrialization on the workers and the working class.

b.

recognize early ways to organize to fight it.

c.

identify the response of the government

(especially the courts) to this organization of labor.

d.

identify the Great Strike and its causes and effects.

e.

recognize the organization and ideology of the National Labor Union (NLU) and

Knights of Labor.

f.

identify the struggle for an 8-hour day.

g.

identify the major strikes from 1877 to

1894.

h.

recognize the role played by government and management.

i.

identify the “anatomy” of a strike.

j.

recognize the role played by management and the government.

k.

identify Eugene V. Debs.

l.

identify the role of the courts.

STANDARDS

6.1.12.D.5.b

6.1.12.D.5.a

RH.9-10.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.6

RH.9-10.7

RH.9-10.8

RH.9-10.9

WHST.9-

10.1-5, 7-10

NJCCCS

TECH

LIT.


Students will:

● use the Reverend Henry Ward Beecher’s sermon following the Great Strike of 1877 to assess the popular response to the event.

Why is there so much fear? Who is blamed

● for the strike, and why? Follow this with a class discussion and written response.

participate in a further analysis of the strike and Beecher’s sermon (as well as documents from the 2000 DBQ which include newspaper articles on the 1892

Homestead Steel strike). Students will study Karl Marx’s

Foundation and

Superstructure as an explanation of how the economies of all societies function. The discussion will allow the teacher to connect various as-pects of this unit and lead into topics, such as class, that will come up in the next (and final) unit.

76

EVALUATIONS/

ASSESSMENTS

1982 DBQ : “Despite often brutal clashes between labor and capital in the United States during the period

1865-1940, collective workingclass protest did not constitute a basic attack on the capitalist system.” Assess the validity of this statement.

2000 DBQ: How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved.

An effective culminating activity for the year is for students to develop their own DBQ (see appendix). While this assignment can be employed in just about any unit, this one is particularly good due to the variety of source material and clear sides to the many economic and political arguments of the period.



OBJECTIVES



77.

identify and analyze the growth of American cities and the consequences of such growth.

(55, 56, 57, 58) a.

understand how improved transportation changed the layout of cities and who lived where.

b.

understand why urban slums and ghettos developed; how middle-class reformers perceived slums and ghettos.

c.

recognize the roles played by the urban political machines and bosses in governing cities and the lives of their inhabitants; why immigrants often supported the bosses; why goodgovernment reformers fought them.

d.

assess the efforts of middle-class reformers to combat poverty.

STANDARDS

6.1.12.D.5.c

6.1.12.D.5.d

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-5, 7-10

NJCCCS

TECH

LIT.


Students will:

8.1.12.F.1

● use readings and research to prepare responses to the FRQs on American cities and transportation. Students may use multi-media resources including the


77

EVALUATIONS/

ASSESSMENTS

2002 alternative FRQ:

Identify and analyze the factors that changed the American city in the second half of the 19 th Century.

2001 FRQ: How and why did transportation developments spark economic growth during the period from 1860-1900 in the

United States?


UNIT 14: An Industrial Giant & American Society in an Industrial Age (1865 – 1900) (continued)

OBJECTIVES



78.

explain how the various immigrant groups fared in the United States; the factors that speeded or slowed a group’s upward mobility and assimilation. (58) a.

describe patterns and characteristics of immigration into the United States in the second half of the 19 th Century; who came, why they came and where they settled.

b.

List the reasons for conflict be-tween immigrants and native-born urban reformers.

STANDARDS

6.1.12.D.5.d

6.3.12.C.1

RH.9-10.2

RH.9-10.3

RH.9-10.4

RH.9-10.5

RH.9-10.8

WHST.9-

10.1-5, 7-10

NJCCCS

TECH

LIT.


Students will:

● using comments from Degler’s, “Out of

Many, One,” create a five-part timeline indicating:

1.

Which nationalities/groups dominated

U.S. immigration during certain years?

2.

What skills, attitudes, etc... did they bring with them to America?

3.

What happened to them once they got to America? What did they do?

4.

What effects did they have on

American culture/politics/religion?

5.

What were the reactions by

Americans? What attempts were there to stop or limit immigration?

78

EVALUATIONS/

ASSESSMENTS

1988 FRQ: Analyze the impact of any TWO of the following on the

American industrial worker between 1865 and 1900:

1.

government actions

2.

labor unions

3.

immigration

4.

technological change


BIBLIOGRAPHY

TEXTBOOK: [CR1a]

Brinkley, Alan. An Unfinished Nation.

4 th

ed. New York, New York: McGraw Hill, 2004.

RESOURCES: [CR1c]

Appleby, Joyce. Capitalism and a New Social Order . New York, New York: University Press, 1984.

79

Atherton, Herbert, et al. We the People: The Citizen and the Constitution . Center for Civic Ed., 1995.

Baradat, Leon P. Political Ideologies: Their Origins and Impact . Upper Saddle River, New Jersey: Prentice Hall, 1997.

Bemis, Samuel F. A Diplomatic History of the United States . 3 rd

ed. New York, New York: Henry Holt & Company, 1950.

Berry, Andrew S. and James P. Shenton, eds. The Historians’ History of the United States . New York, New York: Capricorn Books, 1966.

Brodie, Bernard and Fawn. From Crossbow to H-Bomb . Bloomington, Indiana: University Press, 1973.

Courvares, Francis, et. al, eds. Interpretations of American History: Patterns and Perspectives . 7 th

ed. New York, New York: The Free Press, 2000.

Degler, Carl N. Out of Our Past: The Forces that Shaped Modern America . New York, New York: Harper & Row, 1984.

Foner, Eric. Free Soil, Free Labor, Free Men . New York, New York: Oxford University Press, 1970.

Franklin, John Hope and Alfred E. Moss. From Slavery to Freedom: A History of Negro Americans . 6 th

ed. New York, New York: McGraw-Hill,

1988.

Garraty, John A., editor. Interpreting American History: Conversations With Historians . London, England: The Macmillan Company, 1970.

Genovese, Eugene D. Roll Jordan Roll: The World the Slaves Made . New York, New York: Vintage Books, 1974.

Heilbroner, Robert and Aaron Singer. The Economic Transformation of America . 4 th

ed. New York, New York: Harcourt Brace, 1999.

Henretta, James A., et al.

America’s History

: Volume 1: To 1877 . Chicago, Illinois: The Dorsey Press, 1987.

Hofstadter, Richard. The American Political Tradition: And the Men Who Made It . New York, New York: Random House, 1973.


Kennedy, David M. and Thomas A. Bailey, eds. The American Spirit: Volume I: To 1877 . 10 th

ed. New York, New York: Houghton Mifflin Co.,

2002.


BIBLIOGRAPHY (continued)

Maier, Pauline. American Scripture: Making the Declaration of Independence . New York, New York: Vintage Books, 1998.

McPherson, James M. Battle Cry of Freedom . New York, New York: Oxford University Press, 1988.

81

Meinig, D.W. The Shaping of America: A Geographical Perspective on 500 Years of History . Vol. 2. New Haven, Connecticut: Yale University

Press, 1993.

Morgan, Edmund S. The Birth of the American Republic, 1763-89 . 3 rd

ed. Chicago, Illinois. The University of Chicago Press, 1992.

Nash, Gary B. Red, White, and Black: The Peoples of Early North America . 3 rd

ed. Englewood Cliffs, New Jersey: Simon & Schuster Company,

1992.

Oates, Stephen B. The Approaching Fury: Voices of the Storm, 1820-1861 . New York, New York: Harper Collins, 1997.

Painter, Nell Irvin. Standing At Armageddon: The United States, 1877-1919.

New York, New York: W.W. Norton & Company, 1987.

Remini, Robert. The Life of Andrew Jackson . New York, New York: Penguin Books, 1988.

Smith, Daniel M., editor. Major Problems in American Diplomatic History . Vol. I. Lexington, Massachusetts: D.C. Heath and Company, 1964.

Takaki, Ronald. A Different Mirror: A History of Multicultural America . New York, New York: Little, Brown, 1993.

Van Deusen, Glyndon. The Jacksonian Era: 1828-1848 . New York, New York: Harper & Row, 1959.

Zinn, Howard.

A People’s History of the United States

. New York, New York: HarperCollins, 1995.

WEBSITES: [CR1b] http://www.loc.gov/

Home page for the U.S. Library of Congress – contains thousands of documents and rich historical material http://historymatters.gmu.edu/

Mainly a resource for teachers – provides lesson ideas, documents and research materials http://www.digitalhistory.uh.edu/

Thousands of primary sources for teachers and students, which includes excerpts from history textbooks

SST 214 – US History I AP http://www.pbs.org/

Help for the classroom teacher as well as information about their educational programs

82


BIBLIOGRAPHY (continued) http://www.lessonplanet.com/

A website created and run by a California company dedicated to providing interesting and exciting lesson plans for teachers of all subjects http://frank.mtsu.edu/~kmiddlet/history/women.html

A useful and informative site on women’s history maintained by Middle Tennessee State University http://www.ellisisland.org/

A comprehensive database of the 25 million immigrants that passed through Ellis from 1892 to 1924 http://www.nationalgeographic.com/maps/

A wonderful reference for geography – finds and creates maps http://home.comcast.net/~dboals1/boals.html

One of the best all-around sites for general information and lesson planning for history teachers http://www.politics1.com/parties.htm

A comprehensive directory of U.S. political parties, their history and current listings www.nytimes.com

The New York Times online http://www.politicalindex.com

Connections to local, state and national candidates, elections, online news sources and political parties. Also has classroom simulations

83 www.firstgov.gov/

Provides "all needed government information," including federal agencies and educational materials as well as links to other key government sites http://thomas.loc.gov/

Updated and maintained by the U.S. Congress, this site is a searchable database of House and Senate bills, including summaries of pending legislation.

http://www.findlaw.com/casecode/supreme.html

Contains full or abbreviated text of all Supreme Court decisions since 1906

SST 214 – US History I AP http://www.fec.gov

Official site of the Federal Election Commission - reports on official and candidate spending as well as rules on donations.

http://www.newslink.org/news.html

Links to most major metro newspapers and well as State papers.

84


BIBLIOGRAPHY (continued)

VIDEOS: [CR1b]

Africans in America. WGBH Boston Video, 2000.

The Civil War.

Dir. Ken Burns. Paramount Home Video, 2004 (originally aired 1990). Nine episodes, DVD box set, 5 discs.

Mill Times. PBS Home Video, 2001.

Reconstruction: The Second Civil War . Paramount Home Video, 2005.

New York: A Documentary History . Dir. Rick Burns. Paramount, 2004. Eight episodes, DVD Box set.

85


APPENDIX A

SAMPLE WRITING RUBRICS

U

SING REVISED

AP COLLEGE BOARD GUIDELINES AND RUBRICS

86




THESIS: 0-1 point

For DBQ Assessment

States a thesis that directly addresses all parts of the question. The thesis must do Does not provide a thesis that addresses all parts of the question, or the thesis restates or more than restate the question. rephrases the question



1 point 0 points

ANALYSIS OF HISTORICAL EVIDENCE AND SUPPORT OF ARGUMENT: 0-4 points

Analysis of Documents (0 - 3 points)

Offers plausible analysis of BOTH the content of a all, or all but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument;

AND

At least one of the following for the all or all but one of the documents:

 intended audience

 purpose

 historical context, and/or

 the author's point of view

3 points

OR

Offers plausible analysis of BOTH the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument;

AND

At least one of the following for the majority of the documents:

 intended audience

 purpose

 historical context, and/or

 the author's point of view

2 points



Analysis of outside examples to support thesis/argument (0-1 point)

Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument



1 point

CONTEXTUALIZATION: 0-1 point

OR

Offers plausible analysis of the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument

1 point

OR

Does NOT offers plausible analysis of the content of a majority of the documents and/or is UNABLE to explicitly use sufficient analysis to support the stated thesis or a relevant argument

0 points

Offers insufficient or no analysis of historical examples beyond/outside the documents to support the stated thesis or relevant arguments

0 points

Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes



1 point

SYNTHESIS: 0-1 point

Insufficient, inaccurate, irrelevant, or inexplicit connection of historical phenomena to broader events and/or processes

0 points

Response synthesizes the argument, evidence, analysis of documents, and context into a coherent and persuasive essay by accomplishing one or more of the following as relevant to the question.

Appropriately extends or modifies the stated Recognizes and effectively accounts for disparate, Appropriately connects the topic of the question to thesis or argument

1 point

OR sometimes contradictory evidence from primary sources and/or secondary works in crafting a coherent argument

1 point

OR other historical periods, geographical areas, contexts, or circumstances.

1 point


For FRQ Assessment



THESIS: 0-1 point

States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question.

1 point



SUPPORT for ARGUMENT: 0-2 points

88

Does not provide a thesis that addresses all parts of the question, or the thesis restates or rephrases the question

0 points

Supports the stated thesis (or makes a relevant Supports the stated thesis (or makes a relevant argument) using argument) using specific evidence, clearly and consistently stating how that evidence supports the thesis or argument, and establishing clear linkages between the evidence and the thesis or argument.

2 points specific evidence

1 point



APPLICATION of TARGETED HISTORICAL THINKING SKILL: 0-2 points

Evidence used does not supports the stated thesis OR evidence is extremely weak or nonexistent

0 points

For questions assessing CONTINUITY AND CHANGE OVER TIME (like this one!)

Describes historical continuity AND change over time, and analyzes specific examples that illustrate historical continuity AND change over time

2 points

Describes historical continuity AND change over time, but provides no examples or weak examples to illustrate that continuity and change

1 point

Does not adequately describe historical continuity AND change over time, and provides no examples or very weak examples to illustrate that continuity and change

0 points

For questions assessing COMPARISON

Describes similarities AND differences among historical developments, providing specific examples, AND analyzes the reasons for their similarities AND/OR differences

2 points

Describes similarities and differences among historical developments

1 point

For questions assessing CAUSATION

Describes causes AND/OR effects of a historical development and analyzes specific examples that illustrate causes

AND/OR effects of a historical development

2 points

Describes causes AND/OR effects of a historical development

1 point

For questions assessing PERIODIZATION

Analyzes the extent to which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis.

2 points



SYNTHESIS: 0-1 point

Describes the ways in which the historical development specified in the prompt was different from OR similar to developments that preceded and/or followed

1 point

Response synthesizes the argument, evidence, and context into a coherent and persuasive essay by accomplishing one or more of the following as relevant to the question.

Appropriately extends or modifies the stated thesis or argument

1 point

O

R

Explicitly employs an additional appropriate category of analysis (e.g., political, economic, social, cultural, geographical, race/ethnicity, gender) beyond that called for in the prompt. 1 point

O

R

The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances

1 point


Political Cartoon Quiz Rubric

89

Superior

Approaching

Excellence

Solid and Fair

Some weaknesses; needs attention



Completely and correctly identifies the cartoonist’s argument



Correctly identifies and links all or nearly all of the elements of the cartoon to the argument – explaining why there are they are what they mean



Provide at least some evidence to support your position on the argument



May be minor errors or minor omissions, but nothing major



Completely and correctly identified the cartoonists argument but doesn’t identify and link some of the elements of the cartoon (or misidentifies a few)

– OR



Mostly identifies the cartoonist’s argument with a small omission or very minor error but correctly identifies all or nearly all of the cartoon’s elements



May provide little evidence to support your position on the argument (or you provide no commentary of your thinking on the argument)



May be minor errors or minor omission or one more major one



Somewhat misidentifies the cartoonist’s argument but correctly identifies most of the elements (even if can’t link them all to the argument) – OR



Completely identifies the cartoonist’s argument but doesn’t identify and link most of the elements (perhaps with several misidentifications of the elements)



May provide little evidence to support your position on the argument (or you provide no commentary of your thinking on the argument)



May be some serious errors or omissions



Misidentifies the bulk of the cartoonist’s argument and misidentifies or omits explanation of many of the elements – OR



Completely misidentifies the argument but is able to identify a decent amount of the elements – but cannot link them to any reasonable argument



Will have errors/omissions and usually major ones

Too many misses



Can provide only limited explanation of a couple of the elements in the cartoon but cannot identify or link anything to the argument – no identification or completely misidentification of the cartoonist’s argument


APPENDIX B

ADDITIONAL ASSESSMENTS/RUBRICS

90


ADDITIONAL ASSESSMENT 1

THE DEVELOPMENT OF THE TWO-PARTY SYSTEM IN AMERICA

Your assignment is to analyze the progression and development of the two-party system from the 1790s to 1836. This is an open-ended project. Your finished product (chart, timeline, etc.) must visibly, clearly, and completely identify how the second party system formed and how and why both parties saw themselves as heirs of the Democratic-Republicans.

It is up to you to decide how to get the information across. The specific assignment is to analyze the progression and development of the two-party system from the 1790s to 1836.

▪

▪

▪

Your finished product must visibly, clearly, and completely show:

The active political parties in this time period

The development of the Second-party system

How and why both the Whigs and Democrats saw themselves as heirs of the Democratic-Republicans (identifying the political and ideological connections between the given political parties)

You may proceed in any direction that accomplishes the above requirements. Whatever you create can have some written component, but keep in mind that this is not primarily a paper. A paper cannot visibly identify the development of the party system.


RUBRIC FOR ADDITIONAL ASSESSMENT 1

THE DEVELOPMENT OF THE TWO-PARTY SYSTEM IN AMERICA

POINTS

INFORMATION

PRESENTED

[(1-4)

X

2]

VISIBLE

PRESENTATION

(1-4)

NEATNESS AND

CLARITY

(1-4)

However you may have relayed the information, in order to gain a top score your finished project must include all the necessary facts on the parties that existed in America from the 1790s to 1836. From what you have included it is clear why the Whigs and

Democrats considered themselves heirs of the Jeffersonians (this should include information on what each party stood for). In general, any written information given on your project is clear, understandable, detailed and it successfully explains to the audience the facts on the parties. Inaccurate information will affect the score in this category.

Whatever method you chose (flow chart, timeline, etc.), your finished product successfully communicates to an audience the progress and development of the Second party system. Your project is not only understandable, but works well to accomplish the objective of this project in the eyes of an independent observer. This includes clear markings (dates and names).

This category is tied into the first two since you cannot successfully relay information in an understandable way if your final product is sloppily put-together and/or disorganized. In order to score top marks in this category, your final product must reflect solid time and effort - it must be neat and well organized.


ADDITIONAL ASSESSMENT 2

MAKE YOUR OWN DBQ

(For use with Units 17 and 18)

Your assignment is to create an authentic DBQ that could be placed in front of any history student. You will be provided with questions to choose from (but you may create your own question). Your main task is to read about your question, research documentary evidence that deal with the question, choose a sampling of documents that reflect different perspectives on the question, edit those documents and piece together the DBQ. You must find at least nine (9) documents (but no more than 11), fitting the following criteria.

1. No more than two (2) may be charts or graphs.

2. No more than two (2) may be pictures or political cartoons.

3. At least three (3) must be primary sources (the remaining may be secondary).

4. One source cannot be divided into more than one document (unless it is a book of different sources - see teacher for clarification if you're unsure).

5. You may not use a document (primary or secondary) that has been (or is being) used in class (including your textbook, readings, and old DBQ’s).

Keep in mind that newspaper articles are only primary sources if the reporter was present at the event he/she is writing about. In keeping with authentic DBQs, your documents must be clear and concise. It should be less than 150 words (around 2 paragraphs), usually less. This may (and probably will) require you to edit documents to fit the assignment.

You will be graded on several criteria, including presentation (style, format, labeling – it should look like an authentic DBQ), quality of documents , relation to the question (that is, your documents make sense for the question you chose), and range of documents (Do they support all sides of the question?). Your overall goal should be to create a DBQ that can substitute for a College Board DBQ. In other words, your DBQ should stand "on its own," so that if it were put in front of another student, he/she would have no trouble answering it.

1.

How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved.

2.

To what extent did immigration and government actions hurt the American industrial worker between 1865 and 1900?

3.

To what extent was the railroad the primary factor in the growth of the American economy after the Civil War?

4.

To what extent were social reformers successful in mitigating the harmful effects of industrialization in the last quarter of the nineteenth century?

5.

To what extent was the changing nature of the American city the defining characteristic of late-Nineteenth Century America?

Hint : Your first step should be to decide on a question. Finding documents is not as difficult as it might at first seem. Textbooks (besides yours) and other secondary

SST 214 – US History I AP 94 sources often have text from primary sources, including, occasionally, political cartoons, pictures, charts and graphs. The media center has dozens of books containing primary sources. Most of your work will not be ‘finding’ sources, but rather deciding what excerpts to use as documents, as well as which documents best fit the question you choose. Good luck. Remember to follow all questions with, "Use the documents and your knowledge of the time period to construct your response."


CHECKLIST FOR ASSESSMENT 2

MAKE-YOUR-OWN DBQ

Presentation (x 2) 5

Style, format, labeling

Basically, does it look like an “authentic” DBQ?

4 3 2

This includes noting the proper information on each document (date, source, etc.)

Documents (x2) 5 4 3 2

Following the established guidelines:

❑ no more than 2 charts/graphs

❑ no more than 2 pictures/political cartoons

❑ at least 3 primary sources

❑ no divided sources

❑ no sources are present that have been used in class or are in books/papers

2 Quality of Documents 5 4 3

The document is taken from solid and serious sources that would help the writer.

Relation to the question 5 4 3

The document relates to the question, even indirectly, and would aid the writer.

2

1

1

1

1

Range of Documents 5 4 3 2 1

The chosen document cover s all sides to the chosen question. It is not limited in scope of material or time.

Scale

A 5 indicates solid AP research and effort. Excellent work in that area.

A 4 indicates very good work, but you may be a little short in the area - minor problems.

A 3 indicates satisfactory AP work. It is OK, but does not show superior effort - some problems.

A 2 indicates unsatisfactory AP work. Lack of effort or research - could be major errors/problems.

95


A 1 indicates very poor AP work. Definite lack of effort - major errors or problems.

96


APPENDIX C

NEW JERSEY CORE CURRICULUM CONTENT STANDARDS

FOR SOCIAL STUDIES

97



FOR SOCIAL STUDIES

2009 New Jersey Core Curriculum Content Standards - Social Studies

Content Area

Standard

Era

Grade Level

Content Statement

Social Studies

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Colonization and Settlement (1585-1763)

By the end of grade 12

Strand CPI# Cumulative Progress Indicator (CPI)

1. Colonization and Settlement

North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New

World.

A. Civics,

Government, and

Human Rights

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

6.1.12.A.1.a

6.1.12.A.1.b

6.1.12.B.1.a

Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to

6.1.12.C.1.a

Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. economic development in the New World.

Analyze how gender, property ownership, religion, and legal status affected political rights.

Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.

6.1.12.C.1.b

Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants,

African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the

American colonies.

6.1.12.D.1.a

Explain the consequences to Native American groups of the loss of their land and people. D. History,

Culture, and

Perspectives


Content Area

Standard

Era

Grade Level

Social Studies

99


Revolution and the New Nation (1754-1820s)




2. Revolution and the New

Nation

The war for independence was the result of growing ideological,

A. Civics,

Government, and Human

Rights political, geographic, economic, and religious tensions resulting from Britain’s centralization policies and practices.

The United States Constitution and Bill of Rights were designed to provide a framework for the

American system of government, while also protecting individual rights.

Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic.

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

D. History,

Culture, and

Perspectives

6.1.12.A.2.a

Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence.

6.1.12.A.2.b

Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world.

6.1.12.A.2.c

Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with the United States

Constitution, and determine their impact on the development of American constitutional government.

6.1.12.A.2.d

Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance.

6.1.12.A.2.e

Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today.

6.1.12.A.2.f

Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today’s political parties.

6.1.12.B.2.a

Analyze how the United States has attempted to account for regional differences while also striving to create an American identity.

6.1.12.B.2.b

Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery.

6.1.12.C.2.a

Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering.

6.1.12.C.2.b

Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation.

6.1.12.D.2.a

Analyze contributions and perspectives of African Americans, Native Americans, and women during the

American Revolution.

6.1.12.D.2.b

Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time.

6.1.12.D.2.c

Relate events in Europe to the development of American trade and American foreign and domestic policies.


6.1.12.D.2.d

Analyze arguments for new women’s roles and rights, and explain why 18th-century society limited women’s aspirations.

6.1.12.D.2.e

Determine the impact of African American leaders and institutions in shaping free Black communities in the

North.

Content Area

Standard

Era

Grade Level

Social Studies


Expansion and Reform (1801-1861)




3. Expansion and

Reform

Multiple political, social, and economic factors caused

American territorial expansion.

The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political

A. Civics, Government, and Human Rights compromises, and an expansion of democratic practices.

B. Geography, People, and the Environment

6.1.12.A.3.a

6.1.12.A.3.b

6.1.12.A.3.c

6.1.12.A.3.d

6.1.12.A.3.e

6.1.12.A.3.i

6.1.12.B.3.a

Assess the influence of Manifest Destiny on foreign policy during different time periods in American history.

interest.

Assess the role of geopolitics in the development of American foreign relations during this period.

growth during this era.

Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national

Describe how the Supreme Court increased the power of the national government and promoted national economic

Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal.

6.1.12.A.3.f

Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period.

6.1.12.A.3.g

Determine the extent to which state and local issues, the press, the rise of interest-group politics, and the rise of party politics impacted the development of democratic institutions and practices.

6.1.12.A.3.h

Analyze the various rationales provided as a justification for slavery.

Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement.

Assess the impact of Western settlement on the expansion of United States political boundaries.

6.1.12.C.3.a

Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.


C. Economics,

Innovation, and

Technology

D. History, Culture, and Perspectives

6.1.12.C.3.b

Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.

101

6.1.12.D.3.a

Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives.

6.1.12.D.3.b

Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity.

6.1.12.D.3.c

Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies

(i.e., the Missouri Compromise and the Compromise of 1850).

6.1.12.D.3.d

Analyze the role education played in improving economic opportunities and in the development of responsible citizens.

6.1.12.D.3.e

Determine the impact of religious and social movements on the development of American culture, literature, and art.

Content Area

Standard

Era

Grade Level


4. Civil War and

Reconstruction

The Civil War was caused by ideological, economic, and political differences about the future course of the nation.

Efforts to reunite the country through Reconstruction were contested, resisted, and had longterm consequences.

Social Studies


Civil War and Reconstruction (1850-1877)



A. Civics,

Government, and

Human Rights

6.1.12.A.4.a

Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the

Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil

War.

6.1.12.A.4.b

Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls

Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.

6.1.12.A.4.c

Evaluate how political and military leadership affected the outcome of the Civil War.

6.1.12.A.4.d

Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for

African Americans.


B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

D. History,

Culture, and

Perspectives

102

6.1.12.B.4.a

Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War.

6.1.12.B.4.b

Analyze the impact of population shifts and migration patterns during the Reconstruction period.

6.1.12.C.4.a

Assess the role that economics played in enabling the North and South to wage war.

6.1.12.C.4.b

Compare and contrast the immediate and long-term effects of the Civil War on the economies of the

North and South.

6.1.12.C.4.c

Explain why the Civil War was more costly to America than previous conflicts were.

6.1.12.D.4.a

Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.

6.1.12.D.4.b

Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people’s lives and work.

6.1.12.D.4.c

Analyze the debate about how to reunite the country, and determine the extent to which enacted

Reconstruction policies achieved their goals.

6.1.12.D.4.d

Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states.

6.1.12.D.4.e

Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

Content Area

Standard

Era

Grade Level


5. The Development of the

Industrial United States

Social Studies


The Development of the Industrial United States (1870-1900)



6.1.12.A.5.a

Relate industrial growth to the need for social and governmental reforms.


Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of

Americans.

The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups.

A. Civics, Government, and Human

Rights

B. Geography, People, and the

Environment

C. Economics, Innovation, and

Technology

6.1.12.A.5.b

6.1.12.A.5.c

6.1.12.B.5.a

6.1.12.B.5.b

6.1.12.C.5.a

6.1.12.C.5.b

6.1.12.C.5.c

D. History, Culture, and Perspectives 6.1.12.D.5.a

6.1.12.D.5.b

6.1.12.D.5.c

6.1.12.D.5.d

103

Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.

Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native

Americans, and African Americans.

Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.

Assess the impact of rapid urbanization on the environment and on the quality of life in cities.

Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and explain the positive or negative impact of these practices on the nation and on individuals.

Compare and contrast economic development of the North, South, and West in the post-Civil War period.

Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals.

Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.

Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.

Assess the effectiveness of public education in fostering national unity and

American values and in helping people meet their economic needs and expectations.

Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.

Content Area

Standard

Social Studies



Era

Grade Level

The Emergence of Modern America (1890-1930)



Strand CPI#

6. The Emergence of Modern

America: Progressive Reforms

Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups.

An expanding market for international trade promoted policies that resulted in America emerging as a world power.


Rights


Environment

6.1.12.A.6.a

6.1.12.A.6.b

6.1.12.A.6.c

6.1.12.B.6.a

6.1.12.B.6.b


Technology

6.1.12.C.6.a

6.1.12.C.6.b

6.1.12.C.6.c


6.1.12.D.6.b

6.1.12.D.6.c

Cumulative Progress Indicator (CPI)

104

Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice.

Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.

Relate the creation of African American advocacy organizations (i.e., the

National Association for the Advancement of Colored People) to United

States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.

Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion.

Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups.

Determine how supply and demand influenced price and output during the

Industrial Revolution.

Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.

Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.

Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United

States becoming a world power.

Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan

B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the

19th Amendment.


Content Area

Standard

Era

Grade Level

105

Social Studies






7. The Emergence of Modern

America: World War I

United States involvement in

World War I affected politics, the economy, and geopolitical relations following the war.


Rights

6.1.12.A.7.a

6.1.12.A.7.b


Environment


Technology


6.1.12.A.7.c

6.1.12.B.7.a

6.1.12.C.7.a

6.1.12.C.7.b

6.1.12.D.7.a

6.1.12.D.7.b

6.1.12.D.7.c

Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.

Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights.

Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.

Explain how global competition by nations for land and resources led to increased militarism.

Determine how technological advancements affected the nature of World

War I on land, on water, and in the air.

Assess the immediate and long-term impact of women and African

Americans entering the work force in large numbers during World War I.

Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I.

Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during

World War I.

Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after

World War I.


Content Area

Standard

Social Studies

Era

Grade Level

106






8. The Emergence of

Modern America:

Roaring Twenties

The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems.

A. Civics,

Government, and

Human Rights

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology


6.1.12.A.8.a

Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer.

6.1.12.A.8.b

Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism.

6.1.12.A.8.c

6.1.12.B.8.a

6.1.12.C.8.a

6.1.12.C.8.b

Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations.

Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment.

Analyze the push-pull factors that led to the Great Migration.

Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.

6.1.12.D.8.a

Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence

6.1.12.D.8.b

Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on

American culture and values.


Content Area

Standard

Era

Grade Level

Social Studies

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present

107 interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

The Great Depression and World War II (1929-1945)




9. The Great Depression and World War II: The

Great Depression

The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society.

A. Civics,

Government, and

Human Rights

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

6.1.12.A.9.a

6.1.12.B.9.a

6.1.12.C.9.a

6.1.12.C.9.b

Analyze how the actions and policies of the United States government contributed to the Great Depression.

Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.

Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country’s economic health.

Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy.



108

6.1.12.C.9.c

Explain the interdependence of various parts of a market economy.

6.1.12.C.9.d

Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability.

6.1.12.D.9.a

Explore the global context of the Great Depression and the reasons for the worldwide economic collapse.

6.1.12.D.9.b

Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.


Content Area

Standard

Era

Grade Level

Social Studies

109






10. The Great Depression and

World War II : New Deal

Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role of the national government in the economy.


Rights


Environment


Technology


6.1.12.A.10.a

6.1.12.A.10.b

6.1.12.A.10.c

6.1.12.B.10.a

6.1.12.C.10.a

6.1.12.C.10.b

6.1.12.D.10.a

6.1.12.D.10.b

6.1.12.D.10.c

6.1.12.D.10.d

Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New Deal.

Assess the effectiveness of governmental policies enacted during the New

Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals.

Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society.

Assess the effectiveness of New Deal programs designed to protect the environment.

Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression.

Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today.

Analyze how other nations responded to the Great Depression.

Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.

Explain how key individuals, including minorities and women (i.e., Eleanor

Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.

Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.


Content Area

Standard

Era

Grade Level

Social Studies

110






11. The Great Depression and

World War II: World War II

The United States participated in

World War II as an Allied force to

A. Civics, Government, and Human Rights prevent military conquests by

Germany, Italy, and Japan.

Domestic and military policies during World War II continued to deny equal rights to African

Americans, Asian Americans, and women.

B. Geography, People, and the Environment

C. Economics,

Innovation, and

Technology


6.1.12.A.11.a

6.1.12.A.11.b

6.1.12.A.11.c

6.1.12.A.11.d

Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s. groups were a denial of civil rights.

World War II.

Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.

occurred during the Holocaust and other genocides.

Determine if American policies regarding Japanese internment and actions against other minority

Analyze the decision to use the atomic bomb and the consequences of doing so.

6.1.12.A.11.e

Assess the responses of the United States and other nations to the violation of human rights that

6.1.12.B.11.a

Explain the role that geography played in the development of military strategies and weaponry in

6.1.12.C.11.a

Apply opportunity cost and trade-offs to evaluate the shift in economic resources from the production of domestic to military goods during World War II, and analyze the impact of the postwar shift back to domestic production.

6.1.12.C.11.b

Relate new wartime inventions to scientific and technological advancements in the civilian world.

6.1.12.D.11.a

Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.

6.1.12.D.11.b

Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and

Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II.

6.1.12.D.11.c

Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.

6.1.12.D.11.d

Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.


6.1.12.D.11.e

Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.

Content Area

Standard

Era

Grade Level


Social Studies


Postwar United States (1945 to early 1970s)



12. Postwar United States: Cold

War

Cold War tensions between the

United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.


Rights


Environment


Technology


6.1.12.A.12.a

6.1.12.A.12.b

6.1.12.A.12.c

6.1.12.B.12.a

6.1.12.C.12.a

6.1.12.C.12.b

6.1.12.C.12.c

6.1.12.C.12.d

6.1.12.D.12.a

Analyze ideological differences and other factors that contributed to the

Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the

Vietnam War.

Examine constitutional issues involving war powers, as they relate to United

States military intervention in the Korean War, the Vietnam War, and other conflicts.

Explain how the Arab-Israeli conflict influenced American foreign policy.

Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.

Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.

Assess the impact of agricultural innovation on the world economy.

Analyze how scientific advancements impacted the national and global economies and daily life.

Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.

Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.


6.1.12.D.12.b

6.1.12.D.12.c

6.1.12.D.12.d

6.1.12.D.12.e

112

Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.

Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.

Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.

Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.

Content Area

Standard

Era

Grade Level

Social Studies


Postwar United States (1945 to early 1970s)




13. Postwar United

States: Civil Rights and Social Change

The Civil Rights movement marked a

A. Civics,

Government, and

Human Rights period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously

B. Geography,

People, and the

Environment

6.1.12.A.13.a

6.1.12.B.13.a

6.1.12.B.13.b

Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e.,

Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L.

1945, c.169) in eliminating segregation and discrimination.

6.1.12.A.13.b

Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the

Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of

Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.

6.1.12.A.13.c

Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the

United States.

Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.

Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.

SST 214 – US History I AP discriminated against.

C. Economics,

Innovation, and

Technology

D. History,

Culture, and

Perspectives

113

6.1.12.C.13.a

Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.

6.1.12.C.13.b

Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.

6.1.12.C.13.c

Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today.

6.1.12.C.13.d

Relate American economic expansion after World War II to increased consumer demand.

6.1.12.D.13.a

Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.

6.1.12.D.13.b

Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights

Movement, and evaluate their legacies.

6.1.12.D.13.c

Analyze the successes and failures of women’s rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.

6.1.12.D.13.d

Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.

6.1.12.D.13.e

Explain why the Peace Corps was created and how its role has evolved over time.

6.1.12.D.13.f

Relate the changing role of women in the labor force to changes in family structure.


Content Area

Standard

Social Studies

Era

Grade Level

114


Contemporary United States (1970-Today)




14. Contemporary

United States:

Domestic Policies

Differing views on government’s role in social and economic issues led to greater partisanship in government decision making.

The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.

Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.

A. Civics,


Rights

B. Geography,

People, and the

Environment

6.1.12.A.14.a

6.1.12.A.14.b

6.1.12.A.14.c

6.1.12.A.14.d

6.1.12.B.14.b

6.1.12.B.14.c

6.1.12.B.14.d

Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.

Analyze the use of eminent domain in New Jersey and the United States from a variety of perspectives.

6.1.12.C.14.a

Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.

Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups.

Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.

6.1.12.A.14.e

Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.

6.1.12.A.14.f

Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.

6.1.12.A.14.g

Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).

6.1.12.A.14.h

Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security.

6.1.12.B.14.a

Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.

Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in

New Jersey and the United States.

Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.


C. Economics,

Innovation, and

Technology

D. History,

Culture, and

Perspectives

115

6.1.12.C.14.b

Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy

6.1.12.C.14.c

Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.

6.1.12.C.14.d

Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey.

6.1.12.D.14.a

Determine the relationship between United States domestic and foreign policies.

6.1.12.D.14.b

Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence.

6.1.12.D.14.c

Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.

6.1.12.D.14.d

Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society.

6.1.12.D.14.e

Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.

6.1.12.D.14.f

Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.

Content Area

Standard

Era

Grade Level

Social Studies






15. Contemporary

United States:

International

Policies

The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests,

A. Civics,


Rights

6.1.12.A.15.a

Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and

6.1.12.A.15.f

determine how the fall influenced the global power structure.

6.1.12.A.15.b

Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.

6.1.12.A.15.c

Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.

6.1.12.A.15.d

Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.

6.1.12.A.15.e

Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.

Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.

SST 214 – US History I AP and the development of democratic societies.

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

D. History,

Culture, and

Perspectives

6.1.12.B.15.a

Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.

6.1.12.C.15.a

Relate the role of America’s dependence on foreign oil to its economy and foreign policy.

6.1.12.C.15.b

Assess economic priorities related to international and domestic needs, as reflected in the national budget.

116

6.1.12.D.15.a

Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United

Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.

6.1.12.D.15.b

Compare the perspectives of other nations and the United States regarding United States foreign policy.

6.1.12.D.15.c

Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.

6.1.12.D.15.d

Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

Content Area

Standard

Era

Grade Level


Social Studies





16. Contemporary United

States: Interconnected Global

Society

Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.


Rights


Environment

6.1.12.A.16.a

6.1.12.A.16.b

6.1.12.A.16.c

6.1.12.B.16.a

Determine the impact of media and technology on world politics during this time period.

Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies.

Assess from various perspectives the effectiveness with which the United

States government addresses economic issues that affect individuals, business, and/or other countries.

Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.



Technology


6.1.12.C.16.a

6.1.12.C.16.b

6.1.12.C.16.c

6.1.12.D.16.a

6.1.12.D.16.b

6.1.12.D.16.c

117

Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.

Predict the impact of technology on the global workforce and on entrepreneurship.

Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.

Analyze the impact of American culture on other world cultures from multiple perspectives.

Explain how and why technology is transforming access to education and educational practices worldwide.

Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.


Content Area

Standard

Era

Grade Level


Social Studies

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

The Emergence of the First Global Age (1350-1770)



1. The Emergence of the First Global Age:

Global Interactions and Colonialism

The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations.

Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment.

A. Civics,

Government, and

Human Rights

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology


6.2.12.A.1.a

6.2.12.B.1.a

Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of

6.2.12.B.1.b

Determine the role of natural resources, climate, and topography in European exploration, colonization, and

6.2.12.C.1.a

Compare and contrast the economic policies of China and Japan, and determine the impact these policies had

6.2.12.C.1.b

6.2.12.C.1.c

6.2.12.C.1.d

6.2.12.D.1.a

Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish,

Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.

European political and military control in Africa, Asia, and the Americas by the mid-18th century.

settlement patterns.

on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy.

Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society.

Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.

Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest Asia, and Africa.

exploration and conquest.

pathogens on Europeans and Native Americans.

6.2.12.C.1.e

Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary tools for European

Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and

6.2.12.D.1.b

Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West

Africa, Southwest Asia, Europe, and the Americas.

6.2.12.D.1.c

Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and

Americans.


6.2.12.D.1.d

Explain how the new social stratification created by voluntary and coerced interactions among Native

Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict.

6.2.12.D.1.e

Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.

6.2.12.D.1.f

Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.

119

Content Area

Standard

Era

Grade Level


2. Renaissance, Reformation,

Scientific Revolution, and

Enlightenment

Ideas developed during the

Renaissance, Scientific

Revolution, Reformation, and

Enlightenment led to political, economic, and cultural changes that have had a lasting impact.

Social Studies


Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)




Rights

6.2.12.A.2.a


Environment


Technology

6.2.12.A.2.b

6.2.12.A.2.c

6.2.12.B.2.a

6.2.12.B.2.b

6.2.12.C.2.a


Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time.

Explain the paradox between the ideology of the Enlightenment and the treatment of women and non-Europeans in European society.

Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).

Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.

Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World.

Relate the development of more modern banking and financial systems to

European economic influence in the world.

Determine the factors that led to the Renaissance and the impact on the arts.


6.2.12.D.2.b

6.2.12.D.2.c

6.2.12.D.2.d

6.2.12.D.2.e

120

Determine the factors that led to the Reformation and the impact on

European politics.

Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the

Renaissance.

Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.

Assess the impact of the printing press and other technologies developed on the dissemination of ideas.

Content Area

Standard

Era

Grade Level


3. Age of Revolutions: Political and Industrial Revolutions,

Imperialism, Reform, and

Global Impact

Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform.

The Industrial Revolution was a consequence of technological

Social Studies


Age of Revolutions (1750-1914)




Rights

6.2.12.A.3.a

6.2.12.A.3.b

6.2.12.A.3.c

6.2.12.A.3.d

Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.

Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America.

Relate the responses of various governments to pressure for selfgovernment or self-determination to subsequent reform or revolution.

Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.

SST 214 – US History I AP innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems.

Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a lasting impact.


Environment


Technology


6.2.12.A.3.e

6.2.12.A.3.f

6.2.12.B.3.a

6.2.12.B.3.b

6.2.12.B.3.c

6.2.12.C.3.a

6.2.12.C.3.b

6.2.12.C.3.c

6.2.12.C.3.d

6.2.12.C.3.e

6.2.12.C.3.f

6.2.12.D.3.a

6.2.12.D.3.b

6.2.12.D.3.c

6.2.12.A.3.g

121

Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.

Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North America, and evaluate the degree to which each movement achieved its goals.

Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and

Asia during this era, and evaluate the impact of these actions on their relations.

Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.

Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.

Relate the role of geography to the spread of independence movements in

Latin America.

Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of landholding.

Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.

Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.

Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.

Assess the impact of imperialism on economic development in Africa and

Asia.

Determine the extent to which Latin American political independence also brought about economic independence in the region.

Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.

Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.

Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.


6.2.12.D.3.d

6.2.12.D.3.e

122

Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.

Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

Content Area

Standard

Era

Grade Level


Social Studies


A Half-Century of Crisis and Achievement (1900-1945)



4. A Half-Century of Crisis and

Achievement: The Era of the

Great Wars

Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and

Japan, and led to World War I.

The failure of the Treaty of

Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in

World War II.

World Wars I and II were "total wars" in which nations mobilized entire populations and economies

A. Civics,


Rights

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

6.2.12.A.4.a

6.2.12.A.4.b

6.2.12.A.4.d

6.2.12.B.4.b

6.2.12.C.4.a

6.2.12.C.4.b

6.2.12.C.4.c

Explain the rise of fascism and spread of communism in Europe and Asia.

Compare the rise of nationalism in China, Turkey, and India.

violence and destruction of the two World Wars.

6.2.12.A.4.c

Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and

Jews, as well as the mass exterminations of Ukrainians and Chinese.

Assess government responses to incidents of ethnic cleansing and genocide.

6.2.12.B.4.a

Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.

Determine how geography impacted military strategies and major turning points during World War II.

6.2.12.B.4.c

Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East.

6.2.12.B.4.d

Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.

Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice.

Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property).

Assess the short- and long-term demographic, social, economic, and environmental consequences of the

SST 214 – US History I AP and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries.

World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world.

Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.

D. History,

Culture, and

Perspectives

123

6.2.12.C.4.d

Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.

6.2.12.D.4.a

Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.

6.2.12.D.4.b

Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations.

6.2.12.D.4.c

Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics.

6.2.12.D.4.d

Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.

6.2.12.D.4.e

Compare how Allied countries responded to the expansionist actions of Germany and Italy.

6.2.12.D.4.f

Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both

World Wars.

6.2.12.D.4.g

Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war”

6.2.12.D.4.h

Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia.

6.2.12.D.4.i

Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.

6.2.12.D.4.j

Analyze how the social, economic, and political roles of women were transformed during this time period.

6.2.12.D.4.k

Analyze how the arts represent the changing values and ideals of society.

6.2.12.D.4.l

Assess the cultural impact of World War I, the Great Depression, and World War II.

Content Area Social Studies


Standard

Era

Grade Level

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past

124 interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

The 20th Century Since 1945 (1945-Today)




5. The 20th Century

Since 1945:

A. Civics,

Challenges for the

Modern World

Government, and

Human Rights

Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights.

International migration and scientific and technological improvements in the second half of the

20th century resulted in an increasingly global economy and society that are challenged by

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

6.2.12.A.5.a

6.2.12.A.5.b

6.2.12.A.5.c

6.2.12.A.5.d

6.2.12.A.5.e

6.2.12.C.5.d

6.2.12.C.5.f

Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.

international conflicts.

by African and Asian countries to achieve independence.

Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate

Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used

Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to such events.

Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.

6.2.12.B.5.a

Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.

6.2.12.B.5.b

Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.

6.2.12.B.5.c

Determine the impact of migration on way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.

6.2.12.B.5.d

Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.

6.2.12.B.5.e

Assess the role of boundary disputes and limited natural resources as sources of conflict.

6.2.12.C.5.a

Explain how and why Western European countries and Japan achieved rapid economic recovery after World War

II.

6.2.12.C.5.b

Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.

6.2.12.C.5.c

Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.

Determine the challenges faced by developing nations in their efforts to compete in a global economy.

China.

Assess the impact of the European Union on member nations and other nations.

6.2.12.C.5.e

Assess the reasons for and consequences of the growth of communism and shift toward a market economy in

6.2.12.C.5.g

Evaluate the role of the petroleum industry in world politics, the global economy, and the environment.

SST 214 – US History I AP 125 limited natural resources.


6.2.12.D.5.a

Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

6.2.12.D.5.b

Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries.

6.2.12.D.5.c

Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

6.2.12.D.5.d

Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.

Content Area

Standard

Era

Grade Level

Social Studies


Contemporary Issues



Strand

6. Contemporary

Issues

Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

A. Civics,


Rights

B. Geography,

People, and the

Environment

C. Economics,

Innovation, and

Technology

CPI#

6.2.12.A.6.a

6.2.12.B.6.a

6.2.12.C.6.a

6.2.12.C.6.b


Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

6.2.12.A.6.b

Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

6.2.12.A.6.c

Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

6.2.12.A.6.d

Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.

Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.

6.2.12.C.6.c

Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.


D. History,

Culture, and

Perspectives

126

6.2.12.C.6.d

Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.

6.2.12.D.6.a

Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on traditional cultures and values.


Content Area

Standard

Grade Level


Active citizens in the 21st century:

● Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.

● Analyze sources of prejudice and discrimination and propose solutions to eliminate them.

● Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

● Critically analyze information, make ethical judgments, and responsibly address controversial issues.

●

Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.

●

Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions.

●

Take actions that result in a more just and equitable society.

127

Social Studies

6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.



A. Civics, Government, and

Human Rights

B. Geography, People and the

Environment


Technology

D. History, Culture, and

Perspectives

6.3.12.A.1

Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.

6.3.12.A.2

Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.

6.3.12.B.1

Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.

6.3.12.C.1

Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.

6.3.12.D.1

Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.


APPENDIX D


FOR TECHNOLOGICAL LITERACY

128



FOR TECHNOLOGICAL LITERACY

129

Content Area

Standard

2

4

Technology

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

A. Technology Operations and Concepts Strand

By the end of grade

P

Content Statement CPI#

The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

8.1.P.A.1

8.1.P.A.2

8.1.P.A.3

8.1.P.A.4

8.1.P.A.5



8.1.P.A.6

8.1.2.A.1

8.1.2.A.2

8.1.2.A.3

8.1.2.A.4

8.1.2.A.5

8.1.4.A.1

8.1.4.A.2

8.1.4.A.3

8.1.4.A.4

8.1.4.A.5


Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture).

Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words.

Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard.

Recognize that the number keys are in a row on the top of the keyboard.

Use basic technology terms in conversations (e.g., digital camera, battery, screen, computer, Internet, mouse, keyboards, and printer).

Turn smart toys on and off.

Identify the basic features of a computer and explain how to use them effectively.

Use technology terms in daily practice.

Discuss the common uses of computer applications and hardware and identify their advantages and disadvantages.

Create a document with text using a word processing program.

Demonstrate the ability to navigate in virtual environments that are developmentally appropriate.

Demonstrate effective input of text and data using an input device.

Create a document with text formatting and graphics using a word processing program.

Create and present a multimedia presentation that includes graphics.

Create a simple spreadsheet, enter data, and interpret the information.

Determine the benefits of a wide range of digital tools by using them to solve problems.


8 The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

12 The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

8.1.8.A.1

8.1.8.A.2

8.1.8.A.3

8.1.8.A.4

8.1.8.A.5

130

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

Plan and create a simple database, define fields, input data, and produce a report using sort and query.

Create a multimedia presentation including sound and images.

Generate a spreadsheet to calculate, graph, and present information.

Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

8.1.12.A.1

Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results.

8.1.12.A.2

Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software.

8.1.12.A.3

Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.

8.1.12.A.4

Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations.


Content Area

Standard

Strand

Technology

131


B. Creativity and Innovation


P


8.1.P.B.1


Use a digital camera to take a picture.

The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

2 The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

8.1.2.B.1

Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

4

8



8.1.4.B.1

8.1.8.B.1

Produce a media-rich digital story about a significant local event or issue based on first-person interviews.

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).

12 The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

8.1.12.B.1

Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation.

Content Area

Standard

Technology


C. Communication and Collaboration Strand


P


8.1.P.C.1


Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats.


Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

2 Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

4

8



12 Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

8.1.P.C.2

8.1.2.C.1

8.1.4.C.1

8.1.8.C.1

8.1.12.C.1

132

Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape,

CD-Rom, DVD, or other storage device and press “play” and “stop.”

Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using electronic tools.

Engage in online discussions with learners in the United States or from other countries to understand their perspectives on a global problem or issue.

Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.

Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.


Content Area

Standard

Strand

Technology

133


D. Digital Citizenship


2


Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

CPI#

8.1.2.D.1


Model legal and ethical behaviors when using both print and non-print information by citing resources.

4 8.1.4.D.1


Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies.

8.1.4.D.2

8.1.4.D.3

Analyze the need for and use of copyrights.

Explain the purpose of an acceptable use policy and the consequences of inappropriate use of technology.

8

12



8.1.8.D.1

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

8.1.8.D.2

8.1.8.D.3

Summarize the application of fair use and Creative Commons guidelines.

Demonstrate how information on a controversial issue may be biased.

8.1.12.D.1

Evaluate policies on unauthorized electronic access (e.g., hacking) and disclosure and on dissemination of personal information.

8.1.12.D.2

Demonstrate appropriate use of copyrights as well as fair use and Creative

Commons guidelines.

8.1.12.D.3

Compare and contrast international government policies on filters for censorship.

8.1.12.D.4

Explain the impact of cyber crimes on society.


Content Area

Standard

Strand

Technology

134


E. Research and Information Literacy


P


Effective use of digital tools assists in gathering and managing information.

CPI#

8.1.P.E.1


Use the Internet to explore and investigate questions with a teacher’s support.

2 Effective use of digital tools assists in gathering and managing information.

8.1.2.E.1

Use digital tools and online resources to explore a problem or issue affecting children, and discuss possible solutions.

4 Effective use of digital tools assists in gathering and managing information.

8.1.4.E.1

Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps.

8.1.4.E.2

8

12



8.1.8.E.1

8.1.12.E.1

Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue.

8.1.12.E.2

Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field.


Content Area

Standard

Strand

Technology

135


F. Critical Thinking, Problem Solving, and Decision-Making


P


Information accessed through the use of digital tools assists in generating solutions and making decisions.

CPI#

8.1.P.F.1


Navigate the basic functions of a browser, including how to open or close windows and use the “back” key.

2 Information accessed through the use of digital tools assists in generating solutions and making decisions.

8.1.2.F.1

Use mapping tools to plan and choose alternate routes to and from various locations.

4

8

12




8.1.4.F.1

8.1.8.F.1

8.1.12.F.1

8.1.12.F.2

Select and apply digital tools to collect, organize, and analyze data that support a scientific finding.

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.

Select and use specialized databases for advanced research to solve real-world problems.

Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs.


Content Area

Standard

Technology

Strand

8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

A. Nature of Technology: Creativity and Innovation


2


Technology products and systems impact every aspect of the world in which we live.

CPI#

8.2.2.A.1


136

Describe how technology products, systems, and resources are useful at school, home, and work.

4 Technology products and systems impact every aspect of the world in which we live.

8

12



8.2.4.A.1

8.2.4.A.2

Investigate factors that influence the development and function of technology products and systems.

Using a digital format, compare and contrast how a technology product has changed over time due to economic, political, and/or cultural influences.

8.2.8.A.1

Explain the impact of globalization on the development of a technological system over time.

8.2.12.A.1

Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, and benefits.

Content Area

Standard

Technology


B. Design: Critical Thinking, Problem Solving, and Decision-Making Strand


2


The design process is a systematic approach to solving problems.

CPI#

8.2.2.B.1


4 The design process is a systematic approach to solving problems.

8.2.2.B.2

8.2.4.B.1

8.2.4.B.2

Brainstorm and devise a plan to repair a broken toy or tool using the design process.

Investigate the influence of a specific technology on the individual, family, community, and environment.

Develop a product using an online simulation that explores the design process.

Design an alternative use for an existing product.


8

12



8.2.4.B.3

8.2.4.B.4

8.2.8.B.1

8.2.8.B.2

8.2.8.B.3

8.2.12.B.1

8.2.12.B.2

8.2.12.B.3

137

Explain the positive and negative effect of products and systems on humans, other species, and the environment.

Compare and contrast how technology transfer happens within a technology, among technologies, and among other fields of study.

Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.

Identify the design constraints and trade-offs involved in designing a prototype

(e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation.

Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.

Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process.

Design and create a prototype for solving a global problem, documenting how the proposed design features affect the feasibility of the prototype through the use of engineering, drawing, and other technical methods of illustration.

Analyze the full costs, benefits, trade-offs, and risks related to the use of technologies in a potential career path.

Content Area

Standard

Technology


C. Technological Citizenship, Ethics, and Society Strand


2


Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

CPI#

8.2.2.C.1


Demonstrate how reusing a product affects the local and global environment.

4 8.2.4.C.1

Explain the impact of disposing of materials in a responsible way.


8

12




8.2.4.C.2

8.2.4.C.3

8.2.8.C.1

8.2.8.C.2

8.2.12.C.1

8.2.12.C.2

8.2.12.C.3

138

Explain the purpose of trademarks and the impact of trademark infringement on businesses.

Examine ethical considerations in the development and production of a product from its inception through production, marketing, use, maintenance, and eventual disposal by consumers.

Explain the need for patents and the process of registering one.

Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation.

Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis.

Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product.

Evaluate the positive and negative impacts in a design by providing a digital overview of a chosen product and suggest potential modifications to address the negative impacts.

Content Area

Standard

4

Technology


D. Research and Information Fluency Strand


2


Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

CPI#

8.2.2.D.1

8.2.4.D.1


Collect and post the results of a digital classroom survey about a problem or issue and use data to suggest solutions.

Analyze responses collected from owners/users of a particular product and suggest modifications in the design of the product based on their responses.


8 Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

12 Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

Content Area

Standard

Technology

8.2.8.D.1

139

Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries.

8.2.12.D.1

Reverse-engineer a product to assist in designing a more eco-friendly version, using an analysis of trends and data about renewable and sustainable materials to guide your work.


E. Communication and Collaboration Strand


2


Digital tools facilitate local and global communication and collaboration in designing products and systems.

CPI#

8.2.2.E.1


Communicate with students in the United States or other countries using digital tools to gather information about a specific topic and share results.

4 8.2.4.E.1

8



8.2.8.E.1

Work in collaboration with peers to produce and publish a report that explains how technology is or was successfully or unsuccessfully used to address a local or global problem.

Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.


12 Digital tools facilitate local and global communication and collaboration in designing products and systems.

8.2.12.E.1

140

Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process.

Content Area

Standard

Technology


F. Resources for a Technological World Strand


2


4

8

12

Technological products and systems are created through the application and appropriate use of technological resources.


8.2.2.F.1

8.2.4.F.1

8.2.4.F.2


8.2.8.F.1

8.2.8.F.2


CPI#

8.2.12.F.1

8.2.12.F.2

8.2.12.F.3


Identify the resources needed to create technological products and systems.

Describe how resources are used in a technological product or system.

Explain how resources are processed in order to produce technological products and systems.

Explain the impact of resource selection and processing in the development of a common technological product or system.

Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy.

Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system.

Explain how material science impacts the quality of products.

Select and utilize resources that have been modified by digital tools (e.g., CNC equipment, CAD software) in the creation of a technological product or system.

Content Area Technology


Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

Strand G. The Designed World


2


The designed world is the product of a design process that provides the means to convert resources into products and systems.

CPI#

8.2.2.G.1

8.2.2.G.2


Explain the importance of safety in the use and selection of appropriate tools and resources for a specific purpose.

141

Describe how the parts of a common toy or tool interact and work as part of a system.

4 8.2.4.G.1

The designed world is the product of a design process that provides the means to convert resources into products and systems.

8.2.4.G.2

8.2.4.G.3

Examine a malfunctioning tool and use a step-by-step process to troubleshoot and present options to repair the product.

Explain the functions of a system and subsystems.

8 The designed world is the product of a design process that provides the means to convert resources into products and systems.

8.2.8.G.1

Evaluate the function, value, and aesthetics of a technological product, system, or environment from the perspective of the user and the producer.

Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.

12 The designed world is the product of a design process that provides the means to convert resources into products and systems.

8.2.8.G.2

Explain the interdependence of a subsystem that operates as part of a system.

8.2.12.G.1

Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity.


APPENDIX E

COMMON CORE STANDARDS ENGLISH LANGUAGE ARTS STANDARDS

HISTORY/SOCIAL STUDIES GRADES 11-12

142


2010 ENGLISH LANGUAGE ARTS STANDARDS HISTORY/SOCIAL STUDIES GRADES 9-10

COMMON CORE STANDARDS

143

●

Key Ideas and Details

RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

● RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

● RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

●

Craft and Structure

RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

● RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

● RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

●

Integration of Knowledge and Ideas

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

● RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

● RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

●

Range of Reading and Level of Text Complexity

RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

English Language Arts Standards » Writing » Grades 9-10


Text Types and Purposes

● WHST.9-10.1.

Write arguments focused on discipline-specific content .

144

● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

● Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

● Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

● Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

● Provide a concluding statement or section that follows from or supports the argument presented.

● WHST.9-10.2.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

● Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

● Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

● Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

● Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

● Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

● Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

● WHST.9-10.3.

(See note; not applicable as a separate requirement)


Production and Distribution of Writing

145

● WHST.9-10.4.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

● WHST.9-10.5.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

● WHST.9-10.6.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

● WHST.9-10.7.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

● WHST.9-10.8.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

● WHST.9-10.9.

Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing

● WHST.9-10.10.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Note

Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.