US History 4th Six Weeks
2013-2014
Week 1
Monday January 6, 2014 = Teacher work day
Tuesday January 7
Unit
Student
Expectation
Academic
Constitution
(1) History. Traditional historical points of
reference in U.S. history through 1877
PreAP
Constitution
(1) History. Traditional historical points of reference
in U.S. history through 1877
(A) identify the major eras and events in U.S.
history through 1877, including, creation and
ratification of the Constitution, and describe their
causes and effects
(A) identify the major eras and events in U.S. history
through 1877, including, creation and ratification of
the Constitution, and describe their causes and effects
(4) History. Significant political and economic
issues of the revolutionary era
(D) analyze the issues of the Constitutional
Convention of 1787, including the Great
Compromise and the Three-Fifths
Compromise
Learning
Objective
Students will be able to examine reasons for the
Constitutional Convention.
How To Teach
Concept/
Assignment
1.
2.
3.
4.
5.
None
Homework
Seating Chart
Review Rules and Expectations.
Hand out Bathroom passes
Chapter 8 Section 2 Guided Reading
Start Constitution Note Packet
(4) History. Significant political and economic
issues of the revolutionary era
(D) analyze the issues of the Constitutional
Convention of 1787, including the Great
Compromise and the Three-Fifths Compromise
Students will be able to examine reasons for the
Constitutional Convention.
1.
2.
3.
4.
5.
Seating Chart
Review Rules and Expectations.
Hand out Bathroom passes
Chapter 8 Section 2 Guided Reading
Start Constitution Note Packet
None
Wednesday Jan 8 = Teacher Absent
Unit
Student
Expectation
Academic
Constitution
(1) History. Traditional historical points of
reference in U.S. history through 1877
PreAP
Constitution
(1) History. Traditional historical points of reference
in U.S. history through 1877
(A) identify the major eras and events in U.S.
history through 1877, including, creation and
ratification of the Constitution, and describe their
causes and effects
(A) identify the major eras and events in U.S. history
through 1877, including, creation and ratification of
the Constitution, and describe their causes and effects
(4) History. Significant political and economic
(4) History. Significant political and economic
issues of the revolutionary era
issues of the revolutionary era
(D) analyze the issues of the Constitutional
Convention of 1787, including the Great
Compromise and the Three-Fifths
Compromise
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Students will be able to examine reasons for the
Constitutional Convention.
1.
(D) analyze the issues of the Constitutional
Convention of 1787, including the Great
Compromise and the Three-Fifths Compromise
Students will be able to examine reasons for the
Constitutional Convention.
1.
Watch “Sssshhh, We’re writing the
Constitution”
Take notes and write a summary about the
video
Constitutional Convention WS
Watch “Sssshhh, We’re writing the
Constitution”
2. Take notes and write a summary about
the video
3. Constitutional Convention WS
Constitutional Convention WS
Constitutional Convention WS
Academic
Constitution
(17) Government. The student understands
the dynamic nature of the powers of the
national government and state governments in
a federal system. The student is expected to:
PreAP
Constitution
(17) Government. The student understands the
dynamic nature of the powers of the national
government and state governments in a federal
system. The student is expected to:
(A) analyze the arguments of the Federalists
and Anti-Federalists, including those of
Alexander Hamilton, Patrick Henry, James
Madison, and George Mason
(A) analyze the arguments of the Federalists and
Anti-Federalists, including those of Alexander
Hamilton, Patrick Henry, James Madison, and
George Mason
Students will be able to identify arguments for
and against ratification of the US Constitution.
Students will be able to identify arguments for and
against ratification of the US Constitution.
2.
3.
Thursday Jan 9
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
1.
2.
Chapter 8 Section 3 Guided Reading
Constitution Note packet
1.
2.
Chapter 8 Section 3 Guided Reading
Constitution Note packet
none
none
Academic
Constitution
(15) Government. The student understands
the American beliefs and principles reflected
in the U.S. Constitution, and other important
historic documents. The student is expected to:
PreAP
Constitution
(15) Government. The student understands the
American beliefs and principles reflected in the
U.S. Constitution, and other important historic
documents. The student is expected to:
(A) identify the influence of ideas from
(A) identify the influence of ideas from historic
Friday Jan 10
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
historic documents, including the Magna
Carta, the English Bill of Rights on the U.S.
system of government
documents, including the Magna Carta, the
English Bill of Rights on the U.S. system of
government
(D) analyze how the U.S. Constitution reflects
the principles of republicanism, checks and
balances, separation of powers, and popular
sovereignty
(D) analyze how the U.S. Constitution reflects the
principles of republicanism, checks and balances,
separation of powers, and popular sovereignty
Students will be able to identify and analyze
principles of the Constitution.
Students will be able to identify and analyze
principles of the Constitution.
1.
2.
Constitution Note Packet
Sep of Powers and Checks and Balances
WS
3.
4.
Constitution Note Packet
Sep of Powers and Checks and Balances WS
WS if not finished in class.
WS if not finished in class.
Academic
Constitution
(15) Government. The student understands
the American beliefs and principles reflected
in the U.S. Constitution, and other important
historic documents. The student is expected to:
PreAP
Constitution
(15) Government. The student understands the
American beliefs and principles reflected in the
U.S. Constitution, and other important historic
documents. The student is expected to:
(A) identify the influence of ideas from
historic documents, including the Magna
Carta, the English Bill of Rights on the U.S.
system of government
(A) identify the influence of ideas from historic
documents, including the Magna Carta, the
English Bill of Rights on the U.S. system of
government
(D) analyze how the U.S. Constitution reflects
the principles of republicanism, checks and
balances, separation of powers, and popular
sovereignty
(D) analyze how the U.S. Constitution reflects the
principles of republicanism, checks and balances,
separation of powers, and popular sovereignty
Students will be able to identify and analyze
principles of the Constitution.
Students will be able to identify and analyze
principles of the Constitution.
Week 2
Monday Jan 13
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
1.
2.
Shared Powers Activity
Note Packet
1.
2.
None
None
Academic
PreAP
Tuesday Jan 14
Shared Powers Activity
Note Packet
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Constitution
((15) Government. The student understands
the American beliefs and principles reflected
in the U.S. Constitution, and other important
historic documents. The student is expected to:
Constitution
((15) Government. The student understands the
American beliefs and principles reflected in the
U.S. Constitution, and other important historic
documents. The student is expected to:
(A) identify the influence of ideas from
historic documents, including the Magna
Carta, the English Bill of Rights on the U.S.
system of government
(A) identify the influence of ideas from historic
documents, including the Magna Carta, the
English Bill of Rights on the U.S. system of
government
(D) analyze how the U.S. Constitution reflects
the principles of republicanism, checks and
balances, separation of powers, and popular
sovereignty
(D) analyze how the U.S. Constitution reflects the
principles of republicanism, checks and balances,
separation of powers, and popular sovereignty
Students will be able to review and summarize
the principles of the constitution.
Students will be able to review and summarize the
principles of the constitution.
1.
2.
Principle of the Constitution Collage
Note Packet
None
1.
2.
Principle of the Constitution Collage
Note Packet
None
Wednesday January 15
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
Constitution
(19) Citizenship. Rights and responsibilities of
citizens of the United States
PreAP
Constitution
(19) Citizenship. Rights and responsibilities of
citizens of the United States
(B) summarize rights guaranteed in the Bill of
Rights
(B) summarize rights guaranteed in the Bill of
Rights
(D) identify examples of responsible
citizenship, including obeying rules and laws,
staying informed on public issues, voting, and
serving on juries
(D) identify examples of responsible citizenship,
including obeying rules and laws, staying informed
on public issues, voting, and serving on juries
Students will be able to identify and analyze their
rights and responsibilities as a citizen.
Students will be able to identify and analyze their
rights as a citizen.
1.
2.
3.
Bill of Rights Notes
Bill of Rights WS
Citizenship Notes
None
Thursday January 16 = Teacher at staff dev. (on campus)
1.
2.
3.
None
Bill of Rights Notes
Bill of Rights WS
Citizenship Notes
Unit
Student
Expectation
Academic
Constitution
((15) Government. The student understands
the American beliefs and principles reflected
in the U.S. Constitution, and other important
historic documents. The student is expected to:
PreAP
Constitution
((15) Government. The student understands the
American beliefs and principles reflected in the
U.S. Constitution, and other important historic
documents. The student is expected to:
(A) identify the influence of ideas from
historic documents, including the Magna
Carta, the English Bill of Rights on the U.S.
system of government
(A) identify the influence of ideas from historic
documents, including the Magna Carta, the
English Bill of Rights on the U.S. system of
government
(D) analyze how the U.S. Constitution reflects
the principles of republicanism, checks and
balances, separation of powers, and popular
sovereignty
(D) analyze how the U.S. Constitution reflects the
principles of republicanism, checks and balances,
separation of powers, and popular sovereignty
(19) Citizenship. Rights and responsibilities of
citizens of the United States
(B) summarize rights guaranteed in the Bill of
Rights
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Students will be able to review the constitution
and bill of rights.
1.
2.
Constitution Crossword
Bill of Rights WS
(19) Citizenship. Rights and responsibilities of
citizens of the United States
(B) summarize rights guaranteed in the Bill of
Rights
Students will be able to review the constitution and
bill of rights.
1.
2.
Constitution Crossword
Bill of Rights WS
None
None
Academic
Constitution
Constitution TEKS
PreAP
Constitution
Constitution TEKS
Students will be assessed on their knowledge of
the US Constitution.
Students will be assessed on their knowledge of the
US Constitution.
Friday January 17
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
1.
2.
Constitution Quiz
Grade Quiz
None
Week 3
Monday Jan 20 = NO School MLK Day
1.
2.
None
Constitution Quiz
Grade Quiz
Tuesday Jan 21
Unit
Student
Expectation
Academic and PreAP
New Republic
(5) History. Challenges confronted by the government and its leaders in the early years of the
republic
(A) describe major domestic problems faced by the leaders of the new republic such as building a
military, creating a stable economic system, setting up the court system, and defining the authority of
the central government
Learning
Objective
Students will be able to read and answer questions identifying problems facing the new nation.
How To Teach
Concept/
Assignment
Homework
1.
2.
Grade previous weeks quiz
Chapter 9 section 1 guided reading
none
Wednesday Jan 22
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic and PreAP
New Republic
(1) History. Traditional historical points of reference in U.S. history through 1877
(A) identify the major eras and events in U.S. history through 1877, including early republic
STWBAT use netbooks to research the political life and personal life of key people in the New Republic,
such as George Washington, Thomas Jefferson, John Adams, and Alexander Hamilton.
1.
2.
Use netbooks to research the personal and political life of G Washington, J Adams, T Jefferson,
and A Hamilton.
Students will use their research to create a four pocket foldable.
none
Thursday Jan 23 = Spinal Screening Day (Not much class time…class time will do a mapping activity)
Friday Jan 24
Unit
Student
Expectation
Learning
Academic
New Republic
(1) History. Traditional historical points of
reference in U.S. history through 1877
PreAP
New Republic
(1) History. Traditional historical points of
reference in U.S. history through 1877
(A) identify the major eras and events in U.S.
history through 1877, including early republic
(A) identify the major eras and events in U.S.
history through 1877, including early republic
SWBAT use netbooks to research the political life
and personal life of key people in the New
SWBAT use netbooks to research the political life and
personal life of key people in the New Republic, such
Objective
How To Teach
Concept/
Assignment
Homework
Republic, such as George Washington, Thomas
Jefferson, John Adams, and Alexander Hamilton.
1.
research/foldable
as George Washington, Thomas Jefferson, John
Adams, and Alexander Hamilton.
1.
research/foldable
none
Finish foldable
Academic
New Republic
(1) History. Traditional historical points of
reference in U.S. history through 1877
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
Week 4
Monday Jan 27
Unit
Student
Expectation
(A) identify the major eras and events in U.S.
history through 1877, including early republic
Learning
Objective
How To Teach
Concept/
Assignment
Homework
SWBAT use netbooks to research the political life
and personal life of key people in the New
Republic, such as George Washington, Thomas
Jefferson, John Adams, and Alexander Hamilton.
1.
Finish research/foldable
(A) describe major domestic problems faced by
the leaders of the new republic such as building a
military, creating a stable economic system, setting
up the court system, and defining the authority of
the central government
SWBAT analyze key issues that the new republic
faced in the beginning.
1.
2.
3.
Begin New Republic Cover Sheet
Page 275 1-3 (write the Questions)
Begin New Republic Notes (GW through
Interp of Const.)
none
None
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years
of the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(A) describe major domestic problems faced
by the leaders of the new republic such as
building a military, creating a stable economic
system, setting up the court system, and
defining the authority of the central
(A) describe major domestic problems faced by
the leaders of the new republic such as building a
military, creating a stable economic system, setting
up the court system, and defining the authority of
the central government
Tuesday Jan 28
Unit
Student
Expectation
government
Learning
Objective
SWBAT analyze key issues that the new republic
faced in the beginning.
How To Teach
Concept/
Assignment
Homework
1.
Begin New Republic Cover Sheet
SWBAT analyze key issues that the new republic
faced in the beginning.
1.
Continue New Republic Notes (GW through
Interp of Const.)
a. Washington's Precedents
b. Alexander Hamilton Rap
c. challenges to new gov
d. whiskey rebellion
e. french revolution
none
none
Wednesday Jan 29
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years
of the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(A) describe major domestic problems faced
by the leaders of the new republic such as
building a military, creating a stable economic
system, setting up the court system, and
defining the authority of the central
government
(A) describe major domestic problems faced by
the leaders of the new republic such as building a
military, creating a stable economic system, setting
up the court system, and defining the authority of
the central government
SWBAT analyze key issues that the new republic
faced in the beginning.
SWBAT analyze key issues that the new republic
faced in the beginning.
2.
3.
Page 275 1-3 (write the
Questions)(Write,Pair,Share)
Begin New Republic Notes (GW through
Interp of Const.)
a. Washington's Precedents
4.
5.
Alexander Hamilton Financial
Reading/Writing Assignment
Continue New Republic Notes (GW through
Interp of Const.)
a. challenges to new gov
b. whiskey rebellion
c. french revolution
None
None
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years
of the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
Thursday Jan 30
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
(A) describe major domestic problems faced
by the leaders of the new republic such as
building a military, creating a stable economic
system, setting up the court system, and
defining the authority of the central
government
(A) describe major domestic problems faced by
the leaders of the new republic such as building a
military, creating a stable economic system, setting
up the court system, and defining the authority of
the central government
SWBAT analyze key issues that the new republic
faced in the beginning.
SWBAT analyze key issues that the new republic
faced in the beginning.
6.
Begin New Republic Notes (GW through
Interp of Const.)
7.
a. Alexander Hamilton Rap
b. challenges to new gov
c. whiskey rebellion
d. french revolution
Continue New Republic Notes (GW through
Interp of Const.)
a. whiskey rebellion
b. french revolution
none
Washington’s Farewell Address Reading/Writing
Assignment
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years
of the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(A) describe major domestic problems faced
by the leaders of the new republic such as
building a military, creating a stable economic
system, setting up the court system, and
defining the authority of the central
government
(C) explain the origin and development of American
political parties
Friday Jan 31
Unit
Student
Expectation
(E)identify the foreign policies of president
Washington and explain the impact of
Washington's Farewell Address
(E)identify the foreign policies of president
Washington and explain the impact of
Washington's Farewell Address
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Week 5
SWBAT analyze key issues that the new republic
faced in the beginning.
8.
None
Continue New Republic Notes (GW
through Interp of Const.)
a. french revolution
SWBAT identify and analyze the development of
political parties in the New Republic.
1.
2.
None
Washington’s Farewell Address Notes
Students will work with a partner to
complete political party notes.
Monday Feb 3
Unit
Student
Expectation
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years
of the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(C) explain the origin and development of
American political parties
(C) explain the origin and development of American
political parties
(E)identify the foreign policies of president
Washington and explain the impact of
Washington's Farewell Address
Learning
Objective
How To Teach
Concept/
Assignment
Homework
SWBAT read Washington’s Farewell Address and
analyze it.
1.
Washington’s Farewell Address
SWB assessed on the challenges facing the new
republic as well as continue to work on their
campaign poster.
2.
3.
CB8
Students will finish notes
None
none
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of
the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(C) explain the origin and development of
American political parties
(C) explain the origin and development of American
political parties
SWB assessed on the challenges facing the new
republic as well as read Washington’s Farewell
Address. SWBAT identify and analyze the
development of political parties in the New
Republic.
SWBAT debate political issue of the early republic.
Tuesday Feb 4
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
3.
4.
None
Students will work with a partner to
complete political party notes.
5.
6.
none
Students will decide which party they side
with.
Students will work with a partner to create a
campaign poster for their political party.
Wednesday Feb 5
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of
the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(C) explain the origin and development of
American political parties
(C) explain the origin and development of American
political parties
SWBAT compare and contrast the federalists and
democratic republicans.
SWBAT compare and contrast the federalists and
democratic republicans.
7.
8.
Finish Political Party discussion.
Start tchart activity
1.
Campaign poster
None
None
Academic
Early Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of
the republic
PreAP
Early Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(C) explain the origin and development of
American political parties
(C) explain the origin and development of American
political parties
SWBAT compare and contrast the federalists and
democratic republicans.
SWBAT compare and contrast the federalists and
democratic republicans.
Thursday Feb 6
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
9. Finish tchart activity
10. Write about which side they would
choose.
2.
3.
4.
5.
Finish Campaign poster
Debate
electoral college
election of 1796
None
None
Academic
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years
of the republic
PreAP
New Republic
(5) History. Challenges confronted by the
government and its leaders in the early years of the
republic
(A) describe major domestic problems faced
by the leaders of the new republic such as
(A) describe major domestic problems faced by
the leaders of the new republic such as maintaining
Friday Feb 7
Unit
Student
Expectation
Learning
Objective
maintaining national security, and defining the
authority of the central government
national security, and defining the authority of the
central government
(E) identify the foreign policies of presidents
Washington through Monroe
(E) identify the foreign policies of presidents
Washington through Monroe
Students will be able to analyze events
occurring during John Adam’s Presidency
such as the XYZ affair and alien and sedition
acts.
Students will be able to analyze events occurring
during John Adam’s Presidency such as the XYZ
affair and alien and sedition acts.
How To Teach
Concept/
Assignment
Homework
1.
2.
3.
4.
John Adams notes
electoral college
election of 1796
John Adams Political Career
a. XYZ Comic
b. XYZ Affair
None
5. John Adams notes
6. John Adams Political Career
a. XYZ Comic
a. XYZ Affair
b. Alien and Sedition Cartoon
c. alien and sedition acts
None
Week 6
Monday Feb 10 (Testing…1st, 2nd, 3rd, 4th)
Unit
Student Expectation
Academic
New Republic
(5) History. Challenges confronted by the government and its leaders in the early
years of the republic
(A) describe major domestic problems faced by the leaders of the new republic such
as maintaining national security, and defining the authority of the central
government
(E) identify the foreign policies of presidents Washington through Monroe
Learning Objective
How To Teach Concept/
Assignment
Homework
Students will be able to analyze events occurring during John Adam’s Presidency
such as the XYZ affair and alien and sedition acts.
7. John Adams notes
a. Alien and Sedition Cartoon
b. alien and sedition acts
None
Tuesday Feb 11 (Testing…4th, 6th, 7th, 8th)
Unit
PreAP
New Republic
Student Expectation
(21) Citizenship. Importance of the expression of different points of view in a
constitutional republic
(A) identify different points of view of political parties on important historical issues
(C) summarize a historical event in which compromise resulted in a peaceful resolution
(18) Government. Impact of landmark Supreme Court cases
(A) identify the origin of judicial review and analyze examples of congressional and
presidential responses
(B) summarize the issues, decisions, and significance of landmark Supreme Court cases,
including Marbury v. Madison
Learning Objective
Students will be able to understand and analyze events occurring during Thomas
Jefferson’s Presidency, with emphasis on the monumental court case of Marbury
v Madison.
How To Teach Concept/
Assignment
Homework
1. Election of 1800 notes
2. Marbury v Madison notes
a. marburyvmadison
None
Wednesday Feb 12
Unit
Student
Expectation
Learning
Academic
New Republic
PreAP
New Republic
(21) Citizenship. Importance of the expression
of different points of view in a constitutional
republic
(21) Citizenship. Importance of the expression
of different points of view in a constitutional
republic
(A) identify different points of view of
political parties on important historical issues
(A) identify different points of view of political
parties on important historical issues
(C) summarize a historical event in which
compromise resulted in a peaceful resolution
(C) summarize a historical event in which
compromise resulted in a peaceful resolution
(18) Government. Impact of landmark
Supreme Court cases
(18) Government. Impact of landmark Supreme
Court cases
(A) identify the origin of judicial review and
analyze examples of congressional and
presidential responses
(A) identify the origin of judicial review and
analyze examples of congressional and
presidential responses
(B) summarize the issues, decisions, and
significance of landmark Supreme Court
cases, including Marbury v. Madison
(B) summarize the issues, decisions, and
significance of landmark Supreme Court cases,
including Marbury v. Madison
Students will be able to understand and
Students will be able to understand and
Objective
How To Teach
Concept/
Assignment
Homework
analyze events occurring during Thomas
Jefferson’s Presidency, with emphasis on
the monumental court case of Marbury v
Madison.
3. Election of 1800 notes
4. Marbury v Madison notes
a. marburyvmadison
analyze events occurring during Thomas
Jefferson’s Presidency, with emphasis on
the monumental court case of Marbury v
Madison.
5. Election of 1800 notes
6. Marbury v Madison notes
a. marburyvmadison
none
none
Academic
New Republic
PreAP
New Republic
1) History. Traditional historical points of
reference in U.S.
1) History. Traditional historical points of
reference in U.S.
history through 1877
history through 1877
(C) Explain the significance of the following
date…1803, Louisiana Purchase.
(C) Explain the significance of the following
date…1803, Louisiana Purchase.
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(6) History. Westward expansion and its effects
on the political, economic, and social
development of the nation
(E) identify areas that were acquired to form
the United States, including the Louisiana
Purchase
(E) identify areas that were acquired to form
the United States, including the Louisiana
Purchase
(10) Geography. Location and characteristics
of places and regions of the United States,
past and present
(10) Geography. Location and characteristics of
places and regions of the United States, past
and present
(B) compare places and regions of the United
States in terms of physical and human
characteristics
(B) compare places and regions of the United
States in terms of physical and human
characteristics
Students will be able to understand and
analyze events occurring during Thomas
Jefferson’s Presidency, with emphasis on
the Louisiana Purchase.
Students will be able to understand and
analyze events occurring during Thomas
Jefferson’s Presidency, with emphasis on
the Louisiana Purchase.
Thursday Feb 13
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
1. Louisiana Purchase Notes and
map
2. Louisiana Purchase
none
3. Louisiana Purchase Notes and map
4. Louisiana Purchase
none
Friday Feb 14 = teacher absent…students will work on review worksheets
Week 7
Monday Feb 17 – no school
Tuesday Feb 18 – Organize Spirals, CB 9
Wednesday Feb 19
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
New Republic
PreAP
New Republic
1) History. Traditional historical points of
reference in U.S.
1) History. Traditional historical points of
reference in U.S.
history through 1877
history through 1877
(C) Explain the significance of the following
date…1803, Louisiana Purchase.
(C) Explain the significance of the following
date…1803, Louisiana Purchase.
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(6) History. Westward expansion and its effects
on the political, economic, and social
development of the nation
(E) identify areas that were acquired to form
the United States, including the Louisiana
Purchase
(E) identify areas that were acquired to form
the United States, including the Louisiana
Purchase
Students will be able to understand and
analyze events occurring during Thomas
Jefferson’s Presidency, with emphasis on
the Louisiana Purchase.
Students will be able to understand and
analyze events occurring during Thomas
Jefferson’s Presidency, with emphasis on
the Louisiana Purchase.
1. Watch Lewis and Clark Movie
2. Notes over the movie
3. Watch Lewis and Clark Movie
4. Notes over the movie
none
Lewis and Clark Primary Source WS
Academic
New Republic
PreAP
New Republic
1) History. Traditional historical points of
reference in U.S.
1) History. Traditional historical points of
reference in U.S.
history through 1877
history through 1877
(C) Explain the significance of the following
(C) Explain the significance of the following
Thursday Feb 20
Unit
Student
Expectation
date…1803, Louisiana Purchase.
date…1803, Louisiana Purchase.
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(6) History. Westward expansion and its effects
on the political, economic, and social
development of the nation
(E) identify areas that were acquired to form
the United States, including the Louisiana
Purchase
(E) identify areas that were acquired to form
the United States, including the Louisiana
Purchase
(10) Geography. Location and characteristics
of places and regions of the United States,
past and present
(B) compare places and regions of the United
States in terms of physical and human
characteristics
Learning
Objective
SWBAT create a postcard in the sense
that they are part of the Lewis and Clark
expedition.
How To Teach
Concept/
Assignment
Homework
1. Create a postcard to send
“home” describing what life is
like on the expedition.
2. Lewis and Clark Primary Source
WS
none
TSWBAT use technology to research
excerpts from Lewis and Clark’s expedition
and create a journal for themselves.
3. Students will create a journal that
is authentic to the time period.
(The journal is to be prepared as if
they are a member of the Lewis
and Clark expedition.)
none
Friday February 21
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Academic
New Republic
PreAP
New Republic
(19) Citizenship. Rights and responsibilities
of citizens of the United States
(19) Citizenship. Rights and responsibilities
of citizens of the United States
(B) summarize rights guaranteed in the
Bill of Rights
(B) summarize rights guaranteed in the Bill
of Rights
SWBAT write an essay identifying the
importance of the Bill of Rights as well as
which rights mean the most to them and
why.
SWBAT write an essay identifying the
importance of the Bill of Rights as well as
which rights mean the most to them and
why.
1. Bill of Rights Essay
2. Bill of Rights essay
Homework
None
Lewis and Clark Journal
5th Six Weeks
Week 1
Monday February 24, 2014
Unit
Student
Expectation
Learning
Objective
Academic
New Republic
PreAP
New Republic
(5) History. The student understands the
challenges confronted by the government
and its leaders in the early years of the
republic
(5) History. The student understands the
challenges confronted by the government
and its leaders in the early years of the
republic
(A) describe major domestic problems
faced by the leaders of the new republic
such as maintaining national security and
building a military
(A) describe major domestic problems faced
by the leaders of the new republic such as
maintaining national security and building a
military
SWBAT identify/analyze causes, event,
and effects of the War of 1812.
SWBAT identify/analyze causes, event, and
effects of the War of 1812.
How To Teach
Concept/
Assignment
Homework
1. Students will work with a partner
to create a poster identifying the
causes, events, and effects of the
War of 1812.
none
2. Students will work with a partner
to create a poster identifying the
causes, events, and effects of the
War of 1812.
Lewis and Clark Journal
Tuesday February 25
Unit
New Republic
Student
Expectation
(5) History. The student understands the challenges confronted by the government and its
leaders in the early years of the republic
(A) describe major domestic problems faced by the leaders of the new republic such as
maintaining national security and building a military
(E) identify the foreign policies of presidents Washington through Monroe
Learning
Objective
How To Teach
Concept/
Assignment
Students will identify and analyze events occurring during James Madison’s Presidency
with emphasis on the causes and effects of the War of 1812
1. Finish Poster
2. War of 1812 notes
Homework
PREAP ONLY: Finish Lewis and Clark Journal
Wednesday February 26
Unit
New Republic
Student
Expectation
(5) History. The student understands the challenges confronted by the government and its
leaders in the early years of the republic
(A) describe major domestic problems faced by the leaders of the new republic such as
maintaining national security and building a military
(E) identify the foreign policies of presidents Washington through Monroe
Learning
Objective
Students will identify and analyze events occurring during James Madison’s Presidency
with emphasis on the causes and effects of the War of 1812 as well as analyze Monroe
and the Era of Good feelings.
How To Teach
Concept/
Assignment
Homework
1. Finish War of 1812 notes
2. Monroe Notes (PREAP will finish all Monroe Notes)
none
Thursday February 27 = Field Trip
Friday February 28
Unit
New Republic
Student
Expectation
(1) History. Traditional historical points of reference in U.S. history through 1877
(A) identify the major eras and events in U.S. history through 1877, including the age of
Jackson and describe their causes and effects
(5) History. Challenges confronted by the government and its leaders in the early years of
the republic and the age of Jackson
(B) summarize arguments regarding protective tariffs
(F) explain the impact of the election of Andrew Jackson, including expanded suffrage
(G) analyze the reasons for the removal and resettlement of Cherokee Indians during the
Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of
Tears
Learning
Objective
How To Teach
Students will identify and analyze events occurring during Andrew Jackson’s
Presidency.
1. Jackson Guided Reading with Teacher Discussion
Concept/
Assignment
Homework
none
Week 2
Monday March 3 and 4 = Curriculum Assessment Review
Wednesday March 5 and 6 = Science and History CA’s
Friday March 7
Unit
New Republic
Student
Expectation
(1) History. Traditional historical points of reference in U.S. history through 1877
(A) identify the major eras and events in U.S. history through 1877, including the age of
Jackson and describe their causes and effects
(5) History. Challenges confronted by the government and its leaders in the early years of
the republic and the age of Jackson
(B) summarize arguments regarding protective tariffs
(F) explain the impact of the election of Andrew Jackson, including expanded suffrage
(G) analyze the reasons for the removal and resettlement of Cherokee Indians during the
Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of
Tears
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Students will identify and analyze events occurring during Andrew Jackson’s
Presidency.
1. Teacher will go over areas of Jackson’s Presidency that weren’t covered in
detail before test.
2. Student will complete a graphic organizer for Jackson (PREAP will do one for
industrialization as well.)
none
Week 3
Monday March 17, 2014
Unit
CA2 Analysis
Student
Expectation
Many
Learning
Objective
Students will be able to analyze their answers on CA 2 and identify main ideas and
potential pitfalls encountered on the test.
How To Teach
Concept/
Assignment
Homework
1. CA 2 Analysis (with a partner)
2. Teacher will guide class half the time.
none
Tuesday March 18
Unit
CA2 Analysis
Student
Expectation
Many
Learning
Objective
Students will be able to analyze their answers on CA 2 and identify main ideas and
potential pitfalls encountered on the test.
How To Teach
Concept/
Assignment
Homework
1. CA 2 Analysis (with a partner)
2. Teacher will guide class half the time.
none
Wednesday March 19
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
Manifest Destiny
PreAP
Manifest Destiny
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(B) explain the political, economic, and
social roots of Manifest Destiny
(B) explain the political, economic, and social
roots of Manifest Destiny
Students will be able to analyze their
answers on CA 2 and identify main ideas
and potential pitfalls encountered on the
test.
Students will be able to identify causes
and effects of Manifest Destiny.
1. Finish CA2 analysis
None
2. Read pages 228-232 and take
cornell notes
3. Manifest Destiny Cause and Effect
Notes
None
Thursday March 20 = Teacher absent; students will watch America the Story of US: Westward to
analyze Westward Expansion; students will take notes over the video
Friday March 21
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
Manifest Destiny
PreAP
Manifest Destiny
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(B) explain the political, economic, and
social roots of Manifest Destiny
(B) explain the political, economic, and social
roots of Manifest Destiny
Students will be able to identify causes of
Manifest Destiny.
Students will be able to create a map of US
expansion and landforms.
1. MD notes
2. Mapping
None
3. Mapping
None
Week 4
Monday March 24, 2014
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
Manifest Destiny
PreAP
Manifest Destiny
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(B) explain the political, economic, and
social roots of Manifest Destiny
(B) explain the political, economic, and social
roots of Manifest Destiny
Students will be able to create a map of
US expansion and landforms.
Students will be able to create a map of US
expansion and landforms.
1. Andrew Jackson Common
Assessment
2. Mapping
None
3. Andrew Jackson Common
Assessment
4. Mapping
None
Tuesday March 25, 2014
Academic
PreAP
Unit
Manifest Destiny
Manifest Destiny
Student
Expectation
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(6) History. Westward expansion and its
effects on the political, economic, and social
development of the nation
(B) explain the political, economic, and
social roots of Manifest Destiny
(B) explain the political, economic, and social
roots of Manifest Destiny
Students will be able to create a map of
US expansion and landforms as well as
analyze the effects of Manifest Destiny.
Students will be able to create a map of US
expansion and landforms as well as
analyze the effects of Manifest Destiny.
Learning
Objective
How To Teach
Concept/
Assignment
Homework
1. Mapping
2. Effects of MD notes
None
3. Mapping
4. Effects of MD notes
Industrialization WS
Wednesday March 26, 2014
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
Immigration
PreAP
Immigration
(23) Culture. Relationships between and
among people from various groups,
including racial, ethnic, and religious
groups, during the 17th, 18th, and 19th
centuries
(23) Culture. Relationships between and
among people from various groups,
including racial, ethnic, and religious
groups, during the 17th, 18th, and 19th
centuries
(A) identify selected ethnic groups that
settled in the United States and explain
their reasons for immigration
(A) identify selected ethnic groups that
settled in the United States and explain their
reasons for immigration
(B) explain the relationship between
urbanization
(B) explain the relationship between
urbanization
Students will be able to identify push and
pull factors for immigration in the 1800’s
as well as be able to identify different
immigrant groups.
Students will be able to identify push and
pull factors for immigration in the 1800’s
as well as be able to identify different
immigrant groups.
1. Industrialization WS
2. Immigration WS
None
Thursday March 27, 2014
3. Immigration WS
4. Immigration Notes
None
Unit
Student
Expectation
Academic
Immigration
PreAP
Reform Movements
(23) Culture. Relationships between and
among people from various groups,
including racial, ethnic, and religious
groups, during the 17th, 18th, and 19th
centuries
(26) Culture. Relationship between the arts and
the times during which they were created
(A) identify selected ethnic groups that
settled in the United States and explain
their reasons for immigration
(A) describe developments in art, music, and
literature that are unique to American culture,
such as the Hudson River School artists, John
James Audubon,” transcendentalism, and other
cultural activities in the history of the United
States
(B) explain the relationship between
urbanization
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Students will be able to identify push and
pull factors for immigration in the 1800’s
as well as be able to identify different
immigrant groups.
1. Immigration Notes
None
Students will be able to evaluate the
influence of key people in the
advancement of reform in the 1800’s.
2. Key Reformers WS
3. Catch up organizing journal
None
Friday March 28, 2014
Unit
Student
Expectation
Academic
Immigration
PreAP
Reform Movements
(23) Culture. Relationships between and
among people from various groups,
including racial, ethnic, and religious
groups, during the 17th, 18th, and 19th
centuries
(26) Culture. Relationship between the arts and
the times during which they were created
(A) identify selected ethnic groups that
settled in the United States and explain
their reasons for immigration
(A) describe developments in art, music, and
literature that are unique to American culture,
such as the Hudson River School artists, John
James Audubon,” transcendentalism, and other
cultural activities in the history of the United
States
(B) explain the relationship between
urbanization
Learning
Objective
How To Teach
Students will be able to identify push and
pull factors for immigration in the 1800’s
as well as be able to identify different
immigrant groups.
4. Finish Immigration Notes
Students will be able to evaluate the
influence of key people in the
advancement of reform in the 1800’s.
1. Key Reformers WS
Concept/
Assignment
Homework
5. Catch up organizing journal
none
None
Week 5
Monday March 31 = STAAR testing in morning. 1, 2, 4 in the afternoon (Division America the Story of
Us)
Tuesday April 1
Unit
Student
Expectation
Academic
Reform Movements
PreAP
Reform Movements
(26) Culture. Relationship between the arts
and the times during which they were created
(26) Culture. Relationship between the arts and
the times during which they were created
(A) describe developments in art, music, and
literature that are unique to American culture,
such as the Hudson River School artists, John
James Audubon,” transcendentalism, and
other cultural activities in the history of the
United States
(A) describe developments in art, music, and
literature that are unique to American culture,
such as the Hudson River School artists, John
James Audubon,” transcendentalism, and other
cultural activities in the history of the United
States
(24) Culture. Major reform movements of
the 19th century
(B) evaluate the impact of reform
movements, including educational reform,
temperance, the women’s rights movement,
prison reform, abolition, the labor reform
movement, and care of the disabled
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Students will be able to evaluate the
influence of key people in the
advancement of reform in the 1800’s.
2. Key Reformers WS
None
Students will be able to analyze the cause
and effects of Reform in the 1800’s
1. Reform Movements Chart
Chapter 15 Guided Reading (Due Monday)
Wednesday April 2 = STAAR testing, only 1 and 2nd: finish Division
Thursday April 3
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
Academic
Reform Movements
PreAP
Reform Movements
(26) Culture. Relationship between the arts
and the times during which they were created
(26) Culture. Relationship between the arts and
the times during which they were created
(A) describe developments in art, music, and
literature that are unique to American culture,
such as the Hudson River School artists, John
James Audubon,” transcendentalism, and
other cultural activities in the history of the
United States
(A) describe developments in art, music, and
literature that are unique to American culture,
such as the Hudson River School artists, John
James Audubon,” transcendentalism, and other
cultural activities in the history of the United
States
(24) Culture. Major reform movements of
the 19th century
(24) Culture. Major reform movements of
the 19th century
(B) evaluate the impact of reform
movements, including educational reform,
temperance, the women’s rights movement,
prison reform, abolition, the labor reform
movement, and care of the disabled
(B) evaluate the impact of reform
movements, including educational reform,
temperance, the women’s rights movement,
prison reform, abolition, the labor reform
movement, and care of the disabled
Students will be able to analyze the
cause and effects of Reform in the 1800’s
Students will be able to analyze the cause
and effects of Reform in the 1800’s
2. Reform Movements Chart
3. Finish Reform Movements Chart
None
Chapter 15 Guided Reading (Due Monday)
Academic
Causes of Civil War
(8) History. Individuals, issues, and
events of the Civil War.
PreAP
Causes of Civil War
(8) History. Individuals, issues, and events
of the Civil War.
(B) explain the causes of the Civil War,
including sectionalism, states' rights, and
slavery
(B) explain the causes of the Civil War,
including sectionalism, states' rights, and
slavery
Students will be able to read and identify
major causes of the civil war.
Students will be able to watch a movie and
identify major causes of the civil war.
Friday April 4
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
1. Chapter 15 Guided Reading
2. America the Story of Us: Division
Assignment
Homework
Chapter 15 Guided Reading (Due
Monday)
Chapter 15 Guided Reading (Due Monday)
Academic
Causes of Civil War
(8) History. Individuals, issues, and
events of the Civil War.
PreAP
Causes of Civil War
(8) History. Individuals, issues, and events
of the Civil War.
(B) explain the causes of the Civil War,
including sectionalism, states' rights, and
slavery
(B) explain the causes of the Civil War,
including sectionalism, states' rights, and
slavery
Students will work with a partner to be
able to read, identify and complete a
chart for major causes of the civil war.
Students will work with a partner to be
able to read, identify and complete a chart
for major causes of the civil war.
Week 6
Monday April 7
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
Homework
1. Causes of Civil War Chart
2. Causes of Civil War Chart
None
None
Academic
Causes of Civil War
(8) History. Individuals, issues, and
events of the Civil War.
PreAP
Causes of Civil War
(8) History. Individuals, issues, and events
of the Civil War.
(B) explain the causes of the Civil War,
including sectionalism, states' rights, and
slavery
(B) explain the causes of the Civil War,
including sectionalism, states' rights, and
slavery
Students will work with a partner to be
able to read, identify and create a
timeline for major causes of the civil war.
Students will work with a partner to be
able to read, identify and create a timeline
for major causes of the civil war.
Tuesday April 8
Unit
Student
Expectation
Learning
Objective
How To Teach
Concept/
Assignment
1. Causes of Civil War Timeline
2. Causes of Civil War Timeline
Homework
None
None