UNITED STATES HISTORY UNIT PLANNER
UNIT #1-ADVERSITY, CONFLICT, AND CHANGE
WEEKS 1-2
“America was indebted to
immigration for her
settlement and prosperity.
That part of America which
had encouraged them most
had advanced most rapidly
in population, agriculture
and the arts. “
–James Madison
In this unit, we will understand how decisions and actions of earlier generations can cause consequences
in our modern day American society.
Unit Essential Question:
What can I learn about human nature through past actions and decisions?


In this unit we will cover the following topics in US history:
American Beginnings to 1783 (Chapter 1: Three Worlds Meet; Chapter 2: The American
Colonies Emerge; Chapter 3: The Colonies Come of Age; Chapter 4: The War for
Independence)
A New Nation (Chapter 5: Shaping a New Nation; Chapter 6: Launching the New Nation;
Chapter 7: Balancing Nationalism and Sectionalism; Chapter 8: Reforming American
Society)
Reminders:
 You should have your books, folders, notebooks, and materials everyday
 This unit planner should be present in your folder at all times
 All of your materials and homework should be out and ready to go before the bell
Unit Goals
Common Core Standards
ELA Reading for Information/Key Ideas and Details
CCSS.RI.9.1-10.1 Cite strong and thorough text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA Writing
CCSS.Lit.W.9-10.1b Develop claim(s) and counter claims fairly, supplying evidence for each while pointing our the strengths, and limitations of both
in a manner that anticipates the audience’s knowledge level and concerns.
ELA Speaking and Listening
CCSS.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, ad logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
History Standards
CCSS.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.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.
You will be able to…




Analyze concepts, events, issues, models and arguments
Analyze and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations
Interpret different perspectives and their implications
Synthesize information in order to make valid, well-supported arguments.
Approaches to Learning
Organization:

Time Management-Including using time effectively in class, keeping deadlines.
 Self-Management-Including personal goal setting, organization of learning materials.
Week 2 Lessons
Topic:
Monday, September 2, 2013
 NO SCHOOL! Be the fabulous historian that you are and complete your reading and #History. You know you love it!
Tuesday, September 3, 2013
Bell Ringer
Is Christopher Columbus relevant to history? Why or why not?
Learning Activities
#History: “I Hear the Mournful Cry of Millions”
Homework
Complete #History for Chapter 1 section 5
Wednesday, September 4, 2013
Bell Ringer
#History Chart
Learning Activities
#History: “Christopher Columbus” (group work)
Homework
#History: “Christopher Columbus”
Thursday, September 5, 2013
Bell Ringer
What do you think when looking at the portraits of Columbus?
Learning Activities
#History: “Columbus Controversy”
Homework
PEA: “Columbus Controversey”
Friday, September 6, 2013
Bell Ringer
How was Christopher an example of someone who practiced human ingenuity? Did he use this ingenuity for the
advancement of humanity?
Learning Activities
Academic controversies debate-Columbus: Hero or Villain?
Homework
Debate reflection: How do you think the debate went? What went well? What needs to be improved? What did you learn? Be
sure to use evidence from the debate to support your claims. (2 paragraphs)