WS/FCS Unit Planning Organizer

Transcription

1 WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 8 th Grade Leadership Unit of Study Expansion and Reform ( ) Innovation Unit Title Unit 4 Growing Up: Expanding and Reforming the United States Expansion Reform Pacing 18 days Regions Unit Overview This unit will begin by addressing the decisions made by the early presidents and how their decisions impacted the outcome of issues facing our new nation. Innovation and technology sparks a growth in agriculture and expansion of the United States into territories west of the Mississippi River. While the United States is expanding west, the Second Great Awakening begins a series of reform movements in the United States and North Carolina. The final section of this unit includes a look at regional differences in North US, and how those differences created sectionalism. Presidential Decision Making: Adams & Madison- Threats to American ships on the seas Jefferson- Louisiana Purchase Monroe- Support new Latin American countries? Jackson- Indian Removal, Nullification Issue & National Bank Go West Young Man: Industrialization and Inventions- cotton gin, steam engine, railroads Opportunities & Challenges associated with migration Westward expansion & competition for land creates a period of economic growth Contributions of groups toward development of the USA Change, It Is a Comin : Issues addressed during Era of Reform following 2 nd Great Awakening Civil rights that were affected by reform movements Impact of leaders and groups on the outcome of these issues Effectiveness of these attempts for reform Regional Differences: Human & physical US regions Differences among regional characteristics leads to sectionalism Regional differences and tensions in NC

2 Unit Enduring Understanding(s) Decisions of leaders have can have significant impact on events. Innovation and competition impact economic growth. Citizen action can instigate change. Regions with contrasting cultures and needs can lead to sectionalism. Unit Essential Question(s) How did Presidential decisions impact significant events in US history? How do innovation and competition impact economic growth? In what ways can citizen action instigate change? How did regional differences lead to sectionalism? Essential State Standards Priority Objectives outcome of key 8.H.3.1 Explain how migration and immigration contributed to the development of North United States from colonization to contemporary times. 8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North 8.G.1.2 Understand the human and physical regions in North 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change. Supporting Objectives 8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline. 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments. 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North United States. 8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change in North

3 8.C&G.2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history. 8.C.1.3 Summarize the contributions of particular groups to the development of North United States Unpacked Concepts (students need to know) 8.H H.3.1 how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times 8.G.1.1 how location and place have presented opportunities and challenges for the movement 8.G.1.2 the human and physical regions in North United States. Unpacked Skills (students need to be able to do) how leadership and conflicts 8.H.3.1 Explain how migration and immigration contributed to the development 8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement 8.G.1.2 Understand the human and physical regions COGNITION (RBT Level) 8.H.2.2 Understand 8.H.3.1 Understand 8.G.1.1 Understand 8.G.1.2 Understand 8.C&G.2.2 issues pursued through active citizen campaigns for change. 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change 8.C&G.2.2 Analyzing

4 Essential Vocabulary Reform Abolish/Abolition Motivate Expansion Innovation Migrate Foreign Domestic Opportunities Challenges Section Enrichment Vocabulary Assimilation Cession Doctrine Enrichment Factual Content Star Spangle Banner Nullification Crisis Oregon Trail Santa Fe Trail Treaty of Guadalupe Hidalgo Unit Chunking & Enduring Understandings Suggested Lesson Essential Questions Potential Factual Content North Carolina Essential Standards Presidential Decisions Leadership actions and decisions greatly development of our nation. What were the benefits and consequences of President Jefferson s decision to buy New Orleans and the resulting Louisiana Purchase? How did the decisions of President Madison, related to protecting American ships and settlers, affect the United States? Importance of the Mississippi Port of New Orleans was closed to Americans Jefferson sends envoys with offer to purchase New Orleans from France Bought entire Louisiana Territory Benefits: Doubled size of USA, ensured access to Gulf of Mexico, Consequences: Much of land sold by France wasn t actually theirs to sell- result was years of fighting with Native Americans over land; question of slavery in new territory Britain & France seized American ships and impressed American soldiers British aid to Native Americans in Ohio Valley

5 What foreign policy was the result of President Monroe s decision to support the newly formed Latin American nations? How did the decisions of President Jackson challenge the status quo of American politics? War of 1812 Results- Republican party gains power and pushes their agenda; patriotism & strong national identity; America gains respect from other nations Revolutions in Mexico, Venezuela, Argentina, Columbia freed land from Spain s control Britain supported new nations to gain access for trade & asked US to join them Monroe Doctrine Rise of Nationalism Sent message to Europe that US was a strong nation Spoils system Battle with the Bank of the US Indian Removal Act Trail of Tears 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments. 8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments. Go West Young Man Industrialization and innovation sped the growth of agriculture and westward expansion. How did changes brought by technology and innovation affect the people of NC and the USA? Cotton Gin- processing cotton faster, can plant larger crops, need more slaves Steam Engine & Railroad- both made trade, travel and communication faster and easier 8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North

6 Change, It Is a Comin Individuals have the ability to bring about What were the opportunities and challenges associated with Westward Expansion? How did this era of competition for land and gold create a period of economic growth? What contributions did the groups associated with Westward Expansion make in the development of the USA? What were the issues pursued through citizen action campaigns following the 2 nd Great Awakening? Manifest Destiny Opportunities: land ownership, economic gain, gold rush, freedom for runaway slaves, religious refuge for Mormons Challenges: struggles with Native Americans, issue of slavery, tough lifestyle for settlers, difficult travel Gold Rush- California and Charlotte, NC Merchants in camps & settlements Businesses supplying settlers and others on the frontier could charge higher prices due to lack of competition Mountain men- Oregon Trail 49 ers- damage to Californios (disease & loss of land ownership) Missionariesbrought diseases to Native Americans, opened West to settlement Pioneer womenestablished schools, libraries, & charitable groups, Western women were 1 st to gain the right to vote and had many freedoms Mormons- farming methods, established a Salt Lake City which became crucial stop for travelers going west, religion Chinese- labor force, shared Chinese culture 2 nd Great Awakening- religious expansion, racial implications, 8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline. 8.H.3.1 Explain how migration and immigration contributed to the development of North United States from colonization to contemporary times. 8.C.1.3 Summarize the contributions of particular groups to the development of North 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change.

7 change through citizen action. How were these issues impacting human and civil rights in NC and the USA? How did leaders and citizen action influence change during this era of reform? abolitionists question slavery Women s Rights- Seneca Falls, suffrage Education- Horace Mann, Wiley Prison Reform & Mental Health- Dix Transcendentalism- Thoreau, Emerson 8.C&G.2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history. 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Were these attempts to bring about change effective? 8.H.2.1 Explain the impact of economic, political, social, and military conflicts on the development of North Regional Differences Human and physical regions can lead to sectionalism. How would you describe the human and physical the US regions in the mid-1800 s? How did the human & physical the US regions lead to sectionalism? Compare the geographic, economic, (transportation) and cultural regions Examples of how regions placed their needs/wants above those of the nation as a whole 8.G.1.2 Understand the human and physical regions in North 8.G.1.2 Understand the human and physical regions in North How did human & physical characteristics create regional differences & tensions in NC during the mid-1800 s? East- fertile land, farmers, cash crop, many wealthy citizens West- mountains, frontier lifestyle, subsistence farming, economy was stagnant Unequal political 8.G.1.2 Understand the human and physical regions in North

8 Sub Concepts representation, wealthy desired little government so reforms & help needed in the western region didn t happen HISTORY Change Conquest GEOGRAPHY Human-Environment Interaction Migration Movement CIVICS & GOVERNMENT Domestic/Foreign policy Power ECONOMICS Standard of Living Competition CULTURE Technology Quality of Life Influence Language Objective EXAMPLES Key Vocabulary LO: SWBAT define and explain the terms manifest destiny, reform, and abolition. Language Functions LO: SWBAT explain how expansion leads to new opportunities. Language Skills LO: SWBAT read two passages about two different reform movements and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students zone of proximal development). Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing the types of reform and methods used to reach the goals. Lesson Tasks LO: SWBAT read and summarize a passage about the Indian Removal Act and/or Trail of Tears and explain this summary to a group. Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer) analyzing and identifying the causes and effects of Indian Removal Act and/or Trail of Tears. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy).