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1 1 of 6 10/1/2009 1:55 PM Map: United States History Type: Consensus Grade Level: 11 School Year: Author: Lynn Distefano District/Building: Minisink Valley CSD/High School Created: 11/06/2007 Last Updated: 11/21/2007 << Refresh Map Content << Printable Version How does geography impact the development of the United States? Geography of the United States Discuss the influence of geography and demographic patterns Use maps showing the stages of US expansion Map Quiz utilizing a map program in the computer lab Illustrate the importance of geography in domestic and foreign policy decisions Why do we have a government? Why is democracy superior to monarchy? What is the difference between a freedom fighter and a terrorist? When is it acceptable to rebel against authority? What were the causes for the American Revolution? Why were the Articles of Confederation made weak? Current issues involving rights / freedoms. Expectations, grading, and various other policies for the course. French and Indian War Prelude to the American Revolution including Natural Rights philosophy, taxation and propaganda (Boston Massacre) American Revolution Freedom Government / Representation Articles of Confederation Evaluate particular rights which we enjoy or use, e.g., death penalty, torture, gun ownership. Compare groups e.g., Patriots and Loyalists, Terrorists and Freedom Fighters Evaluate various demands of colonists Explain the genesis of the demands of the colonists, the American Revolution, and American Rights and Institutions. Evaluate the significance of this era Explain the sequential nature of, and the connections between, the French and Indian War and the American Revolution. Formal Quiz(zes). These may Unit Exam Evaluate the weaknesses of the Articles of Confederation words Why is the symbol of a balance a good way to describe the Constitution? How do we limit the power of government to protect those being governed (and their rights) from from the abuse of power? What rights do we have, and from where do they come? What consequences did the growth of the nation have on the United States? Government of the U.S. Constitutional Convention, e.g., compromises, and checks and balances The U.S. Constitution: Ideas, Parts, Branches (and their roles). Amendments to the Constitution and the Bill of Rights (Tinker case) Interpreting the Constitution (strict vs. loose) Power of the early government, e.g.shays' Rebellion vs. the Whiskey Rebellion; Alien and Sedition Acts vs. the Virginia and Kentucky Resolutions Relate the values and beliefs to the ideas expressed in the Constitution. Compare and contrast the merits of various rights. Explain the relationship between the branches of government under the Constitution. Supreme Court Explain how the compromises of the Constitution were a unifying factor for the new country. Analyze the performance of the new nation in foreign affairs and what the actions of other governments said about their feelings toward the new United States. Class participation: Judicial Review (Marbury v. Madison) Foreign Policy of Washington through Jefferson - neutrality, Washington's Farewell Address, the XYZ Affair, and the Embargo Assemble various experience of early Americans in order to compare and contrast their experiences and contributions. Evaluate major developments

2 2 of 6 10/1/2009 1:55 PM Louisiana Purchase - the beginnings of Sectionalism (free vs. slave states) Lewis and Clark Expedition Recognize the connections between the rights of the early Constitution and the rights we enjoy today. How did geography have an impact on population movement and trends? Why do people migrate? How do people decide on a location to which they are going to immigrate? What factors cause people to leave one area, and go to another? How are the lives of native peoples changed by the immigration of Americans? Why do people fight for Independence? How can changes in the ways that people make things change society? How can changes in transportation and communication lead to changes in society and to the lives of individuals? What problems can be caused and solved by various societal changes? How and why do various areas of the country develop differently? Trails West: Trans-Appalachia, Manifest Destiny, Oregon Trail and others, Gold Rush Great Plains and the Southwest: Texas War for Independence and the Alamo. Growth of the National Economy Inventions and Innovations: Industrial Revolution, Interchangeable Parts, Cotton Gin, Martket Revolution, Centralized Manufacturing. The North: Rural v. Urban, Industrialization, tenements, and labor Sectionalism vs. Nationalism The South: Cotton and Turner's Rebellion Nationalism: Monroe Doctrine, Dartmouth v. Woodward, McCulloch v. Maryland, and Gibbons v. Ogden. Age of Jackson: Patronage, Spoils, States' Rights, Indian Removal Act, Trail of Tears, and Cherokees. Evaluate the ideas and values Compare the situations of Native Americans and Americans of European descent. Explain the forces causing some Americans to feel a sense of nationalism. Assess the involvement of America in the Texas / Mexico dispute. Justify America's unilateral foreign policies, particularly the Monroe Doctrine. Appraise and describe decisions of the United States Supreme Court. Evaluate the interactions between the American government and Native medium length What factors led to reform? Was the Civil War necessary to resolve the conflict over federalism? How were the president's powers, (Lincoln), expanded? How did the North win the war and lose the peace? Reforms in American Society: Temperance, Transcendentalism, Utopian Societies, Public Education. Antislavery Movement: Abolition (and resistance thereto), Emancipation, Underground Railroad, Gag Rule, Frederick Douglass, and Harriet Tubman. Women's Rights Movement: Seneca Falls Convention, Suffrage, Roles for Women, Opposition, and its connection to Abolition movement. Growing divisions in American society: Immigration, Push and Pull Factors, Irish Potato Famine, Citizenship, naturalization, and discrimination. A Split Country: Union, Uncle Tom's Cabin, Differences between the North and South, and prejudice. Evaluate the ideas and values Compare values exhibited by the North and South. Form, enunciate, and justify an opinion about a question in American history. Compare the situation of African Americans with that of women. Compare Congressional Reconstruction to Presidential Reconstruction. Evaluate the impact of Reconstruction on African Essay A project of the student's choice that requires analysis of a historical question, a product suitable for presentation and an essay. War with Mexico: Manifest Destiny, Annexation, Texas, Treaty, Gadsden Purchase, and the Wilmot Proviso. Politics: Compromise fo 1850, Fugitive Slave Act, Nativism, Kansas-Nebraska Act, and Popular Sovereignty. System Failure: Dred Scott, Lincoln-Douglas debates,

3 3 of 6 10/1/2009 1:55 PM Bleeding Kansas, and John Brown. Life during the Civil War: Draft, Copperheads, Martial Law, Habeas Corpus, and the Emancipation Proclamation. Devastation and Freedom: 13th Amendment, General Grant, Sherman in Georgia, and Lincoln's Assassination. Reconstruction: Election of 1876, Black Codes, Grandfather Clause, Poll Tax, Literacy Test, Plessy vs. Ferguson. Have technological advances improved our society? What were the political, economic and social impacts of industrialization? Technological Revolution: Transcontinental Railroad, mass production, and individual inventions. Growth of Business: Social Darwinism, Monopolies, Cartels, Vertical and Horizontal Consolidation, Trusts, and Anti-Trust Acts. Strikes: Unions, Collective Bargaining, Scabs, Haymarket Riot, and the Homestead Strike. Westward Migration: Push-Pull Factors and the Homestead Act. Evaluate the values and beliefs Evaluate the relationship between social classes in our society. Evaluate the interactions between settlers, the American government, and Native Evaluate decisions of the Conflicts between Native Americans and Settlers: Great Plains, Reservations, Little Bighorn, Wounded Knee, and the Dawes Act. Explain the immigration policies of the United States. Populism: Monetary Policy, the Grange, and Populists. People on the Move: Ghetto vs. Slum, Chinese Exclusion Act, and Immigrants. Reform: Settlement Houses, Nativism, Temperance Movement, and the Social Gospel Movement. Theories of the Americanization process. Life in the South: Jim Crow Laws, Plessy v. Ferguson, and the NAACP. What conditions caused the country to expand? What was the impact of Manifest Destiny overseas? How can writer's affect public policy - economically, politically, and socially? Expansion: Imperialism and Nationalism Spanish - American War Foreign Policy: Big Stick vs. Dollar vs. Moral Diplomacy, Roosevelt Corollary, and the Panama Canal. Progressivism: Muckrakers, Reform, and Women. Reform and Social Welfare programs Taft and Wilson: Trust-busting, Conservation, and Federal Reserve System. Suffrage and Civil Disobedience. Compare groups, e.g., poor vs. wealthy, using factors other than solely wealth. Evaluate the significance of this era. Compare and contrast the merits of various styles of foreign policy. Explain the relationship, if any, between America's financial interests and its foreign policy. Compare environmentalism at the turn of the 19th and 20th centuries, with environmentalism today. Evaluate major developments Formal Quiz(zes). These may

4 4 of 6 10/1/2009 1:55 PM Recognize connections between social reform movements of the early 20th century, with ideas regarding social welfare today. Examine the motives of muckrakers. Examine the cause(s) of the Spanish - American War. Justify America's foreign policies Is it better for a country to be isolationist or interact in the larger global community? What is the role of government? Road to WW I The entrance of the United States in WW I: U-boats, Sussex pledge, and the Lusitania. Americans at war: Draft, turning the central powers back, trench warfare. The Home Front: Paying for the war, rationing, xenophobia, and Civil Liberties. United States as Peacemaker: Wilson's 14 point plan, the League of Nations, and Reparations. The 1920's: flappers, demographics, and heroes. Evaluate particular rights which we enjoy or use, e.g., right to free speech. Compare groups, e.g., us vs. them, flappers vs. women of today. Evaluate the importance of this era in American history. Appraise the arts created as part of the Harlem Renaissance. Analyze and compare the responses of Hoover and FDR to the crash of the stock market and the Great A project of the student's choice that requires analysis of a historical question, a product suitable for presentation and an essay. SS1-K4-1B Mass Media, Jazz, and the Harlem Renaissance Cultural Conflicts: bootleggers, speakeasies, fundamentalism, and the Scopes Trial. Republican 1920s: Red Scare, isolationism, Teapot Dome scandal, Sacco and Vanzetti, and Schenck v. US. Economy of the late 1920s: Speculation, Debt, and over-production. Stock Market Crash: Black Tuesday, Great Crash, Business Cycle, and the Great Depression. Election of 1932: Hoover, FDR, and the New Deal. What is relief, reform and recovery? What are the controversies of the New Deal? What was the culture of the depression? How did the crises of the depression and World War II change the role of the government? The New Deal: Public works programs, Social Security, Court-Packing, and alphabet soup. 1930's: continuing depression, labor, strikes, and lasting achievements. WW II: retaking Europe, D-Day, and the Battle of the Bulge. The Holocaust War in the Pacific: Bataan Death March, Island Hopping, and the atomic bomb. Compare groups, e.g., German - Americans and Japanese - Explain the use of the atom bomb on Japan. Explain the dropping of the 2nd atomic bomb on Japan. Explain the connection between the end of the Great Depression and WW II. Accurately evaluate essays using the rubrics used for the SS1-K4-1B

5 5 of 6 10/1/2009 1:55 PM The Social Impact of the War: Internment, Korematsu vs. the United States, Rosie the Riveter. Regents Examination, and use this skill to write essays that will get higher scores on the essay portion of the Regents Evaluate the ideas and values Compare racism of the WW II era to that of today. Essay, including a review of the requirements for Regents Essay questions, and practice applying the rubrics used by Regents Essay graders to their own writing in an effort to better understand the expectations of the Regents Should there be limits on how wars are fought? How should we treat people we have conquered militarily? Is it important to be the best country? Why? Origins of the Cold War: Satellite nations, iron curtain, containment, and the Truman doctrine. The Cold War: Marshall Plan, Berlin airlift, NATO, HUAC and blacklists. Korean War: 38th parallel, MacArthur, and the United Nations. Fear: McCarthyism, arms race, brinkmanship, and Sputnik. Evaluate particular rights which we enjoy or use. e.g., equal protection. Compare groups, e.g., blacks and whites. Evaluate the significance of this era. Judge the actions of a President. Civil Rights: Brown vs. Board of Education, Montgomery Bus Boycott, and Little Rock. Evaluate major developments of this era. The Struggle: Sit-ins, Freedom Rides, and non-passive non-violent civil disobedience. Politics: March on Washington, Civil Rights Act, Voting Rights Act, and the 24th Amendment. How to change peoples' minds: Malcolm X, Black Power, and de facto segregation. Recognize the connections between the civil rights movement and the rights we enjoy today. Compare Vietnam and the current war in Iraq. Foreign Policy: Bay of Pigs, Cuban Missile Crisis, and the Peace Corps. The Counterculture Vietnam: the domino theory and the Gulf of Tonkin Fighting the War: napalm, Ho Chi Minh Trail, and the Tet Offensive. Politics: Teach-in, Conscientious Objector, and deferment. The end of the War: POW/MIA, Peace talks, and Nixon. Nixon's Foreign Policy Watergate and Impeachment Ford and the pardon Carter: fuel and the hostages Reagan: the economy, drugs and AIDS. Review of earlier essential questions. Supreme Court cases. Practice Essays Accurately evaluate essays using the rubrics used for the Regents Examination, and use this skill to write essays that

6 6 of 6 10/1/2009 1:55 PM Review for the Regents Examination will get higher scores on the essay portion of the Regents Compare groups. Understand the sequential nature of history and how events often lead from one to another, with particular attention and application to American history. Relate the various values and beliefs expressed in the Declaration of Independence, the Constitution, and by various groups. Explain and understand the relationship between the branches of our government. Essay(s), including a review of the requirements for Regents Essay questions, and practice applying the rubrics used by Regents Essay graders to their own writing in an effort to better understand the expectations of the Regents Regent's Examination Evaluate the merits of various rights. Evaluate the decision of the United States Supreme Court in several cases. Evaluate and compare major developments in United States History. Key to Standards used in this Map [1 occurrence] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1A - know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. [Elementary] [1 occurrence] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1B - understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents. [Elementary] [8 occurrences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1A - analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all [9 occurrences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1B - describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents. [1 occurrence] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1B - investigate key turning points in New York State and United States history and explain why these events or developments are significant. [Intermediate] [1 occurrence] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1C - understand the relationship between the relative importance of United States domestic and foreign policies over time. [Intermediate] [1 occurrence] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1D - analyze the role played by the United States in international politics, past and present. [Intermediate] [7 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1A - discuss several schemes for periodizing the history of New York State and the United States. [7 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1B - develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues. [9 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1C - compare and contrast the experiences of different groups in the United States. [8 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1D - examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions. [7 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1E - analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies. [4 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1F - compare and contrast the values exhibited and foreign policies implemented by the United States and other nations over time with those expressed in the United Nations Charter and international law. [9 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1A - compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture. [8 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1B - research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States). [4 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1C - prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history. [8 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1D - understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom). [5 occurrences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1A - analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors perspectives. SS1-K4-1B [2 occurrences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1B - consider different historians analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations. [6 occurrences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1C - evaluate the validity and creditability of historical interpretations of importance events or issues in New York State or United States history, revising interpretations as new information is learned and other interpretations are developed.