Course Description: In this course, students will continue learning about the history of the United States from the pre-columbian Exchange era until Post-Civil War. Students will be asked to engage the material through multiple methods which allow students to express their learning in a way that motivates them and allows personal expression. This course emphasizes authentic-learning: that which requires construction of knowledge, disciplined inquiry, and has value beyond the classroom. In the end, students will have learned about the major cultures, events, and individuals who have shaped our history while connecting with their legacy in a meaningful way. Standards and Learning Targets Domain: Map Skills Standard: Apply geographic knowledge and map skills I can recognize major landforms and bodies of water. I can locate major landforms and bodies of water of the world. I can identify and properly use map features. Domain: Native Americans Standard: Explain how Native Americans arrived and survived in North America. I can describe the natural creation of the Siberian Land Bridge between Asia and North America. I can describe who migrated, what happened in the environment to allow for the migration, the approximate time period, where the land bridge occurred, and why people migrated. Domain: Native Americans Standard: Compare and contrast Native American regions in North America. I can gather information about Native Americans of the Great Plains including geographic features, climate, and aspects of their culture. I can gather information about Native Americans of the Eastern Woodlands including geographic features, climate, and aspects of their culture. I can demonstrate my understanding and represent Native American regions/tribes by creating artifacts. I can present my artifact and explain how it represents a region/tribe. I can compare artifacts of different regions/tribes to help me understand the similarities and differences between regions/tribes. Standard: Scrutinize the cultural interaction between Europeans and Native Americans. I can identify areas of cooperation between Europeans and Native Americans. I can discover areas of conflict between Europeans and Native Americans.
Standard: Interpret lessons learned by Europeans from the early colonies of Roanoke and Jamestown. I can list what factors lead to the failure or near failure of early colonies. I can identify what factors and attitudes led to the success of early colonies. Standard: Compare and contrast the New England, Middle, and Southern Colonies. I can compare and contrast the geography and climate in the three colonial regions. I can describe economies and farming techniques in the three colonial regions I can describe the social interaction in the three colonial regions. I can understand the impact of slavery in the three colonial regions. Standard: Understand the relationship between Great Britain and the American Colonies. Evaluate the economic impact of the colonies on Great Britain. Summarize the political relationship between Great Britain and the colonies. Standard: Recognize the causes of the American I can describe Great Britain s reasons for controlling the 13 colonies. I can identify the impact of taxation, laws, and various other acts by the British government. I can list and describe the responses of the American colonists to the persistent taxation by the British government. Standard: Explore the key philosophies of the Declaration of Independence. I can analyze the concept All men are created equal. I can express the reasons why the colonists decided up a final separation from the British government. I can give examples of the importance of staying committed to the cause of independence. Standard: Identify the roles of key individual and events in the American Revolution. I can summarize the impact of the following individuals: George Washington; Thomas Jefferson; John Adams; King George III; Lord Cornwallis; Thomas Paine; Patrick Henry; Benjamin Franklin; Molly Pitcher; Abigail Adams; Crispus Attucks; and Paul Revere. I can Evaluate the importance of the following events: The Stamp Act; The Boston Massacre; The Boston Tea Party; The First Continental Congress; Battle of Lexington and Concord; The Battle of Bunker Hill; The Declaration of Independence; Battle of Saratoga; Surrender of Yorktown; and The Treaty of Paris. Winneconne Community School District Page 2
I can recognize additional, lesser-known individuals and events of the American Standard: Describe the capabilities and deficiencies of the American colonists and Great Britain during the American I can recognize advantages and disadvantages of Great Britain durin gthe American I can analyze advantages and disadvantages of the American colonies during the American Standard: Explore America s first form of government I can list the strengths and weaknesses of the articles of confederation. I can express several reasons a new form of government was needed. Standard: Recognize and identify the key components that make the Constitution of the United States. I can identify the compromises that lead to the United States Constitution. I can define the various parts of the Preamble. I can explain the three branches of the United States government. I can summarize the concept of separation of powers. Describe the system of checks and balances. Standard: Evaluate the rights given to citizens by the Bill of Rights. I can recognize the individual freedoms in the Bill of Rights. I can name and apply the five freedoms found in the First Amendment. I can identify the protections for people accused of crimes in the Bill of Rights I can label the protections from government intrusion in the Bill of Rights. Standard: Explore the geographic and economic factors that influenced American expansion westward. I can illustrate the route and describe the contributions of the Lewis and Clark Expedition. I can analyze the impact of the availability of cheap and fertile land in the West. I can identify the economic opportunities of the California gold rush. I can recognize the effects of population growth on expansion. I can explore how the creation of the Oregon, California, Old Spanish, Santa Fe, and Mormon Trails helped move people west. I can distinguish how new technologies aided the settlement of the West. Winneconne Community School District Page 3
Standard: Summarize major events during the first half of the 19th century I can identify the most notable events surrounding the War of 1812. I can recognize the strategic importance of the Alamo in San Antonio, Texas. I can describe the major events of the Mexican-American War. I can analyze the treaty of Guadalupe Hidalgo. Standard: I can identify the new territories added to The United States of America. I can define the importance of the Louisiana Purchase, Floridia Session, Annexation of Texas, Mexican Secession, the Oregon Territory, and the Gadsden Purchase. I can analyze how westward expansion changed the complexity of America. Standard: Identify the issues that divided the United States of America. I can describe how the issue of state rights influenced the American Civil War. I can summarize what role the issue of slavery played in dividing the nation. I can identify cultural differences between the North and the South. I can recognize the economic differences between the North and the South. I can paraphrase the Constitutional issues that led to the separation. Standard: Identify the compromises between the North and the South. I can recognize the impact of the Missouri Compromise of 1820. I can describe the effects of the Compromise of 1850 and how it attempted to resolves the conflict. I can list the events that led to the Kansas-Nebraska Act. Standard: Identify the major leaders and events in the American Civil War. Learning I can differentiate between the roles of the following American Civil War leaders and their impact on the outcome: Abraham Lincoln; Ulysses S. Grant; Jefferson Davis; Robert E Lee; Thomas Stonewall Jackson; Clara Barton; Harriet Tubman; and Frederick Douglass. I can evaluate the following battles and events of the American Civil War: Fort Sumter; Bull Run; Vicksburg; Gettysburg; the Emancipation Proclamation; and the Surrender at Appomattox Courthouse. I can classify additional, lesser-known individuals and events of the American Civil War. Winneconne Community School District Page 4
Standard: Identify the basic provisions of the amendments added to the United States Constitution during the Reconstruction period. Learning I can describe the impact of the Thirteenth Amendment, which abolish slavery. I can consider the lasting effects of the Fourteenth Amendment, which gives citizen rights by birth. I can analyze the impact of the fifteenth Amendment, which gives the right to vote regardless of race. (Modified from the Menasha Joint School District, Troy Wittman and Jon Rost) Winneconne Community School District Page 5