Livingston American School Quarterly Lesson Plan Concept / Topic To Teach: Period 3: (1754-1800) Week 1: 10/17-10/21 Week 2: 10/24-10/28 Week 3: 11/01-11/04 Week 4: 11/07-11/11 British colonial policies enlightenment ideas; war for independence; formation of republic and national identity; work and labor (free and unfree); and regional economic differences Chapters 6-10 Period 3: (1754-1800) British colonial policies enlightenment ideas; war for independence; formation of republic and national identity; work and labor (free and unfree); and regional economic differences Chapters 6-10 Period 4: (1800-1848) Formation of a new republic, technology and participation in the global market, formation of the American identity, regionalism, Manifest Destiny, Jackson, political compromise Chapters 11-15 Period 4: (1800-1848) Formation of a new republic, technology and participation in the global market, formation of the American identity, regionalism, Manifest Destiny, Jackson, political compromise Chapters 11-15 Standards Addressed: Key Concepts 3.1, 3.2, 3.3 Key Concepts 3.1, 3.2, 3.3 Key Concepts 4.1, 4.2, 4.3, Key Concepts 4.1, 4.2, 4.3,
Specific Objectives/ Skills Students will assess how Britain s victory over France in the imperial struggle for North America led to new conflicts among the British government, North American colonists, and American Indians, culminating in the creation of a new nation, the United States. Students will assess how Britain s victory over France in the imperial struggle for North America led to new conflicts among the British government, North American colonists, and American Indians, culminating in the creation of a new nation, the United States. Students will identify ways the new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Students will evaluate the developments in technology, agriculture, and commerce Students will identify ways the new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Students will evaluate the developments in technology, agriculture, and commerce
Students will validate that new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World. Students will evaluate how migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over multiethnic, multiracial national identity. Students will validate that new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World. Students will evaluate how migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over multiethnic, multiracial national identity. that precipitated profound changes in U.S. settlement patterns, gender and family relations, political power, and distribution of consumer goods. Students will outline U.S. interests in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts. that precipitated profound changes in U.S. settlement patterns, gender and family relations, political power, and distribution of consumer goods. Students will outline U.S. interests in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts.
Assessment Based On Objectives: Core Values: Livingston American School Quarterly Lesson Plan Week 5: 11/14-11/18 Week 6: 11/21-11/25 Week 7: 11/28-12/02 Week 8: 12/05-12/12 Concept / Topic To Teach: Period 4: (1800-1848) Period 5 (1844-1877) Period 5 (1844-1877) Formation of a new republic, technology and participation in the global market, formation of the American identity, regionalism, Manifest Destiny, Jackson, Globalization, Manifest Destiny, Imperialism, American cultural identities, Road to the Civil War, Slavery, the Civil War, the Reconstruction period Globalization, Manifest Destiny, Imperialism, American cultural identities, Road to the Civil War, Slavery, the Civil War, the Reconstruction period Period 5 (1844-1877) Globalization, Manifest Destiny, Imperialism, American cultural identities, Road to the Civil War, Slavery, the Civil War, the Reconstruction period
political compromise Chapters 11-15 Chapters 15-26 Chapters 15-26 Chapters 15-26 Standards Addressed: Key Concepts 4.1, 4.2, 4.3, Key Concepts 5.1, 5.2, 5.3 Key Concepts 5.1, 5.2, 5.3 Key Concepts 5.1, 5.2, 5.3 Specific Objectives/ Skills
Students will identify ways the new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Students will trace how the United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as a destination for many migrants. Students will trace how the United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as a destination for many migrants. Students will trace how the United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as a destination for many migrants. Students will evaluate the developments in technology, agriculture, and commerce that precipitated profound changes in U.S. settlement patterns, gender and family relations, political power, and distribution of consumer goods. Students will outline U.S. interests in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts. Students will anticipate the deepening regional divisions caused by slavery and other economic, cultural, and political issues that led the nation into Civil War. Students will understand how the Union victory in the Civil War and the contested Reconstruction of the South settled the uses of slavery and secession, but left many unresolved questions about the power of the federal government. Students will anticipate the deepening regional divisions caused by slavery and other economic, cultural, and political issues that led the nation into Civil War. Students will understand how the Union victory in the Civil War and the contested Reconstruction of the South settled the uses of slavery and secession, but left many unresolved questions about the power of the federal government. Students will anticipate the deepening regional divisions caused by slavery and other economic, cultural, and political issues that led the nation into Civil War. Students will understand how the Union victory in the Civil War and the contested Reconstruction of the South settled the uses of slavery and secession, but left many unresolved questions about the power of the federal government.
Assessment Based On Objectives: Core Values: