ACADEMIC & HONORS UNITED STATES HISTORY I

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION SOCIAL STUDIES DEPARTMENT ACADEMIC & HONORS UNITED STATES HISTORY I Grade Level: 10 Credits: 5 Course Code: 020230, 020250, 133400, 439261 BOARD OF EDUCATION ADOPTION DATE: AUGUST 29, 2016

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola Mr. William Bruno Mrs. Elizabeth Canario Mr. Samuel Carollo Mrs. Amy Fankhauser Mrs. Kathie Lavin Mr. Michael Messinger Central Administration Mr. Charles Sampson, Superintendent Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction Curriculum Writing Committee Ms. Erica Galinski Ms. Joanne Martiak Mr. Derek Reichenbecher Mr. James Somma Mr. Craig Uplinger Ms. Kelly Villareal Supervisors Mr. Oscar Diaz Ms. Michele England Mr. Peter Krais Ms. Michelle Lilley Mr. Scott Liptzin Ms. Judith Newins

020230, 020250, 133400, 439261: ACADEMIC AND HONORS U.S. HISTORY I COURSE PHILOSOPHY Academic and Honors United States History I provides students with fundamental knowledge of the foundation of the United States government, evolution of its social and political identity, and the significance of American citizenship in a global community. In a thriving learning environment, students are encouraged to prepare for civic engagement by discovering personal meaning in their studies while maximizing their understanding and achieving high academic standards. The course assists students in the development of historical thinking skills in order to examine, analyze, and evaluate major themes in American history from America's inception to the late 19 th century. Students will explore a variety of historical interpretations and perspectives as they assess the significance of historical events on the creation and development of an American nation within the global community and relate them to current American and global challenges. At the end of this course, students will emerge as confident and informed citizens who are able to meet the demands and challenges of 21st century life with the knowledge and skills required to be active and meaningful participants in a democratic American society. COURSE DESCRIPTION Academic and Honors United States History I focuses on the history of the United States from America's inception to the late 19 th century. It is designed to assist students in becoming productive citizens of the American republic. In addition, it will prepare students for success in college and/or their future careers as well becoming dynamic 21st century learners. In order to accomplish these goals, students will evaluate primary and secondary source materials as well as practice other disciplines of historical scholarship. With these skills, students will be able to effectively arrive at conclusions on the basis of informed judgment, while clearly and persuasively presenting their ideas in writing and/or oral presentation. Students in this course will interact with various forms of technology including online research databases and web applications. As students move through the content they will explore the themes of American and national identity, politics and power, work, exchange, and technology, culture and society, migration and settlement, geography and the environment, and America in the world.

COURSE SUMMARY COURSE GOALS CG1: Students will synthesize historical ideas and events from a variety of primary and secondary sources and viewpoints into an assessment of the American identity at home and abroad CG2: Students will investigate major themes, principles, and patterns of American history and use this investigation to draw conclusions between historical and current issues. CG3: Students will draw conclusions regarding bias, context, and message from primary and secondary sources in order to formulate relevant and factually-based arguments. COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: The study of history involves the investigation of multiple perspectives and experiences that evolves as new evidence is discovered and/or discarded. CEU2: Historical inquiry is complex and involves many skills such as analysis, synthesis, contextualization, comparison, and causation. CEU3: History has common themes present across geographical regions and time. CEU4: History is the interpretation of varying historical and personal perspectives which highlight the large and small events in society. CEQ1a: How do historians determine the validity of a source or perspective? CEQ1b: Why do interpretations of historical events change over time? CEQ2a: Why are historical thinking skills valuable in understanding history? CEQ2b: How does our understanding of historical events better prepare us to participate in the democratic process? CEQ3: How can we learn from the mistakes and successes of the past and apply them to current real-world situations? CEQ4a: How do diverse perspectives and experiences create bias and influence historical interpretation? CEQ4b: How do you identify and filter bias in trying to uncover history?

UNIT TITLE 1: Pre-Columbian America Clashes with European Arrival 1491-1607 (Honors only) 2: Colonization of America 1607-1754 (Honors only) 3: Emergence of a New Nation 1754-1809 UNIT GOALS & PACING UNIT GOALS Utilizing a variety of sources, students will synthesize an argument regarding the consequences of the Columbian Exchange on the rich and diverse cultures of native populations of the Americas as well as the peoples of Europe and West Africa and determine the long term effects on present day. Students will investigate the historical causation of the struggle between Europeans and Native Americans as they fought for dominance, control, and security in North America and the resulting emergence of distinctive colonial societies. Students will analyze the patterns of continuity and change regarding how colonial reactions to increasingly restrictive British colonial policies produced a revolution and created a new American republic which represented both an existing colonial society and a distinctive social, political, and economic identity. RECOMMENDED DURATION 2-3 weeks 3-4 weeks 8-10 weeks 4: Trials and Growth in a Young Republic 1809-1848 5: Civil War and Reconstruction 1844-1877 Students will contextualize the struggle of the new American republic to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Students will analyze the historical causation of the failure of political compromise in resolving regional tensions, especially over slavery, in the resulting Civil War and Reconstruction of the Union which set the stage for the transformation of American society. 8-10 weeks 10-12 weeks 6: Gilded Age 1865-1898 (Academic only) Students will assess the short and long term impact of shifting from an agricultural to an industrialized, urbanized society contributed to the evolution of an American identity. 4-6 weeks

020250: HONORS U.S. HISTORY I SUGGESTED DURATION: UNIT 1: Pre-Columbian America Clashes with European Arrival (1491-1607) HONORS ONLY 2-3 weeks UNIT OVERVIEW UNIT LEARNING GOALS Utilizing a variety of sources, students will synthesize an argument regarding the consequences of the Columbian Exchange on the rich and diverse cultures of native populations of the Americas as well as the peoples of Europe and West Africa and determine the long term effects on present day. UNIT LEARNING SCALE In addition to score 3 performances, the student can identify patterns of continuity and change over time, connecting scale three performances to other relevant 4 historical periods, social and political trends, and current challenges. The student can: use relevant historical evidence to compare, contrast, and analyze Native American societies before and after the Columbian Exchange; 3 analyze factors within European nations that enabled them to explore and colonize; draw conclusions which explain why and how European colonies established an enduring dominance over native populations. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance to avoid major errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Rich and diverse civilizations and cultures existed in North America and Africa EQ1: How developed were Native American and African civilizations before the prior to European arrival. arrival of Europeans? EU2: The arrival of European powers had a transformational effect on North America which adversely impacted the indigenous peoples and cultures. EQ2a: Is peaceful co-existence between distinctly different cultures a worthy goal, and if so is it possible? Can colonization occur without violent resistance? EQ2b: What role did early exploration play in the development of a distinctly American history? COMMON ASSESSMENT ALIGNMENT LG1 EU1, 2 EQ1, 2a-b 6.2.12.D.1.a, d 9-10.RH.1, 3, 9 9-10.WHST.9 DOK 3 DESCRIPTION Students will argue the extent to which Spanish exploration and the Columbian Exchange contributed to a divisive balance of power, and whether or not that divisiveness is still evident in present day culture and relations. (Interpretation and Synthesis)

TARGETED STANDARDS DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE encomienda system European exploration & colonization/impact Compare and contrast the various Native American cultures existing in North America prior to the arrival of European explorers (DOK 2) 6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange (e.g., plants, animals, ideas, pathogens) on Europeans and Native Americans. geographic environmental economic (encomienda), Columbian Exchange social (Protestant Reformation & Jesuits) Native American cultures Analyze maps, charts and graphs and apply data to formulate an argument (DOK 3) Analyze the Columbian Exchange and assess its social, cultural, and economic impact on both Europe and the Americas (DOK 3) Critique the values and effects of forced labor systems in the New World (DOK 3) 6.2.12.D.1.d Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP European colonization roots of the system of slavery Cite strong and thorough textual evidence from primary sources, maps, charts and graphs (DOK 2) Bartolome de las Casas Analyze text in order to provide evidence to support an argument Black Legend (DOK 2) Use primary and secondary sources to connect historical events to broader regional, national, or global processes (DOK 3) Develop logical sequences of events through historical causation (DOK 3) Analyze and synthesize various documents to interpret and construct historiography (DOK 4) Extract information to support complex arguments (DOK 2) 9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 9-10.RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources. 9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

020250: U.S. HISTORY I SUGGESTED DURATION: UNIT 2: COLONIZATION OF AMERICA (1607-1754) HONORS ONLY 3-4 weeks UNIT OVERVIEW UNIT LEARNING GOALS Students will investigate the historical causation of the struggle between Europeans and Native Americans as they fought for dominance, control, and security in North America and the resulting emergence of distinctive colonial societies. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods, social and political trends, and current challenges. The student can: compare and contrast the social, political, and economic patterns that developed in the New England, Middle, and Southern colonial regions; 3 analyze the transition in colonial labor from indentured servitude to slavery; analyze how mercantile policies and the Triangular Trade contributed to an American identity; evaluate how each of the three colonial regions contributed to unique relationships with England. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance to avoid major errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: British colonies struggled for dominance over North America against both Native Americans and rival European powers. EQ1: What factors are necessary for a powerful nation to exert power and dominance over the less powerful? EU2: Diverse colonial regions and colonies emerged from geographical and economic EQ2: How does where we live and how we live determine who we are? differences in North America under British rule. EU3: The seeds of a distinct American identity emerged based on shared values of democracy, religious freedom, and economic autonomy. EQ3a: What defines an American? EQ3b: How was this identity created and how has it evolved? COMMON ASSESSMENT ALIGNMENT LG1 EU 1, 2, 3 EQ 1,2, 3a-b 6.1.12.A.1.a, b 6.1.12.B.1.a 6.1.12.C.1.a, b 6.1.12.D.1.a 9-10.RH.1, 2 9-10.WHST.1 DOK 4 MMON ASSESSMENT DESCRIPTION Honors TCA 1: Students will create a graphic organizer that identifies how the social, economic and political patterns in the three colonial regions led to separate and distinct relationships with the mother country, England. Using this graphic organizer and teacher selected documents, students will complete a DBQ assessment that argues how three distinct regional identities as well as loyalties to the English political and economic traditions provided fertile soil for the roots of an American identity that still endures today. (Interpretation and Synthesis)

COM TARGETED STANDARDS DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE Colonial-Native American relationships democratic institutions early colonial settlements French/British rivalry Great Awakening House of Burgesses indentured servitude mercantilism Middle Passage New England, Middle and Southern colonial regions salutary neglect Triangular Trade warfare Evaluate the effectiveness of British management of the American colonies (DOK 3) Analyze the reasons for the unique political rights of American colonists within the British Empire (DOK 3) Compare and contrast the foundations of distinct New England, Middle and Southern colonial patterns (DOK 2) 6.1.12.A.1.a Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. 6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal status affected political rights. 6.1.12.B.1.a Explain how geographic variations (e.g., climate, soil conditions, and other natural resources) impacted economic development in the New World. 6.1.12.C.1.a Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period. Analyze the costs and benefits of mercantilism from both British and colonial perspectives (DOK 3) Analyze economic factors such as colonial labor systems, 6.1.12.C.1.b Determine the extent to which natural resources, geographic economic systems and participation in the labor systems (i.e., the use of indentured servants, African Triangular Trade in order to further understanding of the slaves, and immigrant labor), and entrepreneurship contributed American colonial economy (DOK 3) to economic development in the American colonies. Use primary and secondary sources to construct an argument 6.1.12.D.1.a Assess the impact of the interactions and conflicts about the impact of colonial conflict and expansion on Native between native groups and north American settlers. American groups (DOK 3) DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP Alexander Falconbridge's account of Analyze sources in order to extract supporting historical 9-10.RH.1 Cite specific textual evidence to support analysis of the slave trade evidence (DOK 2) primary and secondary sources, attending to such features as Bloudy Tenant of Persecution for Cause the date and origin of the information. of Conscience Construct summaries of significant primary and secondary 9-10.RH.2 Determine the central ideas or information of a Christian charity sources primary or secondary source; provide an accurate summary of Fundamental Orders of Connecticut (DOK 1) how key events or ideas develop over the course of the text. John Winthrop s City upon a hill Develop logical sequences of events through historical 9-10.RH.3 Analyze in detail a series of events described in a text; speech causation determine whether earlier events caused later ones or simply The Interesting Narrative of the Life of (DOK 2) preceded them. Olaudah Equiano or Gustavus Vassa, the African Analyze a text by defining and applying key vocabulary words 9-10.RH.4 Determine the meaning of words and phrases as they Mayflower Compact and through the structure of a piece of writing (DOK 2) are used in a text, including vocabulary describing political, Sinners in the Hands of an Angry social, or economic aspects of history/social studies. God Analyze multiple sources from different points of view in order 9-10.RH.6 Compare the point of view of two or more authors William Penn's appeal to identify similarities and contradictions (DOK 2) for how they treat the same or similar topics, including which Analyze multiple sources from different points of view in order to prove conclusions about historic events (DOK 3) details they include and emphasize in their respective accounts. 9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

020250, 20230, 133400, 439261: U.S. HISTORY I SUGGESTED DURATION: UNIT 3: EMERGENCE OF A NEW NATION (1754-1809) 8-10 weeks UNIT OVERVIEW UNIT LEARNING GOALS Students will analyze the patterns of continuity and change regarding how colonial reactions to increasingly restrictive British colonial policies produced a revolution and created a new American republic which represented both an existing colonial society and a distinctive social, political, and economic identity. UNIT LEARNING SCALE In addition to score 3 performances, the student can identify patterns of continuity and change over time, connecting scale three performances to other relevant 4 historical periods, social and political trends, and current challenges the student can: identify key causes and outcomes of the French and Indian War, investigating the various ways the British became increasingly more restrictive; make appropriate use of relevant historical evidence to analyze the causes of the war for independence and development of distinctive American political ideals; compare and contrast the founding principles in state constitutions, the Articles of Confederation, and the United States Constitution; 3 analyze how the tensions between political factions evolved into enduring political parties; assess the development of an American identity through actions of the early legislative and executive branches; evaluate how the development of national economic and foreign policies affected the balance of power between the national and state governments in the early constitutional republic; prove that the peaceful transfer of power in the election of 1800 demonstrated the enduring nature of the American republic. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance to avoid major errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: A breach in the relationship between the British colonies and the British Empire EQ1a: What factors justify revolution? led to American revolution and independence. EQ1b: Do revolutionary ideas transcend time and place? EU2: The seeds of a distinct American identity emerged based on shared values of EQ2a: What defines an American? democracy, religious freedom, and economic autonomy. EQ2b: How was this identity created and how has it evolved? EU3: The initial failure of an American Confederation led to the creation of the U.S. EQ3a: Why do governments fail? Constitution and a lasting federal system of government. EQ3b: How can governments assure longevity and effectiveness? EU4: The new nation struggled to implement the constitutional principles while grappling with the emergence of competing ideologies and threats to the new nation, both foreign and domestic. EQ4a: What factors should be used to assess the success of government? EQ4b: Why are governments responses to challenges necessary for enduring success?

COMMON ASSESSMENT ALIGNMENT LG1 EU 1, 2, 3, 4 EQ 1a-b, 2a-b, 3a-b, 4a-b 6.1.12.A.2.a, b, c, d, e 6.1.12.B.2.b 6.1.12.C.2.a 6.1.12.A.3.c 9-10.RH.1, 2 9-10.WHST.4 DOK 4 DESCRIPTION HONORS TCA 2: Students will examine and analyze specific articles of the Constitution and explain how they relate to the development of an American identity. Using this analysis and teacher selected documents, students will complete a DBQ assessment that argues how conflict and compromise played and continues to play an integral role in formation and evolution of the American identity. (Interpretation and Synthesis) ACADEMIC TCA 1: Students will examine and analyze specific articles of the Constitution and explain how they relate to the development of an American identity. Using their understanding of the Constitution and teacher-selected primary and secondary sources focusing on the shared values of democracy, religious freedom, and economic autonomy conflicting with the issues of power and authority based upon differing ideals, students will argue whether or not the spirit of compromise established by the Founding Fathers exists in today s political and social climate. Teacher selected documents should include connections to present day. (Interpretation and Synthesis)

TARGETED STANDARDS DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE Adams presidency Albany Plan of Union Alien and Sedition Acts Assess the influence of classical republican and natural rights philosophy on America's foundational documents (DOK 3) Constitution, and Bill of Rights). Anti-Federalists Evaluate the relative effectiveness of early state constitutions, the Barbary pirates Articles of Confederation and the United States Constitution (DOK 3) British taxation (sugar, stamp, tea) constitutional government. colonial protest and petition Compare and contrast the views of the Federalists and Antiearly political parties Federalists (DOK 2) election of 1800 continuing relevance. Federalists Evaluate the role of the Supreme Court in government (DOK 3) Franco-American alliance French and Indian War of the Supreme Court today. intercolonial congresses Compare and contrast the platforms of early political parties (DOK 2) Jeffersonian Democracy Jefferson's foreign policy Louisiana Purchase Evaluate the effectiveness of the Northwest Land Ordinances using Marbury v. Madison texts, maps, charts and graphs (DOK 3) Northwest Ordinances Philadelphia Convention Critique the strengths and weaknesses of the newly formed state Pontiac's Rebellion and national governments (DOK 3) Proclamation of 1763 slavery. public credit/ national bank Analyze the role of sectionalism in America s foreign policy platform Townsend Acts (DOK 3) Washington s foreign policy Washington presidency XYZ Affair 6.1.12.A.2.a Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of Independence, the 6.1.12.A.2.b Compare and contrast state constitutions, including New Jersey s 1776 constitution, with the United States Constitution, and determine their impact on the development of American 6.1.12.A.2.c Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their 6.1.12.A.2.d Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact 6.1.12.A.2.e Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today s political parties. 6.1.12.B.2.b Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of 6.1.12.C.2.a Assess the effectiveness of the new state and national governments attempts to respond to economic challenges including domestic (e.g., inflation, debt) and foreign trade policy issues. 6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period.

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP Anti-Federalists' Papers Articles of Confederation Declaration of Independence Federalists' Papers Analyze sources in order to extract supporting historical evidence (DOK 2) Construct summaries of significant primary and secondary sources date and origin of the information. Hamilton and Jefferson s (DOK 1) positions on the National Bank Northwest Ordinances Compose well-organized and supported free response and Common Sense document based question essays (DOK 4) Treaty of Paris (1763) Treaty of Paris (1783) United States Constitution Washington's Farewell Address 9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the 9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

020250, 20230, 133400, 439261: U.S. HISTORY I SUGGESTED DURATION: UNIT 4: TRIALS AND GROWTH IN A YOUNG REPUBLIC (1809-1848) 8-10 weeks UNIT OVERVIEW UNIT LEARNING GOALS Students will contextualize the struggle of the new American republic to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods, social and political trends, and current challenges The student can: make appropriate use of relevant historical evidence to analyze how American democratic ideals were redefined 3 contextualize connections between acquisition of new territories, foreign policy, and renewed tension over slavery analyze the impact of reform movements in an evolving American Republic assess how innovations in technology accelerated the American economy, and how it led to regional and social differences 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance to avoid major errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The new United States responded aggressively to challenges to its independence and sovereignty. EQ1: How did the evolving leadership respond to the ever-increasing domestic and international concerns and challenges? EU2: The United States struggled to maintain a national identity despite growing EQ2: Why does sectionalism become the catalyst for both unity and division? sectional differences and political discord. EU3: The rapid growth of the United States led to reforms which transformed the EQ3: How does a society define progress? economic, social, and religious lives of Americans.

COMMON ASSESSMENT ALIGNMENT LG1 EU1, 2, 3 EQ 1, 2, 3 6.1.12.A.3.a, b, c, e, f, g, h, i 6.1.12.B.3.a 6.1.12.C.3.a 6.1.12.D.3.a, b, c, d, e 9-10.RH.1, 2, 6 9-10.WHST.1, 4 DOK 4 DESCRIPTION HONORS TCA 3: Students will assess the key principles and values that define the American identity and determine where the contradictions lie and where they have held true. Using this analysis and teacher-selected documents, students will complete a DBQ assessment that evaluates the extent to which the reform movements helped the American identity evolve, forming a more complex democracy which exists today. (Interpretation and Synthesis) ACADEMIC TCA 2: Using prior analysis and teacher-selected documents, students will complete a graphic organizer that evaluates the extent to which the revolutionary movements helped the American identity evolve into a more complex democracy. Students will use this graphic organizer as the foundation to construct arguments to debate whether or not the political, economic, and social movements created longlasting change which contributed to the American identity of present day. (Argumentation, Analyzing Evidence, Interpretation, and Synthesis) TARGETED STANDARDS DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE Era of Good Feelings abolition Analyze the causes and effects of American manifest destiny on foreign nations (DOK 3) 6.1.12.A.3.a Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. American System Bank War Assess the impact that American foreign policy had on the various groups within the nation and foreign nations (DOK 3) 6.1.12.A.3.b Determine the extent to which America s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Compromise Tariff of 1833 Monroe Doctrine, the War with Mexico, and Native American corrupt bargain removal) was influenced by perceived national interest. education reform Financial Panic of 1819 Asses the role of sectionalism in determining American foreign policy (DOK 3) 6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period. Financial Panic of 1837 Evaluate the ethics of American policies that dealt with Native 6.1.12.A.3.e Judge the fairness of government treaties, policies, and Frederick Douglass American groups (DOK 3) actions that resulted in Native American migration and removal. Hartford Convention Evaluate the impact of reform movements, such as temperance, 6.1.12.A.3.f Compare and contrast the successes and failures of Henry Clay women s rights and abolition on American society (DOK 3) political (i.e., the 1844 State Constitution) and social (i.e., abolition, Industrial, Communication, women s rights, and temperance) reform movements in New Jersey Transportation and Market and the nation during the Antebellum period. Revolutions Determine the impact of the two-party system in American politics 6.1.12.A.3.g Determine the extent to which state and local issues, the Jacksonian Democracy (DOK 2) press, the rise of interest-group politics, and the rise of party politics John Marshall Court impacted the development of democratic institutions and practices. Manifest Destiny Critique arguments used to defend and oppose American slavery 6.1.12.A.3.h Examine multiple perspectives on slavery and evaluate Mexican-American War (DOK 3) the claims used to justify the arguments. Missouri Compromise Explain the role of significant people, events and ideas in giving 6.1.12.A.3.i Examine the origins of the antislavery movement and the Native American removal rise to the abolition movement in America (DOK 2) impact of particular events, such as the Amistad decision, on the Nullification Crisis movement. Second Great Awakening Seneca Falls Convention

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE Tallmadge Amendment temperance Assess the impact of Manifest Destiny on the debate over slavery (DOK 3) 6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries. Texas Revolution Treaty of Guadalupe-Hidalgo Articulate how technological developments in industry, communication and transportation transformed American society 6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the two-party political system (DOK 2) environment in New Jersey and the nation. War of 1812 Test hypotheses concerning the impact that westward expansion 6.1.12.D.3.a Determine how expansion created opportunities for westward expansion and industrialization had on various groups in America (DOK 4) some and hardships for others by considering multiple perspectives. Wilmot Proviso women s rights movement Analyze the impact that immigration had on America in the mid- 1800s (DOK 3) 6.1.12.D.3.b Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity. Analyze the nullification debate and conclude why it did not lead to disunion (DOK 3) Draw conclusions about the rights and responsibilities of American citizens in the mid-1800s (DOK 3) Analyze the impact of expansion and reform on the development of American culture, literature and art (DOK 3) 6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850). 6.1.12.D.3.d Analyze the role education played in improving economic opportunities and in the development of responsible citizens. 6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art. Extract information to support complex arguments (DOK 2) 9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP A Narrative of the Life of Frederick Douglass accounts of the Lowell Mills Alex de Tocqueville writings Declaration of Rights and Sentiments descriptions of the American slave system gospel of camp meetings grievances of the Hartford Convention Analyze sources in order to extract supporting historical evidence (DOK 3) Construct summaries of significant primary and secondary sources (DOK 1) Analyze multiple sources from different points of view in order to In Defense of the American prove conclusions about historic events (DOK 4) System Jackson s veto of bank recharter Missouri Compromise Monroe Doctrine Compose well-organized and supported free response and document-based question essays (DOK 3) Ten Nights in a Barroom South Carolina Exposition writings of Ralph Waldo Emerson & Henry David Thoreau writings of William Lloyd Use historical evidence to evaluate different arguments about the long term impacts of reform movements on the evolution of the American identity (DOK 3) Garrison in The Liberator 9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources. 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10.WHST.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience s knowledge level and concerns.

020250, 20230, 133400, 439261: U.S. HISTORY I SUGGESTED DURATION: UNIT 5: CIVIL WAR AND RECONSTRUCTION (1844-1877) 10-12 weeks UNIT OVERVIEW UNIT LEARNING GOALS Students will analyze the historical causation of the failure of political compromise in resolving regional tensions, especially over slavery, in the resulting Civil War and Reconstruction of the Union which set the stage for the transformation of American society. UNIT LEARNING SCALE In addition to score 3 performances, the student can identify patterns of continuity and change over time, connecting scale three performances to other relevant 4 historical periods, social and political trends, and current challenges The student can: analyze the causes of the Civil War; compare and contrast the economic, political, and social differences in various sections of the United States before, during, and after the Civil War; 3 assess the fundamental changes made to the United States Constitution and the expanded role of the federal government; differentiate between conflicting approaches to Reconstruction following the Civil War; analyze the short term and long term impacts of Reconstruction on American society. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance to avoid major errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: America's desire to expand led to the acquisition of new lands and also ignited EQ1: How did the United States attempt to forge an American identity while sectional differences over the issue of slavery and the role of government. balancing concerns over regional differences? EU2: Long-lasting compromise requires a continued commitment by all parties EQ2a: Can all differences be resolved by compromise? involved. EQ2b: Why was enduring commitment problematic? EU3: The Civil War preserved the union, expanded the role of the federal EQ3a: How can peoples of diverse regions and interests reunite under one identity? government, and redefined the status of various groups within American society. EQ3b: How have these regional factions continued to evolve? EU4: Following the Civil War, competing visions for postwar America led to a temporary and inadequate national reconstruction. EQ4a: How did the process of Reconstruction expand the role of the federal government? EQ4b: What tensions remain between the state and federal government today? EQ4c: Which level of government, if any, best addresses the concerns of the citizens?

COMMON ASSESSMENT ALIGNMENT LG1 EU1, 2, 3, 4 EQ1, 2-b, 3a-b, 4a-c 6.1.12.A.4.c 6.1.12.B.4.a, b 6.1.12.C.4.a, b, c 6.1.12.D.4.c, d, e 9-10.RH.1, 3, 7, 9 9-10.WHST.9 DOK 4 DESCRIPTION HONORS: Students will revise a Reconstruction Era amendment in order to address problems, shortcomings, or misuses that have occurred in the years since its passage. Students will support their revisions by predicting how the revision would prevent the problems, shortcomings and misuses. (Interpretation and Synthesis) HONORS: Students will complete a short response exercise with the following prompt: To what extent has the US become the nation it originally set out to be? (Synthesis) ACADEMIC TCA 3: Students will analyze Reconstruction Era amendments to interpret their intent and identify potential problems. Using this information and teacher-selected documents on the goals of Reconstruction, students will assess whether or not they represented a departure from or a continuation of America's founding ideals; making connections to present day Constitutional issues. (Interpretation and Synthesis) TARGETED STANDARDS DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE Anaconda Plan Appomattox Court House Black Codes Draw conclusions about the similarities and differences of African American experiences in Union and Confederate states during the Civil War (DOK 3) Bleeding Kansas Critique the causes of secession in an effort to draw conclusions carpetbaggers about the necessity of the Civil War (DOK 3) Compromise of 1850 Confederate States of America Secession) led to the Civil War. Copperheads draft riots Analyze the short term effectiveness and hypothesize the long-term effectiveness of the 13th, 14th, and 15th Amendments (DOK 3) Dred Scott v. Sanford Americans. due process Evaluate the long term effectiveness of the 14 th Amendment (DOK Election of 1860 3) Election of 1864 equal protection Fort Sumter freedmen Freedmen's Bureau Analyze the role played by geography, resources, and government structure played in the strategies and outcome of the Civil War (DOK 3) Freeport Doctrine Free-Soil Party Fugitive Slave Law Greenback Party 6.1.12.D.4.a Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. 6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., 6.1.12.A.4.c Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African 6.1.12.D.4.e Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments. 6.1.12.B.4.a Use maps and primary sources to assess the impact that geography, improved military strategies, political and military decisions (e.g., leadership), and new modes of transportation had on the outcome of the Civil War.

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE habeas corpus Harpers Ferry raid Compare and contrast American living patterns before and after the Civil War and Reconstruction (DOK 2) 6.1.12.B.4.b Analyze the impact of population shifts and migration patterns during the Reconstruction period. Johnson s impeachment Kansas-Nebraska Act Evaluate the role of economic factors in determining both the strategies and the outcome of the Civil War (DOK 3) 6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war. Know Nothing Party Assess the economic impact of the Civil War and compare this 6.1.12.C.4.b Compare and contrast the immediate and long-term Ku Klux Klan impact to those of previous American wars (DOK 3) effects of the Civil War on the 22 economies of the North and Lincoln-Douglas debates South. popular sovereignty 6.1.12.C.4.c Explain why the Civil War was more costly to America presidential reconstruction than previous conflicts were. Radical Republicans Connect the American Civil War to another a civil war that has 6.1.12.D.4.b Compare and contrast the impact of the American Civil redeemers occurred or is occurring in another country and compare the War and the impact of a past or current civil war in another country Republican Party consequences (DOK 3) in terms of the consequences for people s lives and work. scalawags Evaluate the successes and failures of Reconstruction policies (DOK 6.1.12.D.4.c Analyze the debate about how to reunite the country, sharecropping 3) and determine the extent to which enacted Reconstruction policies Southern Secession achieved their goals. total war Differentiate between the intentions of groups and individuals in 6.1.12.D.4.d Relate conflicting political, economic, social, and Underground Railroad Reconstruction and analyze to what extent these goals were sectional perspectives on Reconstruction to the resistance of some achieved (DOK 3) Southern individuals and states. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP 13 th, 14 th, 15 th Amendments Civil Rights Act of 1864 Compromise of 1850 Compromise of 1877 Dred Scott v. Sanford Emancipation Proclamation Freeport Doctrine Fugitive Slave Law Gettysburg Address Homestead Acts Kansas-Nebraska Act Crittenden Compromise Lecompton Constitution Lincoln's 1 st & 2nd inaugural address Uncle Tom's Cabin Wade Davis Bill Analyze and critique newly added Constitutional Amendments and connect them to founding documents (DOK 3) Use textual evidence to construct a reasoned argument (DOK 2) Critique primary and secondary sources in order to draw conclusions about how different voices lead to a collective understanding of history (DOK 3) Develop a logical argument regarding historical causation based on an investigation of text (DOK 3) Design a data-driven thesis using quantitative analysis of documents (DOK 3 Analyze and synthesize various documents to construct their own historiography (DOK 4) 6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy. 9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 9-10.RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 9-10.RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. 9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

133400, 439261: U.S. HISTORY I SUGGESTED DURATION: UNIT 6: THE GILDED AGE (1865-1898) ACADEMIC ONLY 3-4 weeks UNIT OVERVIEW UNIT LEARNING GOALS Students will assess the short and long term impact of shifting from an agricultural to an industrialized, urbanized society contributed to the evolution of an American identity. UNIT LEARNING SCALE In addition to score 3 performances, the student can identify patterns of continuity and change over time, connecting scale three performances to other relevant 4 historical periods, social and political trends, and current challenges The student can: analyze the role of government in determining political and economic outcomes during the Gilded Age; contextualize connections between major events and technologies that lead to the rise of industrialization and urbanization at the turn of the 20 3 th century and beyond; differentiate between the impact of the Second Industrial Revolution on various groups within American society; synthesize the factors that led to the transition from an agricultural to urban society and the closing of the west in American history. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance to avoid major errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The rise of big business in the United States contributed to immigration, urbanization and the alteration of the U.S. economy and environment. EU2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women. EU3: The Gilded Age witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies. EU4: The migrations that accompanied industrialization transformed both urban and frontier areas of the U.S. and caused dramatic social and cultural change. EQ1a: How does national growth affect the social and political fabric of a democratic society? EQ1b: How can individuals or groups in a democratic system affect change on a national scale? EQ2a: Is it worth sacrificing the rights of individuals to encourage the growth of the nation? EQ2b: How does industrialization impact the evolution of society? EQ3a: What ways do the powerless stand up to the powerful? EQ3b: How do social and political philosophies impact a society? EQ4a: Is it possible to reconcile Native American policy with American values? EQ4b: In what ways do government policies influence demographic patterns?

COMMON ASSESSMENT ALIGNMENT LG1 EU1, 2, 3, 4 EQ1a-b, 2a-b, 3a-b, 4a-b 6.1.12.A.5.a, b 6.1.12.B.5.a, b 6.1.12.C.5.a, b, c 6.1.12.D.5.a, b, c, d 9-10.RH.1, 2, 3, 7, 9 9-10.WHST.1, 4, 7 DOK 4 DESCRIPTION Students will analyze the impact of the Gilded Age on various groups within the American society. After choosing one problem specific to the Gilded Age, students will trace its chronology and patterns to present day and will complete a short response exercise with the following prompt: To what extent has the US become the nation it originally set out to be? This can be an essay, blog, editorial, letter to a politician, etc. (Chronological Reasoning, Comparison, Contextualization, Argumentation, Interpretation and Synthesis) TARGETED STANDARDS DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE Bessemer process cattle drives closing of the frontier Analyze and critique the effectiveness of governmental regulations in producing economic stability (DOK 3) stability. Election of 1896 Use textual evidence that demonstrates the discrimination homesteads experienced by new immigrants, Native Americans, and African horizontal integration Americans (DOK 3) immigration Draw conclusions on how geography and resources promoted the industrialists growth of a nationwide economy (DOK 3) Knights of Labor labor unions Summarize how the Homestead Act led to the movement of laissez-faire capitalism populations (DOK 2) Little Bighorn Cite evidence of how urbanization impacted the environment Populism (DOK 2) robber baron Use textual evidence to construct an argument evaluating the Social Darwinism necessity for government regulations in business (DOK 2) Standard Oil Trust U.S. Steel urbanization Compare and contrast changes regions of the United States in the vertical integration post-civil War Era (DOK 2) Analyze the continuity and change over time of economic expansion and recession (DOK 3) Compare and contrast industrialization in New Jersey to industrialization nationwide (DOK 3) 6.1.12.A.5.a Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic 6.1.12.A.5.b Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans. 6.1.12.B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations. 6.1.12.B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities. 6.1.12.C.5.a Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations. 6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-civil War period. 6.1.12.C.5.c Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals. 6.1.12.D.5.a Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.