September Unit Title Foundations and Revolution Limitations on the power of government and the protection of the political rights of individuals are important ideals of Americans. The ideals of a nation are reflected in their important documents. 1. Describe the ideas, experiences, and interactions that influenced the colonists decisions to declare independence. a. Explain colonial ideas about government. b. Describe the colonists experiences with self-government. c. Discuss the ways the interactions between the colonists and the royal government changed after the French and Indian War. 2. Describe the role of the Declaration of Independence including the grievances at the end of the document. a. Explain how the Declaration of Independence expressed the colonists view of government. b. Describe how the Declaration of Independence announced the reasons for separation from Great Britain. 3. Identify the consequences of the American Revolution. a. Define an independent republican government. b. Describe the changing views of colonists around the ideas of freedom and equality. c. Identify colonists concerns about the distribution of power in the new nation. 4. Describe the events/ideas of the Revolution that influenced the type of government established by the Articles of Confederation. 5. Describe the inherent problems that led to the failure of the Articles of Confederation. 6. Identify economic questions the new nation faced during this time period. 7. Explain the political questions the new nation faced during this time period. Materials/Resources 1. Nystrom Atlas of U.S. History #14A & B: The Thirteen British Colonies a. b. c. Atlas #16 A & B: The French and Indian War Changes America Causes of the Revolutionary War timeline America, the Story of Us: Rebels 2. Declaration of Independence break-up letter Watch video famous actors reading Dec. of Ind. Read Dec. of Ind. primary source pp. 220-223 a. b. 3. America, the Story of Us: Revolution & Answer study questions. a. b. c. 4. Read textbook section 9-1: The Articles of Confederation & Take guided notes 5. Shays Rebellion WebQuest: http://shaysrebellio n.stcc.edu 6. Read textbook section 9-2 7. Atlas #19 A & B: A Growing Population Spreads West Assessments Colonial Assessment: Which colonial region would you prefer to live in and why? Exit slips for self-evaluation of group work Causes of Revolution test matching Shays s Rebellion WebQuest Objective Unit Assessment
GLCE (Obj. 1) F1.1 Describe the ideas, experiences, and interactions that influenced the colonists decisions to declare independence by analyzing - colonial ideas about government (e.g., limited government, republicanism, protecting individual rights and promoting the common good, representative government, natural rights) - experiences with self-government (e.g., House of Burgesses and town meetings) - changing interactions with the royal government of Great Britain after the French and Indian War (Obj. 2) F1.2 Using the Declaration of Independence, including the grievances at the end of the document, describe the role this document played in expressing - colonists views of government - their reasons for separating from Great Britain (Obj. 3) F1.3 Describe the consequences of the American Revolution by analyzing the - birth of an independent republican government - creation of Articles of Confederation - changing views on freedom and equality - and concerns over distribution of power within governments, between government and the governed, and among people (Obj. 4/5) 8 U3.3.1 Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shays Rebellion, and disputes over western lands). (Obj. 6/7) 8 U3.3.2 Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention.
October Unit Title The New Nation Colonial and early documents of the Nation reflect the ideals of Americans during those eras. 1. Describe the events/ideas of the Revolution that influenced the type of government established by the Articles of Confederation. 2. Describe the inherent problems that led to the failure of the Articles of Confederation. 3. Identify economic questions the new nation faced during this time period. 4. Explain the political questions the new nation faced during this time period. 5. Describe the major issues debated at the Constitutional Convention, including distribution of power, rights of states and individuals, etc. 6. Give examples of how the new constitution resolved the major issues debated at the Constitutional Convention. 7. Analyze Federalist and Anti-Federalist perspectives of the Constitution. a. Recall how the states ratified the Constitution. 8. Describe how the Bill of Rights reflected the average citizen s concept of the Constitution. 9. Explain the historical and philosophical origins of constitutional government in the United States using important documents. 1. See above. 2. See above. 3. See above. 4. See above. 5. We the People (online): Why do we need a gov t? Why do we need authority? (Uses of authority) Why do we need authority? (Problems with authority) 6. Read Citizenship Handbook. The Branches of Government computer game http://games.sunnyla ndsclassroom.org/pre view/games/?gameid =7 How a Bill Becomes a Law Schoolhouse Rock 7. We the People #17 7a. Read textbook section 9-4 8. Duties & Responsibilities of Citizens Bill of Rights posters Break the class into groups of about three students each. Groups are each given a situation in which an American s rights are being violated. Groups are to talk about the situation, decide which right is being violated and how, and what could be done about it. Groups should then present their scenarios and findings to the class. 9. Read textbook 9-4 Read Magna Carta & Mayflower Compact primary sources. Constitution Quiz Bill of Rights violation scenarios Bill becomes a law flowchart Constitution Test Bill of Rights posters Concept mapping Chapter 10 test Objective Unit Assessment
GLCE (Obj. 1/2) 8 U3.3.1 Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shays Rebellion, and disputes over western lands). (Obj. 3/4) 8 U3.3.2 Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention. (Obj. 5) 8 U3.3.3 Describe the major issues debated at the Constitutional Convention including the distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery as a regional and federal issue. (Obj. 6) 8 U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise. (Obj. 7) 8 U3.3.5 Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti-Federalists and describe how the states ratified the Constitution (Obj. 8) 8 U3.3.6 Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong central government. (Obj. 9) 8 U3.3.7 Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government.
November Unit Title Challenges in National Government In the early years of our Nation a lack of precedent and distrust of government caused conflict. As a new nation the United States needed to gain the respect of other nations 1. Analyze the most significant challenges the new nation faced according to Washington. a. Describe how well Washington s successors followed his advice. 2. Explain the changes in America s relationships with other nations. 3. Explain how political parties emerged in the new nation. a. Describe the political disagreements between Thomas Jefferson and Alexander Hamilton. 4. Describe the development of the power of the Supreme Court. a. Define the doctrine of judicial review. b. Recall the role of the Supreme Court in interpreting the power of the national government. 1. Read Washington s Farewell Address (primary source) & analyze message. a. Read textbook section 10-3 2. Read textbook section 10-2 Chester the Crab comic: Barbary Pirates American foreign policy timeline 3. Read textbook section 10-3 a. 4. Read textbook section 11-1. b. Document-based activity: Marbury v. Madison and Judicial Review. c. Chapter 10 test Marbury v. Madison document activity GLCE (Obj. 1) 8 U4.1.1 Washington s Farewell Use Washington s Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington s advice. (Obj. 2) 8 U4.1.2 Establishing America s Place in the World Explain the changes in America s relationships with other nations by analyzing treaties with American Indian nations, Jay s Treaty (1795), French Revolution, Pinckney s Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. (Obj. 3) 8 U4.1.3 Challenge of Political Conflict Explain how political parties emerged out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over; -- relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) and of the executive branch (e.g., during the Jacksonian era) -- foreign relations (e.g., French Revolution, relations with Great Britain) -- economic policy (e.g., the creation of a national bank, assumption of revolutionary debt) (Obj. 4) 8 U4.1.4 Establishing a National Judiciary and Its Power Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden).
December Unit Title Westward Expansion The idea that the continent of North America was available for expansion, conquest, and settlement began to influence United States policymaking and migration. Ideas began to develop about the status of human life in regard to women s rights, slavery, education, and religion. 1. Explain the expansion, conquest, and settlement of the West. a. Discuss the consequences of the Louisiana Purchase. b. Describe the conquest and removal of Native Americans from their land. c. Define the idea of Manifest Destiny. 2. Develop an argument about the positive and negative consequences of the United States Westward expansion. a. Compare the settlement of Michigan to the settlement of the West. 3. Discuss the origins of the American education system. 4. Describe the abolitionist movement. a. Discuss the response of northerners and southerners to the abolitionist movement. 5. Analyze the women s rights movement. 6. Describe the goals and effects of the temperance movement. 7. Evaluate the role of religion in the reform movements. 1. Textbook chapter 14, Westward Expansion. America, the Story of Us: Westward Oregon Trail Survival simulation Texas Revolution/Alamo a. Lewis & Clark WebQuest/Board Game b. Trail of Tears WebQuest Tsali of the Cherokees by Norah Roper (short story) 2. Conflict w/mexico? a. Use with Northwest Ordinance Colonial exploration 3. Textbook section 15-2 4. Textbook section 15-4 a. 5. Textbook section 15-5 6. Textbook section 15-3 7. Textbook section 15-3 GLCE (Obj. 1/2) 8 U4.2.3 Westward Expansion Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. (Obj. 2) 8 U4.2.4 Consequences of Expansion Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slave-holding states. (Obj. 3) 8 U4.3.1 Explain the origins of the American education system and Horace Mann s campaign for free compulsory public education. (Obj. 4) 8 U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (Obj. 5) 8 U4.3.3 Analyze the antebellum women s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence. (Obj. 6) 8 U4.3.4 Analyze the goals and effects of the antebellum temperance movement. (Obj. 7) 8 U4.3.5 Evaluate the role of religion in shaping antebellum reform movements.
January Unit Title Geographic differences amongst the states led to regional differences. Regional Perspectives 1. Describe the opening of the Erie Canal and its relationship to migration to Michigan. 2. Compare and contrast the regions of the Northeast and the South. a. Describe the social structures of the Northeast and the South. b. Discuss the economic systems of the Northeast and the South. c. Distinguish the differences in geography and climate with respect to the Northeast and the South. 3. Describe the institution of slavery. a. Give examples of regional and national policies toward slavery. b. Discuss the consequences of slavery in the pre-war era. 1. Read Depending on Waterways pp. 394 397. The Erie Canal song. 2. Textbook chapter 16 a. Textbook chapter 16 Immigration map b. Textbook chapter 16 c. Need to add something about the geographical aspects 3. Textbook sections 16-3,4 a. Textbook section 17-1 (slavery in the West), section 17-2 (Uncle Tom s Cabin) b. Textbook sections 16-3,4, 17-1,2 GLCE (Obj. 1) 8-U4.2 Describe and analyze the nature and impact of the territorial, demographic, and economic growth in the first three decades of the new nation using maps, charts, and other evidence. (Obj. 2) 8 U4.2.1 Comparing Northeast and the South Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the development of: - agriculture, including changes in productivity, technology, supply and demand, and price - industry, including entrepreneurial development of new industries, such as textiles - the labor force including labor incentives and changes in labor forces - transportation including changes in transportation (steamboats and canal barges) and impact on economic markets and prices - immigration and the growth of nativism) - race relations - class relations (Obj. 3) 8 U4.2.2 The Institution of Slavery Explain the ideology of the institution of slavery, its policies, and consequences.
February/March Unit Total Civil War The Civil War had economic, social, geographic, and political causes 1. Contrast the lives of free blacks with the lives of free whites and enslaved peoples. 2. Describe the role of the Northwest Ordinance. 3. Describe political views on the nature of the union between the states in the pre-war era. 4. Explain how key events leading to the Civil War increased sectional tensions. 5. Discuss the resistance of enslaved people and the affects their actions had before and during the Civil War. a. Identify Michigan s role in the Underground Railroad. 6. Make connections between the issues discussed at the Constitutional Convention and the issues causing the Civil War. 7. Explain the reasons why Southern states seceded. a. Discuss the differences between the Upper and Lower South and their secession from the Union. 8. Make an argument to explain the reasons why the North won the Civil War. a. Discuss critical events and battles of the Civil War. b. Compare political and military leadership of the North and South. c. Discuss advantages and disadvantages of the North and South. 9. Investigate Abraham Lincoln s presidency and major contributions. 10. Describe the role of African Americans in the Civil War. 1. Textbook section 16-4, all of Chapter 16 2. Northwest Ordinance pp. 256 257 3. Revisit Jefferson & nullification Textbook section 17-4 Political parties activity 4. Textbook chapter 17, esp. 1 & 2 Vocabulary posters 5. Underground Railroad, pp. 490-491 Intelligence of slaves to Grant, esp. Vicksburg see Loewen a. 6. Issue discussion nullification, 3/5 Compromise, Federalism 7. Road Map to the Civil War assignment Prezi on causes of the Civil War Atlas Civil War Begins a. Textbook pp. 559 560 8. Textbook chapter 18 a. civilwar.org various lessons History Channel Civil War DVD set Gone sogerine presentation by Richard Cahow guest speaker Ft. Sumter, Antietam, Manassas 1&2, Fredericksburg, Gettysburg, Shiloh, Vicksburg, Chickamauga Creek, Sherman s March to the Sea, Appomattox b. Find something History Channel: Grant and Lee? c. Textbook section 18-4 plus need more 9. Textbook chapter 18 Read Gettysburg Address primary source Textbook section 19-1 10. civilwar.org PowerPoint Textbook p. 578
GLCE (Obj. 1) 8 U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples. (Obj. 2) 8 U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). (Obj. 3) 8 U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights). (Obj. 4) 8 U5.1.4 Describe how the following increased sectional tensions -- the Missouri Compromise (1820) -- the Wilmot Proviso (1846) -- the Compromise of 1850 including the Fugitive Slave Act -- the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas -- the Dred Scott v. Sandford decision (1857) - changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party) (Obj. 5) 8 U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan s role in the Underground Railroad) and effects of their actions before and during the Civil War. (C2) (Obj. 6) 8 U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War. (Obj. 7) 8 U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2) (Obj. 8) 8 U5.2.2 Make an argument to explain the reasons why the North won the Civil War by considering the - critical events and battles in the war - the political and military leadership of the North and South - the respective advantages and disadvantages, including geographic, demographic, economic and technological (Obj. 9) 8 U5.2.3 Examine Abraham Lincoln s presidency with respect to - his military and political leadership - the evolution of his emancipation policy (including the Emancipation Proclamation) - and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence (Obj. 10) 8 U5.2.4 Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples.
March/April Unit Total Reconstruction Reconstruction Era efforts to reform and fix political and social problems of the former Confederacy took nearly a hundred years to implement. 1. Construct generalizations about how the Civil War affected people, places, and technological developments. 2. Describe the various plans for the reconstruction of the South following the Civil War. 3. Discuss the early responses to the end of the Civil War with regard to race relations. 4. Explain the role of African Americans in government after the War. a. Identify the different forms of resistance to African Americans following the War. 5. Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution. 6. Discuss the end of Reconstruction. a. Describe the impact the end of Reconstruction had on all Americans. 1. Freedom of African Americans Civil Rights legislation Rising costs, changes in food distribution Manufacturing in North 2. Textbook section 19-1,2 3. Textbook section 19-1,2,3 4. Textbook section 19-2,3,4 a. Textbook section 19-2,3 5. Read amendments as primary sources Textbook sections 19-1,2,3 6. Textbook section 19-4 a. Textbook section 19-4 GLCE (Obj. 1) 8 U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (Obj. 2) 8 U5.3.1 Describe the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African Americans. (Obj. 3) 8 U5.3.2 Describe the early responses to the end of the Civil War by describing the - policies of the Freedmen s Bureau - restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes (Obj. 4) 8 U5.3.3 Describe the new role of African Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. (Obj. 5) 8 U5.3.4 Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution. (Obj. 6) 8 U5.3.5 Explain the decision to remove Union troops in 1877 and describe its impact on Americans.
April/May Unit Title Development of An Industrial, Urban, and Global United States Following the Era of Reconstruction the United States experienced great industrial and urban growth, while attempting to deal with challenges of the economy, race, class, and rapid urbanization. 1. Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences. a. Describe the land use and size of the United States. b. Discuss the changing demographic structure of rural and urban America. c. Analyze the systems of transportation and their impact in the United States. d. Describe the ways in which the government promoted economic development. 2. Discuss the treatment of African Americans in post-war society. a. Define segregation and the response of the African Americans. 3. Identify policies toward American Indians and the response of the American Indians. 1. Textbook chapter 20. a. Textbook section 20-1 b. Textbook section 20-3,4 c. Textbook section 20-1: railroads, Textbook section 12-2: canal system d. Textbook section 20-2 2. Textbook section 19-4 a. Textbook section 19-4 3. Textbook section 20-1 GLCE (Obj. 1) 8 - U6.1.1 Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in territory, including the size of the United States and land use population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America systems of transportation (canals and railroads, including the Transcontinental Railroad), and their impact on the economy and society governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act) economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers (Obj. 2) the treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court s decision in Plessy v. Ferguson, and the response of African Americans (Obj. 3) the policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians
May Unit Title Historic perspectives can give us important insight to the challenges of today. Development of An Industrial, Urban, and Global United States Issue Analysis 1. Use historical perspective to analyze issues in the United States from the past and present. a. Conduct research on a historical issue or topic. b. Connect research to a current events issue. c. Present the findings. GLCE (Obj. 1) 8 U6.2.1 United States History Investigation Topic and Issue Analysis, Past and Present Use historical perspectives to analyze issues in the United States from the past and the present; conduct research on a historical issue or topic, identify a connection to a contemporary issue, and present findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action. Governmental power? (e.g., Articles of Confederation, U.S. Constitution, states rights issues, secession, others) - Balance of Power How has the nation addressed tensions between the state and federal governmental power? (e.g., Articles of Confederation, U.S. Constitution, states rights issues, secession, others) - Liberty vs. Security How has the nation balanced liberty interests with security interests? (e.g., Alien and Sedition Acts, suspension of habeas corpus during the Civil War) - The Government and Social Change How have governmental policies, the actions of reformers, and economic and demographic changes affected social change? (e.g., abolitionist movement, women s movement, Reconstruction policies) - Movement of People How has the nation addressed the movement of people into and within the United States? (e.g., American Indians, immigrants)