West Windsor-Plainsboro Regional School District American Studies I ESL Grades 9-12
Unit 1: Colonization and Settlement Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale The American Studies I College Prep course examines the origins and development of the United States from its colonization and settlement through the War for American Independence (American Revolution), its governmental and constitutional development, territorial expansion, reaction to slavery and other social issues, Civil War and Reconstruction, industrialization, immigration, urbanization, Progressive reforms, and emergence as a modern nation. In this unit on European colonization and settlement the students will examine certain important themes that had a crucial impact on the development of our nation s history. The first theme focuses on the intermingling of Native Americans, Europeans, and Africans as hundreds of thousands of free and indentured European immigrants and enslaved Africans left their respective homelands to risk the hardships and uncertainty of resettlement in the Americas, which included adapting to a new and unfamiliar environment, clearing the wilderness, confrontations and conflicts with indigenous peoples, and the development of a slave labor system in many of the colonies as a result of the African slave trade. Tragically, these encounters resulted in the devastating spread of European diseases among the Native Americans, the gradual dispossession of Native American land, and the inhuman treatment of generations of Africans as slaves. The second theme is the economic growth of the colonies through agriculture and commerce as distinctive lifestyles and occupations developed in New England, the mid Atlantic, and the South, based on the exigencies of geography (climate, soil conditions, access to natural resources) and culture. The third theme is the development of political and religious institutions in America as roots were planted for the growth of representative government and religious freedom. During this era of colonization and settlement the foundation of our nation developed and evolved from its original blend of European, African, and Native American roots into something distinctively American. 15 days. Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.1.a 6.1.12.B.1a 6.1.12.C.1.a 6.1.12.C.1.b 6.1.12.D.2.a Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World. Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period. Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies. Explain the consequences to Native American groups of the loss of their land and people.
Instructional Focus Unit Enduring Understandings North American colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World. The roots of representative government as well as people s political and religious freedoms and rights were defined and developed during the colonial era. Mercantilism influenced and shaped patterns of economic activity as well as the political relationship between the colonies and the mother country during this period. Colonial America exhibited features of both a democratic and deferential society. Puritanism played a significant role in shaping American values and culture and a close relationship often existed between church and state in many of the colonies. Slavery and indentured servitude played a significant role in the economic, political, and social development of the colonies. Unit Essential Questions Is America a land of opportunity? Did geography greatly affect the development of colonial America? Does a close relationship between church and state lead to a more moral society? Has Puritanism shaped American values? Was colonial America a democratic society? Was slavery the basis of freedom in colonial America? Did Great Britain lose more than it gained from its victory in the French and Indian War? Objectives Students will know: Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North American and the Caribbean. How political, religious, and social institutions emerged in the English colonies. How the values and institutions of European economic life took root in the colonies, and how slavery shaped European and African life in the Americas. How and why freedom and slavery developed side by side in the development of colonial America. How geography affected the development of colonial America. How mercantilism played a pivotal role in the economic development of colonial America. Students will be able to: Evaluate the role of European motives in their colonization and settlement of the Americas. Explain the impact of diverse and previously unknown societies colliding (Europe, West Africa, and Americas). Examine the different views of labor, capital, land, family, community and religion among the groups mentioned above. Define and explain the economic system, mercantilism, which promoted colonization of America. Evaluate the relationship of the environment, geography and economic systems through maps, charts and graphs to regional development of the colonies. Analyze and assess the role of religious beliefs and motivations in the development of colonial government. (Case Study: Puritanism) Discuss the nature of family, gender roles, and class within colonial society. Explain the interrelationships among politics, economics, and religion and events such as the French and Indian War through the American Revolution (republicanism, Great Awakening, salutary neglect)
Develop a chart/graph which illustrates patterns of colonial settlement by geography, economics, religion, etc.. Analyze, assess, and compare Native American relations and interactions with the colonists of different European countries (French, Spanish, Dutch, and British). Resources Core Text: The America Pageant (Houghton Mifflin) and a variety of primary source readings. Suggested Resources: The American Spirit (Houghton Mifflin).
Unit 2: American Revolution Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale The American Revolution is of signal importance in the study of American History. Firstly, it severed the colonial relationship with Great Britain and created a new nation, the United States of America. Secondly, the revolutionary generation formulated the political philosophy that established the institutional foundations for our present system of government. Thirdly, the Revolution was inspired by ideas concerning natural rights (freedom, equality) and political authority (consent of the governed, will of the people) that were transatlantic in scope and impact, and its success have affected people and governments across the globe for many generations. Fourthly, it served as a catalyst to reexamine longstanding, well established cultural and social relationships between slaveholders and slaves, men and women, parents and children, officeholders and constituents, upper class and lower class create periodic ferments for reform in American society to the present day. In this unit students will examine and evaluate the causes and course of the American Revolution, the fundamental principles of the Declaration of Independence, pivotal events and leaders in the Revolutionary War from all strata of society, both on the battlefields and the home front, and the outcomes and impact of the Revolution on American society from a variety of perspectives, including enslaved and free African Americans, Native Americans, white men and women of different social classes, religions, regions, and occupations. 15 days Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.2.a 6.1.12.A.2.b 6.1.12.B.2.a 6.1.12.C.2.a 6.1.12.D.2.a Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. Evaluate the importance of the Declaration of Independence to the spread of democracy around the world. Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering. Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution. Instructional Focus Unit Enduring Understandings The War for American Independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Great Britain s centralization policies and practices toward its 13 colonies. Foreign assistance, both financial and military, from such nations as France, Holland, and Spain, played a
pivotal role in the colonists winning the War for American Independence. The American Revolution began as a movement for home rule but also raised issues concerning who would rule at home. The key principles of the Declaration of Independence have become the fundamental and unifying ideas of American democracy and society. Unit Essential Questions Were the colonists justified in resisting British policies after the French and Indian War? Was the American War for Independence a revolt against taxes? (...inevitable?) Would you have been a revolutionary in l776? Did the Declaration of Independence establish the foundation of American government? Was the American Revolution a "radical" revolution? Objectives Students will know: The short term and long range causes of the American Revolution. The key principles articulated in the Declaration of Independence and their ongoing significance in the development of American government and society. The pivotal economic, military, and political factors which affected the course of the war and contributed to the American victory. The impact of the American Revolution on different social groups, including African Americans, Native Americans, women, loyalists, farmers, artisans, etc.. Students will be able to: Analyze and assess the short term and long range causes of the American Revolution. Compare the arguments advanced by defenders and opponents of the British imperial policy on the traditional rights of English people and the legitimacy of policies which required the colonists to pay a greater share of the costs of empire. Explain and evaluate a cause and effect relationship of the issues bringing about conflict between Great Britain and its thirteen American colonies. Analyze the impact of Enlightenment ideas such as natural rights, social contract, and popular sovereignty on the American Revolution. Examine and evaluate the motivations and positions of the loyalists v. the patriots. Analyze and assess the roles of gender, race and religion during the American Revolution. Explain how the major events and battles of the Revolution helped to shape the future of an independent United States. Explain and evaluate how the American colonists won the War of American Independence against superior British military and resources. Analyze and assess the American colonies relationships with France, Holland, and Spain during the Revolution and the contributions of each European power to the American victory in the war. Explain and compare why some white men and women, many African Americans, and most Native Americans remained loyal to the British in the American War for Independence. Analyze and assess the revolutionary hopes of enslaved and free African Americans and the gradual abolition of slavery in the northern states. Resources Core Text: The America Pageant (Houghton Mifflin) and a variety of primary source readings. Suggested Resources: The American Spirit (Houghton Mifflin).
Unit 3: The Constitution Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale The development of a national government for the United States was an evolutionary process which began with the Articles of Confederation during the War for American Independence as a loose association of states whereby the individual state governments remained more powerful than the limited national government (no national executive or courts) but was replaced by the Constitution which established a more powerful national (Federal) government with a chief executive, a national court system, and a bicameral national legislature to regulate commerce among the states. At the Constitutional Convention in 1787 to create a stronger central government the state delegates voiced varying ideologies and economic and regional interests. These differences and disagreements among the delegates were settled through a bundle of compromises on such matters as congressional structure and representation, slavery and the slave trade, and taxation of exports and imports. Special ratification conventions on the Constitution were held in each state with supporters ( Federalists ) and opponents ( Antifederalists ) voicing their viewpoints on this document. Once nine out of thirteen states ratified the new Constitution, it became operational with George Washington being elected and inaugurated as the first president in 1788. (Eleven state conventions ratified the Constitution by the end of 1788.) The system of government established by the Constitution rests on a series of fundamental principles, including popular sovereignty, limited government, Federalism, separation of powers, and checks and balances. The Constitution of the United States has become a living document because it has been adapted successfully to changing situations through the amending process and new interpretations. For example, a Bill of Rights was added to the Constitution in 1791, as a further guarantee of citizens rights against possible actions of the Federal government. However, since ratification of the Constitution, the debate on the extent and usage of government power, how to create a more perfect union, and the meaning of specific clause of the Constitution has continued over many generations until the present day. 15 days. Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # 6.1.12.A.2.b 6.1.12.A.2.c 6.1.12.A.2.d 6.1.12.B.2.b Cumulative Progress Indicator (CPI) Evaluate the importance of the Constitution and the Bill of Rights to the spread of democracy around the world. Analyze state constitutions, including New Jersey s 177 Constitution, compare and contrast them with the United Sates Constitution, and relate them to the development of the principles of American constitutional government. Compare and contrast the arguments of the Federalists and Anti Federalists during the ratification debates and assess their continuing relevance. Evaluate the effectiveness of the Northwest Ordinance in resolving the disputes over Western lands and the expansion of slavery.
6.1.12.D.2.b Explain why the ideals put forth in the Constitution (i.e. rule of law, due process, separation of powers, limited government, and individual rights) have been denied to different groups of people throughout time. Instructional Focus Unit Enduring Understandings The United States Constitution and the Bill of Rights were designed to provide a framework for the American system of government while also protecting individual rights. Debates about individual rights, states rights, and Federal power shaped the development of the political institutions and practices of the new Republic. Compromise by the convention delegates was essential in designing and developing a new plan of government, the United States Constitution, for the new nation. The fundamental principles of the Constitution, including popular sovereignty, limited government, Federalism, separation of powers, and checks and balances, have provided the foundation for American democracy and freedom. The Constitution of the United States has become a living document because it has been adapted successfully to changing situations over time through the amending process and new interpretations. Unit Essential Questions Did the Articles of Confederation provide the United States with and effective government? Could the Constitution be written without compromise? Does our state or federal government have a greater impact on our lives? (Federalism) Does the system of checks and balances provide us with an effective government? Is a strong Federal system the most effective government for the United States? Is the Constitution a living document? (amendment process, elastic clause, judicial interpretation, legislative modifications, etc.) Objectives Students will know: The achievements and shortcomings of the Articles of Confederation. The major compromises of the Constitution by the delegates at the convention to enable its ultimate ratification. The fundamental structural and operational principles of the Constitution, including popular sovereignty, limited government, Federalism, separation of powers, and checks and balances. The guarantees of the Bill of Rights and its continuing significance contemporary American society. The influential roles of ideology and interest in the creation and ratification of the Constitution. The Federal system whereby specific governmental powers have been enumerated for the Federal government, the remaining powers have been reserved for the states, and some powers are concurrently shared by both levels of government. How Constitution of the United States, with its Bill of Rights, has become a living document because it has been adapted successfully to changing situations through the amending process and new interpretations. Students will be able to: Explain the achievements and the shortcomings of the Articles of Confederation and evaluate if the first central government of the United States needed to be reformed or replaced. Analyze and assess the important role of economics and states interests in the delegates designing the Constitution. Analyze and assess the differences among the states' positions and the need for compromise in achieving a single binding document. Analyze, assess, and compare the major principles and ideas of the Declaration of Independence, the
Constitution and the Bill of Rights. Explain and evaluate the conflict (class/regional interests) in ratification and its relationship to The Federalist Papers and the Bill of Rights. Explain and evaluate how the Constitution, including the Bill of Rights, has developed into a living document with significant impact on students lives today. Resources Core Text: The America Pageant (Houghton Mifflin) and a variety of primary source readings. Suggested Resources: The American Spirit (Houghton Mifflin).
Unit 4: Origins of American Politics Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale The government of the United States during the opening decade of the new Republic was led by Presidents George Washington and John Adams who were ardent supporters of Federalist power. Under these two Presidents important political precedents were established, and policies were developed to promote economic stability and financial solvency domestically, and commerce, peace, and neutrality with foreign nations. Differences, disagreements, and disputes over these policies and varying interpretations of the Constitution led to the development of the America s first political parties: The Federalist Party led by Alexander Hamilton and john Adams and the Democratic Republican Party led by Thomas Jefferson and James Madison. Political turmoil arose as Americans debated such issues as Hamilton s Financial Plan, the proper extent of the Federal government power, and the French Revolution. In the bitterly contested election of 1800, soon after the controversy of the Federalist supported Alien and Sedition Acts, Jefferson defeated Adams for the presidency which resulted in the first transfer of political power in United States history. The peaceful nature of the exchange established an important precedent in the American two party system. Under the ensuing administrations of Jefferson, Madison, and James Monroe, these Democratic Republican presidents continued many Federalist policies of their predecessors but also introduced democratic initiatives and programs which strengthened the development of the nation. This Virginia Dynasty of Presidents (Washington, Jefferson, Madison, and Monroe) made important foreign policy decisions, including the Louisiana Purchase, Embargo Act, War of 1812, and the Monroe Doctrine, as war and turmoil waged between Great Britain and France in Europe which affected of the United States. 15 days. Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # 6.1.12.A.2.f 6.1.12.C.2.b 6.1.12.D.2.c 6.1.12.A.3.b 6.1.12.A.3.c 6.1.12.A.3.g Cumulative Progress Indicator (CPI) 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. Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation. Relate events in Europe to the development of American trade and American foreign and domestic policies. Determine the extent to which America s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. Assess the role of geopolitics in the development of American foreign relations during this period. Determine the extent to which state and local issues, the press, the rise of interest group politics,
and the rise of party politics impacted the development of democratic institutions and practices. Instructional Focus Unit Enduring Understandings The leadership and policies of the first presidents established the foundation and political precedents not only for their times but also for the future development of the United States. Different views on the proper role of the Federal government and different interpretations ( Loose v Strict ) of the Constitution led to the formation of the first political parties and the development of intense election campaigns which have become part of the American political tradition. The Louisiana Purchase had a significant impact on the growth of American nationalism and sectionalism, the lives of Native Americans, and popular pursuit of America s Manifest Destiny. The impact of war on the American people can promote national unity and sectional divisions. Case Study: War of 1812. The Monroe Doctrine (1823) became a foundational cornerstone with lasting impact on American foreign policy in the 19 th and 20 th centuries. Unit Essential Questions Was George Washington's leadership "indispensable" in successfully launching the new Federal government? Should the United States fear a national debt? (financial problems of a new nation and Hamilton's financial plan) Whose ideas were best for the new nation, Hamilton's or Jefferson's? Are political parties good for our nation? (Federalists v. Democratic/Republicans) Should the United States seek alliances with other nations? Should the political opposition have the right to criticize a president's foreign policy? Is the suppression of public opinion during times of crisis ever justified? Should we expect elections to bring about revolutionary changes? (Election of 1800) Is economic coercion an effective method of achieving our national interest in world affairs? Should the United States fight to preserve the right of its citizens to travel and trade overseas? Does war cause national prosperity? Was the Monroe Doctrine a policy of expansion or self defense? (or Was the Monroe Doctrine a "disguise" for American imperialism? Objectives Students will know: The issues, principles, and political differences (John Adams and Alexander Hamilton v. Thomas Jefferson and James Madison) that led to the development in the first political parties. The problems, policies, and achievements of President George Washington s administration. The influence of the French Revolution on American politics. The problems, policies, and achievements of President Thomas Jefferson s administration, especially the Louisiana Purchase and the Embargo Act. The causes and important results of the War of 1812 and the extent to which this war should viewed as a Second American Revolution. The pivotal impact that the Monroe Doctrine has had on American foreign policy in the 19 th and 20 th centuries. Students will be able to: Analyze the varying views of Jefferson v. Hamilton on the role, powers, and policies of the Federal government and assess whether the Federalists or the Democratic Republicans had the best economic and political ideas and policies for the early Republic. Analyze and assess the reasons for the formation of early political parties and their role in a newly
functioning government. Explain and evaluate the political formation of the nation through the study of attitudes and actions of the first five presidents; Washington, Adams, Jefferson, Madison, Monroe, noting the importance of the precedents set in making the new government function. Analyze and assess the extent to which the Alien and Sedition Acts violated citizens rights. Analyze and assess the causes and results of the War of 1812 (market economy, nationalism, etc.) Analyze and assess the original concept and long term implications of the Monroe Doctrine on American foreign policy in the 19 th and 20 th centuries. Resources Core Text: The America Pageant (Houghton Mifflin) and a variety of primary source materials. Suggested Resources: The America Spirit (Houghton Mifflin)
Unit 5: The Era of Good Feelings Content Area: Social Studies Course & Grade Level: American Studies I Honors, 9 12 Summary and Rationale American Studies I Honors is a course intended to focus on the connection to the rich multicultural heritage of this country as it grows from its pre colonial past through European arrival, colonial times, The American Revolution, governmental and constitutional development, territorial expansion, reaction to slavery and The Civil War, industrialization, immigration, progressive reform, emergence as a world power, the1920's and a new American culture. Students develop and reinforce critical thinking and writing skills, synthesizing historical and literary content. 15 days Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.3.a Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. 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 Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. 6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period. 6.1.12.A.3.e 6.1.12.A.3.f 6.1.12.A.3.h 6.1.12.A.3.i Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal. Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women s rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period. Analyze the various rationales provided as a justification for slavery. Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement. 6.1.12.C.3.b 6.1.12.D.3.a 6.1.12.D.3.d 6.1.12.D.3.e Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals. Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. Analyze the role education played in improving economic opportunities and in the development of responsible citizens. Determine the impact of religious and social movements on the development of American culture,
literature, and art. Instructional Focus Unit Enduring Understandings The individual beliefs of elected officials can have far reaching impact on a culture and economy. Unit Essential Questions Should the Presidents' appointees to the Supreme Court reflect their policies? Did the Supreme Court under John Marshall give too much power to the Federal government (at the expense of the states)? judicial review Have reformers had a significant impact on the problems of American society? Does militancy advance or retard the goals of a protest movement? (Abolitionists) (Or were the Abolitionists responsible reformers or irresponsible agitators?) Was slavery a benign or evil institution? Objectives Students will know: How religion affected the political decisions made during this time period. That the development of a market economy changed American households. Students will be able to: Examine the important role of religion in the lives of Americans and how it shaped individual and therefore national values and beliefs (democratization, Second Great awakening) Trace the development of market economies and the impact on the early American household (Marshall's court cases) Explain the impact of advances made in the technological revolution of this period (canals, Samuel Slater) Trace the changes in society caused by the migration of multitudes of people, such as the reform of the middle class and regional differences in gender roles and expectations (sectional differences) In small groups, analyze a Marshall court case and develop a rational for its support for the growth of the American market economy Resources Core Text: The America Pageant, Houghton Mifflin, 2002 Suggested Resources:
Unit 6: The Jacksonian Era Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale American Studies I Honors is a course intended to focus on the connection to the rich multicultural heritage of this country as it grows from its pre colonial past through European arrival, colonial times, The American Revolution, governmental and constitutional development, territorial expansion, reaction to slavery and The Civil War, industrialization, immigration, progressive reform, emergence as a world power, the1920's and a new American culture. Students develop and reinforce critical thinking and writing skills, synthesizing historical and literary content. 15 days Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # Cumulative Progress Indicator (CPI) CPI # 6.1.12.A.3.a 6.1.12.A.3.b 6.1.12.A.3.c 6.1.12.A.3.d 6.1.12.A.3.e 6.1.12.A.3.f 6.1.12.A.3.g 6.1.12.A.3.h 6.1.12.A.3.i 6.1.12.B.3.a 6.1.12.C.3.a 6.1.12.C.3.b 6.1.12.D.3.a Cumulative Progress Indicator (CPI) Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. Determine the extent to which America s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. Assess the role of geopolitics in the development of American foreign relations during this period. Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era. Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal. Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women s rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period. Determine the extent to which state and local issues, the press, the rise of interest group politics, and the rise of party politics impacted the development of democratic institutions and practices. Analyze the various rationales provided as a justification for slavery. Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement. Assess the impact of Western settlement on the expansion of United States political boundaries. Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation. Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals. Determine how expansion created opportunities for some and hardships for others by considering
6.1.12.D.3.b 6.1.12.D.3.c multiple perspectives. Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity. 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). Instructional Focus Unit Enduring Understandings Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. Unit Essential Questions Does the United States have a mission to expand freedom and democracy? Should the United States have allowed the Indians to retain their tribal identity? Does a geographic minority have the right to ignore the laws of a national majority? Did Andrew Jackson advance or retard the cause of democracy? (autocrat v democrat) Was the Age of Jackson an age of democracy? Should the states have the right to ignore the laws of the national government? Objectives Students will know: That multiple political, social, and economic factors caused American territorial expansion That the rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. Students will be able to: Understand the concept of the 2nd American party system (corrupt bargain) Trace the development of the birth of the New/Modern politics of the "Common Man" Recognize the relationship of the Jacksonian influence on the rising importance of the West Understand the concept of Jacksonian Democracy (spoils system, Bank of the United States, Indian Removal, tariff nullification) Define the role of sectionalism through the Compromise of 1820 and the Theory of Nullification in turning down the long path to the Civil War Develop a compare and contrast analysis of the claims of Andrew Jackson, John Calhoun, Daniel Webster, Henry clay, and their mutual claims to be heirs of the policies of Thomas Jefferson Resources Core Text: America Pathways to Present, Prentice Hall, 2001 Suggested Resources:
Unit 7: Westward Expansion and Manifest Destiny Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale American Studies I Honors is a course intended to focus on the connection to the rich multicultural heritage of this country as it grows from its pre colonial past through European arrival, colonial times, The American Revolution, governmental and constitutional development, territorial expansion, reaction to slavery and The Civil War, industrialization, immigration, progressive reform, emergence as a world power, the1920's and a new American culture. Students develop and reinforce critical thinking and writing skills, synthesizing historical and literary content. 15 days Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # 6.1.12.A.4.a 6.1.12.A.4.b 6.1.12.A.4.c 6.1.12.A.4.d 6.1.12.B.4.a 6.1.12.B.4.b 6.1.12.C.4.a 6.1.12.C.4.b 6.1.12.C.4.c 6.1.12.D.4.a 6.1.12.D.4.b 6.1.12.D.4.c 6.1.12.D.4.d 6.1.12.D.4.e Cumulative Progress Indicator (CPI) 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., Secession) led to the Civil War. Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. Evaluate how political and military leadership affected the outcome of the Civil War. Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War. Analyze the impact of population shifts and migration patterns during the Reconstruction period. Assess the role that economics played in enabling the North and South to wage war. Compare and contrast the immediate and long term effects of the Civil War on the economies of the North and South. Explain why the Civil War was more costly to America than previous conflicts were. Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people s lives and work. Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals. Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states. 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. Instructional Focus Unit Enduring Understandings Efforts to reunite the country through Reconstruction were contested, resisted, and had long term consequences. Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices. Unit Essential Questions Does the United States have a mission to expand freedom and democracy? What is Manifest Destiny? What role did western lands play in sectional differences? Did westward expansion make the United States more democratic? (or Did westward expansion advance or retard national freedom and democracy?) Was westward expansion really an eastern invasion? Objectives Students will know: Understand the reason for westward expansion and the conflicts that arose. Explain the four ways that the US obtained territory. Students will be able to: Examine the concept of Manifest Destiny and the role it played in westward expansion Explain the four ways (conquest, war, treaties, and combination) that the United States obtained territory, providing examples of each (specifically Mexican Cession, Texas Independence, Oregon purchase, Gadsden Purchase, etc.) Understand the role of western expansion with sectional differences (Wilmot Proviso, Compromise of 1850) Analyze President James K. Polk's role as an expansionist and its effect on westward expansion Analyze primary documents concerning western expansion and compare them with language arts to the literature of the time (Polk, Thoreau, 0' Sullivan, etc.) Resources Core Text: America Pathways to Present, Prentice Hall, 2001 Suggested Resources:
Unit 8: Decade of Crisis Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale American Studies I Honors is a course intended to focus on the connection to the rich multicultural heritage of this country as it grows from its pre colonial past through European arrival, colonial times, The American Revolution, governmental and constitutional development, territorial expansion, reaction to slavery and The Civil War, industrialization, immigration, progressive reform, emergence as a world power, the1920's and a new American culture. Students develop and reinforce critical thinking and writing skills, synthesizing historical and literary content. 10 days Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # 6.1.12.A.4.a 6.1.12.A.4.b 6.1.12.A.4.c 6.1.12.A.4.d 6.1.12.B.4.a 6.1.12.B.4.b 6.1.12.C.4.a 6.1.12.C.4.b 6.1.12.C.4.c 6.1.12.D.4.a 6.1.12.D.4.b 6.1.12.D.4.c 6.1.12.D.4.d 6.1.12.D.4.e Cumulative Progress Indicator (CPI) 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., Secession) led to the Civil War. Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. Evaluate how political and military leadership affected the outcome of the Civil War. Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War. Analyze the impact of population shifts and migration patterns during the Reconstruction period. Assess the role that economics played in enabling the North and South to wage war. Compare and contrast the immediate and long term effects of the Civil War on the economies of the North and South. Explain why the Civil War was more costly to America than previous conflicts were. Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people s lives and work. Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals. Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states. 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. Instructional Focus Unit Enduring Understandings The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long term consequences. Unit Essential Questions How did a small group of radicals lead the United States to a Civil War? Can legislative compromises solve moral issues? Can the Supreme Court settle moral issues? (Dred Scott decision) Was slavery the primary cause of the Civil War? What contributed to the failure of political parties? Objectives Students will know: How a small group of radicals can instigate a war. What the major causes of the Civil War were. Students will be able to: Analyze the short term causes of the outbreak of civil war including: the Kansas/Nebraska Act, Compromise of 1850, Uncle Tom's Cabin, John Brown's raid on Harpers Ferry, the Dred Scott decision and the Election of 1860 Analyze the Lincoln/Douglas debates to illuminate the political prelude to the Civil War Recognize the end of the 2nd party system (the failure of political parties) Understand the concept of popular sovereignty through policies such as the Compromise of 1850 and the Kansas/Nebraska Act Research several causes of the Civil War including Nullification, states rights, Dred Scot decision, and publication of Uncle Tom's Cabin. Students will then prepare and defend a position for or against such issues to be assessed within a formal classroom debate structure. Resources Core Text: America Pathways to Present, Prentice Hall, 2001 Suggested Resources:
Unit 9: The Civil War Content Area: Social Studies Course & Grade Level: American Studies I, 9 12 Summary and Rationale American Studies I is a course intended to focus on the connection to the rich multicultural heritage of this country as it grows from its pre colonial past through European arrival, colonial times, The American Revolution, governmental and constitutional development, territorial expansion, reaction to slavery and The Civil War, industrialization, immigration, progressive reform, emergence as a world power, the1920's and a new American culture. Students develop and reinforce critical thinking and writing skills, synthesizing historical and literary content. 10 days Recommended Pacing State Standards 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. CPI # Cumulative Progress Indicator (CPI) 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., Secession) led to the Civil War. 6.1.12.A.4. b 6.1.12.A.4.c 6.1.12.A.4. d 6.1.12.B.4.a 6.1.12.B.4.b 6.1.12.C.4.a 6.1.12.C.4.b 6.1.12.C.4.c 6.1.12.D.4. a 6.1.12.D.4. b 6.1.12.D.4.c 6.1.12.D.4. d Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. Evaluate how political and military leadership affected the outcome of the Civil War. Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War. Analyze the impact of population shifts and migration patterns during the Reconstruction period. Assess the role that economics played in enabling the North and South to wage war. Compare and contrast the immediate and long term effects of the Civil War on the economies of the North and South. Explain why the Civil War was more costly to America than previous conflicts were. Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people s lives and work. Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals. Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states. Instructional Focus