Curriculum: U.S. History 1 - (1763-1828) Social Studies Department Chicopee Public Schools Overview: In United States History 1 and 2, students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. Students study the basic framework of American democracy and the basic concepts of America government, as well as America's westward expansion, the establishment of political parties, economic and social change, sectional conflict, the Civil War, and Reconstruction. Students will also analyze the causes and consequences of the Industrial Revolution and America's growing role in international relations. Curriculum goals: Grade 9-12 key skills and concepts The students should be able to: History and geography 1. Apply the skills of pre-kindergarten through grade seven. 2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11 th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H) 3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H) 4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E) 5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E) 6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E) 7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) 8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C) 9. Distinguish intended from unintended consequences. (H, E, C) 10. Distinguish historical fact from opinion. (H, E, C) 11. Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G)
Civics and government 11. Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C) General economics skills 12. Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E) 13. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once an alternative is chosen. (E) 14. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E) 15. Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E) 16. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E) 17. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E) 18. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E) 19. Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E) 20. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E) 21. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E) 22. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E) 23. Differentiate between fiscal and monetary policy. (E) 24. Explain the basic economic functions of the government in the economy of the United States. (E) 25. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E) 26. Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H) 27. Analyze how federal tax and spending policies affect the national budget and the national debt. (E)
Standards for Literacy in History Reading in History/Social Studies (9-10) CC.9-10.RH.1- Cite textual evidence to support analysis of primary and secondary sources focusing on date and origin CC.9-10.RH.2- Determine the central ideas or information of a primary or secondary source; summarize key events or ideas in text CC.9-10.RH.3- Analyze a series of events described in a text; determine whether earlier events caused later ones or simply preceded them CC.9-10.RH.4- Determine the meaning of words and phrases as they are used in text CC.9-10.RH.5- Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CC.9-10.RH.6- Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CC.9-10.RH.7- Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CC.9-10.RH.8- Assess the extent to which the reasoning and evidence in a text support the author s claims. CC.9-10.RH.9- Compare and contrast treatments of the same topic in several primary and secondary sources. CC.9-10.RH.10- By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Writing in History/Social Studies (9-10) CC.11-12WHST.1- Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CC.11-12WHST.2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. CC.11-12WHST.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CC.11-12WHST.4- Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. CC.11-12WHST.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.11-12WHST.6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CC.11-12WHST.7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CC.11-12WHST.8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CC.11-12WHST.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.11-12WHST.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WEEK ONE Strands: US1.1, US1.2, US I.3, USI.4, USI.5 1. Causes of the American Revolution 2. Differences between French and British culture in the New World. 3. The French and Indian War (causes + consequences) 4. New colonial politics 5. Stamp Act, Townsend Act, Tea Act, etc 6. The colonial attack on Fort Ticonderoga 7. Influence of Benedict Arnold and Henry Knox 8. Violation of colonial laws via Writs of Assistance, Quartering Act, etc, and the role that these would play in the creation of the US Constitution 9. Colonial response to British policies 10. Boycott British goods, Boston Massacre, Boston Tea Party 11. Coercive Acts 12. Formation of Committees of Correspondence Suggested Primary Documents: 1. Paul Revere s Print of the Boston Massacre 2. Common Sense - Thomas Paine 3. Obituaries of Boston Massacre victims from The Boston Herald 4. The British view of the Boston Massacre (Thomas Preston) 1. Explain the relationship between mercantilism, the Navigation Laws, and British efforts to create an administrative structure for their empire after 1696. 2. It might be said that it was the British who were revolutionaries in 1763 and the colonists who were conservatives attempting to preserve the status quo. Explain. 3. Account for the widespread and enthusiastic colonial reception of Thomas Paine s Common Sense. WEEK TWO Strands: USI. 3, USI. 5, 1. Start of the American Revolution 2. Lexington and Concord
3. The First and Second Continental Congress 4. The Declaration of Independence (primary source) 5. Thomas Jefferson, John Locke, and Montesquieu 6. Political theories and influence of colonial leaders including Sam Adams, 7. Thomas Jefferson, John Adams and George Washington Suggested Primary Source Documents: 1. The Association - Samuel Adams 2. Virginia Declaration of Rights - George Mason Required Primary Source Document: 1. The Declaration of Independence - Thomas Jefferson 1. The combat of the Revolutionary War began in spring of 1775. Why did colonists wait until the summer of 1776 to declare independence? 2. Thomas Jefferson was a slave owner. Why, then, did he state in the Declaration of Independence that all men are created equal? WEEK THREE Strands: USI. 4, USI.5 1. The American Revolution 2. Colonial strengths and weaknesses vs. the British 3. Marquis de Lafayette and Baron von Steuben 4. First Phase: Benedict Arnold and Richard Montgomery in Quebec 5. Second Phase: Battle of Trenton and the winter at Valley Forge 6. Burgoyne and General Howe: The British War strategy of 1777 7. The Battle of Saratoga and its importance 8. Interpretation of and creation of political cartoons as satire 9. The Second Continental Congress 10. Benjamin Franklin s Diplomacy and Leadership 11. Discuss the treatment and role of Loyalists within the American colonies 12. Massachusetts role in the war. Minutemen, Boston influence, propaganda 13. The Treaty of Paris and American gains. 1. It is often argued that the British lost the Revolutionary War more than the Americans won it. Do you agree or disagree? Why? 2. Many historians argue that without French aid the colonies could never have won their independence. Do you agree or disagree? Why?
WEEK FOUR Strands: USI.6 1. The Articles of Confederation 2. Explanation of the worldwide impact of the American Revolution 3. Reasons for adopting the Articles 4. State Constitutions and commonalities between them 5. Britain s role on the frontier and attempted annexation of Vermont 6. Spanish attempts to occupy land near the Gulf of Mexico 7. French demands for repayment of loans 8. The Barbary Pirates and America s inability to establish foreign trade 9. Ordinance of 1784, Ordinance of 1785, Northwest Ordinance of 1787 10. Weaknesses of the Articles 11. Governmental powers and obligations under the Articles of Confederation Suggested Primary Source Document: 1. Articles of Confederation Suggested Thematic Essay: 1. Explain the weaknesses of the Articles of Confederation. Why were they created in this manner, and why were many states in favor of them? WEEK FIVE Strands: USI.5, USI. 6, USI. 7, and USI. 8. 1. The necessity of a new Constitution and Constitutional Convention 2. Shay s Rebellion 3. Annapolis Convention 4. Constitutional Convention 5. Leaders of the Constitutional Convention 6. Reasons small states preferred to keep the Articles of Confederation 7. The Virginia and New Jersey Plans 8. The Connecticut Compromise 9. The 3/5 Compromise and origins of sectionalism Suggested Primary Source Documents: 1. Articles of Confederation 2. Northwest Land Ordinance of 1787 3. Massachusetts State Constitution
1. Had you been a delegate to the Constitutional Convention, how would you have voted on such issues as representation, taxation, regulation of commerce, and the slave trade? Why? 2. List all the reasons why the Articles of Confederation needed to be replaced in order of importance, starting with the most important reason. Justify your selection and arrangement. 3. Compare and contrast the Articles of Confederation and the Constitution, especially in regard to the specific powers granted by each to the national government. WEEK SIX Strands: USI.7, USI.8, USI.11, US1.13 1. The Constitution 2. Democracy in America 3. Ratification of the Constitution 4. The Federalist Papers and proponents of the Constitution 5. Political Differences between Federalists and Anti-Federalists 6. Objections of Anti-federalists 7. James Madison 8. Article I of the Constitution 9. Discussion of the Legislative Branch and qualifications Required Primary Source Documents: 1. Federalist Papers Number 10 2. The United States Constitution Suggested Primary Source Document: 1. The Federalist Papers Number 51 Suggested Thematic Essay: 1. Discuss both the arguments of Federalists and Anti-federalists. Who do you feel was most valid and why? WEEK SEVEN Strands: USI.9, USI.11, USI.15, US1.16, USI.17 1. The Legislative Branch on the state and federal level 2. Legislative Power 3. Enumerated Powers and reasons for their enumeration
4. Specific powers given to each House 5. James Madison s role in its creation 6. Powers of the Speaker 7. Writing of laws and a mock House of Representatives 8. Powers denied to Congress Suggested Primary Source Document: 1. Article I of the US Constitution 1. James Madison enumerated all of the legislative branch s powers. Why do you feel he wrote the Article I in this manner, and do you feel that Congress was given adequate powers? Explain. 2. Which powers of Congress do you feel are the most important? Explain why. WEEK EIGHT Strands: USI. 9. USI. 13, USI.15 1. The Executive Branch 2. The role and powers of the executive branch 3. Unwritten powers of the executive branch and creation of the first cabinet 4. The first cabinet and role of Washington as the first President 5. Hamilton s role as secretary of treasury and decision to pay off all state and federal debts 6. Powers Restricted to the Executive Branch 7. The Electoral College and Winner Take All Method Suggested Primary Sources Document: 1. Article II of the US Constitution 1. In Article II of the US Constitution the President is given the title of commander in chief of the armed forces. With this power, do you feel that the President should still have to get congressional approval before waging war? Why or why not? 2. As Secretary of Treasury Alexander Hamilton paid off the US national debt as well as state debts. Do you feel that this was beneficial or detrimental to our nation? Explain.
WEEK NINE Strands: USI.8, US1.11, USI.14 1. The Judicial Branch of Government 2. Powers of the Judicial Branch 3. Explanation of the roles of courts and judges 4. Judiciary Act of 1789 5. Terms of Justices 6. The Supreme Court 7. Montesquieu s views of checks and balances and how they are applied to the United States Constitution 8. Appellate and Original Jurisdiction Suggested Primary Source Documents: 1. Article III of the United States Constitution 2. Judiciary Act of 1789 1. Do you feel that the Supreme Court has too much power in interpreting the law and overturning decisions of Congress and the President? Explain why. 2. The US Constitution was written with many checks and balances. Explain this system with concrete examples. WEEK TEN: Strands: USI.9, USI.11, USI.19 1. The Bill of Rights 2. The First Amendment and protections secured among it 3. All amendments of the Bill of Rights 4. Comparison to the English Bill of Rights 5. The Establishment Clause 6. Various Interpretations of the Bill of Rights 7. Debate of what constitutes cruel and unusual punishment 8. Importance of the 9 th and 10 th amendments 9. The role of the citizen in the United States Required Primary Source Document: 1. U.S. Bill of Rights
Suggested Primary Source Documents: 1. English Bill of Rights 2. Universal Declaration of Human Rights 3. The United States Constitution 1. The exclusionary rule of the first amendment is essential for religious tolerance in America. How do you interpret the exclusionary rule and do you feel that interpretation would be different in the late eighteenth century? 2. The Bill of Rights was essential for ratification of the Constitution. Which amendment do you feel was the most important? Explain your reasoning. WEEK ELEVEN: Strands: USI.21, USI.22 1. Washington s Presidency 2. Legacies of a President 3. Whiskey Rebellion 4. Excises taxes in America, then and now 5. Washington s Farewell Address 6. Securing the West and American neutrality 7. John Jay s Treaty and Pinckney s Treaty 8. Creation of the National Bank and arguments of its constitutionality 9. Jefferson and Hamilton and the differences between them. 10. The role of tariffs in early American History and today Suggested Primary Source Documents: 1. Washington s Farewell Address 1. Compare Jay s Treaty and Pinckney s Treaty. Overall, which do you feel was more successful? Explain. 2. George Washington is often credited with bringing honor to the presidency. What attributes and achievements do you feel were Washington s most important? Explain. WEEK TWELVE: Strands: USI. 19. USI. 21, USI.22 1. John Adam s Presidency 2. Federalists vs. Democratic Republicans
3. Two party systems 4. Quasi War with France 5. X, Y, Z, Affair 6. Alien and Sedition Acts and discussion of Amendment 1 7. Election of 1800 (Jefferson vs. Adams) 8. Why the election of 1800 was Revolutionary 9. Virginia and Kentucky Resolutions Suggested Primary Source Document: 1. John Adams s Inaugural Address 1. John Adams called his peaceful resolution of the problems with France in 1800 the most splendid diamond in my crown. Why did he thing so? Was his pride justified? Why or why not? 2. Very early in its national history, the US established a tradition of isolationism in its foreign policy. How did the Neutrality Proclamation and Washington s Farewell Address contribute to this tradition? WEEK THIRTEEN: Strands: USI. 21. USI.22, USI. 24 1. Jefferson s Presidency 2. Transition from Federalist to Democratic- Republican 3. Judiciary Act of 1801 4. Marbury v. Madison and the role of Chief Justice of the Supreme Court 5. Judicial Review 6. James Monroe s role as Secretary of State 7. The duties of Secretary of State 8. Louisiana Purchase and Republican Agrarianism 9. Overview of Jefferson 10. Jefferson and slave relations 11. The Burr-Hamilton Duel and death of the Federalist Party 1. What basis did Thomas Jefferson have for believing that American trade could be used as a diplomatic tool? Would you judge his economic coercion policy a failure or success? Why or why not?
2. Write your definition of revolution. Then use this definition to argue that the Revolution of 1800 was a real revolution or more moderate renovation in American political history. WEEK FOURTEEN: Strands: USI. 21. USI. 24 1. America expands 2. Lewis and Clark expedition 3. Overview of French Revolution and what to do with the vast gain of land 4. Native Americans in Louisiana land 5. The Barbary Pirates and role of America s fledgling navy 6. Jefferson s pardons 7. The Election of 1804 Suggested Primary Source Document: 1. Excerpts from the Diaries of Lewis and Clark 1. Many believe that the Louisiana Purchase was the most glorious achievement of Jefferson as president. Do you agree? Why or why not? 2. Asses the Jeffersonian presidency. What do you think were his three most important legacies? Explain your choices. WEEK FIFTEEN Strands: USI. 20, USI.22 1. American Neutrality 2. British Blockade and Impressments 3. Embargo Act and how it hurt New England and farmers 4. Election of 1808 (Pinckney v. Madison) 5. Madison s view on potential of war 6. Federalists vs. Democratic-Republicans 7. Tecumseh and the Indian problem Suggested Thematic Essay: 1. If you were living during the early 19 th century, would you identify more with the Federalist Part or the Democratic-Republican Party? Explain why.
WEEK SIXTEEN: Strands: USI.20, USI.22, USI. 25 1. The War of 1812 2. Madison s War 3. Blue Light Federalists 4. New England s Loyalty to England and refusal to attack Canada 5. The British burn the White House 6. The Hartford Convention 7. The Defense of Fort Mc Henry and creation of the Star Spangled Banner 8. Treaty of Ghent and gains from it 9. America s naval use 10. The Battle of New Orleans and Andrew Jackson Suggested Primary Sources: 1. Star Spangled Banner - Francis Scott Key 1. Since both France and Britain were guilty of placing commercial restriction on American trade, why did the US declare war only on Britain? 2. Why were the landlocked South and West so ardently in favor of a war for freedom of the seas that sea-fronting states in the East opposed? 3. What might the president and Congress have done in 1812 to avoid war with Britain and still maintain the nation s honor? WEEK SEVENTEEN: Strands: USI.27 1. The Aftermath of War and the Age of Good Feelings 2. Discuss nationalism after the war of 1812 3. Discuss the Hartford Convention and New England s secessionist idea 4. The tariff of abominations 5. The Panic of 1819 6. Nullification Crisis 7. Presidency of Monroe 8. McCulloch v. Maryland 1. Why were internal improvements a controversial issue in the decade following the War of 1812?
2. The period after the War of 1812 has often been called the Era of Good Feelings. Do you feel that his is an accurate statement or is it inaccurate? Explain. 3. Discuss the major complaints of New England that were made at the Hartford Convention. Do you feel that their complaints were valid and should they have had the right to secede from the Union? Explain. WEEK EIGHTEEN: Strands: USI.27 1. Sectionalism in the United States 2. Northern industry overview 3. Northern shipping and profit off of southern farm goods 4. Southern Agrarian Society 5. The Nature of Slavery 6. Tariffs and how they benefited the North 7. The Missouri Compromise Suggested Primary Source Document: 1. The Missouri Compromise 1. Please explain how the Missouri Compromise was a temporary solution to a much broader issue? Other than the Missouri Compromise, what could have been done to help our nation s sectional issues? 2. Early on in American History, the North and South developed into two distinct areas. Specifically, how was the North and South different? Which part of the nation do you feel benefited more from the other? Explain. WEEK NINETEEN: Strands: USI.14, USII.20 1. John Q. Adams Diplomacy as Secretary of State 2. The Election of 1824 and its apparent sectionalism 3. The Corrupt Bargain 4. Power of House to choose president when no candidate gains a majority 5. The Limitations of Suffrage 6. Presidency and difficulties of J Q Adams 7. The coldness of John Q. Adams and how it hurt him as president 8. Election of 1828 and Jackson s campaign
1. How might John Quincy Adam s behavior in the Florida Purchase Treaty and Monroe Doctrine earn him the title lone-wolf nationalist? 2. Describe the Corrupt Bargain. What was this bargain and how did it allow John Quincy Adams to become president? WEEK TWENTY 1. Review 2. Final Examination