(focus on 1800s US.I.22 through US II.6) Textbook - American Anthem published by Holt, Rinehart and Winston in 2009. CONTENT STANDARD - Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860 USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809). (H, C) A. the origins of the Federalist and Democratic- Republican parties in the 1790s B. the conflicting ideas of Thomas Jefferson and Alexander Hamilton C. the Alien and Sedition Acts D. the Louisiana Purchase Seminal Primary Documents to Consider: Washington s Farewell Address (1796) and Jefferson s First Inaugural Address (1801) major policies and political developments that took place during the presidencies of Washington, Adams, and Jefferson. reasons why the Federalist and Democratic- Republican parties emerged in the 1790s. main warning Washington gives the nation in his Farewell Address. conflicting ideas of Thomas Jefferson and Alexander Hamilton. motivations behind the Alien and Sedition Acts. major provisions of the Alien and Sedition Acts. ways in which the Alien and Sedition Acts violated the Bill of Rights. main arguments of the Virginia and Kentucky Resolutions. reasons for the Louisiana Purchase. How the Alien and Sedition Acts and Louisiana Purchase expand the powers of the presidency. Research the reasons for the rise of political parties. Analyze primary sources, such as Washington s Farewell Address, the Alien and Sedition Acts, Virginia and Kentucky Resolutions, and Jefferson s First Inaugural Address. Create political cartoons. Have students work in small groups to complete a chart showing the issues dividing the Federalist and Democratic-Republican parties. Conduct on-line research on the different political views of Jefferson and Hamilton. Read primary sources showing the differences of opinion on issues such as the National Bank, the protective tariff, whiskey excise, and assumption of state debt. Simulate a Washington Cabinet meeting with students playing the roles of Hamiltonians and Jeffersonians. Organize students into pairs. Have each pair create two political cartoons one supporting Hamilton s proposal to consolidate states debts and the other opposing his proposal. Have students display and present their cartoons to the class. Have students write a memorandum briefing Washington on the public reaction to Hamilton s financial plan. Have students analyze Washington s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have Primary source analysis worksheets. Simulation performance. (Washington Cabinet meeting). Political cartoons Washington briefing Debate. Chart on the first party system Whiskey Proclamation summary and response Jay s Treaty and Pinckney s Treaty multimedia presentation Essay evaluating Washington s presidency Comparative first ladies biographies Cabinet research report Alien and Sedition Acts position poster Alien and Sedition Acts essay Election of 1800 newspaper editorial Document-based essay on the first party system Louisiana Purchase chart Illustrated journal entries and storyboard Exam September -November Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 1 of 85
(focus on 1800s US.I.22 through US II.6) Conduct research. Analyze primary sources. Synthesize information. Evaluate evidence. valuate Washington s presidency. Write essays. Create a chart Create illustrated journal entries and storyboard Describe Hamilton s financial plan. Describe the opposing views on how to interpret the Constitution. Explain how Washington influenced the role of future presidents. Asses Washington s presidency. Explain the XYZ Affair and the ways in which it influenced public opinion. Evaluate the Alien and Sedition Acts. Summarize the reasons for the Louisiana Purchase. Analyze the election of 1800. Assess the presidencies of Adams and Jefferson. the students write a response to the proclamation by a farmer from Western Pennsylvania. Organize students into small groups. Assign half the students Jay s Treaty. Assign the other half Pinckney s Treaty. Have them conduct research in order to create a three- to five-minute oral or multimedia presentation on the assigned treaty, explaining its provisions, its coverage, and its national and international effects. Have students conduct research on Washington s presidency. Students should address the question: Was Washington a good president or a great one? Divide the class into small groups. Have the groups discuss the question: What makes the difference between a good president and a great president, and how does the historical evaluation of a president change over time? Next have students compose an essay in which they assess and evaluate the presidency of George Washington. Read Washington s Sixth Annual Address to Congress and Farewell Address and answer discussion questions. Write a document-based essay on the first party system. Debate the question: Did Jefferson abandon his political ideals in purchasing the Louisiana Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 2 of 85
(focus on 1800s US.I.22 through US II.6) Purchase? Moderate a Socratic seminar discussion revolving around openended questions dealing with the Alien and Sedition Acts. Read the Virginia and Kentucky Resolutions. Have students identify the main arguments put forth by Jefferson and Madison. Learn about two first ladies and write a comparative biography. Research the evolution of the cabinet and write a report explaining how it has changed. Create a poster for or against the Alien and Sedition Acts. Have students conduct research on the XYZ Affair as well as the Alien and Sedition Acts. Make sure they read primary sources. Then have them write an essay in which they summarize the acts and present their own views about the constitutionality of the acts. View and critique the film John Adams. Imagine you are a newspaper editor and write an article about the election of 1800. Have students create a political attack ad either against Adams or against Jefferson. Interactive virtual tour on the Lewis and Clark expedition. Organize students into small groups. Have them conduct Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 3 of 85
(focus on 1800s US.I.22 through US II.6) research on the Louisiana Purchase. Then have them make a chart outlining the pros and cons of the purchase. Then have the class discuss why France sold the territory and whether or not Jefferson acted appropriately in making the purchase. Have students conduct research about the Lewis and Clark expedition. Make sure they analyze excerpts of the journal. Have students create a series of five to seven illustrated journal entries that might reflect the travels of the Corps of Discovery for a week. Combine students into groups to create a storyboard. USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H) Seminal Primary Documents to Consider: Alexis de Tocqueville, Democracy in America, Volume I (1835) and Volume II (1839) USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson s actions as President. rising levels of political participation and the expansion of suffrage in antebellum America. main arguments of Tocqueville s Democracy in America. Analyze excerpts of Democracy in America and evaluate Tocqueville s arguments. results of the election of 1828 and the reasons for Jackson s victory. importance of Jacksonian democracy. Read Democracy in America and complete primary source analysis sheet. Research the leaders that attended and the actions they took at the convention. Describe the convention in a newspaper article that might have appeared in a newspaper of the time. Include brief accounts of who attended and what they did. Find or describe an image to accompany the article. Present a document to the rest of the class. Complete an outline map of the American System and Indian Teacher-generated quiz or test with matching, multiple choice, and essay questions. Primary source analyses Seneca Falls Convention newspaper article Teacher-generated quiz or test with matching, multiple choice, and essay questions. Primary source analyses and November November Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 4 of 85
(focus on 1800s US.I.22 through US II.6) (H) A. the spoils system B. Jackson s veto of the National Bank Jackson s policy of Indian Removal Jackson s policies. spoils system. Why Jackson vetoed the National Bank and the ramifications of his policies. causes and effects of Indian Removal. events and issues leading to the nullification crisis. How the Compromise of 1833 led to the resolution of the nullification controversy. Analyze primary sources dealing with Jackson s war on the National Bank, the nullification crisis, and Indian Removal. Conduct research and complete an outline map of the American System and Indian Removal. Write an editorial. Write a document-based essay. Removal. Imagine yourself as an early member of Congress and write a journal entry on your opinions of the Indian Removal Act. Have the students conduct research on Jackson s policies regarding the Second Bank of the United States. Have students write an editorial from the perspective of an American citizen in 1832. Students should support or oppose Jackson s policies. Document-based essay on Jacksonian democracy presentations. Outline map of the American System and Indian Removal. Indian Removal journal entry Editorial Document-based essay on Jacksonian democracy USI.25 Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v. Madison (1803). (H, C) Influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review. issues and rulings of cases such as Marbury v. Madison, Gibbons v. Ogden, and McCulloch v. Maryland. Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review and federal supremacy. Analyze primary sources dealing with landmark cases of the Marshall Court. Have students make an annotated timeline or chronology of major cases of the Marshall Court. Primary source analysis worksheets. Oral presentations on a landmark case. Simulate the impeachment trial of Samuel Chase. Annotated timeline or chronology of major cases of the Marshall Court. Oral presentations. Simulation performance for the impeachment trial Samuel Chase. November Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 5 of 85
(focus on 1800s US.I.22 through US II.6) USI.26 Describe the causes, course, and consequences of America s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. (H, E, G) A. the War of 1812 B. the purchase of Florida in 1819 C. the 1823 Monroe Doctrine D. the Cherokees Trail of Tears E. the annexation of Texas in 1845 F. the concept of Manifest Destiny and its relationship to westward expansion G. the acquisition of the Oregon Territory in 1846 H. the territorial acquisitions resulting from the Mexican War I. the search for gold in California J. the Gadsden Purchase of 1854 causes, course, and consequences of America s westward expansion and its growing diplomatic assertiveness. causes, course, and consequences of the War of 1812. main arguments and policies of the Monroe Doctrine. way the U.S. acquired Florida. causes and effects of the Trail of Tears. concept of Manifest Destiny and the way in which it was used to inspire and expansion. The causes and effects of the Texas Revolution. causes, course, and consequences of the Mexican War. causes, course, and consequences of the gold rush. reasons for the Gadsden Purchase and its results. Describe the causes, course, and consequences of America s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. Analyze primary sources such as the Monroe Doctrine, Lincoln s Spot Resolution and Polk s War Message to Congress. Write document-based essays. Engage in a role-play simulation. Complete an outline map of westward expansion, 1803-1861. After analyzing primary sources, students work in groups as a committee reporting on the reasons for conflict with Britain and recommending a course of action for President Madison. Each group will write a position paper recommending a course of action. Socratic seminar discussion Monroe Doctrine. Simulate a Congressional debate on the crisis with Mexico. Read primary sources dealing with life during the gold rush. After analyzing primary sources, students work in groups as a committee reporting on the reasons for conflict with Mexico and recommending a course of action for President Polk. Each group will write a position paper recommending a course of action. Complete an outline map or use an interactive map showing westward expansion. Write document-based essay on slavery and expansion. In small groups, create a newspaper with editorials, cartoons, news reports, and photos dealing with an issue, such as Indian Removal, the California gold rush, westward migration, the Texas Revolution, and the Mexican War. Teacher-generated quiz or test with matching, multiple choice, and essay questions. Primary source analyses and presentations. Outline map of the American System and Indian Removal. Outline map of westward expansion Document-based essay on the causes of the War of 1812 Document-based essay on slavery and expansion Newspaper Skits Illustrated journal entries Supply lists Reports November - January Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 6 of 85
(focus on 1800s US.I.22 through US II.6) Divide the class into small groups. Assign one of the trails to each group the Santa Fe Trail, the Oregon Trail, and the Mormon Trail. Have each group conduct research on its assigned trail. Groups should use both primary and secondary sources. Have each group use the information they collected to write a skit about life on the trail. Have each group present its skit to the class. Organize the class into small groups. Guide the class in a discussion of the California gold rush. Have students use primary and secondary sources to gather information about life in California during the gold rush. Next have the students write a series of illustrated journal entries describing life in California during the gold rush. Research some trips along the Oregon Trail taken by settlers and learn what was needed to survive the long trip. Make a list of provisions that you think you would need to make the trip safely. Include as much detail as you can about the food and supplies that you will need. How much money will you need to make the trip? Research the Texas Declaration of Independence and the signers of the document. Write a report explaining why some Texans wanted Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 7 of 85
(focus on 1800s US.I.22 through US II.6) independence. Include specific benefits that different signers thought independence would bring Texans. USI.27 Explain the importance of the Transportation Revolution of the 19 th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E) USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E) A. the technological improvements and inventions that CONTENT STANDARD - Economic Growth in the North and South, 1800-1860 Transportation Revolution linked much of the nation and stimulated the growth of a market economy. Explain the importance of the Transportation Revolution of the 19 th century and the way it contributed to the growth of the market economy. Analyze and interpret a map. Conduct research. Prepare a multimedia presentation. impact of the textile industry in New England and industrial growth throughout antebellum America. technological improvements and inventions that contributed to industrial growth causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s rise of a business class of merchants and Complete an outline map of the American System, including major roads, canals, railroads, and trails of Indian Removal. Use cooperative learning to have students develop a thesis explaining how the American System aimed at creating economic interdependence and reducing sectionalism. Investigate the effects of the Erie Canal and write a report. Organize the class into groups. Have each group prepare a multimedia presentation or collage showing how new trains, roads, and canals changed the speed and costs of getting goods to market. Have each group present its work to the class. Make a chart of technological improvements and inventions and their impact on industrial growth and living standards. Analyze primary sources dealing with Irish immigration to America. Have students write a documentbased essay dealing with the effects of industrialization. Teacher-generated quiz or test with matching, multiple choice, and essay questions. Primary source analyses and presentations. Outline map of the American System and Indian Removal Erie Canal report Multimedia presentation Chart Teacher-generated quiz or test with matching, multiple choice, and essay questions. November December Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 8 of 85
(focus on 1800s US.I.22 through US II.6) contributed to industrial growth B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s C. the rise of a business class of merchants and manufacturers D. the roles of women in New England textile factories USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H) Seminal Primary Documents to Read: Frederick Douglass s Independence Day speech at Rochester, New York (1852) manufacturers roles of women in New England textile factories Explain the following: impact of the textile industry in New England and industrial growth throughout antebellum America. technological improvements and inventions that contributed to industrial growth causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s rise of a business class of merchants and manufacturers roles of women in New England textile factories Make a chart or diagram of major innovations and developments of the Industrial Revolution. Slavery is dehumanizing for master and slave alike. Slave life and conditions varied throughout the South. Furtive forms of slave resistance were more common than outright rebellion. Nat Turner s rebellion hastened the conflict over slavery. Slaves developed their own distinct cultures and nuclear family units. Describe the rapid growth of slavery in the Interactive lecture Read Douglass s Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself and maintain a double-entry reflective journal. In small groups, create a newspaper covering Nat Turner s rebellion and antebellum slavery from various perspectives. Analyze slave literature and create a chart including the piece of evidence, description of evidence, message, and answer to the Teacher-generated quiz or test with matching, multiple choice, and essay questions. MCAS-style open-response question using Douglass s Independence Day speech. Double-entry journal Newspaper project Chart Primary source analysis sheets King Cotton poster Slave life museum exhibit December - January Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 9 of 85
(focus on 1800s US.I.22 through US II.6) USI.30 Summarize the growth of the American education system and Horace Mann s campaign for free compulsory public education. (H) South after 1800. Analyze slave life and resistance on plantations and farms across the South. Analyze the impact of the cotton gin on the economics of slavery and Southern agriculture. Analyze, evaluate, and discuss evidence in primary documents, such as slave folklore and stories, slave narratives, speeches, abolitionist literature and recollections. question: How did the slaves feel about? Analyze Douglass s Independence Day speech and have students complete a primary source analysis worksheet designed by the National Archives. Research the importance of cotton in the southern economy and create a poster. Put together a museum exhibit about life under slavery. CONTENT STANDARD - Social, Political, and Religious Change, 1800-1860 Mann campaigned for free compulsory public education. Summarize the growth of the American education system and Horace Mann s campaign for free compulsory public education. Conduct research. Create play. Have students read a primary source such as a McGuffey Reader or another antebellum reader. Take a field trip to a normal school. Conduct research on Mann and other reformers of the period and have students deliver oral reports on the reformer s contributions. Divide the class into small groups. Have each group write a one-act play depicting a meeting between either Horace Mann or William McGuffey and one of their contemporaries who does not support education reform. Have each group present its play for the class. Guide the class in a discussion of education reform. Teacher-generated quiz or test with matching, multiple choice, and essay questions. Oral report. Play December Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 10 of 85
(focus on 1800s US.I.22 through US II.6) USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H) A. Frederick Douglass B. William Lloyd Garrison C. Sojourner Truth D. Harriet Tubman E. Theodore Weld USI.32 Describe important religious trends that shaped antebellum America. (H) A. the increase in the number of Protestant denominations B. the Second Great Awakening the influence of these trends on the reaction of Protestants to the growth of Catholic immigration role abolitionists played in the coming of the Civil War and their contributions to antebellum reform movements. Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. Deliver an oral report on an abolitionist and his or her contributions to antebellum reform movements. Create an illustrated time line. Conduct research. Simulate an abolitionist convention. Important religious trends that shaped antebellum America. Second Great Awakening sparked individualism and reform. Second Great Awakening led to the increase in the number of Protestant denominations. Research the Second Great Awakening and create a chart of the religious groups, concepts of God, concepts of the individual, and roles of the individual. Write a thesis statement answering the following question: In what ways did changing attitudes toward God, the individual, and the individual s role in society lay the foundation for infusing religious values into all aspects of society. Have students research the life of a prominent abolitionist and deliver an oral report on the person s contributions to the abolitionist movement. Create an illustrated time line of an abolitionist s life. Have students conduct research on prominent abolitionists and analyze abolitionist literature. Simulate an abolitionist convention by having students deliver speeches, design props, make slogans and posters, and so forth. Research the Second Great Awakening and create a chart of the religious groups, concepts of God, concepts of the individual, and roles of the individual. Write a thesis statement answering the following question: In what ways did changing attitudes toward God, the individual, and the individual s role in society lay the foundation for infusing religious values into all aspects of society. Oral report Illustrated time line Teacher-generated quiz or test with matching, multiple choice, and essay questions. Abolitionist convention Teacher-generated quiz or test with matching, multiple choice, and essay questions. Chart and thesis statement December - January December Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 11 of 85
(focus on 1800s US.I.22 through US II.6) USI.33 Analyze the goals and effect of the antebellum women s suffrage movement. (H) A. the 1848 Seneca Falls convention B. Susan B. Anthony C. Margaret Fuller D. Lucretia Mott E. Elizabeth Cady Stanton Seminal Primary Documents to Read: the Seneca Falls Declaration of Sentiments and Resolutions (1848) goals and effect of the antebellum women s suffrage movement. Seneca Falls Convention initiated the women s rights movement. Seneca Falls Declaration of Sentiments and Resolutions (1848) and its main arguments. ways in which men and women reacted to the Seneca Falls Convention. Declaration of Sentiments was modeled after the Declaration of Independence. meaning and importance of the cult of domesticity. Analyze and discuss the Declaration of Sentiments and related documents such as newspaper editorials. Name the main demands of early women s rights activists. Write a newspaper editorial in reaction to the Seneca Falls Convention. Write a document-based essay on the reform movements. Create political cartoons. Document-based essay on the goals and motivations behind antebellum reform movements. Have students conduct research on the cult of domesticity and analyze primary sources from popular women s magazines of the 1830s and 1840s. Have students identify the four cardinal virtues of true womanhood. Have each group create a collage that represents women s roles in the early to mid- 1800s. Have students place the images pertaining to family and home life at the center of their collages, with images of roles beyond the domestic sphere expanding outward, toward the edges. Guide students in a discussion of whether the cult of domesticity still exists. Volunteers present their collages to the class. Organize the class into small groups to analyze the Declaration of Sentiments. Have each group list the demands of the activists. Make a class list for students to see. Have students write a newspaper editorial that could have been published in a July 1848 newspaper. In their articles students should summarize and comment upon the proceedings of the Seneca Falls Convention. Tell students to include the names of leaders and main demands of the Declaration of Sentiments. Teacher-generated quiz or test with matching, multiple choice, and essay questions. Document-based essay on the reform movements Cult of domesticity collage Teacher-generated quiz or test with matching, multiple choice, and essay questions. Editorials Cartoons December - March Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 12 of 85
(focus on 1800s US.I.22 through US II.6) USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. (H) Transcendentalist movement supported reform. Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. Write a document-based essay on the reform movements. Organize the class into pairs. Have each pair create two political cartoons, one that supports the 1848 Declaration of Sentiments and one that supports the cult of domesticity and criticizes Mott and Stanton. Have students analyze excerpts of Emerson s Self-Reliance and Thoreau s Walden. Divide the class into small groups. Have each group discuss Emerson s idea of selfreliance and how Thoreau took it to heart living at Walden Pond. Have each group discuss and list ways in which Thoreau s experience at Walden Pond might differ from someone s experience living apart from other people today. Then have groups explain why it would have been easier for Thoreau to make the adjustment than for someone living today. Have students analyze an excerpt of Thoreau s Civil Disobedience. Divide the class into groups to explain why Thoreau resisted the Mexican War and how the tactic influenced other episodes in American history, such as the Civil Rights Movement. Write a document-based essay on the reform movements. Take a field trip to the Thoreau museum, Walden Pond, and other sites related to the Transcendentalist movement. Teacher-generated quiz or test with matching, multiple choice, and essay questions. Document-based essay on the reform movements. Group work. December Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 13 of 85
(focus on 1800s US.I.22 through US II.6) USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19 th century. (H) USI.36 Summarize the critical developments leading to the Civil War. (H) A. the Missouri Compromise (1820) B. the South Carolina Nullification Crisis (1832-1833) C. the Wilmot Proviso (1846) D. the Compromise of 1850 E. the publication of Harriet Beecher Stowe s Uncle Tom s Cabin (1851-1852) F. the Kansas-Nebraska Act (1854) G. the Dred Scott Supreme Court case (1857) H. the Lincoln-Douglas debates (1858) I. John Brown s raid on Harper s Ferry (1859) CONTENT STANDARD - The Civil War and Reconstruction, 1860-1877 different economies of the North and South contributed to the rise of sectionalism. Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19 th century. Make a concept map or graphic organizer. critical developments leading to the Civil War. causes of the Civil War. The varying interpretations of the causes of the Civil War. Summarize the critical developments leading to the Civil War. Identify the main causes of the Civil War. Evaluate interpretations of the causes of the Civil War. Analyze primary sources. Evaluate evidence. Engage in role-play simulations and mock trials. Engage in an informal debate. Synthesize information. Create a chart. Write a position paper. Interpret a historical map. Write an editorial. Organize students into small groups. Have the students conduct research on the economies. Have each group design a concept map or graphic organizer showing the differences and how this led to a rise of sectionalism. Make a Venn diagram comparing the similarities and differences of the North and South. Assign students a congressman or senator involved with the Missouri Compromise to research. Have students analyze primary sources related to the Missouri Compromise. Students should write a position paper from the point of view of their assigned figure. Then simulate a congressional debate over the issues related to the Missouri statehood controversy and the subsequent Missouri Compromise. Have students conduct research on the nullification crisis using primary and secondary sources. Divide the class into two groups, one supporting nullification and one opposing it. Have each group nominate five spokespeople. Have the spokespeople face each other in a debate. Have one person address the person opposite him or her for one minute. Then have the opposite Teacher-generated quiz or test with matching, multiple choice, and essay questions. Concept map or graphic organizer Missouri Compromise simulation Informal debate on nullification Nullification chart Wilmot Proviso chart Compromise of 1850 simulation Slavery and expansion maps Fugitive Slave Act editorial Uncle Tom s Cabin posters Annotated and illustrated time line of slavery Cartoon analysis and presentation Bleeding Kansas cartoon Mock trial of Dred Scott v. Sanford. Lincoln and Douglas campaign posters Mock trial of John Brown Concept map or graphic organizer Causes of the Civil War movie poster Election of 1860 chart Written review of Uncle Tom s Cabin TV news report on Bleeding Kansas Lincoln time line Document-based essay on the causes of the Civil War December- January December- January Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 14 of 85
(focus on 1800s US.I.22 through US II.6) J. the election of Abraham Lincoln (1860) Create posters. Make an annotated and illustrated time line of slavery in the North and South. Analyze political cartoons. Create campaign posters. Make a concept map or graphic organizer depicting the causes of the Civil War. Design a movie poster. Make an election of 1860 chart. Make a time line of Lincoln s life. person respond. Repeat the process until all have a chance to speak. Organize the class into small groups to create a two-column chart. Label one column pro-nullification and the other anti-nullification. Tell the students to use their notes to complete the chart. Have students analyze primary sources dealing with the debate over the Wilmot Proviso. Then have them synthesize the main arguments for each source into a chart. Have students conduct research on the Compromise of 1850 and the debate over the expansion of slavery into the territories. Assign students a congressman or senator. Students should write a position paper from the viewpoint of their assigned figure. Conduct a simulated congressional debate over the expansion of slavery that culminates in the passage of the Compromise of 1850. Review the terms of the Missouri Compromise and the Compromise of 1850. Distribute outline maps. Have the students use three different colors to distinguish where slavery was permitted, where it was not, and in which territories slavery would be decided by popular vote. Students should create a map key to show the significance of each color. Have them compare their maps to the Teacher-generated quiz or test with matching, multiple choice, and essay questions. Letter on secession Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 15 of 85
(focus on 1800s US.I.22 through US II.6) maps in their textbook. Guide the students in a discussion of the reasons northerners were angered by the Fugitive Slave Act. Have students write an editorial protesting the law. Have the students read their editorials to the class. Guide the students in a discussion of the views discussed in the editorials. Have the class read an excerpt of Uncle Tom s Cabin aloud. Divide the class the class into small groups to design posters illustrating the ways in which people from the North and South responded to the novel. Ask students to use print and Internet sources to research the platforms and issues of the Democratic and Republican parties today. Have students analyze primary and secondary sources dealing with the Kansas-Nebraska Act. Have each student draw a map showing which states voted for the Republican presidential candidate red states, and which voted for the Democratic presidential candidate blue states during the last election. Review a map of the Kansas- Nebraska Act. Compare how the red and blue states line up with the slaves states on the map. Then ask students if whether the platforms and beliefs of the red and blue Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 16 of 85
(focus on 1800s US.I.22 through US II.6) states line up with the beliefs of the slave states created by the Kansas- Nebraska Act. Organize the class into small groups. Have the groups make an annotated and illustrated time line of slavery in the North and South. Have students analyze a political cartoon about the Kansas-Nebraska Act, the caning of Charles Sumner, the Dred Scott decision, the Lincoln- Douglas debates, Brown s raid on Harpers Ferry, or the election of 1860. Have them complete a cartoon analysis sheet designed by the National Archives. Then ask students to present their cartoons and analyses to the class. Have students create their own political cartoon dealing with Bleeding Kansas or Harpers Ferry. Assign students roles to play in a mock trial of Dred Scott v. Sanford. Provide students with primary and secondary sources to work with. Simulate the trial. Assign each student a speech from the Lincoln-Douglas debates. Divide the class in half. Sit those representing Lincoln s views on one side of the room and those presenting Douglas s views on the other. Moderate a panel discussion. Divide students into small groups to create campaign posters for Lincoln Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 17 of 85
(focus on 1800s US.I.22 through US II.6) and Douglas in both 1858 and 1860. Assign the class a set of primary and secondary sources dealing with John Brown s raid on Harpers Ferry. Moderate a Socratic seminar discussion. Assign students roles to research in the trial of John Brown. Simulate the trial. Assign students a set of primary and secondary sources dealing with the causes of the Civil War. Organize the class into small groups to make a concept map or graphic organizer showing the causes of the Civil War. Have students work in pairs to create a movie poster depicting the causes of the Civil War. Students should include a title, a thesis statement, story line, and visuals. Organize the students into groups and have them make a Venn diagram comparing Lincoln and Douglas. Have students create a chart of the election of 1860. Students should include the candidates, issues, positions, political affiliation, electoral votes, and popular votes. Find excerpts from the book that you think help explain its effects on people of the 1850s. Write a review in which you analyze whether Stowe was concerned with accuracy in the characters and events she created. Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 18 of 85
(focus on 1800s US.I.22 through US II.6) USI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G) states that seceded from the Union. states that remained in the Union. On a map of North America, identify Union and Confederate States at the outbreak of the war. Research the causes and events of "Bleeding Kansas". Write a oneminute television-news report about one event and how it might affect the future of the United States. Create or find an image that relates to your report and place the image next to you as you give your report. Research Lincoln's life before his election to the presidency in 1860. Create a time line with at least seven important events from his life, ending with his election as president. Write a document-based essay on the causes of the Civil War. Research the causes and events leading up to secession and the formation of the Confederacy. Write a letter from a southern delegate attending the convention that created the new nation. The letter should describe the choices the delegates faced and what their decisions were. Include details from the Confederacy's constitution to explain what issues the delegates discussed and found most important. Have students use an atlas to complete an outline map of the Union and Confederacy during the Civil War. Outline map Teacher-generated quiz or test with matching, multiple choice, and essay questions. January- February Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 19 of 85
(focus on 1800s US.I.22 through US II.6) USI.38 Analyze Abraham Lincoln s presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C) Seminal Primary Documents to Read: Lincoln s Gettysburg Address (1863) and Lincoln s second inaugural address (1865) Seminal Primary Documents to Consider: Lincoln s House Divided speech (1858) Lincoln s policies changed as times and circumstances changed. As casualties mounted and destruction increased, the Civil War became a conflict to save the Union and to end slavery. Lincoln was a pragmatic politician who measured popular opinion well and maintained a coalition. Lincoln made critical decisions using his powers as commander-in-chief that helped the Union defeat the Confederacy. Lincoln issued the Emancipation Proclamation as a wartime necessity and part of a strategy of attrition. Lincoln s Gettysburg Address is the supreme statement on the meaning of the Civil War. Lincoln, in his second inaugural address, identified slavery as a major cause of the Civil War and introduced the notion of a lenient reconstruction of the Union. Trace the evolution of Lincoln s policies throughout the Civil War. Read and interpret an annotated time line of Lincoln s journey to emancipation. Explain Lincoln s journey to emancipation. Analyze and evaluate documents such as the House Divided Speech, Emancipation Proclamation, Getttysburg Address, and Second Inaugural Address. Write a document-based essay. Write a news story. Have students analyze Lincoln s early views on slavery and conduct a panel discussion addressing the following: Where did Lincoln s disdain for slavery originate? Why did Lincoln oppose slavery? What, in his view, were the constitutional aspects of the issue? Students could analyze documents such Lincoln s letter to Speed (Aug. 24, 1855), the House Divided Speech, On Slavery and Democracy, Lincoln s letter to Brown (Oct. 18, 1858), Lincoln s Ottawa Speech, and Lincoln s Charleston Speech. Divide the class in half. Assign one group a set of speeches delivered by Stephen Douglas. Assign the other group Lincoln s speeches. Moderate an informal debate between those representing Douglas and those defending Lincoln s views. Have the students on each side face each other. Alternate by having one group speak at a time. Provide students with an annotated time line showing the evolution of Lincoln s anti-slavery policy. Have students, working within groups read and discuss the evolution of a policy of full and complete emancipation. Groups should respond to questions such as: To what degree did Lincoln s policy reflect his personal attitudes toward Teacher-generated quiz or test with matching, multiple choice, and essay questions. Panel discussion Informal debate Group work News story Document-based essay January- February Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 20 of 85
(focus on 1800s US.I.22 through US II.6) slavery? What factors may explain the apparent inconsistency? To what extent was Lincoln bound by the Constitution to protect slavery where it existed? What impact did the border states have on Lincoln s position on emancipation? How did Lincoln s interpretation of the Constitution empower him to abolish slavery as Commander-in- Chief? How did Lincoln move from his pledge expressed in the First Inaugural to the call for the passage of the 13 th Amendment? Distribute Lincoln s message to Congress (December 1, 1862). Have each group respond to the following: To what extent does the presidential message summarize Lincoln s journey to emancipation? President Lincoln was restrained by the Constitution and fortunes of war from advancing a policy of full and complete emancipation? Have students research Lincoln s presidential speeches and proclamations regarding slavery and present dramatic readings to the class. Set the context for each of the presentations and evaluate changes or inconsistencies in Lincoln s policy. Give students a copy of the Emancipation Proclamation. Have students work in pairs to paraphrase the meaning of the proclamation. Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 21 of 85
(focus on 1800s US.I.22 through US II.6) USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H) Leaders A. Jefferson Davis B. Ulysses S. Grant C. Robert E. Lee Battles A. the 54 th Regiment and the Battle at Fort Wagner B. Antietam C. Vicksburg D. Gettysburg roles and policies of various Civil War leaders. important Civil War battles and events. advantages and disadvantages of the Union and Confederacy at the outset of the Civil War. Describe the important Civil War battles and events. Simulate a Lincoln Cabinet meeting about the Fort Sumter crisis. Take a test based on the frameworks, including an MCAS-style open-response question. Create a magazine or newspaper on events of the Civil War. Make a campaign poster. Write a book review. Engage in a debate Make battle plans. Write a speech. Write a journal entry. Write a book review. Then have each pair write a news story about the proclamation, including specific advice for freed slaves and suggestions as to how they might begin to earn a living. Have students write a documentbased essay dealing with Lincoln and the Emancipation Proclamation. Have students conduct research about the Fort Sumter crisis and simulate a Lincoln Cabinet meeting regarding the crisis. Have students participate in a web quest of the Fort Sumter crisis. Organize the class into small groups. Have each group research the surrender of Fort Sumter. Have groups prepare two special magazine editions about the fall of Fort Sumter, one for a northern abolitionist magazine that supports the Union and one for a southern magazine that supports the Confederacy. Magazine issues should include maps, illustrations, charts, or graphs giving full details about the battle. Some groups may choose to prepare online magazine editions. Have students analyze the information in the text about the Anaconda Plan and why General Scott thought his plan the best way to fight the war. Have students conduct outside research. Have students prepare for a debate in Fort Sumter crisis simulation Teacher-generated quiz or test with matching, multiple choice, and essay questions. Magazine Newspaper Annotated and illustrated time line Journal entry Book review Campaign poster Debate Web diagram Speech Battle plans January- February Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 22 of 85
(focus on 1800s US.I.22 through US II.6) which they analyze why Scott thought his plan was the best and why others thought it would not work effectively. Have volunteers debate the issue before the class. Then guide students in a discussion about Scott s reasoning. Do students agree that Scott s Anaconda Plan would not have worked? If not, why not? Divide the class in half. Have one half read primary sources supporting Lincoln s suspension of the writ of habeas corpus. The other half should read sources opposing Lincoln s policy. Then have the two sides face of in a moderated debate. Guide students in a brief discussion of public opinion in the North and the South about the war as it began. Organize students into pairs. Have each pair prepare flyers for recruiting troops for both the Confederate and Union causes. Guide students in a discussion about the value or necessity of recruiting posters and similar devices to recruit troops. Have students make flash cards for each of the main battles discussed in the textbook. On the front have students write the name of the battle, and on the back students should list pertinent details about the battle, including dates, who won, which generals were Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 23 of 85
(focus on 1800s US.I.22 through US II.6) involved, and where, or in which state, the battle took place. Have students work in pairs or in small groups to study. Then create Jeopardy-style quiz questions. Using PowerPoint make a Jeopardy board. Form teams. Simulate a quiz show dealing with the major battles. Divide the class into small groups. Have each group design a Civil War newspaper. Students should include editorials, news reports, ads, and political cartoons. Organize the class into small groups, and have each group develop Union battle plans, including generals who could lead the Union army. Plans should include maps and estimates of troops needed to carry out the plans. Have students write a speech for President Lincoln in which he tries to explain and justify to the nation what happened both at the Second Battle of Bull Run and at Antietam. The speech should try to ease citizens fears and to create support for the Union army. Have students create a Web diagram or chart showing the effect of the war on African Americans, troops, women, and other civilians. Have volunteers share their diagrams with the class. Discuss whether living conditions behind the lines can significantly change a war Developed by James Duggan and Nicholas Vooys based on August 2003 History and Social Science Framework for US History I & II Page 24 of 85