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Curriculum Map 2005-2006 |  | |
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Watchung Hills Regional High
School |
| Month | Content | Skills | Proficiencies | Assessments | Resources / Activities | Essential Questions | |
| STARTING AMERICA : | -EUROPE FINDS AMERICA: How did the
accidental landing on American soil lead to the eventual colonization of
the United States? What was the relationship between the Native Americans
and the explorers? What geographic role did the four European countries
that explored play? - Viking landing on Canadian soil -The story of Erik the Red and Leif Erikson (Vinland) -"The Big Four" - European countries that explored: Portugal, Spain (story of Christopher Columbus), France, and England - Native American encounters in what will become the United States -ENGLAND'S COLONIAL DEVELOMENT: What led to the divergence in political, economic, social, and cultural development between the North, Middle, and Southern colonies? How did each of the 13 English colonies develop? How can the cultural lifestyles of the colonists be categorized? What new ideas and technologies develop in the 13 colonies? - Concept of mercantilism -Roanoke Island: "The Lost Colony" and Sir Walter Raleigh -Jamestown Virginia:, John Smith, Starving Time, John Rolfe, Powhatan, Pocahontas, House of Burgesses, indentured servants, Bacon's Rebellion -Plymouth: Plymouth Rock, Pilgrims, Mayflower Compact, William Bradford, Thanksgiving -Massachusetts Bay: Puritans, John Winthrop, domination of religion/theocracy, King Philip's War, Salem Witch Trials - Brief overview of the development of the 13 original colonies -COLONIAL LIFESTYLES -Compare and contrast lifestyles and politics in the northern, middle, southern colonies -Initial importation of blacks/slaves to North America: Middle Passage -Lifestyles: jobs, urban vs. rural, east vs. west, religion: Great Awakening, Quakers, gender roles, culture, medicine, education -Benjamin Franklin |
-Identify why people came to the
British colonies and key characters in the development of our nation's
founding -Explain the motivation for exploration and settlment of the United States -Relate culture and lifestyles of the colonial era to the modern society -Compare and contrast the values and ways of life and politics of the northern, middle, and southern colonies -Explain the conflicts occuring within and between colonies as relating to European-Indian relations, colonists relationships with each other, the colonists relationships with Europe. -Explore the impact of the Vikings and Spanish (Christopher Columbus) discoveries in North America and future relations with the Native Americans. -Justify Europe's actions in exploring and settling in North America. -Defend the concept of mercantilism and support England's actions in settling America based on this concept. -Critique the motivation and principles of the colonies in Jamestown and Massachusetts Bay. -Interpret the tenets and practices of early colonial settlements and the legacy of the ideology and actions of early settlers. -Draw conclusions regarding the lifestyles of colonial Americans in how they adapt their culture, resources, beliefs, and attitudes to their new envionment. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to significant and current events -Writing skills: expository/thesis paper writing/persuasion papers -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets -Role playing |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources (such as reviewing and discussing the Mayflower Compact document) -Film and videos on colonial era -Historical web-sites -Historical games/puzzles/etc. -Class discussions -Notetaking -Suggested activities: Develop a colony, Colonial Food Day, "Translating" documents/letters, Description of various Native American societies comparing and contrasting tribal lifestyles |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 2. How did the struggle between local and national interests promote compromise, and at the same time serve as an internal conflict? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? |
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| PRE-REVOLUTION ER A : | FRENCH AND INDIAN
WAR: What caused the conflict between the English, French,
colonists, and Native Americans that led to the French and Indian War?
What events led to the victory of England and the colonists in the French
and Indian War? What were the long-term effects of results of the French
and Indian War on relations between colonists and the Mother Country? - French and English colonial control -Wars preceding French and Indian War: King William's War, Queen Anne's War, King George's War - French and Indian War/Seven Years War : Fort Duquesne, George Washington, Fort Necessity, Edward Braddock, James Wolf, Marquis de Montcalm, William Pitt, Fall of Quebec, world war, Treaty of Paris 1763 THE BREAKDOWN OF SALUTORY NEGLECT -ENGLAND TAKES CONTROL: How did relations between England and the colonists transform in the years following the French and Indian War? What were the purposes, details, and consequences of the acts imposed upon the colonists by England? How did colonists react to the laws England passed during the post-French and Indian War years? What did the strain in the relationship between Parliament, the English King, and the colonists lead to? - Concept of salutary neglect - Now pay for debt and protection by Redcoats, Changing relationships between colonists and mother country -English Laws: Navigation Laws, Proclamation of 1763 (Pontiac's Rebellion), Sugar Act, Quartering Act, Stamp Act, Declaratory Act, Townshend Act, Tea Act, Coercive (Intolerable) Act - People: George Grenville, Patrick Henry, Samuel Adams, Thomas Hutchinson, Charles Townshend, Crispus Attucks, John Adams, John Hancock, Lord Frederick North -Colonial reaction to Parliamentary Acts, Redcoats, Stamp Act Congress, nonimportation agreements, virtual representation, Committees of Correspondence, Boston Massacre, Boston Tea Party, Enlightenment, No taxation without representation, First Continental Congress |
-Recognize the causes, events, and
consequences of the French and Indian War -Determine the tranformation of the relationship between England as the mother country and the 13 colonies in America -Identify the components and consequences of acts imposed by England onto the 13 colonies -Explain the reaction of the colonists to British policies in the years preceding the American Revolutionary War. -Explore the concept of a world war as related to events in the French and Indian War. -Critique British policies as a result of the debt England accumulated due to the nine years of fighting during the French and Indian War. -Defend or criticize the major taxes and laws imposed by the British government and explore the revocation of salutary neglect. -Appraise the actions of colonial leaders in their reactions and rebellion of the acts passed by the English Parliament. -Related lifestyles and treatment by the English government towards the colonists and towards the English citizens living in the Mother Country. -Describe colonial arguments in opposition to English taxation and describe Parliament's response to such. -Defend or oppose colonial extralegal actions in their response to increased taxes imposed by England. -Develop an understanding of philosophical arguments for opposing British taxes by the colonists. -METHODS -Ability to identify terms and concepts and expand on their signficance towards the general subject -Apply meanings to signficant and current events -Writing skills -Oral skills through public speaking inn formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and quizzes -Essays -Evaluation and reaction to films -Class projects such as debates, papers, video projects, discussion, presentations -Worksheets |
-Texbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources -Political cartoons (Boston Massacre for example) -Political tracts/documents (Olive Branch Petition for example) -Historical websites -Historical games/puzzles/etc. -Class discussions -Notetaking -Film and vidoes on pre-revolutionary era (such as Last of the Mohicans) -Suggested activities: Debate between the two sides in colonial conflict with England, Explaining why certain Native American tribes joined either the French or English in the French and Indian War, Define "world war", Analyze the true cause(s) of the American Revolutionary War |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 5. How have the realities of history matched the intentions and motives of governments and individuals? 6. What was the scope of involvement of the United States in international conflicts and, to what degree did the involvement affect domestic policy? | |
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| REVOLUTIONARY WAR : | -A REVOLUTION: What characteristics
make up a revolution? -Define: What is a revolution? Who fights? -BATTLES: How did key battles and people of the American Revolutionary War influence the final victory on behalf of the colonists? What were the specifics and geographic location of major battles of the Revolutionary War? How did early battles of the American Revolution alter the course of the middle and final years of the war? - Lexingon and Concord: British react to colonial protests/stockpiling of weapons, Thomas Gage, Samuel Adams, John Hancock, minutemen, Paul Revere, "shot heard round the world", guerilla warfare -Fort Ticonderoga: Ethan Allen and the Green Mountain Boys, Benedict Arnold, Henry Knox, impact - Breed's Hill: frontal assault, William Howe, evaucation of Massachusetts -CHOOSING SIDES: How did the people of the country line up in terms of which side to join in the Revolutionary War? How did minority groups choose which side to support and how did they fare when the war was over? - People in colonies begin to choose sides: Patriots/Whigs-Loyalists/Tories-Neutrals -Role of minority groups in fighting the Revolution: blacks and Indians (Joseph Brant) - SECOND CONTINENTAL CONGRESS : What were the implications of the development of the first real government in the United States? What was the reason and what were the consequences of choosing George Washington as commander-in-chief of the Continental Army? -Philadelphia: Independence Hall - Becomes the government throughout the war - Major decisions: Organize 13 colonies for war, Create Continental Army, Choose George Washington as commander-in-chief: explain why Washington -INDEPENDENCE: How did proponents of breaking away from England encourage much of the country to join their cause? What are the main components of the Declaration of Independence? What immediate and long-term implications resulted due to the adoption of the Declaration of Independence? -T Thomas Paine arguments in Common Sense, persuasion of the pamplet -Declaration of Independence: Richard Henry Lee verbally declares, Thomas Jefferson with John Adams and Benjamin Franklin, inalienable rights, consent of the governed, grievances against the King, John Hancock first signer as president of convention |
Describe the meaning of a
revolution in a general sense and as it relates to the American
Revolution. -Determine the cause and effect of key Revolutionary War battles and identify key players and consequences. -Analyze the factors made in decisions about which side of the war people and groups used to determine their support. -Explain the decisions and role of the Second Continental Congress -Trace the progression and support as it develops for the declaring of independence from England -Justify colonial defiance in regards to Redcoat presence and watchdog activities within the colonies. -Summarize the immediate call to arms undertaken by colonial citizens to react to the opening battles of the Revolutionary War. -Defend British military maneuvers in the early years of the Revolutionary War. -Explain the phrase "shot heard round the world". -Defend the powers given to the Second Continental Congress and its success as a government during the Revolutionary War. -Interpret the philosophical notions incorporated into the Declaration of Independence. -Analyze the immediate reaction of colonial citizens and the British government to formal declarations of independence from England. -METHODS -Develop reading comprehension and understanding -Abiltiy to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to significant and current events -Writing skills -Oral skills thorugh public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
-Homework assignments:Textbook and
supplemental readings -Tests and quizzes -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets |
-Textbook reading of chapters with
guided questions and/or outlining. -Supplemental readings: Primary and secondary sources -Review the content of the Declaration of Independence -Film and videos on Revolutionary War (such as April Morning, The Patriot, Spies during the American Revolution, other) -Historical websites -Historical games/puzzles/etc. -Class discussions (Was Washington the right choice? Movement towards independence, Causes and impact of key battles) -Notetaking -Suggested activities: Read excerpts of Common Sense, Map work outlining battle locations Read biographies on some of key characters |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 2. How has representative democracy molded itself into American society and character? 3. How have the realities of history matched the intentions of government and individual actions? |
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| REVOLUTIONARY WAR : | -BATTLES: What were
the events and consequences of the major battles of the Revolutionary War?
What role did the generals who led these battles play in leading to the
American victory of the war? What role did New Jersey play in the
Revolutionary War? -Quebec: Benedict Arnold, New York (Long Island, Manhattan), New Jersey (Trenton - Hessians, Washington Crossing the Delaware, Princeton), Valley Forge: Baron von Steuben, Nathaneal Greene (South), George Rogers Clark (West), Fighting on the sea (privateers, John Paul Jones), Saratoga (John Burgoyne, William Howe, Barry St. Leger, Horatio Gates, Benedict Arnold, impact - French ally), Back to New York, Monmouth(Molly Pitcher), Winters at Morristown (Jockey Hollow), Yorktown (Charles Cornwallis, Marquis de Lafayette, Rocambeau, De Grasse) -EVENTS: What events related to the war helped lead to the American victory? What were the terms of the Treaty of Paris? What consequences did the American victory have on immediate events, relationships between colonists, political developments, and international relations? What were the long-term effects in all of the above? Why did America win? -Spying (Nathan Hale) - Benedict Arnold - traitor - Treaty of Paris -Advantages and Disadvantages of each side - Legacy of American Revolution (political development, social implications, economic factors): Degree of transformation of America - Articles of Confederation - 1st United States Constitution - Role of Women in the Revolution -Why British were defeated |
-Identify the causes, effects,
importance of key battles of the American Revolutionary War -Discover the legacy of the American Revolution within the nation and beyond -Analyze the tactics and methods both sides fighting the Revolution used to attempt to win the war -Summarize the key events of the Revolutionary War -Justify the American rebellion -Analyze the strengths and weaknesses of the Articles of Confederation. -Defend key miliary maneuvers and tactics taken by both the British Redcoats and American Continental Army. -Create an analysis of the quality of generals and their impact both on individual battles and the war as a whole. -Interpret the reasons for the American victory in the Revolutionary War. -Evaluate the vast impact on both America and the world at large that occurs as a consequence of American victory in 1783. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to signficant and current events -Writing skills: expository/thesis/persuasion and position papers -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets -Role playing |
-Textbook reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources (such as Hessians, biographies, life and culture of the Revolutionary generation) -Film and videos on Revolutionary Era -Historical web-sites -Historical games and puzzles/etc. -Class discussions -Literature of the time to understand personalities, hardships, strategies, politics, and events leading to independence -Notetaking techniques and study skills -Suggested activities: Newspaper project (students report on a battle), "Resume" of a Revolutionary War general, Debate both sides of the war, Map the battles, Draw timelines, Press conferences, Rewrite the nation's first constitution, Historical Visitation of a historical site |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 5. How have the realities of history matched the intentions and motives of governments and individuals? 6. What was the scope of involvement of the United States in international conflicts and, to what degree did the involvement affect domestic policy? |
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| THE CONSTITUTION ERA : | -POST-REVOLUTIONARY WAR SITUATION:
How did the country fare in economic, political, and social situations
during the post-Revolutionary War years? How did physical expansion begin
during the early years of the Republic? What were the relationships
between America and Europe during the years following the Revolutionary
War? How did the situation and events after the war lead to the writing of
the current constitution? - Economic situation (debt, paper money) -Shays Rebellion demonstrates the weakness of the federal govenrment under the Articles of Confederation -Situation of slavery and gender roles - Westward Expansion: Land Ordinance and Northwest Ordinance < - European involvement - England not abiding by Treaty of Paris, France post-alliance, Spain control of Mississippi/New Orleans/Florida -CONSTITUTIONAL CONVENTION: How did the various regions and statets in the new country compromise on the final document of the Constitution? What are the basic principles underlying the tenets of the Constitution? - Philadelphia - Independence Hall -Key figures: George Washington as president of convention, James Madion as Father of Constitution -Disagreements: Large vs. Small states - representation in Congress: Virginia Plan, New Jersey Plan, Great Compromise, bicameral vs. unicameral legislature, population as a factor in representation; North vs. South (slavery): 3/5 Compromise; Commerce control -Principles of Constitution: republicanism, national supremacy, federalism, separation of powers, checks and balances , Final Document set-up: preamble, seven articles, 27 Amendments -MAKE-UP OF THE CONSTITUTION: What are the details and principles outlining the ideas in the Constitution? How is the government of the new nation set up in regards to the legislative, executive, judicial branches, and, what role do the state governments play in the new government? How was the Consitution designed to be a flexible and lasting model for the new nation? What specific and implied powers do we give to our leaders? What early Supreme Court cases helped define and interpret the meaning of the Constitution? What are the rights given to individuals and states in the first 10 Amendments? How do these apply to our current state of affairs? - Legislative branch: House of Representatives and Senate, Enumerated powers, Implied powers (elastic clause), How a bill becomes a law -Executive branch: electoral college, powers of president (commander-in-chief, appointments, treaties, State of the Union Address, veto, pardon) -Judicial branch: Supreme Court, original and appellate jurisdiction, judicial review (Marbury v. Madison) -Cases: McCulloch v. Maryland, Gibbons v. Ogden -Federalism -Describe amendment procedure - Ratification: Federalists vs. Anti-federalists - Bill of Rights (Amendments 1-10): Establishment clause, free exercise clause, juries, double jeopardy, self-incrimination, trial rights |
-Explain the economic and political
situation of America during the years following the Revolutionary War -Identify the results of Shays Rebellion -Analyze how the notion of republicanism impacted American social lives -Discover the physical expansion and international relationships American develops -Interpret the impact of the compromises made between the states in the Constitution. -Describe the underlying constitutional principles -Recognize the details of the seven articles and 10 Bill of Rights and how they apply to modern issues -Defend the arguments of the supporters and retractors of the final document. -Justify the need to eliminate the Articles of Confederation on behalf of adapting the United States Constitution in 1787. -Appraise the situation in America during the post Revolutionary War era that determined the need for a strong central document to support a strong central government. -Compare and contrast the arguments of the various interests represented at the Constitutional Convention. -Describe the principals encompassed in the Constitution and relate to specific articles or amendments. Determine how these tenets are carried out in practice in the last 200 plus years. -Interpret the interpretations of the Constitution's principles as dictated by laws and court cases. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their signficance towards the general subject -Apply meanings to significant and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework and assignments: Textbook
and supplemental readings -Tests and Quizzes -Essays -Evaluation and reaction to films -Class projects such as debates, papers, video projects, discussion, presentations -Worksheets -Role playing |
Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources: Read all or excerpts of the actual Constitution - Preamble through Amendments -Films and videos on Constitution and/or Bill of Rights (School House Rock) -Historical and political websites -Historical games/puzzles -Class discussions -Notetaking -Suggested activites: Debates of Federalists vs. Antifederalists, Mock Constitutional Convention, Research Supreme Court cases, Design a booklet - pick out magazine pictures related to Bill of Rights |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 2. How did the struggle between local and national interests promote compromise, and at the same time serve as an internal conflict? 5. How have the realities of history matched the intentions and motives of governments and individuals? 7. How has representative democracy molded itself into American society and character? 9. How have formal political institutions shaped social, economic, political, and military events? 10. How was the American attitude towards land and individualism influenced by a continuing geographic expansionism? |
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| FEDERALISTS VS. DEMOCRACT-REPUBLICANS : | -PRESIDENCY OF GEORGE WASHINGTON:
What were the precedents established by the Washington administration?
What were the platforms of the first two political parties formed in the
early years of the republic? How did Hamilton establish the economic
foundation of the new nation and what were the long-term effects of his
plans? What advise did Washington leave to the nation? -Election, capital - Cabinet offices and officers - Development and tenets of first political parties: Federalists (Alexander Hamilton) and Democrat-Republicans (Thomas Jefferson and James Madison) - loose vs. strict construction/states rights vs. power of the federal government - Hamiltonian Economic Plan: Trickle-down, Bank of the United States, assumption plan -Creation of Washington, DC - Whiskey Rebellion - impact on developing strength of federal government -Foreign policy: England and Jay Treaty, neutrality during French Revolution, Spain on Mississippi River - Farewell Address - advise for the future -PRESIDENT JOHN ADAMS: What policies were passed during the Adams administration in his efforts to reign Federalist ideology supreme? - XYZ Affair: Undeclared war with France -Alien and Sedition Acts -PRESIDENT THOMAS JEFFERSON: How did the changing of political parties in the executive branch alter the state of affairs of the United States? What impact did the Louisiana Purchase have on our geogrpahic make-up and on our interpretation of the Constitution? What events dealing with our rights at sea impact the years of the Jefferson presidency? - Revolution of 1800: Reversing policies of Adams administration -Lousiana Purchase: Napoleon, constitutional issue, Lewis-Clark-Sacajawea-Aaron Burr -Controversy over the 12th Amendment -Marbury v. Madison -Barbary pirates (Tripoli) -Embargo: New England's reaction, impressment -PRESIDENT JAMES MADISON: How does the presidency of James Madison influence domestic policies? Why was the War of 1812 declared and what were the details of the major battles? What impact did the treaty ending the War of 1812 have on the nation both internally and externally? - Continuing Republican platform -Causes of the War of 1812: impressment, relationship with Canada, Native American fighting (Tecumseh and The Prophet) - New England's lack of support for the War of 1812 vs. Western warhawks -Battles of war: Great Lakes, Thames, Burning of Washington, Fort McHenry, New Orleans - Treaty of Ghent: provisions, long term consequences of war - no agreement on reasons for fighting but established nationhood of the United States (Second War for Independence)- beginning a new and respected country -PRESIDENT JAMES MONROE: How did the Monroe adminstration benefit from the after-effects of the War of 1812? How did the Monroe Doctrine impact the development of the Western Hemisphere? - Nationalism - Florida negotiated from Spain - Monroe Doctrine: isolationism - Panic of 1819 |
-Compare and contrast the ideology
of the Federalists and Democrat-Republicans and explain how their conflict
influecned the domestic and foreign policies of the United States. -Establish the precedents of the Washington and Jefferson administrations. -Analyze the economic, political, social, and international policies of the first 5 presidential administrations as well as the long-term effects of their policy decisions. -Defend the precedents set by George Washington and his cabinet officers as they determined were necessary for the future success of the new nation. -Defend or oppose Hamiltons' economic plan for America. -Justify John Adams moves and interpretation of the Constitution as seen in the acts limiting freedom of citizens and immigrants. -Defend or oppose Jefferson's contradiction of his interpretation of the Constitution and his actions as president. -Explain why and how America peacefully transferred power to opposing political ideologies in 1800. -Support political and judicial decisions increasing the power of the central government during the Jefferson administration. -Interpret the consequences of the War of 1812. -Evaluate the necessity of fighting the War of 1812 and justify its importance for America's internal development. -Draw conclusions about how nationalism and isolationism impacted the internal developments of the United States. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to significant and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reaction to films (History Channel War of 1812) -Class projects and research assignments such as debates, papers, video projects, discussion, presentation -Worksheets |
-Textbooks: Reading of chapters
with guided questions and/or outlining -Supplemental readings: primary and seconday sources (copy of Monroe Doctrine, for example) -Film and videos on Federalist era -Historical websites -Historical games and puzzles etc. -Class discussions -Notetaking -Suggested activities: Presidential poster, Debates on Federalists vs. Democrat-Republicans, Map work on War of 1812/Monroe Doctrine |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 2. How did the struggle between local and national interests promote compromise, and at the same time serve as an internal conflict? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? 6. What was the scope of involvement of the United States in international conflicts and, to what degree did the involvement affect domestic policy? 7. How has representative democracy molded itself into American society and character? 8. To what extent has democracy preserved the rights of individuals and groups in the United States.and beyond? 9. How have formal political institutions shaped social, economic, political, and military events? 10. How was the American attitude towards land and individualism influenced by a continuing geographic expansionism? |
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| JACKSONIAN DEMOCRACY : | -PRESIDENT JOHN QUINCY ADAMS: How
did the presidency of Quincy Adams expand democratic procedures? What
internal developments occurred during the Quincy Adams administration? -Corrupt bargain: Election of 1824 - House of Representatives decides president -American System: internal improvements: Henry Clay, John C. Calhoun, Daniel Webster -Election changes - more inclusive and democratic (conventions, secret ballots) -PRESIDENT ANDREW JACKSON: What conflicts and developments occurred during the wave of the second politicalparty system? What sectional conflicts emerge in the 30 years preceding the Civil War? How were politics tranformed during the Jackson era? What economic conflicts occurred during the Jackson presidency? - Election and campaigns: spoils system and rotation in office -Development of Democratic Party and its ideology -Development of Whig Party and its ideology -Sectionalism issues: Eaton Affair, John C. Calhoun -Second Bank of the United States -Treatment of Native Americans (Cherokee and the Five Civilized Tribes) -PRESDIDENT MARTIN VAN BUREN: What were the justifications and results of western expansion? -Manifest destiny: reasons for development of the policy and the western expansion that resulted - Acquistion of Oregon Territory - Texas Revolution: chain of events, Stephen Austin, Santa Anna, Sam Houston, Alamo: William Travis, Jim Bowie, Davy Crockett, San Jacinto -Trail of Tears - Panic of 1837 - PRESIDENTS WILLIAM HENRY HARRISON AND JOHN TYLER -Settling border agreements with Mexico and Canada -PRESIDENT JAMES K. POLK: What role did support for expansionism take during the Polk administration? - Major events and consequences of Mexican War : Rio Grande, Zachary Taylor, Winfield Scott, Bear Flag Revolt - John Fremont, Treaty of Guadalupe-Hidalgo -Expansionism as a policy of the federal government - PRESIDENTS ZACHARY TAYLOR, MILLARD FILLMORE, AND FRANKLIN PIERCE: What role did the above presidents play on the expansion, domestic policies, and future of the United States? |
-Identify political maneuvers and
moves towards more democracy. -Describe the development of America's internal and domestic policies and improvements in the years following the War of 1812 and preceding the Civil War. -Analyze the development of the sectional conflict in the decades leading to the Civil War. -Explain how the Second Political party system influenced economic and social policies in the 1830's-1850's -Determine the consequences of manifest destiny and western expansion. -Evaluate Jacksonian democracy and its impact of political, economic, and social policies and conflicts during the his reign and the decades following. -Defend or oppose government policies toward Native Americans during the Jackson and Van Buren administrations. -Defend John C. Calhoun's arguments on behalf of the south. -Critique the methods used by the military in putting the policy of manifest destiny into action in Texas and Mexico. -Explain how manifest destiny was a logical consequence representing American attitudes and character. -Evaluate the quick turnover of presidents during the mid-1800's. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to significant and current events -Writing skills: expository/thesis paper/persuasion papers -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reaction to films -Class projects and research assignments such as debates, papers, video projects, discussion, and presentations -Worksheets |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources -Film and videos (Alamo) -Historical websites -Historical games and puzzles -Suggested activities: Native American situation - assimilation and reservation comparison with situation at present time, Discussion on Jacksonian democracy |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 2. How did the struggle between local and national interests promote compromise, and at the same time serve as an internal conflict? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? 6. What was the scope of involvement of the United States in international conflicts and, to what degree did the involvement affect domestic policy? 7. How has representative democracy molded itself into American society and character? 8. To what extent has democracy preserved the rights of individuals and groups in the United States.and beyond? 9. How have formal political institutions shaped social, economic, political, and military events? 10. How was the American attitude towards land and individualism influenced by a continuing geographic expansionism? | |
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| INTERNAL DEVELOPMENTS 1820-60 : | -INTERNAL CHANGES TO AMERICA FROM
1820-1860 - Industrialization: How did the transfer of the production of products from home workshops to factories transform American economy and society?: Impact of machines and factories, market economy , Samuel Slater, Lowell, Massachusetts, Eli Whitney (interchangeable parts, mass manufacture), Inventions such as telgraph/telephone, sewing machine, etc. - Going west : Why did whole families and single men start traveling west? Oregon Trail , California Gold Rush, jobs, challenge to gender roles in western settlements - Cultural lifestyles in mid-1800's: How were people living and entertaining themselves in the mid-1800's. Compare to colonial era and modern times: art, literature, theater, sports (baseball, boxing), fashion, crime and poverty - Urbanization: Why did people move into cities and how did they fare once settled?: moving into cities, why the growth (migration/immigration/etc.), living conditions: districts, transportation, tenement buildings - Transportation Revolution: What was the impact of new technologies in transportation?: roads, steamboat (Robert Fulton), canals (Erie), railroads (Transcontinental) -Immigration: What groups immigrated to the United States in the mid-1800's and why? How successful were these groups in integrating their beliefs, culture, and personalities to American society? Itish and Germans (and Mexicans from war) -Compare and contrast lifestyles in working city districts versus the new middle class -Roles that become established for men (public sphere) and women (domestic sphere); Role of children in workforce and invention of adolescence - Utopian socieities: How did some Americans cope with the rapid changes in the early half of the 1800's?: Oneida, Shakers , New Harmony, Brook Farm -Farming and land development: How did the government encourage western expansion and development?: Homestead Act, Morrill Land Grant, mechanization of agriculture, Mail order companies, cowboys, pony express - Reforming American society: What people and movements transformed American attitudes and further developed characteristic American atributes?: Temperance movement, Transcendentalism (Emerson and Thoreau), Second Great Awakening (Charles Finney), Prison reform - rehabilitation, Mental asylums (Dorothea Dix), Schooling (Horace Mann), Free Masons, Feminist Movement - key leaders (Susan B. Anthony, Elizabeth Cady Stanton, etc.), Seneca Falls Convention |
-Explain the short-term and
long-term consequences of America's Industrial Revolution. Describe its
impact on the economy, gender roles, north versus south. Determine how new
inventions and technology transformed American society. -Evaluate how policies of manifest destiny and western expansion translated into a massive western movement. Determine how events such as the California Gold Rush impacted emigration west. Describe life in the west as compared to life in the established east. Identify how the federal government encouraged western movement and development of open territories. -Relate cultural lives of the mid-180's to the cultural lives of those who lived before and after this time period. -Explain why people began to congregate into the cities. Determine causes of the growth of cities and housing/work conditions for people who migrated to the cities. -Analyze the reason for mass immigration during the 1840's and 1850's. Explain how the Irish and Germans adapted and contributed to American society. -Develop the impact of the transportation revolution on the Industrial Revolution and the western settlement movement. -Identify social reform movements and societal changes that emerged to allow people to cope with rapid changes in the mid-1800's. Explain why these movements attracted mass followings, the tenets of each movement, and the impact each had on establishing the American character. -Describe the vast changes in lifestyle due to the transformation from an agricultural to an industrial economy. -Describe the role of America's first industrial leaders and inventors in developing the technology in the nation. Describe the long term impact on both domestic and foreign relations. -Support the concept that cultural developments during the mid-1800's represent a unique American character. -Relate the impact of immigrant groups in contributing to the American diversity. -Evaluate the reasons for the charitable, philosophical, religious, and moral reform movements during the 1800's. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to significant and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussion -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources (such as Declaration of Women's Rights) -Film and videos on life in 1800's -Historical websites -Historical games/puzzles/etc. -Class discussions -Notetaking -Suggested activities: State scrapbook (historical and present information on developing states), Formal debates on sides of reform movements - pro and con arguments, Journals and newspapers from the time |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? 10. How was the American attitude towards land and individualism influenced by a continuing geographic expansionism? 11. What was the impact of new technology and industrialization on a predominantly agricultural United States? |
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| INTERNAL DEVELOPMENTS: 1860-1900 : | -INTERNAL IMPROVEMENTS IN AMERICA:
1870's-1900 -Industrial Revolution expansion: How does America completely switch to an industrial society? - completion to factory transformation and incorporating the south in this development, lifestyles in cities and industrial centers, new technology such as electricity, sewage, Settlement houses (Hull House) to improve life for those in poverty in the cities - Labor Movement: How did industrial workers begin to fend for their own rights and begin to collective bargain?: Unions: Knights of Labor, American Federation of Labor; Strikes: National Railroad strike of 1877, Haymarket Riot, Pullman Strike, Eugene Debs -Gender roles in the industrial age -Immigration: What groups immigrated en masse to the United States in the 1880's and 1890's? How did they adapt to life in America: Where did they live, what jobs did they take? How did their culture and beliefs infuse into American life?: Italians, Eastern Europeans -Western Expansion: How did the movement and settlement of the west alter Native American tribal life? US policies towards Native Americans, missionaries, asimilation, reservations, boarding schools, Dawes Act, Little Big Horn, Wounded Knee |
-Determine the growing impact of
the Industrial Revolution as America nears the turn of the century and
deals with the post-Civil War years. -Analyze the reasons and demands of industrial age laborers. Determine the support of the federal government towards labor and big business. Explain the accomplishments of labor unions. -Explain lifestyles and improvements in living in the growing cities. -Identify the role new immigrant groups played in America's development. -Reconstruct United States policies towards Native Americans which culminated in confinement on reservations. -Explain the evolution of the industrial and techological revolutions as America heads towards the 20th century. -Defend or oppose American attitudes towards poverty, crime, and other negative aspects of society and the willingness to help as individuals and government. -Justify the lack of support for unionize workers by the executive and judicial branches. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their signficance towards the general subject -Apply meanings to significant and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources -Film and videos on life in 1800's (Silverado) -Historical websites -Historical games and puzzles -Class discussions -Notetaking -Suggested projects: Movie analysis, Interviews, Diagrams, Visual interpretations of lifestyles |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? 6. What was the scope of involvement of the United States in international conflicts and, to what degree did the involvement affect domestic policy? 7. How has representative democracy molded itself into American society and character? 8. To what extent has democracy preserved the rights of individuals and groups in the United States.and beyond? 9. How have formal political institutions shaped social, economic, political, and military events? 10. How was the American attitude towards land and individualism influenced by a continuing geographic expansionism? 11. What was the impact of new technology and industrialization on a predominantly agricultural United States? | |
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| SLAVERY AND SOUTHERN SOCIETY : | -BEGINNINGS OF SLAVERY: How did the
slave trade become a major money-making venture; what and where was the
demand for human chattle? How did Africans get to become viewed as being
inferior/second class citizens with permanent, hereditary slavery as their
fate in America? - Review colonial trade of slavery - Dutch bring first Africans (indentured servants), Middle Passage, Triangular Trade - Slavery becomes hereditary, blacks become seen as inferior -SLAVERY IN THE 1800's: What were the cultural and lifestyle differences between northern and southern society? How did these differences translate into misunderstandings and conflict? How were slaves treated and how did they live? - Compare and contrast southern society to northern society: agriculture and states rights vs. industrial and federal government stronger , Discuss King Cotton -Numbers of slaves/slave owners - put system into perspective: most southerners not own slavers - Slave conditions: family life, religion, language, work, shelter, auctions, Amistad -SUPPORTERS AND OPPONENTS OF SLAVERY: What arguments were used to justify the institution of slavery? What arguments and actions were used in the attempt to liberate slaves? How did slaves themselves resist their situation? - Southern justification for slavery: necessary evil to positive good, physical differences, phrenology, paternalism, history and religious background, Constitutional support - Abolitionists: William Lloyd Garrison, Frederick Douglass, Harriet Beecher Stowe, John Brown -Slave Rebellion: why so seldom, small ways of resisting, Harriet Tubman and Underground Railroad, Revolts: Gabriel, Denmark Vesey, Nat Turner |
-Reconstruct the colonial process
that began the slave trade and slavery as an institution in the United
States. -Explain the steps towards permanancy in slavery and notions of black inferiority. -Identify numbers of slaves, owners, free blacks, and other relevant statistics to determine population and characterization. -Develop the contrasting practices and ideologies that distinguish northern and southern society in the 1800's. -Describe the survival of the slaves and demonstrate the daily activities and hardships in the attempt to live as normally as humanly possible under the circumstances. -Critique souhern justifications for why they had slaves entrenched in their society and why came to view them as a necessary resource. -Critique the actions and arguments of key abolitionists in their attempt to liberate the slaves. -Justify the reasoning for so few major slave rebellions and define the means by which slaves did resist their captivity. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to signficant and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reactions to films (Amistad/Roots) -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets -Roleplaying |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources (slave journals, pamphlets and newspapers of abolitionists) -Film and videos on slave -Historical websites -Historical games/puzzles -Class discussions -Notetaking -Suggested activities: Roleplay life of a slave vs. slave owner, Debate southern justification versus abolitionist beliefs on slavery, Film analysis, Students write down possible rationalization for slavery, Amistad trial |
2. How did the struggle between
local and national interests promote compromise, and at the same time
serve as an internal conflict? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? |
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| SLAVE LAWS/SECTIONALISM : | -,font color = "red">
COMPROMISES: What were congresssional laws passed in an attempt to
compromise on the issue of slavery and states rights in the hope of
avoiding civil war? -Mason Dixon Line -Missouri Compromise: Henry Clay -Wilmot Proviso -Debate on concept of nullification: John C. Calhoun -Compromise of 1850: Henry Clay, Fugitive Slave Act -Kansas Nebraska Act: Stephen A. Douglas, Bleeding Kansas -POLITICS: What was happening in elections and the political theatre that demonstrated division between the north and south? What impact did legislative, executive, and judicial decisions have on slavery and states rights? - Election of 1848: slavery as an issue: popular sovereignty, Democrats: Lewis Cass, Whigs: Zachary Taylor, Free Soil: Martin van Buren -Violence in the Senate: Charles Sumner vs. Preston Brooks -Whigs disappear with death of Henry Clay and Daniel Webster -Election 1856: James Buchanan, Stephen Douglas leads Democrats -Formation of Republican Party: John Fremont -Dred Scott v. Sanford: Roger B. Taney, decision |
-Explain the attempts by government
officials and the legislature to compromise on issues of slavery and
states rights amist contrasting views on the subjets. -Evaluate who benefited from congressional compromises and acts dealing with slavery and states rights. -Draw conclusions on the effectiveness of congressional compromises in avoiding civil war -Summarize the role slavery and states rights played in national elections preceding the Civil War. -Describe the infusion of the issues of slavery and states rights into political decisions. -Defend or oppose popular sovereignty. -Compare and contrast the ideology of the Democrats, Whigs, and Republicans. -Appraise the role of key figures who developed congressional compromises. -Evaluate the Dred Scott decision as to its immediate and long term impact; explain the critiques of the Dred Scott decision in the modern study of the Supreme Court rulings. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject. -Apply meanings to significant and current events -Writing skills: expository/thesis paper/persuasion papers -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and quizzews -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources (the compromises) -Film and videos on slavery -Historical websites -Historical games/puzzles -Class discussions -Notetaking |
2. How did the struggle between
local and national interests promote compromise, and at the same time
serve as an internal conflict? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? | |
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| CIVIL WAR : | - CAUSES OF THE
CIVIL WAR: What were the underlying causes that led to the outbreak of
fighting in the United States in 1861? What was the immediate spark that
led to the actual fighting? -Slavery in west -Different cultures and economy in north and south: compare and contrast resources of each (economics, technology and weaponry, size, population) -Power to government: states rights versus power to federal government -Election of 1860: Democrats Stephen A. Douglas and John C. Breckinridge, Republican Abraham Lincoln, Constitutional Union John Bell: the spark that led to war, the platforms of each party -Taking sides: secession - South Carolina and the 10 that follow, Form Confederate States of America: Jefferson Davis and Alexander Stevens, border states -OPENING BATTLES: What did the first battles of the Civil War relay regarding the nature of war in general and the transformation to modern warfare? How did the first battles determine Union and Confederate plans and strategies? - Fort Sumter: April 12, 1861: Robert Anderson, choices of Lincoln, Confederate bombing and subsequent surrender of fort, Results: formation of armies in east and west (two theatres of war): Northeast: Army of Potomac - Irvin McDowell, Southeast: Army of Northern Virginia: P.G.T. Beauregard -Anaconda Plan: Winfield Scott, 3 prong plan by union - Richmond, Mississippi, blockade - First Bull Run: McDowell vs. Beauregard, Stonewall Jackson, war not a game |
-Interpret and justify the causes
of the Civil War: was it inevitable (is anything inevitable?) -Compare and contrast the economies, politics, geography, population, technology of the north and south as they enter the Civil War -Defend arguments for state versus federal government power -Explain how the election of Abraham Lincoln was the spark that led to secession and eventually to war -Determine why the 11 states in the south decided to secede -Critique Lincoln and Union decisions at the opening battle of the Civil War -Defend or oppose the goals of the Anaconda Plan -Explain the precedents set at Bull Run and how this battle transformed the nature of warfare. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to significant and current events -Writing skills: expository/thesis/persuasion -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reaction to films (Ken Burns Civil War series) -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets -Role playing |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources -Film and videos -Historical websites -Historical games/puzzles -Class discussions -Notetaking -Suggested activities: Penpal with a southern school - determine the differences in how they study the Civil War versus how northern students study it; Re-enact the election of 1860; paper on a general or a battle (newspaper project) during the Civil War |
2. How did the struggle between
local and national interests promote compromise, and at the same time
serve as an internal conflict? 5. How have the realities of history matched the intentions and motives of governments and individuals? 9. How have formal political institutions shaped social, economic, political, and military events? |
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| CIVIL WAR : | -BATTLES: What were the events that
occurred in the major battles of the Civil War? How did each battle impact
the outcome of the Civil War? How did each battle impact Union and
Confederate decisions during the war? How was the South able to win so
many battles and hold on/continue fighting for four years? What were the
results of individual battles? -Peninsula Campaign: Plan to capture Richmond, George McClellan, Joseph Johnston,Robert E. Lee -Second Bull Run: John Pope - Monitor v. Merrimac: new technology found in ironclads -Antietam: McClellan vs. Lee, bloodiest one day battle in American history, First southern invasion of north failed, Emancipation Proclamation, no European allies for south, McClellan fired -Fredricksburg: Ambrose Burnside -Chancellorsville: Jospeh Hooker, Stonewall Jackson killed - Gettysburg: George Meade vs. Robert E. Lee, Pickett's Charge - frontal assault, Gettysburg Address, turning point in war -Out West: Ulysses S. Grant: Shiloh - Albert Sidney Johnston, New Orleans - David Farragut, Vicksburg - starve city: Capture Mississippi - Ulysses S. Grant becomes Union general in east -William Tecumseh Sherman: Burning of Atlanta, March to the Sea -Tactics of total war -Fall of Richmond -Appomattox Courthouse surrender of Lee -OTHER EVENTS OCCURRING DURING THE WAR: What advantages and disadvantages did each side have? What events occurred at sea? How were prisoners of war treated? What medical issues arose during the war? How did politics play a role in the war? How did each side handle the increased expenses and financial situation? -Sea: Trent Affair, CSS Alabama, H.L. Hunley -Confederate cavalry: Jeb Stuart - southern tradition - Soldiers: who joins war, conscription, Draft Riots in New York, black soldiers (54th Massachusetts) -Prisoners: prisoner exchange ends, Libby, Andersonsville - Henry Wirz, Elmira -Medicine: Surgery/amputations, disease, U.S. Sanitary Commission, Dorothea Dix, Clara Barton - nursing/Red Cross -Money: print greenbacks, inflation, spending/borrowing/taxing, Richmond Bread Riots - Election of 1864: Democrats and Modern Republicans, Copperheads, Radical Republicans, Abraham Lincoln and Andrew Johnson (Union Party) versus George McClellan - Democrat - -Lincoln Assassination: Fords Theatre, conspiracy, John Wilkes Booth |
-Critique Union plans, generals,
and tactics on the battlefield that helped cause the Civil War to continue
for four years. Describe Confederate victories and accomplishments on the
battlefield. -Describe the ways in which new technology - weaponry, ships, other - impacted the outcome of the war and influence future wars. -Evaluate the impact of Antietam on the eventual Union victory and Confederate defeat. -Justify the deliverance of the Emancipation Proclamation. -Critique Lincoln's strategies and choice of Union generals. -Compare and contrast Union accomplishments on the battlefield in the eastern and western theatres. -Justify Grant and Sherman's use of total warfare. -Explain how and why the last year of the war leaned in favor of the north in terms of victory on the battlefield -Summarize the surrender and the terms given to the Confederates. -Relate England's role in the American Civil War. -Appraise the Confederate advantages on the battlefield. -Defend the decision to end prisoner exchange and determine the consequences of this action. -Explain attempts to improve medical attention for soldiers and the consequences of disease for soldiers. -Compare and contrast the financial situations of the Union and Confederacy. -Describe the close election of 1864 and support the concept that Lincoln was not assured a victory. -Explain the details and causes for the assassintation of Abraham Lincoln -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their signficance towards the general subject. -Apply meanings to significant and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reaction to films (suggested: Glory, Gettysburg, Andersonville, re-enactments, Ken Burns Civil War series) -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets -Role playing |
-Textbook: Reading chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources (such as the Emancipation Proclamation) -Film and video on Civil War -Historical websites -Historical games/puzzles -Class discussions -Notetaking -Suggested activities: Newspaper on battle, report on general, analysis of a film, video project of a state involved in the Civil War, thesis paper, re-enactments |
2. How did the struggle between
local and national interests promote compromise, and at the same time
serve as an internal conflict? 5. How have the realities of history matched the intentions and motives of governments and individuals? 9. How have formal political institutions shaped social, economic, political, and military events? | |
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| RECONSTRUCTION : | -PRESIDENTIAL RECONSTRUCTION PLANS:
What did Lincoln and Johnson plan in regards to rights for freedmen and
the states that had seceded? -10% Plan, Johnson's Plan - supporter of states rights -CONGRESSIONAL PLAN: Why did Congress take over reconstructing the re-united nation? What plans did Congress pass for freedmen and the states that had seceded? -Radical Republicans, Thaddeus Stevens, Charles Sumner -States: republican government, territories or conquered nation?, admitting southern representatives to Congress, Military Reconstruction Act, new state governments, freedom vote, Johnson's opposition -Freedmen: 13, 14, 15th amendments, due process, reduce power of the states, Swing Around the Circle Campaign - Johnson, Freedmen's Bureau - Oliver Howard, Civil Rights Act, Johnson opposition -Testing the Civil War amendments in court: Ex parte Milligan, Slaughterhouse Cases |
-Critique the reconstruction plans
developed by the executive branch - specifically Abraham Lincoln and
Andrew Johnson. -Justify the congressional take-over of reconstructing the nation. Justify the implementation of plans developed by the minority of Radical Republicans. -Interpret the effectiveness of the congressional plans implemented during the Reconstruction Era. Relate the rights given to freedmen to the Civil Rights movement of the 1960's. -Explain how judicial intepretation of the 13th amendment impacted due process for individuals and how it reduced power for state governments. Evaluate short-term and long-term consequences. -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their signficance towards the general subject -Apply meanings to significant and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets -Role playing |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources -Film and videos on Reconstruction -Historical websites -Historical games/puzzles -Class discusssions -Notetaking -Suggested activities: Compare and contrast life for blacks during the Reconstruction Era and the Civil Rights era of the 1960's, Argue presidential versus congressional plans - essay writing, Write your own Reconstruction Plan |
2. How did the struggle between
local and national interests promote compromise, and at the same time
serve as an internal conflict? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? 7. How has representative democracy molded itself into American society and character? 8. To what extent has democracy preserved the rights of individuals and groups in the United States.and beyond? 9. How have formal political institutions shaped social, economic, political, and military events? |
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| RECONSTRUCTION : | - IMPEACHMENT OF
ANDREW JOHNSON: Why was Andrew Johnson really impeached/what were the
political motivations? What crime did Andrew Johnson commit? -Political motivations of impeachment -Tenure of Office Act -Secretary of War Edwin Stanton -charge: high crimes and misdemeanors -not guilty - not used as political weapon -REALITY OF RECONSTRUCTION: How did Congressional plans succeed and fail? How were congressional reconstruction plans interpreted and how did they effect people in reality? -scalawags and carpetbaggers -reality of redistribution of land for blacks: sharecropping and tenet farming -education for blacks - Freedmen's Bureau -Freedmen rebuild their lives -black codes - Jim Crow -Ku Klux Klan -Democrats return to power -FAILURE OF RECONSTRUCTION: Why did the congressional plans for reconstruction not successfuly reunite our nation and provide rights for blacks? What long-term consequences did the failures of reconstruction have in modern times? -no money for programs, racial tension, corruption in government, southern poverty, Jim Crow, judicial decisions: Plessy v. Ferguson -PRESIDENT ULYSSES S. GRANT: What contributions did Grant make towards reconstructing the nation? How successful was Grant as head of the executive branch? What scandals occurred during Grant's administration? How is Grant viewed as a president today? -Election 1868: Grant vs. Horation Seymour -Election 1872: Grant vs. Horace Greeley -Scandals amongst administration - Begin to end Reconstruction plans - reduce army in south, Amensty Act -Aid to freedmen: Enforcement Acts, Civil Rights Act 1875 -purchase Alaska |
-Defend or oppose the legitimacy of
the impeachment of Andrew Johnson -Apply the knowledge of the reconstruction plans and decide why blacks were not granted full citizenship rights; distinguish de jure vs. de facto segragation -Describe blacks desire to begin building their lives as freedmen and women -Evaluate the obstacles to true freedom and rights for blacks in the post-Civil War era -Describe government and individual sanctioned discrimination of blacks and how this carried itself into the mid-20th century through the present day -Compare and contrast segregation and discrimination in the post-Civil War era to the Civil Rights decades -Explain how government enforced differences between black and white citizens -Explain the successes and failures of reconstruction -Critique the success and failures of Grant's two terms in office; evaluate his contributions to reconstructing and reuniting the United States -METHODS: -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their significance towards the general subject -Apply meanings to significant and current events -Writing skills -Oral skills through pubic speaking in formal and informal debates/discussions -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reaction to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets -Role playing |
-Textbook: Reading of chapters with
guided questions and/or outlining -Supplemental readings: primary and secondary sources -Film and videos -Class discussions -Notetaking -Suggested activities: Reenact impeachment trial, Write ideas of how reconstruction could have succeeded, Discuss impact of Reconstruction on Civil Rights era of 1960's |
2. How did the struggle between
local and national interests promote compromise, and at the same time
serve as an internal conflict? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? 7. How has representative democracy molded itself into American society and character? 8. To what extent has democracy preserved the rights of individuals and groups in the United States.and beyond? 9. How have formal political institutions shaped social, economic, political, and military events? | |
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| GILDED AGE : | GILDED AGE: What was the Gilded
Age? How did politics play a role in people's lives during the Gilded Age?
Compare political invovlment to modern times. - attitudes towards politics, high interest in politics, local over national issues important, weak presidents, polical bosses: Boss Tweed, definition of Gilded Age PRESIDENTS DURING THE GILDED AGE: Who were the presidents during the Gilded Age? Why were the presidents weak and one term? -Election 1876: Tilden vs. Hayes - who really won? -James A. Garfield - assassination -Chester A. Arthur -Grover Cleveland: Depression -William McKinely - strong presidency, assassinated -ISSUES DURING THE GILDED AGE: What were important and controversial issues during the last quarter of the 19th century? Where did Democrats and Republicans stand on these issues? -Civil Service Reform: Pendleton Civil Service Act -Tariffs -Money: Greenbacks vs. Hardmoney -Drinking (prohibition) -Women's Suffrage -Education |
-Explain the high interests in
local politics during the Gilded Age. -Justify the role of political bosses in government and elections. -Explain why presidents during the last quarter of the 19th century were not strong and aggressive. -Summarize the key controversial issues debated in the late 1800's -METHODS -Develop reading comprehension and understanding -Ability to identify terms and concepts and expand on their signficance towards the general subject -Apply meanings to signficant events and current events -Writing skills -Oral skills through public speaking in formal and informal debates/discussion -Notetaking techniques and study skills |
6.1: Social Studies Skills 6.2: Civics 6.3: World History 6.4: United States and New Jersey History 6.5: Economics 6.6: Geography |
-Homework assignments: Textbook and
supplemental readings -Tests and Quizzes -Essays -Evaluation and reactions to films -Class projects and research assignments such as debates, papers, video projects, discussion, presentations -Worksheets |
-Textbook: Readings of chapters
with guided questions and/or outlining -Supplemental readings: primary and secondary sources -Film and videos on the Gilded Age -Historical websites -Historical games/puzzles -Class discussions -Notetaking |
1. How has American ideology and
actions been a challenge to the status quo of political, social, and
religious values and beliefs? 3. What natural resources, economic decisions and consequences influenced the stability of the developing United States? 4. What roles did ethnicity, class, and gender play in shaping the path of American development? 5. How have the realities of history matched the intentions and motives of governments and individuals? 7. How has representative democracy molded itself into American society and character? 8. To what extent has democracy preserved the rights of individuals and groups in the United States.and beyond? 9. How have formal political institutions shaped social, economic, political, and military events? 11. What was the impact of new technology and industrialization on a predominantly agricultural United States? |
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