Alexander County Schools 2012-2013

Alexander County Schools 2012-2013

Unit: Creating A Nation Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

AH1.H1 Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time.

AH1.H2.2 Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). AH1.H3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time.

AH1.H4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., mercantilism, Revolutionary era taxation, National Bank, taxes, tariffs, territorial expansion, Economic “Panics”, Civil War). AH1.H4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement of American Indians, manifest destiny, slavery, assimilation, nativism) AH1.H5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, “ slavery as a peculiar institution”, etc.).

AH1.H7.1 Explain the impact of wars on American politics through Reconstruction (e.g., Issues of taxation without representation, Proclamation of 1763, Proclamation of Neutrality, XYZ Affair, Alien & Sedition Acts, War Hawks, Hartford Convention, slavery Compromises, scalawags, carpetbaggers, etc.).

AH1.H8 Analyze the relationship between progress, crisis and the “American Dream” within the United States.

Transfer: Students will be able to independently use their learning to…

Determine the social, political and economic impact of conflict

Evaluate the impact of industrialization

Detect the need for reform as a result of expansion

Meaning

Understandings: Students will understand that…

Conflicts shaped the United States

Expansion, reform, and industrialization played a vital role in shaping early American society

Essential Question(s):

How does conflict affect a nation socially, politically, and economically?

What impact does industrialization have on a society?

How does expansion necessitate reform within a society?

Acquisition

Students will know:

Colonial geography

Immigration factors (push/pull)

Colonial regional distinctions

Changing relationship between Britain and the colonies

Significant conflicts of Revolution

Advantages/disadvantages of Britain

Compared to the colonies

Founding documents

Students will be skilled at:

Analysis

Cause and effect

Predicting outcome

Critical thinking,

Compare/contrast

Essential Vocabulary:

Agricultural Revolution, Mesoamerica, Native Americans, conquistador, triangular trade, joint stock company, Jamestown, mercantilism, English Bill of Rights, John Locke, Montesquieu, non-importation agreement, writ of assistance, French and Indian War, Stamp Act, Sons of Liberty, Townshend Act, Boston Massacre, Minutemen, Boston Tea Party, Loyalist, Patriot, Battle of Bunker Hill, Thomas Paine, Declaration of Independence, Valley Forge, Marquis de Lafayette, Saratoga, John Paul Jones, Treaty of Paris, Articles of Confederation, Northwest Ordinance, Shay’s Rebellion, Separation of Powers, Checks and Balances, veto, amendment, James Madison, Great Compromise, Three- Fifths Compromise, Bill of Rights, Federalist, Anti-Federalist

IT Standards: HS.RP.1 Design project-based products that address global problems

IT Strategies: -Create graphic organizer -Create a brochure -Quiz game -Story of Us, guided viewing

Unit Title: Creating A Nation Grade: 11th

Subject: American History 1

STAGE 2

Understandings:

Conflicts shaped the United States

Expansion, reform, and industrialization played a vital role in shaping early American society

Essential Questions:

How does conflict affect a nation socially, politically, and economically?

What impact does industrialization have on society?

How does expansion necessitate reform within a society?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Reciprocal Questioning— for review; students will create review questions for a game

Think-pair-share: class opening discussion

Role Play: to debate going to war

Block Swap: students will write to students in other blocks about what they are learning

Quiz Game: ex. Jeopardy, Millionaire

Quick-writes: brief sentence or picture to summarize learning for the day (5-10 min)

Daily Quizzes: to assess student learning from the previous lesson

Case Based Instruction: primary source documents

Summative Assessment

Multiple Choice, Short answer. Fill in the blank: to asses student knowledge

Situational Analysis: Consider that by 2022 the US experiences a significant population boom directly connected to an increase in immigration. Create a graphic organizer to compile a list of potential problems and benefits related to this boom. Choose one issue to more closely examine. Determine what type of governmental involvement is needed to address the issue. Create a brochure to illustrate and outline what this involvement will entail.

STAGE 3

Approximate number of days spent on unit: 20

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Textbook

America: The Story of Us

Primary Sources

Amazing Stories.com

US History End-of-Course workbook

Strategies:

From the perspective of a colonist after the Proclamation of 1763, write a letter describing the impact of the Proclamation on daily life and how you plan to deal with the changes (amazingstories.com)

Teacher driven instruction

Focus on literacy through purposeful vocabulary

Examination of primary documents

Multiple uses of graphic organizers

Class discussion (Story of Us)

Incorporation of visual aides including video, youtube clips, etc. (amazingstories.com)


Unit: Building a New Nation

Q1 Q2 Q3 Q4



AH1.H2.2 Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). AH1.H3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time.

AH1.H4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States.

AH1.H5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. AH1.H6 Understand how and why the role of the United States in the world has changed over time.

AH1.H7 Understand the impact of war on American politics, economics, society and culture.



Critique the benefits of conflict on a nation

Understand the impact of expansion

Recognize the establishment of authority

Explain the reforms that resulted from conflict

Compare the challenges to authority

Meaning


Authority is established

Expansion challenges authority

Conflict often results in change and/or reform


How can conflict benefit a nation?

In what ways might war ever be justified?

What are some valid reasons to challenge authority?

Acquisition

Students will know:

States’ rights vs. federal rights Key Supreme Court cases Constitution, Industrial Revolution Expansion American System


Analysis compare/contrast cause and effect taking a position


Tariff of 1789, Whiskey Rebellion, Jay’s Treaty, Pinckney’s Treaty, Quasi-War, Alien and Sedition Acts, Louisiana Purchase, Lewis & Clark, Embargo, Nationalism, Non-Intercourse Act, War Hawks, William Henry Harrison, Know-Nothings, Second Great Awakening, Abolition,

Emancipation, Squatter, Manifest Destiny, “54-40 or Fight”, Marbury vs. Madison, Election of 1800, War of 1812Treaty of Ghent, Era of Good Feelings, Monroe Doctrine, Free enterprise system, Labor Union, Strike, Erie Canal, Industrial Revolution, Yeoman farmer, Corrupt Bargain, Mudslinging, American System, Suffrage, Spoils System, Indian Removal Act, Worcester vs. Georgia, Panic of 1837, Nativism

IT Standards: HS.TT.1 Use technology and other resources for assigned tasks.

IT Strategies: -quiz game -access primary documents -social media outlets

Unit Title: Building a New Nation Grade: 11th


STAGE 2

Understandings:

Authority is established

Expansion challenges authority

Conflict often results in change and/or reform


How can conflict benefit a nation?

In what ways might war ever be justified?

What are some valid reasons to challenge authority?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state

Formative Assessments (Evidences)

Venn Diagram: differences

forming in the North and South

Bumper Sticker: Democratic Republicans and Federalists

Quiz Game: Jeopardy, snowball game, Millionaire etc

Case Based Instructions: primary documents

Gallery Walk: images around the room students have to interpret

Stick it to me: sort powers of the government with sticky notes


Traditional assessments: multiple choice, short answer, fill-in-the-blank, essay, etc.

Situational analysis:

Brainstorm a list of

grievances that high

school students have

today against the current

school rules. Categorize

those grievances as mild,

moderate, and severe.

From the severe list,

determine one grievance

that you feel strongly

about and devise a plan to

deal with that grievance.

Your plan could include a

rally, a new program

proposal, an alternative

ruling, a compromise. You

need to also determine

the best means of

communicating your plan

to the masses as well as

gathering support

STAGE 3









Resources:

Amazingstories.com

America: the Story of US

Textbook

Youtube.com

Streaming videos

History Change Frame Graphic Organizer: from

Classroom Strategies for Interactive Learning by Doug

Buehl pg. 205

First Impressions Chart: from Classroom Strategies for

Interactive Learning by Doug Buehl pg. 204

Strategies:

Teacher-driven instruction (textbook)

Videos, clips (Story of US, streaming videos)

Graphic organizers (History Change)

Teacher directed social media outlets (facebook template, etc)

Class discussion

Brainstorming

Write, conduct and film a newscast


Unit: A Union in Crisis

Q1 Q2 Q3 Q4



AH1.H2 Analyze key political, economic and social turning points in United States History using historical thinking

AH1.H3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time. AH1.H4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States.

AH1.H5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. AH1.H6 Understand how and why the role of the United States in the world has changed over time. AH1.H7 Understand the impact of war on American politics, economics, society and culture.



Compare and contrast life in the North and South

Understand the growing tensions between the North and South

Critique the compromises of the time period and determine their effectiveness

Devise a war plan based on location, resources, and desired outcome

Meaning


Different regions developed differently leading to differences in economic and political views

Compromises can positively and negatively impact civil unrest

Location, availability of resources, and desired outcome impact a group’s war plan


Do the differences of political and economic thought always result in war?

What could be a justification of war?

What makes a compromise effective?

Acquisition

Students will know:

Key differences between the North and South

Advantages and strategies of the North and South

Slavery legislation

Slave culture


Analysis

Cause and effect

Compare/contrast

Predicting outcome

Reflection

Causation


Missouri Compromise, Henry Clay, Wilmot Proviso Free-Soil Party, “Forty-Niners”, Popular sovereignty, Abraham Lincoln, Stephen Douglas, secede, Personal liberty laws, Harriet Beecher Stowe, Harriet Tubman, “Uncle Tom’s Cabin”, Compromise of 1850, Fugitive Slave Act, Cotton gin, Frederick Douglass, John Brown, Bleeding Kansas, Underground Railroad, Kansas-Nebraska Act, Republican Party, Dred Scott, Fort Sumter, Harpers Ferry, Confederacy, Jefferson Davis, Robert E. Lee, Anaconda Plan, Ulysses S. Grant, William Tecumseh Sherman, total war, conscription, Copperheads, habeas corpus, Emancipation Proclamation, Sherman’s March to the Sea, Appomattox Courthouse

IT Standards: IT Strategies:

Unit Title: A Union in Crisis Grade: 11th


STAGE 2

Understandings:

Different regions developed differently leading to differences in economic and political views

Compromises can positively and negatively impact civil unrest

There are no quick fixes to re-unification


Do the differences of political and economic thought always result in war?

What could be a justification of war?

How does a country rebuild after civil war and ensure equality to all people?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state

Formative Assessments (Evidences)

Venn Diagram (hula hoop): North

vs. South

Chart cause and effects for the Civil War

Case Based Instructions: primary

documents

Role Play: student take on roles of different groups in the Union

Classroom Debates

Quiz Games


Traditional Assessment: multiple choice, short answer, essay, etc.

Imagine that you awakened to find yourself in a real life version of “The Walking Dead”. Develop a battle plan based on your current location, available resources, and desired outcome.

STAGE 3









Resources:

Glory (film) Primary Documents America the Story of Us Textbook Classroom Strategies for Interactive Learning by Doug Buehl

Strategies:

Gallery Walk: Underground railroad

Photo timeline Battle Reenactments – tableau style

Teacher-driven instruction

Class discussion

Graphic organizers

Reenact a presidential speech and position students in groups of

those who can see and hear, those who can barely hear, and those

who have to read about it in the paper – discuss how the delivery

affected the message


Unit: Reconstructing the Union

Q1 Q2 Q3 Q4



AH1.H2 Analyze key political, economic and social turning points in United States History using historical thinking

AH1.H3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time. AH1.H4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States.

AH1.H5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. AH1.H6 Understand how and why the role of the United States in the world has changed over time. AH1.H7 Understand the impact of war on American politics, economics, society and culture.



Compare the various plans for reconstruction

Analyze the effects of new legislation focused on guaranteeing equality for all

Understand the reasons some people have for moving

Invent a new product

Meaning


Geography and access to resources affect political and economic views and policy

Policy doesn’t always translate into reality

There are often multiple reasons people have for moving

Necessity is the mother of invention


Why do people move?

Once the people of a nation have been involved in civil war, how can unity be restored?

Given proper legislation, what other obstacles do groups face in trying to achieve equality?

How is necessity the mother of invention?

Acquisition

Students will know:

Plans for Reconstruction

Southern resistance

Political differences

Settlement of the west

Indian conflicts

Segregation vs. integration

How Reconstruction ends

Legislation impacting equalities


Analysis

Critical thinking

Compare/Contrast

Cause and Effect

Interpretation

Application


Carpetbaggers, scalawags, Compromise of 1877, Reconstruction, Freedmen’s Bureau, Ku Klux Klan, Jim Crow laws, Tenant farming, Share tenancy, Sharecropping, Impeachment, Enforcement Acts, Radical Republicans, Wade-Davis Bill, Andrew Johnson, Civil Rights Act of 1866, Segregation, Plessy v. Ferguson, Integration, Rutherford B. Hayes, Black codes, Open Range, hacienda, barrios, boomtown, barbed wire,

Homestead Act, Wheat Belt, Soddies, Sand Creek Massacre, Dawes Act, Helen Hunt Jackson, A Century of Dishonor, William Jennings Bryan, Cross of Gold Speech, Populism, greenbacks, Gilded Age, Morill Tariff, Alexander Graham Bell, Thomas Edison, Land grants, Pacific Railway Act, New South

IT Standards: IT Strategies:

Unit Title: Reconstructing the Union Grade: 11th


STAGE 2

Understandings:

Geography and access to resources affect political and economic views and policy

Policy doesn’t always translate into reality

There are often multiple reasons people have for moving

Necessity is the mother of invention


Why do people move?

Once the people of a nation have been involved in civil war, how can unity be restored?

Given proper legislation, what other obstacles do groups face in trying to achieve equality?

How is necessity the mother of invention?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state

Formative Assessments

(Evidences)

Block Swap

Quiz Games

Stick to Me: Reconstruction Plans

Ticket out the door K-W-L chart


Traditional Assessment: multiple choice, short answer, essay, etc.

Advertisement brochure: promoting NC using info students learned on push/pull factors

Inventions and Innovations: create a usable product for your generation and develop an ad for that product

STAGE 3

Approximate number of days spent on unit:








Resources:

Far and Away (film)

America: Story of US

Textbook

Primary documents

Streaming videos

Graphic Organizers

Strategies:

Teacher-driven instruction

Journaling

Visual vocabulary

Class discussion

Graphic organizers

Jigsaw grouping

Simulation