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TOWNSHIP OF UNION PUBLIC SCHOOLS
Academic Area United States History I Honors
Curriculum Guide 2013 Curriculum Guide Approved June 2013
Readopted June 2015
Board Members
Francis “Ray” Perkins, President
Richard Galante, Vice President
David Arminio
Susana Cooley
Guy Francis
Linda Gaglione
Thomas Layden
Versie McNeil
Vito Nufrio
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak
Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis
Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-6……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford
Guidance K-12/SAC …..…………………………………………………………………………………….……….Ms. Nicole Ahern
Language Arts 7-12/Library Services K -12 ….………………………………….……………………….………Ms. Mary Malyska
Math 7-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies 7-12/Business 9-12…………………………………….…………………………………………….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Table of Contents
Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Content District Mission/Philosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet
his or her individual needs in an environment that is conducive to learning. State standards, federal and state
mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a
regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any
disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or
when necessary, removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,
providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self
discipline. Acquire and use the skills and habits involved in critical and constructive
thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological
sciences. Participate effectively and efficiently in economic life and the development
of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural
activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural
resources.
Develop basic skills in sports and other forms of recreation.
Course Description
This course traces the history of the United States from the Colonial period to the end of the Progressive Era. All students will acquire knowledge of the time period discussing and analyzing interactions of people, cultures, and environment. Students will be immersed in research methods, and critical thinking techniques to demonstrate how the above-mentioned periods shaped the United States and our relations within the global community. Such knowledge and skills will enable students to make informed decisions that reflect core democratic values as productive citizens in local, national, and global communities. A heavy emphasis has been put on communication skills, both writing and speaking. Students will also analyze charts, graphs, and maps. Skills needed to be successful in workplace environments will be applied in the form of objective reasoning, listening, and problem solving.
Recommended Textbooks
Danzer, Klor De Alva, Wilson, Woloch. The Americans: Reconstruction to the 21
th
Century. Evanston , IL: Mcdougall Littell, 2005.
Course Proficiencies
Students will be able to…
1. Understand historical time periods by analyzing primary and secondary sources. 2. Demonstrate understanding of material through written and oral expression. 3. Analyze historical material through the use of maps, graphs, and charts. 4. Analyze the reasons for European exploration and dominance in the Americas. 5. Understand diversity and regional differences among the colonies. 6. Summarize colonial resistance and reaction to British actions, including the Declaration of
Independence. 7. Explain the causes and results of the American Revolution. 8. Understand the importance of the Constitution as a “living document”. 9. Describe the framework of the constitution as a foundation to our modern democratic system.
10. Understand the social advancement of our society through constitutional amendments. 11. Describe the reasoning and impact of Manifest Destiny on American Society. 12. Explain political differences within the country that led to the Civil War. 13. Analyze the question of slavery as a fundamental catalyst to Southern secession. 14. Analyze the social implications of the Reconstruction period in the South. 15. Describe the effects of Urbanization and its impact on American culture. 16. Understand the motivation behind immigration, and its impact on American society. 17. Outline technological advances in the United States and its impact on American life. 18. Research the role of women during the Progressive Movement, the Temperance Movement, and
Women’s Suffrage. 19. Understand the scope of reform movements during the Progressive Era. 20. Analyze the motivation behind American Imperialism. 21. Explain the evolution of U.S. foreign policy from isolationism through neutrality leading up to becoming a world power. 22. Identify the causes and affects of the Spanish-American War. 23. Identify long term causes and the immediate circumstances that led to World War I. 24. Summarize the social changes that affected African Americans and women before and after WWI.
Curriculum Units Unit 1: The Colonia Era and American Revolution Unit 2: A New Nation and Westward Expansion Unit 3: The Civil War and Reconstruction Unit 4: Immigration and Urbanization Unit 5: The Progressive Era Unit 6: American Imperialism
Pacing Guide- Course
Content Number of Days Unit 1: 40 Unit 2: 34 Unit 3: 20 Unit 4: 35 Unit 5: 26 Unit 6: 25
Unit 1: The Colonial Era and American Revolution
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
How would you react to a people whose appearance and language are unlike anything you have ever known?
What can happen when one culture imposes its values on another?
Identify the diverse Native American groups in North America.
Describe the ancient cultures in the Americas. Understand European societies of the 1400’s and the forces that led them to undertake exploration.
Daily “Do Now” The Americas before Columbus The “Nacerima People” Reading The Columbian Exchange Project – students will research an item transported across hemispheres during the Columbian Exchange.
Daily Do Now Class notes Class Participation Readings Columbian Exchange Project
Which Should have more power, the states or the national government? What constitutes a revolution?
Describe the Spanish exploration of the Americas and its effects on Native Americans, Africans, and Europeans. Describe the English settlement at Jamestown. Understand the economic relationship between England and its North American colonies. Characterize the plantation economy in the South. Recognize the varied economy of the North.
Jamestown Case Study (What led to the early destruction of the colony?)
Colonial Map Activity –students will identify regional differences on a map of the original 13 colonies. Founding Fathers Facebook Activity – students will choose a founding father and create a Facebook page. John Adams Case Study
Case Study
Colonial Map Activity Facebook Project Case Study
How much power should the national government have?
Summarize the impact of Enlightenment thinking and its possible link to the American Revolution. Understand the French and Indian War. Summarize colonial resistance to British taxation. Trace the mounting tensions in Massachusetts. Summarize the historical background of the Declaration of Independence.
Colonial Song Activity – students will create a song describing the displeasure colonists have with the crown regarding taxation Acts.
“Washington Crossing the Delaware “Painting Analysis
Presentation of colonial songs
Painting Analysis
Chapters 1 and 2 Tests
Trace conflicts in the North and South during the Revolutionary War. Recognize the symbolic value of the Revolution. Describe the political and economic problems faced by the Confederation. Explain how the United States confronted the difficult task of forming a new government.
Unit 2: A New Nation and Westward Expansion
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
What did the Framers of the Constitution state as the main goals for government? How do checks and balances and separation of powers affect the role of government?
Explain the purpose for establishing the constitution. Explain the main roles of the legislative, judicial, and executive branch. Examine the qualifications and terms of office for senators, house members, and the President. Understand how the Constitution limited the powers of Congress.
Daily Do Now Constitutional Amendment Timeline Amendment Debates - Freedom of Speech and Expression, Search and Seizure, and Capital Punishment
Do Now Class Participation Class notes Class Debates
How is the Constitution a living document?
Would you support the federal or your state government?
Explain the powers and duties of the President. Describe how the states are interdependent and subject to the federal government. Identify the basic freedoms guaranteed by the first tem amendments. Identify significant changes that happened during Jefferson’s presidency. Explain the causes and consequences of the War of 1812.
Analyze various court cases dealing with the 1st, 2nd, 4th, and 8th Amendment.
Class Debate – State v. Federal Law “Our Classroom” Bill of Rights Project – students will create their own 10 amendments identifying basic rights in our classroom.
Court case analysis
Class Debate
Bill of Rights Project
What might happen if some states enforce laws and others don’t?
How did the rapid expansion and transformation of the American economy affect regional tensions and political compromises?
Summarize the ways in which nationalism shaped American foreign policy. Examine the crucial issues and event of Andrew Jackson’s presidency. Summarize the reasons settlers headed west. Describe the Texas settlement, and the struggle for independence and annexation. Analyze the California gold rush.
Nationalism Project - students will create their own flags describing pride in our classroom. Slave Poster Presentations Students will research a slave refuge poster and describe it to the class. Manifest Destiny Painting Analyses
Nationalism Project Class Presentations Painting Analysis
When is it necessary for a social movement?
Describe the impact of new markets, entrepreneurs, and inventions on the 19th-century American economy. Describe the institution of slavery and the abolitionists movement. Discuss the central role that women played in 19th century reform movements.
Market Revolution Project – students will be given a new invention of the time period and will have to guess what it was used for, and its impact on American society.
Market Revolution Project Test on the Constitution and Chapter 3
Unit 3: The Civil War and Reconstruction
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Is it possible to compromise on an ethical issue such as slavery? What are the obstacles to altering an institution, such as slavery, that is fundamental to a region’s economy and way of life?
Identify economic and cultural
differences between the North and the South. Describe the question of slavery from a political viewpoint
and determine its influence on the Civil War. Describe the operation of the Underground Railroad and other forms of protests against slavery.
Daily “Do Now” Create a chronology of the compromises leading up to the Civil War Civil War Technology Case Study – students will examine how the North’s use of technology led to its victory. Create a chart comparing military styles of Union and Confederate Generals.
Do Now Class Participation Class Notes Civil War Technology Case Study Chart
How did Ideological, political and economic differences over the course of a nation come together to cause the Civil War?
Identify the impact of the Dred Scott case on rising tensions between pro-slavery and abolitionists groups.
Analyze the strengths and strategies of both sides at the beginning of the Civil War.
Analyze weakness of the South that contributed to their eventual defeat during the war.
Analyze the Gettysburg address and write a reaction essay.
Read the Emancipation Proclamation and debate the relevance of the speech from both a social and legal perspective. Viewing history through photographs. Analyzing the hatred of African Americans during Reconstruction.
Essay
Class Debate Picture Analysis Chapter 4 Test
What were the long-term consequences of the efforts to reunite the country after the Civil War?
Identify the key political issues that affected the conduct of the war.
Describe aspects of military and civilian life during wartime. Explain the significance of the Gettysburg Address.
Explain how the war changed the nation and its people.
Explain the significance of the Emancipation Proclamation.
Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.
Describe various Reconstruction plans and analyze the political consequences of the plans.
Describe how Reconstruction affected the lives of white southerners and former slaves.
Explain the reasons for the end of Reconstruction.
Unit 4:Immigration and Urbanization
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
What would it take for you to move to a foreign land? How will immigrants gain access to the resources needed to survive in the United States? How might immigrants respond to help from an outsider?
Describe the journey immigrants endured and their experiences in United States immigration stations. Identify immigrants country of origin. Examine the causes and effects of the nativists’ anti-immigrant sentiments.
Daily Do Now Primary Sources – readings from immigrant experiences Chart demographic shifts during the era, including new waves of immigrants. Analyze today’s attitudes towards immigrants, legal and illegal and compare to the time period.
Do Now Class Notes Class Participation Primary Source Reading Charts Class Debates
What skills do immigrants need in order to thrive in the United States?
Describe the movement of immigrants to cities and the opportunities they found there. Explain how cities dealt with housing, transportation, sanitation, and saftey issues. Describe some of the organizations, and people who offered help to urban immigrants. Explain the role of political machines and political bosses. Describe how some politicians’ greed and fraud cost taxpayers millions of dollars.
Immigrant Children’s Book Project – students will create a storybook written for a child describing the immigrant experience. City Planning Project – students are responsible for creating a city blue print, containing infrastructure needed for the city to function.
Storybook Project City Planning Project Chapter 7 Test
Unit 5: The Progressive Era
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
Is it your obligation as a citizen to help another? Whose responsibility is it to protect the welfare of the public? How can individuals bring about change in their government? How might reformers recruit others?
Explain the four goals of Progressivism. Summarize progressive efforts to clean up government. Identify progressive efforts to reform state government, protect workers, and reform elections. Identify leaders of the Woman Sufferage Movement.
Daily Do Now Political Cartoon Analysis Readings from The Jungle. Modern Day Muckraker Activity – students will find a newscast on-line and present the issue to the class.
Do Now Class notes Class participation Readings Muckraking Activity
Describe the growing number of women in the workforce at the turn of the the 20th century. Explain how woman sufferage was acheived. Explain how Roosevelt used the power of the presidency to regulate business. Identify laws passed to protect public health and the environment. Explain the division in the Republican Party leading up to the election of 1912.
Roosevelt and National Parks Activity – students will research the President’s efforts to create National Parks and present to the class.
National Parkers Activity Chapter 9 Test
Unit 6: American Imperialism
Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)
Activities Assessments
When should the United States intervene in the affairs of another country? Is it the responsibility of the United States to police the world? How do the media influence public opinion?
Explain the economic and cultural factors that fueled the growth of American imperialism? Describe how the United States acquired Alaska. Summarize how the United States took over the Hawaiian Islands. Identify the events that escalated the United States and Spain.
Daily Do Now Class Debate – should the United States get involved with foreign affairs? Imperialism Magazine Cover Project – students will create a magazine cover along with an editorial. Writing assignment – pick a topic that affects students and write an article using yellow journalistic techniques.
Do Now Class participation Class notes Magazine project Class debates Writing
Trace the course of the Spanish-American War and its results. Describe U.S. involvement in Puerto Rico and in Cuba. Identify causes and effects of the Philippine- American War. Explain the purpose of the Open Door Policy in China. Explain how Theodore Roosevelt’s foreign policy promoted American power around the world.
Create a map indicating the benefit of the Panama Canal Media persuasion activity – students will research a recent topic in history that was manipulated by the media. WWI letters home - students will write a letter home describing their life on the front lines. WWI weapons activity – students will research WWI weapons technology and present to the class how they were used.
Map activity Media activity Writing – letters Presentations
Is it right for the United States to intervene in foreign conflicts? When American lives are threatened, how should the government respond? Should the United States go to war to make the world “safe for democracy”?
Describe how Woodrow Wilson’s missionary diplomacy ensured American dominance in Latin America. Identify the long term causes and immediate circumstances that led to World War I. Summarize U.S. public opinion about the war. Describe how the United States mobilized for war. Identify new technology in weapons during WWI.
WWI Propaganda Posters – students will create a poster persuading citizens to enlist in the army.
Posters
Summarize Wilson’s Fourteen Points. Describe the Treaty of Versailles and international and domestic reaction to it. Explain how the Treaty of Versailles created the foundation for a second world war.
New Jersey Core Curriculum Content Standards Academic Area
Unit 1: The Colonial Era and American Revolution 6.1.12.A.1.a, 6.1.12.A.1.b, 6.1.12.C.1.a, 6.1.12.C.1.b, 6.1.12.D.1.a, 6.1.12.A.2.a, 6.1.12.A.2.b, 6.1.12.A.2.c 6.1.12.A.2.d, 6.1.12.A.2.e, 6.1.12.A.2.f, 6.1.12.B.2.a, 6.1.12.B.2.b, 6.1.12.D.2.a Unit 2: A New Nation and Westward Expansion 6.1.12.D.2.b, 6.1.12.C.2.b, 6.1.12.D.2.c, 6.1.12.D.2.d, 6.1.12.D.2.e, 6.1.12.A.3.a, 6.1.12.A.3.b, 6.1.12.A.3.d, 6.1.12.A.3.h, 6.1.12.A.3.i, 6.1.12.C.3.a, 6.1.12.D.3.a, 6.1.12.D.3.c, 6.1.12.D.3.d Unit 3: The Civil War 6.1.12.A.4a, 6.1.12.A.4.b, 6.1.12.A.4.c, 6.1.12.A.4.d, 6.1.12.B.4.a, 6.1.12.B.4.b, 6.1.12.C.4.b, 6.1.12.C.4.c 6.1.12.D.4.b, 6.1.12.D.4.c, 6.1.12.D.4.d, 6.1.12.D.4.e Unit 4: Immigration and Urbanization 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a, 6.1.12.D.5.b, 6.1.12.D.5.d
Unit 5 : The Progressive Era 6.1.12.A.6.a, 6.1.12.A.6.b, 6.1.12.A.6.c, 6.1.12.B.6.b, 6.1.12.C.6.c, 6.1.12.D.6.a, 6.1.12.A.6.c Unit 6: American Imperialism 6.1.12.B.6.a, 6.1.12.B.6.b, 6.1.12.D.6.b, 6.1.12.D.6.c, 6.1.12.A.7.a, 6.1.12.A.7.b, 6.1.12.A.7.c, 6.1.12.B.7.a, 6.1.12.C.7.b, 6.1.12.D.7.a, 6.1.12.D.7.b, 6.1.12.D.7.c
New Jersey Scoring Rubric
Language Arts Literacy
Writing
New Jersey Registered Holistic Scoring Rubric - GEPA/HSPA - p. 23
In Scoring, consider
the grid of written
language
Inadequate
Command
Limited
Command
Partial
Command
Adequate
Command
Strong
Command
Superior
Command
Score 1 2 3 4 5 6
Content &Organiza-
tion
(see below)
May lack
opening and/or
closing
May lack
opening and/or
closing
May lack
opening and/or
closing
Generally has
opening and/or
closing
Opening and
closing
Opening and
closing
. Minimal
response to topic;
uncertain focus
Attempts to
focus
May drift or
shift focus
Usually has
single focus
Single focus Single focus
Sense of unity
and coherence
Key ideas
developed
Single, distinct
focus
Unified and
coherent
Well-
developed
. No planning
evident;
disorganized
Attempts
organization
Few, if any,
transitions
between ideas
Some lapses or
flaws in
organization
May lack some
transitions
between ideas
Ideas loosely
connected
Transition
evident
Logical
progression of
ideas
Moderately
fluent
Attempts
compositional
risks
Logical
progression of
ideas
Fluent,
cohesive
Composi-
tional risks
successful
. Details Details lack Repetitious Uneven Details Details
random,
inappropriate, or
barely apparent
elaboration, i.e.,
highlight paper
details
Several
unelaborated
details
development of
details
appropriate and
varied
effective, vivid,
explicit, and/or
pertinent
Usage
(see below) No apparent
control
Severe/
numerous errors
Numerous
errors
Errors/ patterns
of errors may be
evident
Some errors
that do not
interfere with
meaning
Few errors Very few, if
any, errors
Sentence Construc-
tion
(see below)
Assortment of
incomplete and/or
incorrect
sentences
Excessive
monotony/ same
structure
Numerous
errors
Little variety in
syntax
Some errors
Some errors
that do not
interfere with
meaning
Few errors Very few, if
any, errors
Mechanics
(see below) Errors so
severe they
detract from
meaning
Numerous
serious errors
Patterns of
errors evident
No consistent
pattern of errors
Some errors
that do not
interfere with
meaning
Few errors Very few, if
any, errors
Non-
Scorable
Responses
NR = No
Response
Student wrote too little to allow reliable judgment of his/her writing.
OT = Off
Topic/ Off Task
Student did not write on the assigned topic/task, or the student attempted to copy the prompt.
NE = Not
English
Student wrote in a language other than English.
WF = Wrong
Format
Student refused to write on the topic, or the writing task folder was blank.
Content & Organization Usage Sentence Construction Mechanics
Communicates intended message to
intended audience
Relates to topic
Opening and closing
Focused
Logical progression of ideas
Transitions
Appropriate details and information
Tense formation
Subject-verb agreement
Pronouns usage/agreement
Word choice/meaning
Proper modifiers
Variety of type, structure,
and length
Correct construction
Spelling
Capitalization
Punctuation