U.S. History Curriculum Map

Unit 4: Expansion and Reform

Enduring Themes: Movement/Migration Location Human Environmental Interaction Conflict and Change Culture Governance Technological Innovation Production, Distribution, Consumption Individuals, Groups, and Institutions

Time Frame: 7 Days

Standards: SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation. a. Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public education, and the addition of new states. b. Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark. c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity. d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure. e. Describes the reasons for an importance of the Monroe Doctrine SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets. b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny. c. Describe reform movements, specifically temperance, abolitionism and public school. d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference. e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

Unit Essential Question: How did territorial expansion, population growth, and economic growth impact the U.S. in the first half of the 19th century?

Unit Resources: Unit 4 Student Content Map Unit 4 Vocabulary US Map Foldable (Directions/PPT) US Map Foldable (Review activity) Unit 4 Assessment Items by Standard

Concept 1 Concept 2 Concept 3 Concept 4 Concept 5

Westward Expansion War of 1812 Monroe Doctrine Economic Growth Reform Movements

Concept 6 Concept 7 Concept 8 Concept 9 Concept 10

Jacksonian Democracy

Concept 1: Westward Expansion Standard: SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation. a. Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public education, and the addition of new states. b. Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark. SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny. Lesson EQ: How did westward growth and the acquisition of the Louisiana Purchase impact the U.S.? Know Understand Be Able To Do (DOK 2-3)

Northwest Ordinance (review)

President Jefferson

Louisiana Purchase

Lewis and Clark Expedition

Manifest Destiny

Review Northwest Ordinance with students; the law demonstrated to Americans that their national government intended to encourage westward expansion. The laws of the nation would follow its citizens across the continent and new states would be admitted as equal members of the Union.

Jefferson sent diplomats to France to inquire about the purchase of New Orleans for the U.S. in order to secure a permanent port on the Mississippi River. Napoleon needed money to finance his conflicts in Europe and agreed to sell the entire Louisiana territory. This doubled the size of the U.S. This was crucial for future expansion and American trade.

Even though Jefferson was a strict constructionist, the Louisiana Purchase greatly expanded the power of the Presidency (loose interpretation = power to make treaties).

Jefferson sent Lewis and Clark to explore the new territory. They recorded

Analyze the impact of territorial expansion and population growth

Explain the Northwest Ordinance’s importance in the westward migration of Americans.

Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France

Analyze the ideological conflict Jefferson faced in his decision to purchase the Louisiana Territory

Describe the Louisiana Territory’s exploration by Lewis and Clark.

Describe the westward growth of the United States

Describe the emerging concept of Manifest Destiny

information about the land, plants and animals, and Native Americans. They reached the Pacific Ocean and established a legal claim to the region along the Columbia River. This would allow for future expansion.

Manifest Destiny describes the belief that America was to expand and settle the entire continent of North America.

Westward Movement: o After American

Revolution, settlers began to move in Ohio River Valley and into western GA and AL.

o Louisiana Purchase in 1803 brought opportunity to move in Miss. River Valley.

o Florida was acquired in 1819.

o By 1850, Americans had settled in California, Oregon as Washington.

Resources

I Do (Teacher Point) We Do (Guided/Differentiated Instruction)

You Do (Independent Practice)

Use Unit 4 Student Content Map to introduce the Essential Question, Standards, and Vocabulary for the Lesson (EQ#1). A corresponding PowerPoint for Vocabulary is linked under Unit Resources, above. Jefferson’s Presidency PowerPoint Jefferson’s Presidency Guided Notes

Louisiana Purchase Docs and Letter (for the “We Do” portion of the assignment, students would complete the guided reading or documents with a partner). Lewis and Clark Expedition Journals Group Activity (includes an activator for this activity, as well).

Louisiana Purchase Docs and Letter (for the “I Do” portion of the assignment, students would complete the writing task or letter at the end of the assignment on their own). Answer EQ#1 on Unit 4 Student Content Map. Answer in complete sentences using vocabulary from the standards.

Concept 2: War of 1812 and the Development of a National Identity Standard: SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation. c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity. Lesson EQ: What were the reasons for the War of 1812 and how was it significant in the development of a national identity?

Know Understand Be Able To Do (DOK 2)

War of 1812

Nationalism

Andrew Jackson

Battle of New Orleans

War Hawks

Impressment

The major reasons for the War of 1812:

o Americans objected from the British attempted to prevent U.S. trade with France

o Impressment (American sailors being forced against their will to serve in the British navy)

o British refused to turn over forts along the Great Lakes; Americans suspected they were supporting Native Americans fight against American settlers

o Americans wanted to drive the British out of North American altogether

Results of the War of 1812: o America’s army and navy

gained respect because they stood up to Europe’s most powerful nation

o War ended Native American hopes of driving Americans out of Ohio River Valley

o End of the Federalist Party (failed to support the war)

o Stimulated America’s economic growth

o Brought Americans together and helped forge a national identity and helped to create a

Explain major reasons for the War of 1812

Explain the war’s significance in the development of a national identity

spirit of nationalism (Battle of New Orleans; Andrew Jackson becomes national hero)

Resources

I Do (Teacher Point) We Do (Guided/Differentiated Instruction)

You Do (Independent Practice)

Use Unit 4 Student Content Map to introduce the Essential Question, Standards, and Vocabulary for the Lesson (EQ#2). A corresponding PowerPoint for Vocabulary is linked under Unit Resources, above. War of 1812 PowerPoint War of 1812 Guided Notes (goes with War of 1812 PowerPoint above) Madison and the War of 1812 PowerPoint

War of 1812 Formative Assessment (Multiple Choice Version) (give to students as summarizer/Ticket out the Door after completing notes). War of 1812 Formative Assessment (Short Answer Version) (give to students as summarizer/Ticket out the Door after completing notes). Using student responses from the formative assessment, divide students into “Got It” and “Needs Help/Did Not Get it” Groups. Students that “Got It” complete Events of War of 1812 Extension Activity on their own. Place students that need help together in a group. Go back over notes and review graphic organizer on the War of 1812 with the students (have them make additional notes on their graphic organizer). You can even give students another blank copy of the War of 1812 Web to fill in as you review. Then, work with these students to write a draft answer for EQ#2 together.

War of 1812 Nationalistic Mural Answer EQ#2 on Unit 4 Student Content Map. Answer in complete sentences using vocabulary from the standards.

Concept 3: Monroe Doctrine Standard: SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation. e. Describes the reasons for and importance of the Monroe Doctrine Lesson EQ: What are the reasons for and importance of the Monroe Doctrine?

Know Understand Be Able To Do (DOK 2)

Monroe Doctrine Reasons for Monroe Doctrine: o After the Napoleonic

Wars, and European countries losing their colonial holdings in the western hemisphere, Americans feared a European alliance to regain colonies that had gained independence.

Importance of the Monroe Doctrine:

o President Monroe warned European nations not interfere in North and South American politics

o Monroe announced the U.S. would prevent European nations from interfering in the western hemisphere

o He also said that the U.S. would remain neutral in European wars and not interfere with remaining colonies

o Defined a key aspect of American foreign policy which still exists today

o Describe reasons for Monroe Doctrine

o Describe importance of the Monroe Doctrine

Resources

I Do (Teacher Point) We Do (Guided/Differentiated Instruction)

You Do (Independent Practice)

Use Unit 4 Student Content Map to introduce the Essential Question, Standards, and Vocabulary for the Lesson (EQ#3). A corresponding PowerPoint for Vocabulary is linked under Unit Resources, above. Monroe Doctrine PowerPoint Monroe Doctrine Guided Notes

Monroe Doctrine Reviewing the Basics PowerPoint Monroe Doctrine Reviewing the Basics Handout

Answer EQ#3 on Unit 4 Student Content Map. Answer in complete sentences using vocabulary from the standards.

Concept 4: Economic Growth (Infrastructure and Industrial Revolution) Standard: SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation. d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure. SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets. Lesson EQ: How did population and economic growth impact the U.S. in the early 19th century?

Know Understand Be Able To Do (DOK 2-3)

Erie Canal

rise of New York City

infrastructure

Industrial Revolution

Eli Whitney

Cotton gin

Interchangeable parts

People moving west faced a difficult journey. As more people moved west, more roads and waterways were built. Barges were used to carry people and goods up rivers where roads could not be built. Steamboat enabled people to travel either direction. Canals were built where roads and rivers did not exist.

Erie Canal connects the Great Lakes to the Atlantic Ocean. It took 8 years to build, mostly be immigrants. Opened up regions to new settlements and united the region.

Increased trade due to the Erie Canal would make New York City the leading commercial city in the U.S.

The Industrial Revolution transformed the U.S. from a purely agricultural society to a modern industrial and commercial economy.

Expansion of transportation, new power sources, improvements to industrial processes and

Analyze the impact of territorial expansion and population growth

Describe the construction of the Erie Canal

Describe the rise of New York City

Describe the development of the nation’s infrastructure

Explain the process of economic growth

Explain the regional and national impact of economic growth

Explain the impact of the Industrial Revolution

Explain Eli Whitney’s invention of the cotton gin

Explain Eli Whitney’s development of interchangeable parts for muskets

government aid to American manufacturers through tariffs helped aid the success of the Industrial Revolution.

Eli Whitney’s cotton gin reduced the cost and raised the profit in growing cotton. This also increases the need for slaves in the South.

Eli Whitney’s invention of interchangeable parts for muskets made mass production of mechanical parts possible.

Resources

I Do (Teacher Point) We Do (Guided/Differentiated Instruction)

You Do (Independent Practice)

Use Unit 4 Student Content Map to introduce the Essential Question, Standards, and Vocabulary for the Lesson (EQ#4). A corresponding PowerPoint for Vocabulary is linked under Unit Resources, above. Developing a National Identity (Infrastructure) PowerPoint Developing a National Identity (Infrastructure) Guided Notes Era of Good Feelings – Industrial Revolution PowerPoint

Industrial Revolution Carousel Student Handout Industrial Revolution Placards (goes with Carousel) For the carousel: students can work together (pairs works best, 3 at the most) to complete the carousel. After they complete their notes using the wall placards, they should go back to their desks and answer the summarizing questions for each section and at the end. Guided Instruction: Throughout this activity, the teacher should actively monitor and assist students that need it, then after students are finished, review the carousel as a whole group to clarify and make any needed corrections.

Answer EQ#4 on Unit 4 Student Content Map. Answer in complete sentences using vocabulary from the standards. Industrial Revolution Formative Assessment (Short Answer and Multiple Choice Practice)

Concept 5: Reform Movements Standard: SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. c. Describe reform movements, specifically temperance, abolitionism and public school. d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference. Lesson EQ: How did reform movements develop in the first half of the 19th century?

Know Understand Be Able To Do (DOK 2 )

Reform

Temperance movement

Abolitionism

Public school movement

Women’s suffrage

Elizabeth Cady Stanton

Seneca Falls Conference

Economic growth and prosperity and changes due to a more industrial society in the 19th century lead many Americans to reflect on social problems and to seek reforms.

Second Great Awakening arose in America in the 1820s and encouraged Christians to address perceived social problems in 19th century America.

The temperance movement originally wanted people to just drink less, but soon wanted to get rid of alcohol all together. The American Temperance Society worked to abolish drinking due to a desire to protect women and children from abuse and poverty associated with alcoholism.

Interest in abolition of slavery began to rise in the 1830s. American Colonization Society called for emancipation and sending freed slaves back to Africa. The American Anti-Slavery Society led by William Lloyd Garrison called for immediate emancipation by any

Explain the process of economic growth and its regional and national impact in the first half of the 19th century

Describe temperance movement

Describe abolitionism in the early 19th century

Describe the public school movement

Explain women’s efforts to gain suffrage

Explain the Seneca Falls Conference and who Elizabeth Cady Stanton was

means necessary. The Liberty Party was more moderate and pledged to end slavery through political and legal means.

Horace Mann led the public school movement. He argued that for a democracy to work, everyone needed an education not just the wealthy. His model is basically the one that is used today.

Women’s rights movement developed out of other reform movements. Women played a crucial role in temperance and abolitionist movements. When women were prevented from attending an important Abolitionism meeting in London, Elizabeth Cady Stanton, Lucretia Mott and the Grimke sisters became outspoken about women’s equality.

In 1848, Elizabeth Cady Stanton and Lucretia Mott organized the Seneca Falls Conference. Stanton wrote the Declaration of Sentiments, which was modeled after the Declaration of Independence and called for the right to vote for women. 100 women and men (including Fredrick Douglass) signed it. This conference marked the beginning of the Women’s Rights Movement.

Resources

I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice)

Instruction)

Use Unit 4 Student Content Map to introduce the Essential Question, Standards, and Vocabulary for the Lesson (EQ#5). A corresponding PowerPoint for Vocabulary is linked under Unit Resources, above. Reform Movements of the 19th Century PowerPoint

Social Reform Movements Congressional Appropriations Presentation Directions | Presentation Information Sheet Speech Outline Abolition Information Women’s Rights Information Prison and Mental Health Info Temperance Information (**this activity can be completed either as a differentiated/guided lesson in groups or as independent practice depending on how you decide to structure it) Declaration of Sentiments Analysis Handout Declaration of Sentiments (NOTE: You could differentiate this lesson by pulling students who struggle to analyze primary source documents into a group or groups that you could work with more closely and help them breakdown the document and analysis handout.)

Answer EQ#5 on Unit 4 Student Content Map. Answer in complete sentences using vocabulary from the standards.

Concept 6: Jacksonian Democracy Standard: SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism. Lesson EQ: How did Jacksonian Democracy impact the U.S. in the early 19th century?

Know Understand Be Able To Do (DOK 2-3)

Andrew Jackson

Jacksonian Democracy

Expanding suffrage

Popular political culture

American nationalism

Spoils system

The development of American nationalism following the War of 1812 resulted from several factors:

o Politics dominated by one party (Democratic-Republicans)

o The country was expanding westward, and improvements in infrastructure made traveling and business easier and connected the country

o “Era of Good Feelings” was also influenced by growing economy; American manufacturers were bolstered by protective tariffs

o National currency was created through the national bank

The Election of 1824 gave rise once again to two party system – Jacksonian Democrats and the National Republicans. Andrew Jackson lost the election after it was sent to the House of Representatives were Henry Clay struck the “corrupt bargain” and gave the election to John Quincy Adams. Popular political culture really began during this election. The campaign was full of accusations from both sides, and for the first time candidates held rallies.

Andrew Jackson and the Jacksonian Democrats believed in a strong president (example: Tariff of 1828) and a weaker Congress and

Explain Jacksonian Democracy

Explain expanding suffrage

Explain the rise of popular political culture

Explain the development of American nationalism

represented the “common man”. Expanding voting rights (expanding suffrage) during this era meant that all white males could now vote, not just landowners. Andrew Jackson appealed to the “common man” and did win the election of 1828.

Another trait of Jacksonian Democracy was the Spoils System. To limit the power of elite groups, Andrew Jackson sought to replace government workers with his own supporters when he took office.

Jacksonian Democrats also believed in Manifest Destiny and supported westward expansion (example: Indian Removal Act).

Resources

I Do (Teacher Point) We Do (Guided/Differentiated Instruction)

You Do (Independent Practice)

Use Unit 4 Student Content Map to introduce the Essential Question, Standards, and Vocabulary for the Lesson (EQ#6). A corresponding PowerPoint for Vocabulary is linked under Unit Resources, above. Age of Jackson PowerPoint Age of Jackson Guided Notes Jackson’s Actions PowerPoint Jackson’s Actions Graphic Organizer (See corresponding documents on Indian Removal under Guided Instruction)

Era of Jackson Video Carousel Graphic Organizer/Data Retrieval Chart 1. Election of 1828 Clip 2. Intro – Andrew Jackson Clip 3. Indian Removal Act Clip 4. The Trail of Tears Clip 5. The Bank of the US and Nullification Clip Andrew Jackson’s Speech to Congress on Indian Removal, 1830 Letter from the Ladies of Steubenville, 1830 **These documents correspond to the Jackson’s Actions Graphic Organizer and PowerPoint. They can be used to break up instruction and have students work through primary sources together. You could first use a “Thinking Aloud” method to walk through Jackson’s Speech together, then have students look at the document from an opposing viewpoint on their own (or vice versa). You could also differentiate this lesson by breaking down the documents, working with some students and challenging others to work on their own, etc.)

Answer EQ#6 on Unit 4 Student Content Map. Answer in complete sentences using vocabulary from the standards. Legacy of Andrew Jackson Four Course Meal