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)
Alexander County Schools 2012-2013
Unit: Building a New 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 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.
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…
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
Understandings: Students will understand that…
Authority is established
Expansion challenges authority
Conflict often results in change and/or reform
Essential Question(s):
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
Students will be skilled at:
Analysis compare/contrast cause and effect taking a position
Essential Vocabulary:
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
Subject: American History 1
STAGE 2
Understandings:
Authority is established
Expansion challenges authority
Conflict often results in change and/or reform
Essential Questions:
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
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)
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
Summative Assessment
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
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:
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
Alexander County Schools 2012-2013
Unit: A Union in Crisis
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 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.
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…
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
Understandings: Students will understand that…
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
Essential Question(s):
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
Students will be skilled at:
Analysis
Cause and effect
Compare/contrast
Predicting outcome
Reflection
Causation
Essential Vocabulary:
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
Subject: American History 1
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
Essential Questions:
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
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)
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
Summative Assessment
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
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:
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
Alexander County Schools 2012-2013
Unit: Reconstructing the Union
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 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.
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…
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
Understandings: Students will understand that…
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
Essential Question(s):
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
Students will be skilled at:
Analysis
Critical thinking
Compare/Contrast
Cause and Effect
Interpretation
Application
Essential Vocabulary:
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
Subject: American History 1
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
Essential Questions:
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
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)
Block Swap
Quiz Games
Stick to Me: Reconstruction Plans
Ticket out the door K-W-L chart
Summative Assessment
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:
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:
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