Randolph Township Schools
Randolph High School
United States History I
Curriculum
“Ours is the only country deliberately founded on a good idea.”
- John Gunther
Department of Social Studies
Lisa DiAgostino
Supervisor
Curriculum Committee
Daniel Austin
Michael Berger
Andrew Buchanan
Ashley Thomson Kanya
Sharon Straub
Curriculum Developed
August 2010
Date of Board Approval
September 2010
1
Randolph Township Schools
Department of Social Studies
United States History I
Table of Contents
Section
Page
Mission Statement and Education Goals – District
3
Affirmative Action Compliance Statement
3
Educational Goals – District
4
Introduction
5
Curriculum Pacing Chart
6
APPENDIX A – E
41
2
Randolph Township Schools
Mission Statement
It is the mission of the Randolph Township Schools to help prepare all our students for further education, productive work,
responsible leadership, and personal fulfillment. Toward that end, we will provide students with educational experiences
that enable them to acquire the knowledge and develop the thinking and problem–solving skills necessary for a lifelong
process of learning. We will guide all students in discovering, valuing, and development their unique talents in order to
realize their potential.
Randolph Township Schools
Affirmative Action Statement
Equality and Equity in Curriculum
The Randolph township School district ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum
Content Standards. The curriculum addresses the elimination of discrimination and the achievement gap, as identified by
underperforming school-level AYP reports for State assessment. The Curriculum provides equity in instruction, educational programs
and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry,
age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.
N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972
3
RANDOLPH TOWNSHIP BOARD OF EDUCATION
EDUCATIONAL GOALS
VALUES IN EDUCATION
The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is
realized through achievement and self-respect. We believe our entire system must not only represent these values, but also
demonstrate them in all that we do as a school system.
We believe:
• The needs of the child come first.
• Mutual respect and trust are the cornerstones of a learning community.
• The learning community consists of students, educators, parents, administrators, educational support personnel, the community
and Board of Education members.
• A successful learning community communicates honestly and openly in a non-threatening environment.
• Members of our learning community have different needs at different times. There is openness to the challenge of meeting those
needs in professional and supportive ways.
• Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires
review and revision based on evolving research, practices and experiences.
• Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth.
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Randolph Township Schools
Department of Social Studies
United States History I Curriculum
Introduction
The tenth grade social studies program is a survey of United States History from the economic,
social, and political origins of the American Republic through the emergence of the United
States as a world power at the dawn of the twentieth century. To achieve this goal, the course
will be guided by New Jersey Core Curriculum Content Standards in the Social Studies and
the standards and goals established by the Randolph Township Board of Education.
This program will integrate and infuse information on New Jersey history,
Holocaust Studies, and social studies oriented vocations into the course of study as mandated
by the New Jersey Department of Education.
This course is taught as an inclusion history of the United States. The role of women,
immigrants, African-Americans, Native Americans, and the diverse racial, religious, and ethnic
groups of America will be highlighted throughout the course of study.
5
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED TIME
ALLOTMENT
2 weeks
UNIT NUMBER
CONTENT - UNIT OF STUDY
I
English Settlement in the New World
2 weeks
II
The Colonies Come of Age
2 weeks
3 weeks
4 weeks
III
IV
V
Pre-Revolutionary Period
The War for Independence
The New American Government
3 weeks
IV
Launching the New Nation
3 weeks
2 weeks
3 weeks
2 weeks
3 weeks
2 weeks
2 weeks
VII
VIII
IX
X
XI
XII
XIII
Nationalism and the Growth of Sectional Differences
Reforming American Society
Expanding Markets and Moving Westward
The Union in Peril
The Civil War
Reconstruction and its Effects
The Rise of Industrial America
6
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT I: English Settlement in the New World
ENDURING UNDERSTANDINGS
The rise of nation-states in Europe stimulated explorations in the New World
The origins of the English colonies varied, as did their political, economic and social systems.
Political, economic, social, and religious factors led to the development of the successful
English Colonies in North America.
Social and religious conformity can be both a unifying and a destructive factor in maintaining
cohesive communities.
•
•
•
•
•
•
KNOWLEDGE
ESSENTIAL QUESTIONS
Why do people and countries engage in exploration?
What are the potential outcomes of a policy of exploration?
What motives lead colonists to settle far from home?
How can land be shared by different peoples?
What expectations and prejudices do people have towards
one another?
How do differences between people influence their
interaction and relationship?
SKILLS
Students will know:
Students will be able to:
The Spanish conquered large portions of the Western Hemisphere
throughout the 1500s and 1600s.
Identify the reasons for European colonization of the Americas.
Identify why and how the Jamestown colony was successful.
The first permanent English settlement in North America was
founded at Jamestown, Virginia, in 1607.
Analyze the early political precedents that influenced the American
government.
English Puritans came to North America, beginning in 1620.
Colonial political precedents such as the Mayflower compact,
Virginia House of Burgesses, Fundamental Orders of Connecticut,
Massachusetts Bay Colony, and Political and Religious dissenters
all had an impact on modern political thought.
People and events including Roger Williams, Anne Hutchinson,
Maryland Toleration Act and the “Holy Experiment” in
Pennsylvania, illustrated that religious tolerance and intolerance in
the colonies prompted change.
Examine how the principles of tolerance and equality played a role
in the establishment of the colonies.
Evaluate the ways religion, politics and social equality can lead to
intolerance/tolerance.
Identify the origins and role of slavery.
Compare and Contrast the newly developed Southern, Middle and
New England Colonies.
Construct a map of geographical regions of North America and their
physical landscape.
7
NJCCCS
6.1.12.A.1.a
6.1.12.A.1.b
6.1.12.B.1.a
6.1.12.C.1.b
6.1.12.D.1.a
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
A. Bradstreet, The Tenth Muse, Lately Sprung Up in America
(1650) and, from the Manuscripts. Meditations Divine and Morall,
Letters, and Occasional Poems, Facsimile ed., 1965
D.V. Hawke, Everyday Life in Early America, NY: Harper Collins,
1989
M. de Cervantes, The Adventures of Don Quixote, NY: Penguin,
1988
N. Hawthorne, The Scarlet Letter,
C. Sydnor, “County Oligarchies” in Gentlemen Freeholders:
Political Practices in Washington’s Virginia
R.E.Brown, Middle Class Democracy and the Revolution in MA,
1691-1780
J.Smith (ed) Seventeenth Century America: essays in Colonial
History
E.S.Morgan, American Slavery, American Freedom: The Ordeal of
Colonial Virginia
W. Jordan, The White Man’s Burden
W. Jordan, White Over Black
Unit I - English Settlement in North America
o Spain’s Empire in the Americas
o English Settlements at Jamestown
o Puritan New England
o Settlement of the Colonies
8
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT II: The Colonies Come of Age
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Careful British plans for the various colonies were altered by the reality of the American
environment.
•
How can people prosper economically while seeking
equality and freedom?
The colonists explored new economic systems that altered colonial development and the
relationship with Great Britain.
•
How can geography impact the development of a society?
•
How can the characteristics of religion transformed in
colonial-settler societies?
The 13 Colonies sought to develop their own societies in terms of social, political and economic
structures.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
Prior to 1763, American capital was subordinated to British capital.
Compare and contrast the development of the emerging colonies
based on population, economy, and physical landscape.
England and its largely self-governing colonies prospered under a
mutually beneficial trade relationship
In the Southern colonies, a predominantly agricultural society
developed which led to the institution of slavery
The Northern colonies developed a predominantly urban society,
based on commerce, and trade which highlighted the concepts of
Salutary neglect, Mercantilism, and the Navigation Acts.
The Enlightenment encouraged social changes such the events
surrounding the Great Awakening, Salem Witch Trials, and
Immigration
Explain the impact of British economic policies on the North
American colonies.
Analyze reasons why English colonists turned to African slaves as a
labor force and the reactions of the slave population.
Explain the positive and negative effects of the growing diversity of
the colonies that were brought about by the new enlightened way of
thinking.
Evaluate how the Enlightenment influenced new political thought.
Assess how Americans gained control over their own economic and
political institutions between 1607 and 1763.
9
NJCCCS
6.1.12.A.1.a
6.1.12.A.1.b
6.1.12.B.1.a
6.1.12.C.1.a
6.1.12.C.1.b
6.1.12.A.2.a
6.1.12.D.2.d
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
J. Edwards, Sinners in the Hands of an Angry God
P.L. Ford, The New England Primer: A History of Its Origin and
Development
G. Woods, Science of the Early Americans
A.M. Morse, Home Life in Colonial Days
D.J.Boorstin, The American: The Colonial Experience
R. Hofstadter, America at 1750: A Social Portrait
P. Bonomi, Under the Cape of Heaven: Religion, Society and
Politics in Colonial America
A. Miller, The Crucible
Unit II – The Colonies Come of Age
o England and its Colonies
o The Agricultural South
o The Commercial North
10
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT III: Pre-Revolutionary Period
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The British and Colonial success in the war with France transformed the relationship between
Britain and its American colonies, and led to the American Revolution.
Revolutions and civil unrest tend to occur when political, social, and economic needs of people
are not met.
Political and economic policies with Britain created conflict with the 13 Colonies.
KNOWLEDGE
•
•
•
•
How do the effects of war transform relationships between
allies and enemies?
How do people respond to political and civil unrest?
What types of conflict bring about rebellion?
What is the best way for people to bring about political and
social change?
SKILLS
Students will know:
Students will be able to:
The British victory over the French in North America enlarged the
British empire but led to new conflicts with the colonists over land,
power and taxation.
Explain the causes and effects of the French and Indian War.
British policies after 1763 were designed to raise revenue to pay for
the cost of the empire.
Identify and explain the policies and impact that caused tensions
between the colonies and Great Britain.
Describe how the colonists organized to resist British policies.
Conflict between Great Britain and the Colonies grew over taxation, Justify the British actions and colonial reactions in regard to
representation, and liberty through policies and events such as the
economic and political policy.
Stamp Act, Sugar Act, Intolerable Act, Proclamation of 1763, and
the Townshend Acts.
Explain the influence of the following documents during the struggle
for independence; Olive Branch Petition, and Common Sense.
American colonists were divided over what course of action to take
in response to British policies.
Evaluate the political significance of the Declaration of
Independence.
Tensions increased throughout the colonies until the Continental
Congress declared independence on July 4th, 1776.
11
NJCCCS
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.4.b
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
T. Paine, Common Sense
J.F.Jameson, The American Revolution Considered as a Social
Movement
C.Brinton, The Anatomy of Revolution
R.A.Gross, the Minutement and the Their World
M.Meltzer, The American Revolutionaries: A history in their own
words, 1750-1800, NY: HarperTrophy, 1993
B.Franklin, The Autobiography of Benjamin Franklin, New Haven,
Yale U. Press, 1964
E.Forbes, Johnny Tremain
Unit III – Pre Revolutionary Period
o The French and Indian War
o The Stirrings of Rebellion
o Colonial Unrest
o Ideas that Help Start the Revolution
12
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT IV: The War for Independence
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS
Political, economic, and social factors led to the overthrow of British control over the American
Colonies.
•
•
American revolutionaries resorted to violence and conflict in order to create their own country
separate from British rule.
•
The use of boycotts, protests, and armed rebellion led to the 13 Colonies overthrowing Great
Britain.
•
•
Why do people revolt?
What would make a group revolt against established
authority?
At what point should a population take action to over throw
a government?
When is violence justified?
Is armed rebellion avoidable?
The American Revolution was brought on by the British tightening economic controls whilst
simultaneously tightening formerly loose political controls.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The ways and how the 13 American colonies became similar by the
time of the revolution.
Evaluate the impact of the war on colonial life and its long term
global impact.
The American Revolution influenced and inspired other revolutions
throughout the world.
Explain why, out of 21 British colonies in the New World, 13
revolted and 8 did not.
The American Revolution did not fundamentally change the
condition or status of blacks or women.
Explain why great political thinkers and leaders developed in the
slave-owning South.
Strategic victories in the North led to decisive foreign military and
economic intervention which enabled the Americans to defeat the
British.
Compare the military strengths, weaknesses and strategies of the
British and colonial militaries.
Strategic victories in the South and at Yorktown enabled the
Evaluate the military and political strategies of the British and
colonists.
13
NJCCCS
6.1.12.A.1.b
6.1.12.C.2.a
6.1.12.D.2.a
6.1.12.D.2.d
6.1.12.D.2.e
6.1.12.A.4.b
Americans to defeat the British.
Identify and explain the significance of the key battles and
Military and political personalities of Washington, John and Samuel personalities of the American Revolution.
Adams, Ben Franklin, Thomas Paine and Thomas Jefferson played
significant roles during the conflict which helped to achieve victory Explain the provisions and the impact of the Treaty of Paris of 1783.
over the British
The Treaty of Paris validated American independence yet some
components led to further conflict.
14
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
3 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
H.Fast, April Morning
J.Parker, C.Urness, eds., The American Revolution: A Heritage of
Change
T. Paine, Common Sense
J.F.Jameson, The American Revolution Considered as a Social
Movement
C.Brinton, The Anatomy of Revolution
R.A.Gross, the Minutement and the Their World
M.Meltzer, The American Revolutionaries: A history in their own
words, 1750-1800, NY: HarperTrophy, 1993
B.Franklin, The Autobiography of Benjamin Franklin, New Haven,
Yale U. Press, 1964
Unit IV – The War for Independence
o The Revolution Begins
o The Struggle Towards Saratoga
o Winning the War
15
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT V: The New American Government
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Enlightenment thinkers believed that reason could be used to solve all human problems.
•
The Articles of Confederation were unable to address the economic and political problems
facing the new nation, instead created a weak central government and a loose confederation of
states that caused a national crisis called the “Critical Period”
•
•
•
•
•
Americans developed a unique political culture that encompassed both state sovereignty and
federal power.
What should be the obligations of a government to its
people?
What is the best way for citizens to bring about change?
How much power should the national government have?
How can power be shared?
How can the rights of all people be protected?
What fears and anxieties would people have if a
government became too powerful or too weak?
Economic and political factors led to the development of a new Constitution which codified the
roles and obligations of the state and federal governments.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
New social and political theories on government emphasized
democratic concepts, individual and natural rights, and the
relationship between government and its citizenry.
Explain the concepts of social contract, natural rights and consent of
the governed.
The Articles of Confederation’s systemic weaknesses were
unsustainable as a system for governing the new nation.
Compromises through debates led to the development of the
Constitution, which promoted national unity while maintaining
state sovereignty.
The addition of a Bill of Rights to the Constitution was prompted
by public demand and ultimately led to the ratification of the
Constitution.
Identify the strengths and weaknesses of the Articles of
Confederation.
Evaluate the “bundle of compromises” which ultimately led to the
Constitution.
Analyze the role of the federalists and the anti federalists in the
creation of the Constitution.
Explain why and how the Bill of Rights was added to the
constitution.
Describe how the Bill of Rights protects personal liberties and limits
16
NJCCCS
6.1.12.A.1.b
6.1.12.A.2.c
6.1.12.A.2.d
6.1.12.B.2.b
6.1.12.C.2.b
6.1.12.D.2.b
The Bill of Rights protects citizens by outlining specific freedoms
for individuals.
the power of central government.
Synthesize the principles and purposes of the Constitution.
The Constitution created guidelines for concurrent federal and state
government through a system of checks and balances that limited
and divided power.
The roles, responsibilities and obligations of the executive,
legislative, and judicial branches set forth in the Constitution limits
government power in order to protect citizens.
The Land Ordinance and the Northwest Ordinance encouraged
western settlement, religion, public education and the emancipation
of slaves.
Explain the role of the three branches of government and how it
protects its citizens.
Identify how the checks and balances systems works and why it is
used.
Discuss the roles and responsibilities of elected officials and
citizens.
Explain how the Land Ordinance of 1785 and the Northwest
Ordinance of 1787 established patterns for future expansion.
17
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
4 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
P. Henry, Speech in the Virginia Convention
I.Washington, The Legend of Sleepy Hollow
S.H.Jaffe, Who were the Founding Fathers?
H.J.Viola, The National Archives of the US
R.Rutland, James Madison and the Search for Nationhood
R. Hofstadter, The American Political Tradition
C.A. Beard, An Economic Interpretation of the Constitution
J.C. Miller, The Federalist Era, 1789-1801
G.S. Wood, The Creation of the American Republic, 1776-1787
R.Beeman, S.Botein, E.C.Carter, (eds.) Beyond Confederation:
Origins of the Constitution and American National Identity
J.Garraty, Quarrels that have shaped the Constitution
L.W. Levy, Origins of the Bill of Rights
O.Lyons, Exiled in the Land of the Free
D.P.Currie, The Constitution of the United States: A Primer for the
People
R.B.Morris, Witnesses at the Creation
R.Ketcham, ed., The Anti-Federalist papers and the Constitutional
Convention Debates
Unit V – The New American Government
o Experimenting with the New Confederation
o Drafting the Constitution
o Ratifying the Constitution
o The Bill of Rights
18
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT VI: Launching the New Nation
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
President Washington enforced the new Constitution and established important political
precedents.
•
•
Political differences during Washington’s administration led to the development of new political
theories and political parties.
•
•
Hamilton’s economic policies promoted manufacturing and enlarged the role of government.
•
•
•
Presidents Adams and Jefferson established new domestic and foreign policies.
What qualities make a person an effective leader?
Do effective military commanders make effective political
leaders?
How does a leader gain the confidence of the people?
How does a new nation establish its legitimacy in domestic
and foreign affairs?
How does war impact nationalism?
What propels the growth of a nation?
How is a nation’s success and progress measured?
Determining effective foreign and economic policies, and controlling expansion were essential
in establishing the United States as a functioning nation-state.
The War of 1812 confirmed American independence and strengthened nationalism.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
Washington established domestic and foreign policies that set
precedents for the new nation; such as remaining neutral in global
conflicts, instituting term limits, and adherence to the Constitution.
Identify the political precedents established by President
Washington.
George Washington’s leadership qualities were effective in setting
standards for mutual respect, in raising public confidence in
political leaders and in the acceptance of the role of political
compromise in the new nation.
The Marshall Court defined the role and powers of the judicial
branch.
Evaluate the effectiveness of the foreign and domestic policies of the
Washington, Adams and Jefferson administrations.
Assess the significance of the Judiciary Act of 1789?
Contrast the views of Hamilton and Jefferson regarding the power of
the federal government.
Summarize the significance of the Louisiana Purchase and the Lewis
19
NJCCCS
6.1.12.A.2.e
6.1.12.A.2.f
6.1.12.B.2.b
6.1.12.C.2.b
6.1.12.D.2.b
6.1.12.D.2.c
6.1.12.D.2.e
6.1.12.A.3.b
6.1.12.A.3.c
6.1.12.A.3.g
6.1.12.D.4.b
The opposing political ideologies of Hamilton and Jefferson lead to
the establishment of the two party political systems.
Events in Europe impacted America’s developing foreign policy as
it related to native populations, Spain, France and England.
Impressments, the British Blockade, the Embargo Act, War Hawks,
and the Native alliance system provoked the War of 1812 between
the US and Great Britain.
and Clark expedition as it applies to American expansionism.
Identify the causes of the War of 1812 and evaluate the effects on
the developing nation.
Explain the how the outcomes of the War of 1812 correlated with
the political and military goals of both Great Britain and America.
United States military victory and The Treaty of Ghent established
diplomatic compromises with England that helped to redefine the
US borders and territorial rights.
20
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
3 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit VI – Launching the New Nation
o Washington Heads the New Government
o Foreign Affairs Trouble the New Nation
o Jefferson and Adams Alter the Nation’s Course
o The War of 1812
21
S. Hilton, A Capital Capitol City
J.A. Thom, From Seas to Shining Sea
S.Ambrose, Undaunted Courage
R.D. San Souci, Cut from the Same Cloth: American Women of
Myth, Legend and Tall Tale
J.M. Burns, The Deadlock of Democracy: Four-Party Politics in
America
T.Bailey, A Diplomatic History of the American People
R.H.Ferrell, American Diplomacy
M.Cunliffe, The NationTakes Shape, 1789-1837
G.S.Wood, The Creation of the American Republic, 1776-1787
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT VII: Nationalism and the Growth of Sectional Differences
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Nationalism and exceptionalism exerted a strong influence in the courts, foreign affairs and
westward expansion that redefined America in the early 1800s.
Territorial expansion was an objective of the U.S. government from its inception, and various
groups and ideologies supported expansion for economic, political and cultural reasons.
•
•
•
•
What conditions must exist in order for an agricultural
society to develop into an industrial society?
What traits tend to bind people together?
How can power be shared?
How can the rights of all people be protected?
Social, economic and political conditions and attitudes led to the reform spirit by the middle of
the century.
The second party system took shape as the National Republicans challenged the Democrats.
Changes in the legislative, executive, and judicial branches during the Jacksonian era altered
American society by creating more voter participation, and political grassroots activities.
The north and south developed different economic systems that led to sectionalism.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The federal government exerted its judicial power to promote
nationalism through the following: Marbury v. Madison,
McCulloch v. Maryland, Gibbons v. Ogden, Worcester v. Georgia
Explain how nationalism shapes foreign and domestic policy.
The institution of slavery and the expansion of slavery in new
territorities created political, economic, and social differences that
furthered sectional animosity.
Describe factors that contributed to the feelings of nationalism,
exceptionalism and sectionalism.
Discuss how the federal government asserted its jurisdiction over
state governments.
22
NJCCCS
6.1.12.B.2.a
6.1.12.A.3.b
6.1.12.A.3.c
6.1.12.A.3.d
6.1.12.A.3.e
6.1.12.A.3.g
6.1.12.D.3.c
The political and diplomatic implications of decisions such as the
Monroe Doctrine, Missouri Compromise, American System and
states rights debate, and how they furthered sectional debate and
tension.
The physical expansion of America led to the sectional debate over
nullification, state’s rights, the National Bank, and Indian Removal.
The presidency of Andrew Jackson led to an expansion of the
democratic process through: the spoils system, suffrage, new
political parties and encouraged greater involvement in politics.
Describe the role of state and federal governments in promoting
economic growth.
Identify the changes of territorial expansion and summarize the
issues that divided the nation as it expanded.
Evaluate the benefits and consequences of Jacksonian Democracy.
Identify the motives, methods, leadership, goals and
accomplishments for any reform movement.
Debate the judicial validity and the impact of the Indian Removal
Act.
23
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
US History I
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
3 weeks
Unit VII – Nationalism and the Growth of Sectional
Differences
o Regional Economies and Politics Create Sectionalism
o Nationalism at Center Stage
o The Age of Jackson
o Debate over State’s Rights and the Federal Government
24
A. de Tocqueville, Democracy in America
M. Cunliffe, The Nation Takes Shape: 1789-1837
D. Perkins, A History of the Monroe Doctrine
J. Ehle, Trail of Tears
E. Pessen, Jacksonian America: Society, Personality and Politics
J.E. Smith, John Marshall: definer of a Nation
M.D. Peterson, The Great Triumvirate: Webster, Clay and Calhoun
D. Sterling, We are youe Sisters
N. Whitelaw, Andrew Jackson: Frontier President
S.V. Benet, The Devil and Daniel Webster
B. Klingsolver, Pigs in Heaven
T. Perdue & M.D. Green (eds), The Cherokee Removal: A Brief
History with Documents
W.L. Miller, Arguing about Slavery: John Q Adams and the Great
Battle in the US Congress
J.W. Ward, Andrew Jackson: Symbol for an Age
R. Hofstadter, The American Political Tradition
A. Schlesinger, The Age of Jackson
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT VIII: Reforming American Society
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Slavery in America was such an ingrained institution that it polarized political, social, and
economic debate that challenged the federal government and the principles of democracy.
Grassroots movements and government reforms attempted to address the social and economic
problems confronting the nation.
Religious revivalism played an important role in society by exposing needed areas of reforms.
•
•
•
•
•
How do citizens effectively create change?
What tends to stimulate reform movements?
In what ways can civil disobedience bring about
change?
In what ways can social reform challenge democracy?
Does society need reforming or revising regularly?
Women were important advocates for political and social change through abolition, education,
healthcare, prison, and temperance reform movements.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The Second Great Awakening inspired numerous reform
movements including the temperance movement,
transcendentalism, school, healthcare and prison reform, suffrage
movement, and abolition.
Describe the new religious and philosophical movements during the
19th century that inspired reform and social change.
The efforts of Seneca Falls Convention inspired female reformers
and woman suffragists in the early 1900s and modern day feminist
movements.
Key abolitionist leaders such as Frederick Douglass, David Walker,
William L Garrison, and Nat Turner and others used a variety of
tactics to bring about reform during the antebellum period.
The economic, political, social challenges over slavery led to open
debate and conflict in Congress and throughout American society
.
The poor working conditions in industrial society led to the
formation of unions and other labor reforms.
Determine whether reformers were primarily motivated by
Enlightenment ideals like science and reason, or by faith and
religious conviction.
Explain the strategies for achieving the abolition of slavery.
Discuss the role of women in early reform movements and how it
inspired later movements and greater equality for women.
Evaluate the strategies and arguments of abolitionists and the
advocates of slavery.
Identify what factors contributed to the worsening conditions
workers endured in the industrial workplace.
25
NJCCCS
6.1.12.D.2.e
6.1.12.A.3.b
6.1.12.A.3.f
6.1.12.A.3.i
6.1.12.D.3.b
6.1.12.D.3.d
6.1.12.D.3.e
6.1.12.A.4.b
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
V.W. Brooks, The Flowering of New England
H. Mayer, All on Fire: William Lloyd Garrison and the Abolition of
Slavery
R.G. Walters, American Reformers 1815-1860
F. Douglass, A Narrative of the Life of Frederick Douglass
E. Griffith, In Her Own Right
E.C. Harrison (ed), Best Companions: Letters of Eliza Middleton
Fisher and her Mother, Mary Herring Middleton, from Charelston,
Philadelphia, and Newport, 1839-1846
J. Larkin, The Reshaping of Everyday Life 1790-1840
E. DuBois, Femminism and Suffrage: The Emergence of an
Independent Woman’s Movement in America, 1848-1869
L. Banner, Elizabeth Cady Stanton: A Radical for Women’s Rights
P. Johnson, A Shopkeepers Millenuim: Society and Revivals in
Rochester, NY 1815-1837
D.W. Howe, The Political Culture of the American Whigs
M. Twain, The Adventures of Huckleberry Finn
VIII – Reforming American Society
o Religion Sparks Reform
o Slavery and Abolition
o Women and Reform
o The Changing Workplace
26
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT IX: Expanding Markets and Moving Westward
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Technological changes created greater interaction and more economic diversity among the
regions of the nation.
Manifest Destiny had an enduring impact on both U.S. foreign and domestic politics.
Americans moved West, energized by their belief in the rightful expansion of the United States
from the Atlantic to the Pacific.
•
•
•
•
•
Westward expansion intensified sectional conflict during the antebellum period.
KNOWLEDGE
How does the development of technology impact the
lives of individuals?
Why does a nation expand its territory and what are its
obligations with expansion?
What drives the desire of nations to expand?
What happens when two or more different cultures
clash?
What are the origins of war?
SKILLS
Students will know:
Students will be able to:
Economic concepts such as free enterprise, private ownsership of
property, capitalism, technological change and standardization
fueled economic expansion and diversity.
Describe how the concepts of free enterprise and capitalism became
the dominant principles of the American economic system.
The concept of Manifest Destiny was used to justify hemispheric
expansion.
The political and economic implications of settlements in Texas,
California, Oregon, and the southwest territory and the diplomatic
negotiations that outlined these new territories.
The Mexican War started over border disputes, land grants and
western settlement into the territories throughout the Southwestern
area of lands subsequently incorporated into the United States.
The effects of the Mexican War led to the physical expansion of the
United States and redefined our international relationships with
Explain how improved transportation and communication systems
helped to link America’s regions and make them interdependent.
Compare the economies of the different regions of the U.S. in the
mid-1800s.
Summarize the reasons American settlers moved West during the
mid-1800s.
Describe the impact of westward expansion on Native Americans.
Explain the concept of Manifest Destiny and its political, diplomatic,
economic and social effects on American society.
27
NJCCCS
6.1.12.A.3.a
6.1.12.A.3.b
6.1.12.A.3.e
6.1.12.B.3.a
6.1.12.C.3.a
6.1.12.C.3.b
6.1.12.d.3.A
Mexico, Canada, Great Britain and Russia
Identify the causes of conflict between native cultures and American
expansion.
Migration and settlements into California, Texas, Oregon, Utah, and
Discuss the causes and effects of the Mexican War.
Kansas led to political challenges and social changes that reflected
the debate over slavery, and popular sovereignty.
28
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
3 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
B. de Voto, The Year of Decision: 1846
J.S.D. Eisenhower, So Far From God
A. Stephanson, Manifest Destiny
B. Harte, The Outcasts of Poker Flat and other selected stories,
R. Marius, Bound for the Promised Land
J. Michener, Texas
C.M.Green, Eli Whitney and the Birth of American Technology
S. Butruille, Women’s Voices from the Oregon Trail: The Times the
Tried Women’s Souls
R. Korman, The Goodyear Story: An Inventor’s Obsession With
Rubber at the Dawn of the Industrial Revolution
L. Schlissel, Women’s Diaries of the Westward Journey
A. Reichstein, Rise of the Lone Star: The Making of Texas
D.Dary, The Santa Fe Trail: Its History, Legends andLore
P.Staiti, Samuel F.B. Morse
Unit IX – Expanding Markets and Moving West
o The Market Revolution
o Manifest Destiny
o Expansion In Texas
o The War with Mexico
29
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT X: The Union in Peril
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The issues of slavery dominated United States politics and led to Civil War.
Fundamental disagrements between Northerners and Southerners about the Constitution
contributed to the Civil War
Compromise on slavery, dating from the writing of the Constitution, became increasingly harder
and eventually impossible by 1860.
•
•
•
•
•
What internal issues within a country create conflict ?
How can internal conflict of a country be resolved?
When and how is it acceptable for people to challenge
unjust laws?
Can war be justified?
Is it possible to compromise on ethical and moral issues?
The argument over slavery in the context of territorial expansion led to conflict between states
rights advocates and the federal government.
The institution of slavery affected the entire country indirectly and directly with social, political,
economic, and judicial decisions.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
Slavery created political and social obstacles to western expansion
because of the challenge of states rights, popular sovereignty and
the extension of Federal power.
Explain the political ramifications of the expansion of slavery in the
new territories.
Explain why the issues of slavery became so polarized by 1860.
The Missouri Compromise, Wilmot Proviso, Compromise of 1850,
Kansas-Nebraska Act and the Lecompton Constitution and other
compromises challenged the Federal governments power in newly
developed territories.
The political debates of John Calhoun, Stephen Douglass, Daniel
Webster, Charles Sumner, and Abraham Lincoln and others
challenged the constitutionality of states rights, popular
sovereignty, and free soil advocates which reinforced political
divisions within the nation.
Recognize the different methods of protest, resistance and violence
employed in reacting to the issue of slavery.
Interpret the judicial response to the conflicts surrounding the
slavery debate.
Describe the events that led to Lincoln’s election and the
establishment of the Confederate States of America.
30
NJCCCS
6.1.12.d.3.C
6.1.12.d.3.E
6.1.12.c.4.A
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
E.D.Genovese, The World the Slaveholders Made
H.G.Gutman, The Black Family in Slavery and Freedom
J.Blassingame, The Slave Community
K.Stamp, The Peculiar Institution
H. Jacobs, Incidents in the Life of a Slave Girl
G. Vidal, Lincoln,
W.L. Andrews, H.L. Gates (eds), Slave Narratives
J.L. Tobin, Hidden inPlain View: A Secret Story of Quilts and the
Underground Railroad
D.E. Fehrenbacher, The Dred Scott Case: Its Significance in
American Law and Politics
D.E. Fehrenbacher, W.M.McAfee, The Slaveholding Republic: An
Account of th eUS Government’s Relations to Slavery
F.E.W. Harper, Free Labour
C.&M.Beard The Rise of American Civilisation
A.Craven, The Coming of the Civil War
D.M.Potter, The Impending Crisi, 1848-1861
E.Foner, Free Soil, Free Labour, Free Men
B.Quarles, Allies for Freedom
K.M.Stamp, America in 1857
P.M.Angle, The Complete Lincoln-Douglas Debates of 1858
C.Bode, Midcentury America
B.A.Botkin (ed) Lay My Burden Down
Unit X – The Union In Peril
o The Divisive Politics of Slavery
o Protest, Resistance, and Violence
o The Birth of the Republican Party
31
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT XI: The Civil War
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
•
When the north and south failed to compromise it led to Civil War.
•
•
•
The Civil War was fought to preserve the Union.
Slavery and the states’ rights issues were the key causes of the Civil War
Can the use of force preserve a union?
When is war and rebellion justified?
What can prevent war?
What are the outcomes of war?
Race and class relations were profoundly affected by the war.
The war further stimulated and accelerated industrialization.
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
President Lincoln’s political policy was to preserve the Union through
maintaining the Border States and bringing the Confederate States back
into the Union, and maintaining diplomatic relations.
Identify the military and political strategies of the Confederacy and
the Union, and evaluate their effectiveness.
The American Civil War was considered a modern war because of new
weapons, technology and tactics.
Political and military leaders such as Lincoln, Davis, Lee, McClellan,
Jackson, Sherman, Grant sought to bring about a rapid end to the war
through new tactics and strategies.
Identify the advantages and disadvantages of the Confederacy and
the Union.
Identify key battles, personalities, and turning points of the Civil
War.
Explain the significance of the Emancipation Proclamation.
The military role of African-Americans played an important role in brings
success to the Union cause.
The Emancipation Proclamation created new military and political
challenges for the federal government.
The federal government asserted its wartime authority through
Describe the role of citizens such as African Americans, and women
during war time.
Debate the federal government’s use of power during war.
Evaluate the legacy of the Civil War, and determine the long and
32
NJCCCS
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.C.4.a
6.1.12.C.4.b
6.1.12.C.4.c
6.1.12.D.4.a
6.1.12.D.4.b
6.1.12.D.4.e
conscription, taxation, habeas corpus, and other judicial challenges.
short term implications of the war.
The American Civil War established political, economic, social and
technological changes that altered American society and laid the
foundations for the industrialization and urbanization of America.
33
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
3 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
S.Foote, The Civil War
J.M.McPherson, Battle Cry of Freedom
G.Wills, Lincoln at GettysburgC.D.Ross, Trial by Fire: Science,
Technology and the Civil War
S.Crane, The Redd Badge of Courage
S.V.Benet, John Brown’s Body
I.Silber, Songs of the Civil War
B.Catton, A Stillness at Appomatox
E.Redkey(ed), A Grand Army of Black Men
G.W.Smith & C.Judah (eds), Life in the North During the Civil War
Unit XI – The Civil War
o The Civil War Begins
o Politics of War
o Life During Wartime
o The North Takes Charge
o The Legacy of the War
34
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT XII: Reconstruction and its Effects
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The political struggle, accomplishments, and failures of Reconstruction in the years following
the Civil War continued to challenge state sovereignty and federal authority.
The emotional, economic, and political implications of Reconstruction of the South affected race
relations throughout America.
•
•
•
How can a nation rebuild after a war?
How can the rights of all people be protected?
How can citizens bring about a redress of grievances
peacefully?
The failure of Congress and the Supreme Court to protect the rights of African Americans
during Reconstruction delayed blacks’ achievement of full civil rights.
KNOWLEDGE
Students will know:
The Federal government’s role and debate over various
reconstructing plans the such as the 10% Plan, Radical Plan, WadeDavis Bill, Freedman’s Bureau, and the Black Codes.
SKILLS
NJCCCS
Students will be able to:
Describe the challenges faced by the South during Reconstruction.
Evaluate the potential positive and negative outcomes of the
proposed Reconstruction plans.
Judicial decisions and implications of the 13th, 14th and 15th
Amendments and their effects on African-Americans and the
reaction of American.
Identify major Reconstruction legislation and their consequences on
American Society.
Attitudes and economic and political forces influenced the
dimensions of Reconstruction.
Recognize the impeachment of Johnson impacted plans for
Reconstruction.
Lincoln and Johnson’s lenient Reconstruction plans and policies
clashed with the Radical Republicans’ Reconstruction methods and
objectives.
Explain the significance of the three important civil rights
amendments to the constitution ratified by Congress – the
Thirteenth, Fourteenth and Fifteenth amendments.
The Republican Party sought to contain blacks in the South in order
to establish the nucleus of their party in that section of the country.
Explain why reactionaries regained control of Southern political
power, and blacks were relegated to sharecropping and social and
35
6.1.12.A.4.d
6.1.12.B.4.b
6.1.12.D.4.c
6.1.12.D.4.d
6.1.12.D.4.e
political subordination.
Evaluate the political deal between Southern Democrats and the
Republican Party to end Reconstruction.
36
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
W.Dunning, Essays on the Civil War & Reconstruction
J.H.Franklin, From Slavery to Freedom
J.H.Franklin, Reconstruction After the Civil War
A.W.Trelease, White Terror
M.L.Benedict, The Impeachment and Trial of Andrew Johnson
E.M.Coulter, The South During Reconstruction, 1865-1877
J.M.Burns, The Workshop of Democracy
S.B.Oates, Abraham Lincoln: The Man Behind the Myths
E.Foner, Reconstruction: America’s Unfinished Revolution, 18631877
E.Foner, A Short History of Reconstruction
M.Perman, Emancipation and Reconstruction, 1862-1879
H.Raboniowitz (ed), Southern Black Leaders of the Reconstruction
Era
T.Morrison, Beloved
M.Mitchell, Gone With the Wind
D.Sterling, The Trouble They Seen
Unit XII – Reconstruction and its Effects
o Politics of Reconstruction
o Reconstructing American Society
o The Collapse of Reconstruction
37
RANDOLPH TOWNSHIP SCHOOL DISTRICT
United States History I
UNIT XIII: The Rise of Industrial America
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The Industrial Revolution of America led to unprecedented manufacturing and industrial
growth.
•
•
State and federal governments played significant roles promoting business interests, leading to
an advanced, centralised, government-supported industrial-capitalist system.
The U.S. economy expanded enormously during the late 19th century, easily surpassing
European nations.
The Supreme Court handed down decisions that, for the most part, favored business by
controlling unions and undoing legislation that would interfere with capital accumulation.
Industrialization transformed many types of industry in the United States that significantly
changed the social, political, and economic landscape of America.
The consequences of industrialization and urbanization created a demand for reform and relief
to improve the lives of people.
Immigration played a significant role in the development of modern American society.
38
•
•
•
•
What conditions must exist in order for an agricultural
society to develop into an industrial society?
How could socioeconomic classes be affected by an
increasingly industrial society?
How and why should government regulate business?
Is unfettered business expansion in the best interests of a
society and its people?
How do new technologies affect society?
How can immigration alter development of a society?
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The Industrial Revolution in America came about because of vast
natural resources, raw materials and government support.
Identify the means of production and how they create an industrial
society.
Industrial and technological break-through of the Industrial
Revolution included advancements in power, communication and
transportation.
Describe the key innovations that helped produce and transport
domestic goods within the United States and the rest of the world.
During the late 1800’s cities grew and changed as a result of the
influx of immigration.
Republican presidents dominated the postwar era and tended to
support big buisness.
The Populists were a diverse coalition that sought to control a wide
variety of urban and rural problems.
th
The Populists and Democratic Party fused in the late 19 century.
Explain how industrialization and a factory based economy effect
workers.
Draw conclusions regarding the positive and negative impact of
industrialization and urbanization.
Describe the connections between industrialization, immigration and
urbanization.
Debate the theories of the melting pot and salad bowl as it applies to
immigration.
The economic, political, and social impact of immigrants and how
they were or were not accepted into American society which led to
a rise of nativism.
Nativism and the processes of assimilation and Americanization
caused political and social debate.
Government and judicial decisions limited immigrations by
establishing that limited immigration such as the Chinese Exclusion
Act and the Gentlemen’s Agreement.
39
NJCCCS
6.1.12.A.5.a
6.1.12.A.5.b
6.1.12.A.5.c
6.1.12.B.5.a
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
6.1.12.B.6.a
6.1.12.B.6.b
6.1.12.C.6.a
6.1.12.D.6.a
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
United States History I
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit XIII – The Rise of Industrial America
o Expansion of Industry
o The Age of Railroads
o Big Business and Labor Reform
o Immigrations and Urbanization
o The Challenges of New Immigrants and Urbanization
40
R.H.Wiebe, The Search for Order, 1877-1920
H.W.Morgan, The Gilded Age: A Reappraisal
M.Josephson, The Robber Barons
H.Livesay, Andrew Carnegie and the Rise of Big Business
H.Livesay, American Made:Men Who Shaped the American
Economy
H.Livesay, Samuel Gompers and Organised Labour in America
H.Gutman, Work, Culture, and Society in Industrialising America
G.Porter, The Rise of Big Business, 1860-1910
O.Handlin, The Uprooted
O.Handlin, Boston’s Immigrants
J.Addams, Twenty Years at Hull House
C.Degler, Out of Our Past
J.Bodnar, The Transplanted
J.Higham, Strangers in the Land: Patterns of AmericanNatavism,
1860-1925
A.B.Callow, The Tweed Ring
H.Alger, Apostles of the Self-Made Man
J.F.Kasson, Civilising the Machine: Technology and Republican
Values in America, 1776-1900
E.Flexner, Century of Struggle: The Women’s Rights Movement in
the US
B.T.Washington, Up From Slavery
W.E.DuBois, The Souls of Black Folks
C.V.Woodward, The Strange Career of Jim Crow
L.Litwack, Been in the Storm So Long: The Aftermath of Slavery
D.Brown, Bury My Heart at Wounded Knee
R.B.Downs, Books the Changed America
Appendix A - Resources:
The Americans, McDougal-Littell, © 2009, ISBN-10:0-618-94377-3
American Stories, Primary Source Library DVD, ISBN-0-618-72167-3
United States History, Primary Source CD-ROM, ISBN-10:0-03-041932-8
African American Biographies, McDougal Littell, ISBN-13:978-0-618-83257-6
Hispanic American Biographies, McDougal Littell, ISBN-13:978-0-618-80344-6
Native American Biographies, McDougal Littell, ISBN-13:978-0-618-80345-3
Differentiated Instruction Modified Worksheets and Tests CD-ROM, Holt, Rinehart, and Winston, ISBN-13:978-0-03-037386-2
Library of Primary Sources CD-Rom, Holt McDougal, ISBN-13:978-0-54-723204-1
41