SOCIAL STUDIES 7
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UNIT 1 – ROAD TO INDEPENDENCE (1763-1783) (28 DAYS)
1. Overview
In this unit, students explore why the United States declared independence from Great Britain and how they succeeded. This unit focuses on the
critical concepts and principles of the founding leaders that led to the formation of the government of the United States.
Grade 7 Claims
What are the causal relationships between events in U.S. history?
How have America’s interactions with other nations changed over time?
How has American society been impacted by geography, conflict, expansion, historical events, politics, and the economy?
To what degree have the principles of America’s founding documents come to fruition?
REMINDERS
CONTENT AND
CLAIMS
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Late take-in day (08/24/16)
Labor Day (09/05/16)
Historical Thinking Skills
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7.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
7.1.2 Explain patterns and recurring themes in United States history
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.1.4 Interpret and construct timelines of key events, people and ideas
7.1.5 Analyze primary and secondary sources to answer questions related to United States history
Road to Independence
What was life like in the colonies for different groups of people before and during the Revolutionary War?
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7.2.1 Identify and describe the impact of key events, ideas, and people that led to the American Revolution
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7.2.2 Analyze important turning points and major developments of the American Revolution
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.2 Describe motivations of immigrants to the United States from 1763-1877 and the obstacles they faced
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.9.1 Compare and contrast political divisions of the world from 1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
What were the key events, ideas and differing viewpoints that led to America’s declaration of independence from
Britain and the resulting war?
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7.1.2 Explain patterns and recurring themes in United States history
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.1.4 Interpret and construct timelines of key events, people and ideas
7.2.1 Identify and describe the impact of key events, ideas, and people that led to the American Revolution
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.9.1 Compare and contrast political divisions of the world from 1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
Who were some of our founding fathers and how did their principles impact the outcome of the revolution?
 7.2.1 Identify and describe the impact of key events, ideas, and people that led to the American Revolution
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How did viewpoints about independence differ and shift among individuals and groups before and during the war?
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7.2.1 Identify and describe the impact of key events, ideas, and people that led to the American Revolution
7.2.2 Analyze important turning points and major developments of the American Revolution
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
What were the major turning points of the American Revolution and how are they significant to the United States’
independence?
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7.2.2 Analyze important turning points and major developments of the American Revolution
7.5.1 Analyze the physical and political features of the United States
7.5.2 Create maps, charts, and graphs of the United States from 1763–1877
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
How did U.S. interactions with other nations change as a result of declaring independence from Britain?
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7.9.1 Compare and contrast political divisions of the world from 1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
How do the results of the American Revolution impact us today?
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TOPICS OF
CONSIDERATION
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7.2.2 Analyze important turning points and major developments of the American Revolution
French and Indian War
Sugar Act
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Patrick Henry
Sons of Liberty
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Thomas Jefferson
Declaration of Independence
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Stamp Act
Tea Act
Townshend Acts
Intolerable Act
Thomas Payne
Nathan Hale
Marquis de Lafayette
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Committee of
Correspondence
Samuel Adams
John Hancock
Benjamin Franklin
Charles Cornwallis
Bernardo de Galvez
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Battle of Lexington
Battle of Concord
Battle of Saratoga
Battle of Yorktown
Benedict Arnold
Treaty of Paris
UNIT 1 – ROAD TO INDEPENDENCE (1763-1783) (28 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Road to Independence:
 Instructional tasks from the Stanford History Education Group
o Stamp Act
o Loyalists
o Declaration of Independence
○ Battle of Lexington
 The Declaration of Independence, Thomas Jefferson
 Give Me Liberty, Russell Freedman
 Understanding the Declaration of Independence, Sally Senzell Isaacs
 The Revolutionary War (Letters from the Battlefront), Virginia Schomp
 Great Women of the American Revolution, Michael Burgan
 Patriots in Petticoats, Shirley-Raye Redmond
 Daily Life during the American Revolution, Dale Anderson
 American Revolution, History.com
 Heroes of the American Revolution, Mary Hertz Scarbrough
 American Revolution, John Davenport
 “For Crown or Colony” Interactive video game and Educator’s Guide
 Revolutionary War, Scott Marquette
 “Liberty or Death,” Patrick Henry
 A Revolutionary War Timeline, Elizabeth Raum
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American Revolution: Writings from the War of Independence, John H. Rhodehamel
Common Sense, Thomas Paine
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with blackline masters and teacher’s guide – Gone West: The Growth of a Nation
 https://app.discoveryeducation.com/learn/videos/A8793BA4-D56B-4E72-B811-D1C2834504F4?hasLocalHost=false
 Video with blackline masters and teacher’s guide – Slavery in the United States
https://app.discoveryeducation.com/learn/videos/21CA035F-0FD2-47D2-AF3F-E3011DBC9F75?hasLocalHost=false
WorldBook Online:
 Article, Maps, pictures – Westward Movement in America
http://www.worldbookonline.com/student/article?id=ar599870&st=westward+expansion#tab=homepage
Plato Courseware:
 PLATO Course Middle School US History Semester A
Gilder Lehrman:
 Link to multiple resources including lessons, maps, primary documents:
https://www.gilderlehrman.org/history-by-era/colonization-and-settlement-1585-1763
 Lesson plan with resources – Transcontinental Railroad
https://www.gilderlehrman.org/history-by-era/development-west/resources/transcontinental-railroad-interpreting-images
 Lesson plan with resources – Colonists Divided: A Revolution and a Civil War
https://www.gilderlehrman.org/history-by-era/road-revolution/resources/colonists-divided-revolution-and-civil-war
Misc.:
 http://www.social stu diesforkids.com/subjects/declaration.htm
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UNIT 1 – ROAD TO INDEPENDENCE (1763-1783) (28 DAYS)
3. Activities for Understanding
SUGGESTIONS
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7.1.4, 7.5.3, 7.6.1, 7.6.2 Students will make a Colonial Lapbook using a manila folder that includes the following
components taped, glued, or stapled to the folder:
1) Map of the colonies divided into New England, Middle and Southern
2) Motivations for settlement (religious, economic, etc.)
3) Triple Venn diagram comparing/contrasting the three colonial regions
4) Timeline of colonial settlement
5) Foldable pocket or a mini book containing facts on each colony
Lapbook Instructions
Foldable Templates
7.1.3, 7.2.1 Students will be divided into groups of 3-4 to analyze two historical accounts of the Boston Massacre
(Captain Preston and Anonymous). Students will create a T-chart in which they document points of commonality
and differences between the two accounts. Students will attempt to develop an “accurate” account of the Boston
Massacre based upon their findings by writing a brief skit detailing their version of the event. After each group
presents their skit to the class, students will vote (by show of hands, tally marks, etc.) on which skit offered the
best perspective on the causes of the Boston Massacre.
Boston Massacre - Points of View
7.2.1, 7.2.1 Students will work in small groups or with a shoulder partner to complete a graphic organizer on
the taxes, acts, and events leading to the American Revolution (see examples below). Students will use primary
and secondary sources provided by the teacher that can be rotated around the room to research information
using the Internet, textbooks, or other classroom resources. Each group/pair will then select one act to present
and defend their position with 3-5 arguments to be shared with the class. As an extension activity, each student
will select 1-2 acts and write 3-4 paragraphs on how it/they influenced the writing of the U.S. Constitution.
Sample topics: Stamp Act, Sugar Act, Townshend Act, Tea Act, Intolerable Acts, Quartering Act
7.2.3 Students will work in small groups to create a list of 5-10 grievances about the school, citing evidence or
providing examples of why each item is on the list and share their thoughts with the class. Students will compile a
comprehensive list of the grievances on the board or on chart paper, and students will vote on each grievance (by
show of hands). Only the grievances that receive a 100% vote will be used to write an Eighth Grade Declaration,
which will be signed by all students and presented to the principal. As an extension, students will return to their
groups to examine the text of the Declaration of Independence and will analyze in 2-4 paragraphs whether the
colonists’ actual grievances with King George III were important enough to force a total separation from England.
Declaration of Independence (Kid’s Version)
Declaration of Independence (Actual Text)
7.2.1 Students will examine documents to determine whether individuals were Patriots, Loyalists, or Neutral.
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Patriot, Loyalists, Neutral?
7.1.3, 7.9.1 Students will read a timeline, examine and interpret primary sources, and use critical thinking skills to
write 2-4 paragraphs on the Declaration of Independence’s enduring ideas and legacy in today’s world.
Declaration of Independence Lesson
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UNIT 2 – A NEW NATION (1777-1800) (39 DAYS)
1. Overview
In this unit students explore the creation of the United States constitution and system of government. In addition, students explore the challenges the
new nation faced after becoming an independent country. This sets the stage for the next unit where students look at the challenges the United States
faced as it expanded into western territories.
Grade 7 Claims
What are the causal relationships between events in U.S. history?
How have America’s interactions with other nations changed over time?
How has American society been impacted by geography, conflict, expansion, historical events, politics, and the economy?
To what degree have the principles of America’s founding documents come to fruition?
REMINDERS
CONTENT AND
CLAIMS
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Interim Reports Issued (09/19/16)
Late take-in day (09/28/16)
Historical Thinking Skills
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7.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
7.1.2 Explain patterns and recurring themes in United States history
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.1.4 Interpret and construct timelines of key events, people and ideas
7.1.5 Analyze primary and secondary sources to answer questions related to United States history
A New Nation
Why was the Constitution written and how did conflicting viewpoints influence the development of U.S. government?
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7.2.3 Evaluate the development of the United States government from the First Continental Congress
through the ratification of the United States Constitution
7.2.4 Describe the major political and economic events, and policies of the Washington and Adams
presidencies
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.1 Evaluate the major purposes of government according to the Preamble to the Constitution of the
United States
7.8.2 Differentiate between various forms of government
7.8.3 Explain how key ideas expressed in historical documents influenced the formation of U.S. government
7.8.4 Evaluate the principles of government embodied in the United States Constitution
7.8.5 Describe the structure and powers of the three branches of the federal government
7.8.6 Illustrate how a bill becomes a law at the federal level
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
7.10.2 Identify and describe ways in which citizens influence change in a democratic society
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.3 Describe government policies that influenced the United States economy
What changed as a result of the ratification of the U.S. Constitution?
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7.2.3 Evaluate the development of the United States government from the First Continental Congress
through the ratification of the United States Constitution
7.2.4 Describe the major political and economic events, and policies of the Washington and Adams
presidencies
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.8.4 Evaluate the principles of government embodied in the United States Constitution
7.8.5 Describe the structure and powers of the three branches of the federal government
7.8.6 Illustrate how a bill becomes a law at the federal level
7.8.7 Describe the process used to amend the Constitution
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
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1763–1877
7.8.9 Explain how federal officials are elected or appointed
7.9.3 Explain how United States foreign policy was developed and carried out from 1781–1877
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
To what extent does the Constitution reflect the ideas expressed in the Declaration of Independence and other
historical documents?
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7.2.3 Evaluate the development of the United States government from the First Continental Congress
through the ratification of the United States Constitution
7.8.3 Explain how key ideas expressed in historical documents influenced the formation of U.S. government
7.8.4 Evaluate the principles of government embodied in the United States Constitution
What are the purposes and principles of government in a society? What are the similarities and differences between
different types of governments?
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7.8.1 Evaluate the major purposes of government according to the Preamble to the Constitution of the
United States
7.8.2 Differentiate between various forms of government
7.8.4 Evaluate the principles of government embodied in the United States Constitution
7.11.3 Describe government policies that influenced the United States economy
How is power divided and shared in the United States government (federal, local, state)?
 7.8.5 Describe the structure and powers of the three branches of the federal government
What processes are used to elect or appoint federal officials, create laws at the federal level, and amend the
Constitution?
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7.8.6 Illustrate how a bill becomes a law at the federal level
7.8.7 Describe the process used to amend the Constitution
7.8.9 Explain how federal officials are elected or appointed
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What are the requirements, rights, and responsibilities of a U.S. citizen and how have they changed over time?
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7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
7.10.2 Identify and describe ways in which citizens influence change in a democratic society
7.10.3 Explain the duties and responsibilities of United States citizens
7.10.4 Describe the qualifications or requirements for United States citizenship
How did individuals, political parties, and special interest groups influence changes during this period?
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7.10.2 Identify and describe ways in which citizens influence change in a democratic society
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
How are modern understandings of citizenship different from when the Constitution was ratified?
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7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
7.10.2 Identify and describe ways in which citizens influence change in a democratic society
7.10.3 Explain the duties and responsibilities of United States citizens
7.10.4 Describe the qualifications or requirements for United States citizenship
What impact did the political and economic policies of the Washington and Adams presidencies how on the
foundation of U.S. government and foreign policy?
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TOPICS OF
CONSIDERATION
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7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.2.4 Describe the major political and economic events, and policies of the Washington and Adams
presidencies
Democracy
Republic
Monarchy
Bicameral
Legislative
Executive
Judicial
Federalism
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Tariff
Magna Carta
Articles of Confederation
Petition
Recall
Amendment
Impeachment
Compromise
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Popular Sovereignty
Veto
Search Warrant
Ratification
Due Process
Double Jeopardy
Naturalized Citizens
Alexander Hamilton
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Constitution
Preamble
Checks and Balances
How a bill becomes a law,
bill, Bill of Rights
Representatives, Senators
Criminal and Civil Law
Taxes
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Political Parties
Electoral College
Census
Mayor
President
Proclamation of Neutrality
Federalist papers, Federalists,
Antifederalists
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National Debt
Loose and Strict Construction
XYZ Affair
Alien and Sedition Acts
Neutral
Slavery
Great Compromise, Threefifths Compromise
UNIT 2 – A NEW NATION (1777-1800) (39 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
A New Nation:
 Instructional tasks from the Stanford History Education Group
o Federalists and Anti-Federalists
o Separation of Powers
 Types of Government, Mocomi
 Major Themes at the Constitutional Convention, Teaching American History
 “Foundations of American Government,” U.S. History
 The Constitution of the United States, James Madison
 The Constitution (Cornerstones of Freedom), Marilyn Prolman
 United States Constitution, History for Kids
 Building a New Nation: The Federalist Era (1789-1801), Christopher Collier & James Lincoln Collier
 “America Gets a Constitution,” History.com
 The Bill of Rights, James Madison
 The Bill of Rights, R. Conrad Stein
 The Bill of Rights and Beyond, Herbert Atherton, ed.
 The Bill of Rights, History for Kids
 Powers of the Federal Government, Congress for Kids
 Checks and Balances, Congress for Kids
 “I’m Just a Bill,” Schoolhouse Rock!
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“The First Administration,” U.S. History
Inaugural Address, George Washington
“The Adams Presidency,” U.S. History
“What Does it Take to Become a U.S. Citizen?” Congress for Kids
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 link to various videos and lessons on The American Revolutionhttps://app.discoveryeducation.com/search?Ntt=american+revolution
 link to various videos and lessons on The Revolutionary War https://app.discoveryeducation.com/learn/collections/84CE64ED-CAEC-4BC9-8C6EB9E8415AF892?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation&homework_id
WorldBook Online:
 Article – American Revolution
http://www.worldbookonline.com/student/article?id=ar466820&st=causes+of+revolutionary+war#tab=homepage
Plato Courseware:
 PLATO Course Middle School US History Semester A
Gilder Lehrman
 Essays, Primary Sources, Lessons, Multimedia – Road to Revolution –
https://www.gilderlehrman.org/history-by-era/american-revolution-1763-1783/road-revolution
Misc:
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www.billofrightsinstitute.org
http://www.congressf orkids.net/games/ thr eebranches/2_ threebranches.htm
http://kids.clerk.hou s e.gov/middle -school/lesson.html?intID=1
https://kids.usa.gov/teens/goverment/making -laws/ind ex.shtml
https://www. teacherv ision.com/tv/printables/TCR/1576903133_ 254 -260.pdf
https://kids.usa.gov/government/how-a-bill-becomes-a-law/index.shtml
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UNIT 2 – A NEW NATION (1777-1800) (39 DAYS)
3. Activities for Understanding
SUGGESTIONS
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7.10.5 Students will analyze secondary sources on Federalists vs. Antifederalists, explain each viewpoint regarding
the ratification of the Constitution and inclusion of a Bill of Rights, and determine how the weaknesses of the
Articles of Confederation led to the writing of the Constitution.
Federalist vs. Antifederalist Activity
7.2.3, 7.10.1, 7.11.3 Students will perform a simulation to address the following: 1) Explain some of the issues
faced by delegates at the Constitutional Convention, 2) Describe how different states addressed these issues, 3)
Describe how the outcomes of the simulated Constitutional Convention compares to the outcomes of the actual
event, and 4) Analyze United States Census data from which to gain information.
Constitutional Convention: A Decision-Making Activity
7.8.1, 7.8.3-7.8.7, 7.8.9 Students will complete two small group and written activities in order to understand the
Preamble (Activity #1) and the 7 Articles (Activity #2) of the U.S. Constitution. (Note: PDF includes a total of 6 U.S.
Constitution activities that could be completed if time permits)
Constitution Activities
Interactive Constitution
7.2.3, 7.10.1, 7.10.3 Students will identify fundamental liberties protected by the Bill of Rights, and in small
groups, evaluate situations in which rights may be violated.
Bill of Rights Activity
7.10.1, 7.10.3 Students will create a 10-tab foldable on the Bill of Rights. They will include information on each of
the 10 Amendments (origin, purpose) as well as a drawing. Students will also select a law not included in the Bill of
Rights and write 2-3 paragraphs that explain why that law should have been included in the first 10 Amendments
and identify which Amendment it should replace.
Bill of Rights
7.8.6 Students will watch SchoolHouse Rock’s “I’m Just a Bill” as an introduction to the law-making process.
Students will work in small group to design a poster on chart paper containing a flow chart and graphics which
explain how a bill becomes a law. Students will work in the same groups to come up with ideas for bills that
address their concerns. Students will report their bill topics to the rest of class, which will be recorded on the
board or chart paper. Students will debate which bill topics that they believe have the best chance of becoming
laws.
I’m Just a Bill (Note: If the video doesn’t appear, click the “x” on the top right corner of the screen.)
7.8.5 Students will view and discuss a circular flow chart featuring the Separation of Powers & Checks and
Balances of the federal government. Students will work in small groups to conduct a role-playing scenario in which
they act in the capacity of a specific branch of government in order to further analyze its responsibilities and the
checks on its power. As an extension, students will individually research federal, state, and local governments and
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compare/contrast the three levels of government in two-four paragraphs.
Separation of Powers & Checks and Balances Flow Chart
Separation of Powers: “Who’s Got the Power?” Activity
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SOCIAL STUDIES 7
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UNIT 3 – EXPANSION AND CONFLICT (1800-1850) (19 DAYS)
1. Overview
In this unit students explore how America responds to challenges of growth. This sets the stage for the unit to follow where students begin looking at
America’s Age of Reform.
Grade 7 Claims
What are the causal relationships between events in U.S. history?
How have America’s interactions with other nations changed over time?
How has American society been impacted by geography, conflict, expansion, historical events, politics, and the economy?
To what degree have the principles of America’s founding documents come to fruition?
REMINDERS
CONTENT AND
CLAIMS
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Late take-in day (10/26/16)
Professional Development/Parent Conferences (11/01/16)
Election Day (holiday) (11/08/16)
Thanksgiving Break (11/21-25/16)
Historical Thinking Skills
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7.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
7.1.2 Explain patterns and recurring themes in United States history
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.1.4 Interpret and construct timelines of key events, people and ideas
7.1.5 Analyze primary and secondary sources to answer questions related to United States history
Expansion and Conflict
How and why did the United States expand territorially and economically?
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Updated 1/19/2017 7:39 AM
7.3.1 Analyze political, social, and economic factors that led to westward expansion from 1800–1850
7.3.2 Identify and explain foreign policy developments between the United States and other nations from
1800–1850
7.3.4 Compare and contrast the political, social, and economic development of the different regions of the
United States
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.5.1 Analyze the physical and political features of the United States
7.5.2 Create maps, charts, and graphs of the United States from 1763–1877
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.9.3 Explain how United States foreign policy was developed and carried out from 1781–1877
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
What political, social, and economic factors led to western expansion from 1800-1850?
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7.3.1 Analyze political, social, and economic factors that led to westward expansion from 1800–1850
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
How did the United States adapt and transform the physical environment to expand their growth and influence?
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Updated 1/19/2017 7:39 AM
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.3.1 Analyze political, social, and economic factors that led to westward expansion from 1800–1850
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
Why did slavery expand? Who should be considered complicit?
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7.3.1 Analyze political, social, and economic factors that led to westward expansion from 1800–1850
7.3.4 Compare and contrast the political, social, and economic development of the different regions of the
United States
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.4 Evaluate the principles of government embodied in the United States Constitution
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
What role did geography and technology play in settlement, economic development, and regional diversity and
interdependence?
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7.3.4 Compare and contrast the political, social, and economic development of the different regions of the
United States
7.5.1 Analyze the physical and political features of the United States
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
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expand its growth and influence
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
Why did territorial and economic expansion create conflict and how were these conflicts resolved?
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7.3.1 Analyze political, social, and economic factors that led to westward expansion from 1800–1850
7.3.2 Identify and explain foreign policy developments between the United States and other nations from
1800–1850
7.3.4 Compare and contrast the political, social, and economic development of the different regions of the
United States
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.9.3 Explain how United States foreign policy was developed and carried out from 1781–1877
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
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What patterns emerged in the settlements of racial and ethnic groups and how did those patterns influence
differences among regions of the U.S.?
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7.3.4 Compare and contrast the political, social, and economic development of the different regions of the
United States
7.5.1 Analyze the physical and political features of the United States
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
How did U.S. foreign policy develop during this time period and what was the impact of interactions with other
nations?
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7.3.2 Identify and explain foreign policy developments between the United States and other nations from
1800–1850
7.9.1 Compare and contrast political divisions of the world from 1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.9.3 Explain how United States foreign policy was developed and carried out from 1781–1877
Did Westward Expansion help or hinder democracy? Consider the Native Americans, slaves and the environment.
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TOPICS OF
CONSIDERATION
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7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.8.4 Evaluate the principles of government embodied in the United States Constitution
7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
Monroe Doctrine
Manifest Destiny
Napoleon Bonaparte
Lewis and Clark
Jeffersonian Democracy
Era of Good Feelings
Trail of Tears
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Slavery
Dred Scott
Compromise of 1850
War of 1812
Battle of New Orleans
Marbury v. Madison
Judicial Review
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American System
Henry Clay
Missouri Compromise
States’ Rights
Nullification Crisis
Oregon and Santa Fe Trails
Mormons
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Indian Removal Act
Louisiana Purchase
Spoils System
Republic of Texas
Mexican War
Know Nothing
Sectionalism
Impressment
Embargo
James Madison
Andrew Jackson
Treaty of Ghent
Nationalism
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Santa Anna
Alamo
Battle of San Jacinto
Gadsden Purchase
Treaty of Guadalupe Hidalgo
Forty-niners
UNIT 3 – EXPANSION AND CONFLICT (1800-1850) (19 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Expansion and Conflict:
 Instructional tasks from the Stanford History Education Group
o Louisiana Purchase
o Lewis and Clark
o Indian Removal
o Manifest Destiny
o Irish Immigration
o Immigration: Challenges for New Americans
 Expanding a Nation: Causes and Effects of the Louisiana Purchase, Elizabeth Raum
 The Louisiana Purchase, James A. Corrick
 Louisiana Purchase, History.com
 The Louisiana Purchase, Christy Steele
 The Louisiana Purchase in American History, Ann Graham Gaines
 America in the Time of Lewis and Clark: 1801-1850, Sally Senzell Isaacs
 Lewis and Clark, National Geographic
 The Mexican-American War: A Primary Source History of the Expansion of the Western Lands of the United States (Primary Sources in
American History), Liz Sonneborn
 The War of 1812, PBS
 Mexican-American War, History.com
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Trail of Tears, LPB
“A Cheyenne Odyssey” Interactive video game and Educator’s Guide
Manifest Destiny: A Primary Source History of America's Territorial Expansion in the 19th Century (Primary Sources in American History), Jesse
Jarnow, J. T. Moriarty, and J. T. Mor
The California Gold Rush, Barbara Saffer
The Gold Rush of 1849, History.com
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with Blackline masters and teacher’s guide – Boston Massacre and Boston Tea Party
https://app.discoveryeducation.com/learn/videos/11B8D895-509C-4A01-8BFE-A05585AE156C?hasLocalHost=false
 Video with teacher’s guide – Sons of Liberty and the Repeal of the Stamp Act
https://app.discoveryeducation.com/learn/videos/427CE992-3BB2-4DE0-A8BB-89B38162063E?hasLocalHost=false
Plato Courseware:
 PLATO Course Middle School US History Semester A/B
Gilder Lehrman:
 Link to various sources, videos, lessons – Manifest Destiny
https://www.gilderlehrman.org/search/gli_search/manifest%20destiny
Misc:
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America I AM: The African American Imprint Activities
Louisiana State Museum
Louisiana Purchase Documents
Indian Removal Act , Library of Congress
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UNIT 3 – EXPANSION AND CONFLICT (1800-1850) (19 DAYS)
3. Activities for Understanding
SUGGESTIONS
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7.3.1, 7.5.2, 7.6.3 Students will use a manila folder to make a Westward Expansion lapbook using the following
components:
- Map of the United States with each addition by war or treaty denoted (e.g. LA. Purchase, Gadsden Purchase, etc.)
- Timeline of westward expansion events
- Pocket with cards containing the diverse peoples of the west (e.g. pioneers, forty-niners, Mexicans, Mormons,
etc.)
- Map of the Native American tribes displaced by the Indian Removal Act.
7.3.1, 7.3.2 Students will participate in a series of role-playing scenarios in which they analyze the perspectives,
goals, and diplomatic strategies involved in the Lewis and Clark expedition.
Lewis & Clark: Politics & Diplomacy
7.3.2, 7.9.2 Students will analyze the opposing views pertaining to Manifest Destiny and the Mexican-American
War as well as conduct research as a team to prepare for a classroom debate.
Manifest Destiny and the U.S.-Mexican War: Then and Now
Students will work in small groups to analyze the documents, answer questions, and prepare a presentation on the
Louisiana Purchase using one or more of the following activities: role playing, panel discussion, debate, or artistic
(e.g. political cartoon) or theatrical interpretations:
Louisiana Purchase
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UNIT 4 – THE AGE OF REFORM (1800-1861) (16 DAYS)
1. Overview
In this unit students explore what life was like for different groups of people during the antebellum period, why reform movements developed, and
how effective they were. This sets the stage for the unit to follow where students look at the Civil War and its immediate causes.
Grade 7 Claims
What are the causal relationships between events in U.S. history?
How have America’s interactions with other nations changed over time?
How has American society been impacted by geography, conflict, expansion, historical events, politics, and the economy?
To what degree have the principles of America’s founding documents come to fruition?
REMINDERS
CONTENT AND
CLAIMS
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Winter Break (12/22/16 – 01/03/17)
Martin Luther King, Jr. Day (01/16/17)
Historical Thinking Skills
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7.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
7.1.2 Explain patterns and recurring themes in United States history
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.1.4 Interpret and construct timelines of key events, people and ideas
7.1.5 Analyze primary and secondary sources to answer questions related to United States history
The Age of Reform
Why did people immigrate to and migrate within the United States during this time period? How did this movement
affect society?
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Updated 1/19/2017 7:39 AM
7.3.4 Compare and contrast the political, social, and economic development of the different regions of the
United States
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.5.1 Analyze the physical and political features of the United States
7.5.2 Create maps, charts, and graphs of the United States from 1763–1877
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.2 Describe motivations of immigrants to the United States from 1763-1877 and the obstacles they faced
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
What impact did reform movements have on U.S. society during this period and how successful were they?
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7.3.3 Examine the motivations and influence of major American reform movements during the 19th century
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.10.2 Identify and describe ways in which citizens influence change in a democratic society
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
How did people from different social classes interact and how much social mobility existed?
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7.3.4 Compare and contrast the political, social, and economic development of the different regions of the
United States
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.2 Describe motivations of immigrants to the United States from 1763-1877 and the obstacles they faced
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
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How did the United States interact with other nations?
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7.3.2 Identify and explain foreign policy developments between the United States and other nations from
1800–1850
7.9.1 Compare and contrast political divisions of the world from 1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.9.3 Explain how United States foreign policy was developed and carried out from 1781–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
What religious and political ideals inspired the reform movements?
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7.3.3 Examine the motivations and influence of major American reform movements during the 19th century
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
Why did reform-minded leaders emerge during this period and how successful were their reform movements?
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7.3.3 Examine the motivations and influence of major American reform movements during the 19th century
7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.10.2 Identify and describe ways in which citizens influence change in a democratic society
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
What was the role of government in implementing reforms and how did key legislation influence the course of the
reform movements?
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7.3.3 Examine the motivations and influence of major American reform movements during the 19th century
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
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Why did slavery expand in the U.S. after 1800?
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TOPICS OF
CONSIDERATION
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7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
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Frederick Douglass
Harriet Tubman
William Lloyd Garrison
Sojourner Truth
Susan B. Anthony
Lucretia Mott
Slavery
Suffrage
Temperance
Industrial Revolution
Textiles
Interchangeable parts
Mass Production
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Lowell System
Strikes
Eli Whitney/Cotton Gin
Planters
Underground Railroad
Declaration of Sentiments
UNIT 4 – THE AGE OF REFORM (1800-1861) (16 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
The Age of Reform:
 Louisiana Instructional Task
o Abolition
 Instructional tasks from the Stanford History Education Group
o Abolitionist Movement
 The Abolitionist Movement, Stephen Currie
 The Abolitionist Movement, History.com
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Abolitionist Movement, American Historama
Abolition, Library of Congress
Black Abolitionists, Karin Coddon, ed.
“Religious Transformation and the Second Great Awakening,” U.S. History
“New Roles for White Women,” U.S. History
Prohibition, John M. Dunn
The Second Great Awakening and the Age of Reform, Teach U.S. History
Sojourner Truth's "Ain't I a Woman?" Speech: A Primary Source Investigation, Corona Brezina
The Second Great Awakening, American Historama
Temperance Reform in the Early 19th Century, Teach U.S. History
Roots of Prohibition, LPB
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video – Campaigning for Women’s Rights
https://app.discoveryeducation.com/learn/videos/082957A3-C2DD-44CB-8411-462868D7F1E4?hasLocalHost=false
 Links to multiple videos on Abolitionist Movement
https://app.discoveryeducation.com/search?Ntt=abolitionist+movement&utm_source=typeahead_selected&utm_medium=banner&utm_cam
paign=renewals2015
Plato Courseware:
 PLATO Course Middle School US History Semester B
Gilder Lehrman:
 Essays, Primary Sources, Lessons, Multimedia – The First Age of Reform
https://www.gilderlehrman.org/history-by-era/national-expansion-and-reform-1815-1860/first-age-reform
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UNIT 4 – THE AGE OF REFORM (1800-1861) (16 DAYS)
3. Activities for Understanding
SUGGESTIONS
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7.1.3, 7.1.5, 7.3.3, 7.10.5 LDOE Task – Abolition (Recommended)
Abolition
7.3.3 Students will create a three tab foldable flip book on the abolition, suffrage and temperance movements.
Each foldable should include information on the leaders, desired changes and outcomes. Upon completion,
students will write 3-5 paragraphs comparing the similarities and differences of the three movements.
7.1.5, 7.10.1 Students will understand the importance of primary sources in historical inquiry, understand the
societal role of women from 1840-1920 and reforms women wanted, describe and compare methods used by
suffragists to pass the 19th Amendment, understand the importance of altering methods for achieving reforms in
response to changing times and barriers, and compare the states’ methods for achieving suffrage with the
national methods.
Library of Congress - Suffrage
7.1.5, 7.3.5 Students will use the materials below to assess the credibility of primary sources and use a variety
of primary sources to clarify, elaborate, and understand a historical period – slavery.
Library of Congress - Slavery in the United States
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UNIT 5 – THE CIVIL WAR (1861-1865) (19 DAYS)
1. Overview
In this unit students explore the Civil War beginning with its immediate causes from the preceding decade to the Confederate attack on Fort Sumter.
This sets the stage for the unit to follow where students look at Reconstruction.
Grade 7 Claims
What are the causal relationships between events in U.S. history?
How have America’s interactions with other nations changed over time?
How has American society been impacted by geography, conflict, expansion, historical events, politics, and the economy?
To what degree have the principles of America’s founding documents come to fruition?
REMINDERS
CONTENT AND
CLAIMS




Martin Luther King, Jr. Day (1/16/17)
Late take-in Day (1/25/17)
Professional Development/Parent Conferences (2/20/17)
Mardi Gras break (2/27/2017-3/3/17)
Historical Thinking Skills
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

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7.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
7.1.2 Explain patterns and recurring themes in United States history
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.1.4 Interpret and construct timelines of key events, people and ideas
7.1.5 Analyze primary and secondary sources to answer questions related to United States history
The Civil War
In what ways were early compromises over slavery ineffective and what impact did they have on different regions of
the United States? Why did the conflict over slavery result in war in 1861?
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Updated 1/19/2017 7:39 AM
7.4.1 Identify and describe the role of the election of Abraham Lincoln and other key events, ideas, and
people, which led to the Civil War
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
What role did the election of Abraham Lincoln play in leading to the Civil War?
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7.4.1 Identify and describe the role of the election of Abraham Lincoln and other key events, ideas, and
people, which led to the Civil War
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
Which events should be considered the most significant turning points in the Civil War?
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7.4.2 Analyze important turning points and major developments during the Civil War
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.9.2 Explain various ways nations interact and the impact of these interactions from 1763–1877
7.9.3 Explain how United States foreign policy was developed and carried out from 1781–1877
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
What was life like for different groups of people over the course of the Civil War? Why did life change for some
during the war?
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7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.4.2 Analyze important turning points and major developments during the Civil War
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.2 Describe motivations of immigrants to the United States from 1763-1877 and the obstacles they faced
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Updated 1/19/2017 7:39 AM
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.11.3 Describe government policies that influenced the United States economy
Who were the key people leading up to the Civil War and what was their significance?
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7.4.1 Identify and describe the role of the election of Abraham Lincoln and other key events, ideas, and
people, which led to the Civil War
7.10.2 Identify and describe ways in which citizens influence change in a democratic society
What key events contributed to the division between the states that led to war?
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7.3.5 Explain reasons for the expansion of slavery in the South after 1800 and describe the life of enslaved
African Americans, and their responses to slavery
7.4.1 Identify and describe the role of the election of Abraham Lincoln and other key events, ideas, and
people, which led to the Civil War
7.5.1 Analyze the physical and political features of the United States
7.5.2 Create maps, charts, and graphs of the United States from 1763–1877
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
In what ways was the U.S. becoming a nation divided politically, geographically, and economically?
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7.4.1 Identify and describe the role of the election of Abraham Lincoln and other key events, ideas, and
people, which led to the Civil War
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
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SOCIAL STUDIES 7
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Updated 1/19/2017 7:39 AM
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
Why did legislative efforts dealing with slavery and expansion fail to avoid a constitutional crisis?
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TOPICS OF
CONSIDERATION
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7.4.1 Identify and describe the role of the election of Abraham Lincoln and other key events, ideas, and
people, which led to the Civil War
7.8.1 Evaluate the major purposes of government according to the Preamble to the Constitution of the
United States
7.8.4 Evaluate the principles of government embodied in the United States Constitution
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
Slavery
Gettysburg Address
Emancipation Proclamation
Abraham Lincoln
Robert E. Lee
Ulysses S. Grant
Lincoln’s Plan
Fugitive Slave Act
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Secession
Jefferson Davis
Bleeding Kansas
Kansas-Nebraska Act
John Brown
Republican Party
Lincoln-Douglas debates
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Fort Sumpter
Battles of Bull Run
Shiloh
Vicksburg
Gettysburg
Total War
Appomattox Courthouse
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UNIT 5 – THE CIVIL WAR (1861-1865) (19 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
The Civil War:

Louisiana Instructional Task
o Sectionalism Prior to the Civil War
 Instructional tasks from the Stanford History Education Group
o John Brown
o Abraham Lincoln
o Emancipation Proclamation
 To Preserve the Union: Causes and Effects of the Missouri Compromise, KaaVonia Hinton
 The Civil War (Letters from the Battlefront), Virginia Schomp
 Memories of a Teenage Girl, Tillie Pierce
 Civil War Technology, History.com
 The Diary of William Bircher, A Civil War Drummer, William Bircher
 The Diary of Charlotte Forten, A Free Black Girl before the Civil War, Charlotte Forten
 The Diary of Carrie Berry, A Confederate Girl, Carrie Berry
 A Separate Battle: Women and the Civil War (Young Readers' History of the Civil War), Ina Chang
 The Causes of the Civil War, Dale Anderson
 “Civil War Technology,” History.com
 The Brothers War: Civil War Voices in Verse, J. Patrick Lewis
 Civil War, Smithsonian
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Civil War Content Collection: contains videos and lesson plans
https://app.discoveryeducation.com/learn/collections/6AC4105C-ED8A-4BBA-AB43B105EF5D53C2?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation&homework_id
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WorldBook Online:
 Article with links to audio, timeliness, charts, and additional resources – American Civil War
http://www.worldbookonline.com/student/article?id=ar117060&st=civil+war#tab=homepage
Plato Courseware:
 PLATO Course Middle School US History Semester B
Gilder Lehrman:
 Essays, Primary Sources, Lessons, Multimedia – The American Civil War
https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/american-civil-war
Misc.:
 http://www.wpcsd.k12.ny.us/cms/lib5/NY01000029/Centricity/Domain/212/Civil%20War%20Reconstruction.pdf
UNIT 5 – THE CIVIL WAR (1861-1865) (19 DAYS)
3. Activities for Understanding
SUGGESTIONS
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7.1.1, 7.1.3, 7.1.5, 7.4.1, 7.8.8 LDOE Task – Slavery Compromises (Recommended)
Slavery Compromises
7.1.3, 7.1.5, 7.3.5, 7.4.1, 7.6.4 LDOE Task – Civil War Sectionalism (Recommended)
Civil War Sectionalism
7.3.5, 7.4.1, 7.8.8 Students will work in small groups to research and discuss the main causes of the Civil War.
Using a poster or a blank sheet of paper, students will create a map of the United States in 1860. The map
should indicate if the states were slave or free, the location of the Mason-Dixon Line, key geographical features,
and a map key with appropriate details and symbols. The students will also collaborate on a presentation
outlining the main causes of the Civil War.
7.1.1, 7.4.1 Students will work in small groups to create trading cards on the leaders of the Union and
Confederacy during the Civil War. The front of the card will include the person’s name, picture (copy or drawn),
title and dates of birth and death. The back of the card should include a minimum of five facts/sentences on the
person’s role in the Civil War. Each student will then select card and explain whether or not the person was an
effective leader, making sure to cite evidence supporting their claim.
7.1.4, 7.1.5, 7.4.1, 7,4,2 Students will complete a timeline of events from the election of Lincoln to the First
Battle of Manassas, analyze primary documents and discuss how people felt about the pending Civil War, and
identify the southern and northern states involved in the war.
Civil War Activity
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UNIT 6 – RECONSTRUCTION (1865-1896) (16 DAYS)
1. Overview
In this unit students explore how the United States addressed the problems caused by the Civil War.
Grade 7 Claims
What are the causal relationships between events in U.S. history?
How have America’s interactions with other nations changed over time?
How has American society been impacted by geography, conflict, expansion, historical events, politics, and the economy?
To what degree have the principles of America’s founding documents come to fruition?
REMINDERS
CONTENT AND
CLAIMS
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Spring Break (04/10-14/17)
Historical Thinking Skills
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7.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
7.1.2 Explain patterns and recurring themes in United States history
7.1.3 Analyze the causes and effects of key events and ideas in the development of the United States
7.1.4 Interpret and construct timelines of key events, people and ideas
7.1.5 Analyze primary and secondary sources to answer questions related to United States history
Reconstruction
What problems existed at the end of the Civil War that needed to be resolved?
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7.4.2 Analyze important turning points and major developments during the Civil War
7.4.3 Describe long-term and short-term outcomes of Reconstruction
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SOCIAL STUDIES 7
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Updated 1/19/2017 7:39 AM
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.8.1 Evaluate the major purposes of government according to the Preamble to the Constitution of the
United States
7.8.5 Describe the structure and powers of the three branches of the federal government
7.8.9 Explain how federal officials are elected or appointed
7.10.4 Describe the qualifications or requirements for United States citizenship
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
Which events should be considered turning points during Reconstruction?
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7.4.2 Analyze important turning points and major developments during the Civil War
7.4.3 Describe long-term and short-term outcomes of Reconstruction
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.7 Describe the process used to amend the Constitution
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
What were the different approaches to Reconstruction and what methods were most successful?
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7.4.3 Describe long-term and short-term outcomes of Reconstruction
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SOCIAL STUDIES 7
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Updated 1/19/2017 7:39 AM
7.5.1 Analyze the physical and political features of the United States
7.5.2 Create maps, charts, and graphs of the United States from 1763–1877
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.3 Describe government policies that influenced the United States economy
How did Reconstruction affect people’s lives in the short- and long-term?
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7.4.2 Analyze important turning points and major developments during the Civil War
7.4.3 Describe long-term and short-term outcomes of Reconstruction
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
7.10.4 Describe the qualifications or requirements for United States citizenship
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.1 Explain how the demand for resources and the development of technology influenced economic
diversity in the United States
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
What role did key leaders and groups play in the Reconstruction process?
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7.4.2 Analyze important turning points and major developments during the Civil War
7.4.3 Describe long-term and short-term outcomes of Reconstruction
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SOCIAL STUDIES 7
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Updated 1/19/2017 7:39 AM
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.5 Describe the structure and powers of the three branches of the federal government
7.8.7 Describe the process used to amend the Constitution
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
7.10.2 Identify and describe ways in which citizens influence change in a democratic society
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
Why was the promise of Reconstruction unfulfilled?
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7.4.2 Analyze important turning points and major developments during the Civil War
7.4.3 Describe long-term and short-term outcomes of Reconstruction
7.5.3 Analyze historical maps, charts, and graphs of the United States from 1763–1877
7.6.1 Analyze settlement patterns of racial and ethnic groups in the United States from 1763–1877
7.6.3 Analyze patterns, motivations and the impact of rural and urban migration in the United States from
1763–1877
7.6.4 Explain how differences in land use influenced cultural characteristics among regions in the United
States from 1763–1877
7.7.1 Explain how Americans adapted and transformed various physical environments in the United States to
expand its growth and influence
7.8.1 Evaluate the major purposes of government according to the Preamble to the Constitution of the
United States
7.8.4 Evaluate the principles of government embodied in the United States Constitution
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SOCIAL STUDIES 7
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TOPICS OF
CONSIDERATION
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Updated 1/19/2017 7:39 AM
7.8.8 Examine how key legislation and court decisions influenced the course of United States history from
1763–1877
7.10.1 Describe the influences on and the development and expansion of individual rights and freedoms
7.10.4 Describe the qualifications or requirements for United States citizenship
7.10.5 Describe the development and roles of political parties and special interest groups in the United
States from 1787–1877
7.11.2 Explain how economic interdependence developed between regions of the United States and with
foreign countries
7.11.3 Describe government policies that influenced the United States economy
Compromise of 1877
Andrew Johnson
13th, 14th, and 15th
Amendments
Carpetbaggers
Scalawags
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Freedmen’s Bureau
Radical Reconstruction
Lincoln’s Plan
Military Reconstruction
Black Codes
Ku Klux Klan
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Poll Tax
Segregation
Jim Crow Laws
Plessy V. Ferguson
Sharecropping
UNIT 6 – RECONSTRUCTION (1865-1896) (16 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Reconstruction:
 Instructional tasks from the Stanford History Education Group
o Radical Reconstruction
o Reconstruction
o Sharecropping
 The Aftermath of the Civil War, Dale Anderson
 The American Civil War and Reconstruction: 1850-1890, Jeff Wallenfeldt, ed.
 Reconstruction, History.com
 Reconstruction: Outcomes of the Civil War, Amanda Koplin
 The Reconstruction Amendments, Michael Burgan
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SOCIAL STUDIES 7
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Updated 1/19/2017 7:39 AM
The Reconstruction Era, Katie Marsico
Reconstruction, Alan Pierce
Reconstruction, U.S. History
The Reconstruction Era, Susan M. Latta
Reconstruction and the Aftermath of the Civil War, Reagan Miller & Lisa Colozza Cocca
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with blackline masters and teacher’s guide - The Civil War, Part 3: Reconstruction
https://app.discoveryeducation.com/learn/videos/6602DD31-55E8-4614-B3B5-A3B9FB645BDA?hasLocalHost=false
WorldBook Online:
 Article with links to photos and additional resources – Reconstruction
http://www.worldbookonline.com/student/article?id=ar461540&st=american+reconstruction#tab=homepage
Plato Courseware:
 PLATO Course Middle School US History Semester B
Gilder Lehrman:
 Essays, Primary Sources, , Lessons, Multimedia – Reconstruction
https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/reconstruction
UNIT 6 – RECONSTRUCTION (1865-1896) (16 DAYS)
3. Activities for Understanding
SUGGESTIONS



7.1.1, 7.1.3, 7.1.5, 7.4.3, 7.8.8, 7.10.5 LDOE Task – Reconstruction (Recommended)
Reconstruction
7.1.5, 7.4.3 Students will use map skills to analyze a map of Reconstruction military districts and answer
questions about the time period.
Reconstruction Activity
7.1.1, 7.1.5, 7.11.1, 7.11.3 Students will analyze sources to determine if Reconstruction successfully solved the
problems caused by slavery and the Civil War?
Reconstruction DBQ
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42