FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SOCIAL STUDIES DEPARTMENT
U.S. HISTORY I
COURSE PHILOSOPHY
The mission of the Freehold Regional High School District is to develop global life long
learners through a comprehensive educational program of diverse and enriching
opportunities within a supportive environment. The district’s educational community fosters
the development of character, initiative, creativity and excellence while maximizing the
unique potential of each individual.
COURSE DESCRIPTION
Grade Level: 10
Department: Social Studies
Course Title: U.S. History I
Credits: 5
Course Code: 020220, 020230, 020250
BOARD OF EDUCATION ADOPTION DATE: AUGUST 31, 2009
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education
Mr. Ronald G. Lawson, President
Mr. Christopher Placitella, Vice President
Mr. William Bruno
Mr. Tom Caiazza
Mrs. Elizabeth Canario
Mr. Barry Hochberg
Mrs. Kathie Lavin
Mr. Heshy Moses
Mrs. Jennifer Sutera
Mr. James Wasser, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and
Instruction
Curriculum Writing Committee
Ms. Jane McCormack
Mr. William Gorman
Supervisors
Mr. David Bleakley
Ms. Shanna Howell
Mr. Stanley Koba
Mr. Peter Krais
Ms. Michelle Lilley
Ms. Judith Newins
Course Philosophy
The mission of the Freehold Regional High School District is to develop global life long learners through a
comprehensive educational program of diverse and enriching opportunities within a supportive environment.
The district’s educational community fosters the development of character, initiative, creativity and excellence
while maximizing the unique potential of each individual.
The vision of the district’s Social Studies Department is two fold. The first goal is to provide opportunities for
study of human relations past, present and future within an environment that
a. recognizes that democracy requires public debate in which participants know how to ask the right
questions by considering their own ideas and testing them in the world of public controversy;
b. offers students opportunities to practice and refine skills in independent and critical thinking;
c. values curiosity, imagination and creativity, and
d. empowers students to find personal meaning in their studies, to maximize their understanding and
hold themselves to high standards of academic and ethical behaviors.
The second goal is to expose and refine students’ abilities to meet the necessary skills for the 21st century. These skills have
been identified in a number of sources to include the ability to:
• ask good questions through thoughtful thinking
• engage in good discussion
• work well with others
• demonstrate agility and adaptability
• communicate effectively
• access and analyze information
• demonstrate curiosity and imagination
It is the belief of the district and the Social Studies Department that students are active participants in the
learning process and that they are to be held accountable for their own learning. Students are encouraged to
develop and practice meta-cognitive skills that allow them to effectively advocate for themselves.
Course Description
United States History I is a state mandated course which has been designed to engage students in assessing
the significant political, social, economic and geographical developments in American History from it’s
colonial foundations to the Second Industrial Revolution of the late 19th century. Students will develop skills
fundamental to historic inquiry and critical examination. Problem solving and writing skills are integrated into
the classroom experience along with the integration of technology. Students will study American history by
focusing on enduring understandings and essential questions.
Freehold Regional High School District
Curriculum Map
US History I
Relevant Standards1
6.1A1,-8; 8.1A1, 5-6, 8-9;
B7, 11-12; 8.2A3; C2-3
6.1 A1,7; 6.2 A5, B1,4; C
2,3 ; D 1-4; 6.4B4; E6,7;
8.1A1, 5-6, 8-9; B7, 11-12;
8.2A3; C2-3
Enduring
Understandings
Varying perspectives on the
meaning of historical events
evolve because of credible and
questionable sources of
information.
Societies require rules, laws and
government
6.1 A1, 7; 6.2 A 1-6; B
1,3,4; C 4,5; 6.4 B 2,4;
E6,78.1A1, 5-6, 8-9; B7,
11-12; 8.2A3; C2-3
The US Constitution is a living
document.
6.1A1-3, 5, 7; 6.2A3-4,6;
B1,3-5; D1-5; 6.4E1;
8.1A1, 5-6, 8-9; B7, 11-12;
8.2A3; C2-3
Democracy has and continues
to evolve
6.1A1-3, 5, 7; 6.2A3,5,7;
B3-6, C1; D1-5; 8.1A1, 56, 8-9; B7, 11-12; 8.2A3;
C2-3
Responsible citizenship is a
lifelong endeavor that requires
informed, active participation
and protection of the common
good.
6.1A1,7; 6.4A2-4
C5-8; D2,4, F2
H1; 6.6D1-5; E4
8.1A1, 5-6, 8-9;
B7, 11-12; 8.2A3; C2-3
Political, economic, social and
environmental factors
contribute to the growth and
distribution of population.
Essential Questions
How are sources located and evaluated?
How is history “interpretation”?
How is history a dynamic study?
When is government legitimate; when is it illegitimate?
Should governments be directly involved in the lives of
citizens?
What is the purpose of government?
Is government necessary?
How are the values and principals of the American dream
embodied in the Constitution?
How have the roles and responsibilities of U.S. citizens
evolved?
How can individual rights be equally and effectively guarded in
society?
How do we resolve Constitutional issues?
Why have the people’s rights evolved and expanded?
How much power should a government have?
What are the roles and responsibilities of a U.S. citizen?
Can the rights of the individual be equally and effectively
guarded?
How has the American Republic evolved?
What are the basic values and principals of American
democracy? How have they evolved?
Whose freedoms are most important?
How does a Republican government rely on civic virtue?
What does it mean to be a responsible citizen? How can that
role be filled?
Can everyone’s rights be equally protected?
Diagnostic
(before)
Pre-tests
Pre-writes
Analysis of prior
student work
Assessments
Formative
(during)
Student selfreflection
Peer editing
Writing
assignment
Summative
(after)
Unit tests
Papers
Projects
Daily
discussion
Analysis of
topic and
quizzes
How does human migration impact a region?
How do economic forces and conditions impact growth and
distribution of population?
Why do people choose to live in some places and not others?
How do political, social, economic and environmental factors
interact in a manner that impacts population distribution?
4
Relevant Standards1
6.1 A1,4; 6.4 D1,2-4; E2;
F3; H1,2,4; A4,5,7,8;
B2,4,5,9; D1,3,5; A1 5-6,
8-9; A3; C2-3
Enduring
Understandings
The U.S. has evolved into a
unique capitalist society.
Essential Questions
How have the characteristics of capitalism affected the
standard of living in the United States over time?
What role does capitalism play in the evolution and gathering
of personal wealth?
How has Laissez-Faire market forces led to the rise of
American corporate structure?
What role has capitalism played in the development of personal
responsibility?
How did the institution of slavery lead to internal class conflict
in the United States?
Could successful diplomacy be used more regularly to avoid the
use of military force?
Can compromise be a more fundamental element of successful
Foreign policy?
How did interaction and contact with the Europeans change
the development of future American culture?
6.1 A1,4; 6.4; D1,2; E1-4;
F1,2; G1,2; 8.1.A.1 5-6, 89; 8.2.A3; C2-3
Conflict is inevitable; resolution
is possible.
6.1 A1,2,8; 6.4 D1,2,5;
E1,3,4,6; F1,2; 8.1 A1 5-6,
8-9; 8.2 A3 C2-3
No nation’s history develops in
a vacuum; all history is global
history.
What cultural features of other nations have contributed most
to altering the course of American events?
How have alliances and international relationships played a role
in the evolution of American history?
Does becoming a world power alter how America is viewed by
other nations?
How do the concepts of borders and boundaries influence the
development of American policy and political decisions?
6.1 A1,2,4; 6.4 E3,4;
F1,2,3; H2,5,6; 8.1 A1,56,8-9; 8.2 A3; C2-3
Geography shapes economic,
social, and political systems.
What role does geography play in the settlement and territorial
growth of the United States?
How does geography contribute to the rise and spread of
different sectional and cultural attitudes within the U.S.
historical development?
What role do the oceans play in the change of American policy
over time?
How has geography contributed to the rise of specific regional
occupational differences within the United States over time?
Assessments
Diagnostic
Formative
(before)
(during)
Pre-tests
Pre-writes
Analysis of prior
student work
Student selfreflection
Peer editing
Writing
assignment
Summative
(after)
Unit tests
Papers
Projects
Daily
discussion
Analysis of
topic and
quizzes
5
Freehold Regional High School District
Course Proficiencies and Pacing
United States History I
Unit Title
Unit #1: Colonial Foundations
of the American Nation
Unit #2: The American
Revolution
Unit #3 Evolution of a New
Nation ( Articles to Federalists)
Unit #4 Nationalism in a
Changing United States
(Jeffersonian Democracy to
Jacksonian Democracy)
Unit #5 Sectionalism and
Manifest Destiny
Unit #6: Reform, Sectionalism,
and Slavery
Unit Understandings and Goals
Political, economic, social and environmental factors contribute to the growth and distribution of
population.
Recommended
Duration
2-3 weeks
1. Students will examine how settlement of the New World was influenced by and altered
geography and culture.
Societies require rules, laws and government.
2-3 weeks
1. Students will understand the causes, key events and outcomes of the American Revolution.
The U.S. has evolved into a unique capitalist society.
4-5 weeks
1. Students will understand the foundations of American government; how it evolved from
confederation to federation and laid the foundation for modern American government and
society.
The U.S. has evolved into a unique capitalist society.
5-6 weeks
1. Students will understand how Jeffersonian Democracy evolved into Jacksonian Democracy and
how these beliefs impacted the political, social, economic and geographic development of the
United States.
Political, Economic, Social, and Environmental Factors contribute to the growth and distribution of
population.
The U.S. has evolved into a unique capitalist society.
Geography shapes economic, social, and political systems.
1. Students will understand the Age of Manifest Destiny and how it further contributed to the rise
of Sectionalism in the United States.
Conflict is inevitable; resolution is possible.
Geography shapes social, political, and economic systems.
Societies require rules, laws, and government.
Democracy has and continues to evolve.
3-4 weeks
2-3 weeks
1. Students will be able to understand how both slavery and sectional tension led to internal
reform movements in the 19th century. Students will also be able to identify and grasp the
significance of slavery’s impact upon further spread of sectional tensions.
6
Unit Title
Unit #7: Civil War and
Reconstruction
Unit #8: America Comes of
Age (The Second Industrial
Revolution and the Close of the
Frontier)
Unit Understandings and Goals
Conflict is inevitable; resolution is possible.
Geography shapes economic, social, and political systems.
Societies require rules, laws, and government.
Democracy has and continues to evolve.
The U.S. Constitution is a living document.
1. Students will understand the impact that the Civil War and Reconstruction eras had in dealing
with the states vs. federal government conflict over supremacy.
Political, economic, social, and environmental factors contribute to the growth and distribution of
population.
The U.S. has evolved into a unique capitalist society.
Geography shapes economic, social, and political systems.
Recommended
Duration
4-5 weeks
4-5 weeks
1. Students will understand that the second Industrial Revolution and end to Westward expansion
changed the United States immeasurably and increased American economic power.
7
Freehold Regional High School District
United States History I
Unit #1: Colonial Foundations of the American Nation
Enduring Understanding: Political, economic, social and environmental factors contribute to the growth and distribution of population.
Essential Questions: How does human migration impact a region?
How do economic forces and conditions impact growth and distribution of population?
Why do people choose to live in some places and not others?
How do political, social, economic and environmental factors interact in a manner that impacts population distribution?
Unit Goal: Students will examine how settlement of the New World was influenced by and altered geography and culture.
Duration of Unit: 3 weeks
NJCCCS: 6.1A1,7; 6.4 A2-4, C5-8, D2-4, F2, H1; 6.6 D1-5, E4; 8.1 A1, 5-6, 8-9, B7, 11-12; *.2 A3, C2-3
Instructional
Content, Themes, Concepts, and
Assessment
Guiding / Topical Questions
Teaching Strategies
Resources and
Skills
Strategies
Materials
Why did differing cultural identities
develop in different regions?
Use maps, charts and graphs to recognize
the impact of geography on demographic
patterns.
Students will be able to analyze and
appreciate the impact of geography on
economic and cultural development and
the evolution of three distinct colonial
regions.
Why was the impact of Europeans
on Native American cultures so
negative?
Why did slavery become an
entrenched institution in American
Culture?
Students will be able to analyze and
appreciate the impact of European
settlement on Native American cultures.
Students will be able to identify and
appreciate the importance and impact of
slavery in colonial American society and
economics, as well as it’s far reaching
effects.
• Textbook: Danzer,
Gerald A. et. al.
The Americans
• McDougal-Little:
2005, Evanston,
Il. Chapters 1-3
• Maps of European
claims ,
settlements;
physical
geography;
• Native American
inhabitation
• Graphs, charts
comparing
economics of
colonial regions
• Primary source
documents of
Native American
and European
encounters.
• On-Line Text,
Resources
• Videos
PowerPoint or Smart Board
Homework
Presentations .
Written tests and
quizzes
Map Activities
Graphic Organizer:
Guided Reading
exercises
Timeline
Projects
Letter
Notebook assessments
Journal
Responses to
discussion questions
Rubrics for projects,
essays, papers and
journals
Suggestions on how to differentiate in this unit:
•
•
•
Teachers may utilize cooperative learning strategies to facilitate peer assistance to all students.
Teachers may also provide ancillary materials and reteaching assignments to students who require additional practice on the content, themes, concepts and
skills of the unit.
Teachers may incorporate activities and strategies to appeal to multiple intelligences and learning styles.
8
Freehold Regional High School District
United States History I
Unit #2: The American Revolution
Enduring Understanding: Societies require rules, laws and government
Essential Questions: When is government legitimate; when is it illegitimate?
Should governments be directly involved in the lives of citizens?
What is the purpose of government?
Is government necessary?
Unit Goal: Students will understand the causes, key events and outcomes of the American Revolution.
Duration of Unit: 3 weeks
NJCCCS: 6.1 A1,7; 6.2 A5, B1-4, C2-3, D1-4; 6.4 B4, E6-7; 8.1 A1, 5-6, 8-9, B7, 11-12; 8.2 A3, C 2-3
Instructional
Content, Themes, Concepts, and
Teaching Strategies
Guiding / Topical Questions
Resources and
Skills
Materials
How was the American Revolution
influenced by Enlightenment
philosophies?
What were the sources of colonial
dissatisfaction with the Mother
Country?
What role did geography play in the
winning of the American
Revolution?
How did the participation of
France impact the outcome of the
American Revolution?
Students will analyze and be able to
explain the role of Enlightenment
philosophies played in the development
of the Declaration of Independence.
Critically read and analyze The
Declaration of Independence.
Students will be able to appreciate and
explain the negative impact of
Parliamentary laws on the economies of
the colonies and the citizen’s rights as
Englishmen.
What role did leaders play in the
outcome of the American
Revolution?
Students will be able to understand and
appreciate the importance of geography,
strategy, resources, motivation and
alliances on the outcome of the
American Revolution.
How did participation in the
American Revolution impact
leaders of the Revolution?
Students will understand and appreciate
how the Revolution impacted the
emergence of leaders in the early
Republic.
How did the outcome of the
Revolution impact the size of the
United States?
•
•
•
•
Students will appreciate and understand
the impact of European rivalries on the
outcome of the Revolution.
Suggestions on how to differentiate in this unit:
Textbook:
Danzer, Gerald
A., et. al. The
Americans.
McDougal-Little:
2005, Evanston,
Il. Chapters 3-4
Primary Source:
The Declaration
of Independence.
Graphic Organizer: Students will compare
and contrast the common themes in the
writings of John Locke and Thomas
Jefferson.
Homework
Analysis: Students will identify the
philosophical justification for revolution
found in the Preamble of the Declaration of
Independence.
Guided Reading
exercises
Analysis: Students will identify the causes
of the Revolution as catalogued in the
Declaration of Independence.
Notebook assessments
Graphic Organizer: Students will analyze
the geographic locations and significance of
the major battles of the Revolution including
Trenton, Saratoga and Yorktown.
Maps of
Revolutionary War
battles.
Assessment
Strategies
Written tests and
quizzes
Projects
Responses to
discussion questions
Rubrics for projects,
essays, papers and
journals
Time Line: Students will create a time line
of significant battles in the Revolution.
Map Activity: Students will label an outline
map depicting the ownership of lands in
North America as a result of the signing of
the Treaty of Paris, 1783.
Teachers may utilize cooperative learning strategies to facilitate peer assistance to all students.
Teachers may also provide ancillary materials and reteaching assignments to students who require additional practice on the content, themes, concepts and
skills of the unit.
Teachers may incorporate activities and strategies to appeal to multiple intelligences and learning styles.
9
Freehold Regional High School District
United States History I
Unit #3: Evolution of a New Nation (Articles to Federalists)
Enduring Understanding: The U.S. has evolved into a unique capitalist society.
Essential Questions: How are the values and principals of the American dream embodied in the Constitution?
How have the roles and responsibilities of U.S. citizens evolved?
How can individual rights be equally and effectively guarded in society?
How do we resolve Constitutional issues?
Why have the people’s rights evolved and expanded?
How much power should a government have?
How has the American Republic evolved?
Unit Goal: Students will understand the foundations of American government; how it evolved from confederation to federation and laid the foundation for
modern American government and society.
Duration of Unit: 4 weeks
NJCCCS: 6.1 A1, 7; 6.2 A 1,2,3,5,6 B 1,3,4 C 4,5; 6.4 B 2,4, E 6,78.1A1, 5-6, 8-9; B7, 11-12; 8.2A3; C2-3
Instructional
Content, Themes, Concepts,
Assessment
Guiding / Topical Questions
Teaching Strategies
Resources and
and Skills
Strategies
Materials
How did the Articles of
Confederation succeed? Why did
they fail?
What was learned from the failure of
the Articles of Confederation?
What role did leaders play in the
success of the Constitution and in
overcoming the challenges faced by a
new nation?
Students will appreciate and
understand the successes and
failures of the Articles of
Confederation.
Students will evaluate of the
creation of the Constitution and its
content.
How does the Constitution protect
the rights of Americans?
How and why did political parties
evolve in the Federalist Era?
Textbook: Danzer,
Gerald A. et. al. The
Americans
McDougal-Little:
2005, Evanston, Il.
Chapters 5-6
Primary source: The
U.S. Constitution
Analysis
Homework
Compare/Contrast.
Written tests and
quizzes
Scavenger Hunt Activity.
Graphic Organizer.
Guided Reading
exercises
Cooperative Learning
Projects
Notebook assessments
Responses to
discussion questions
Students will understand the role
and impact of political parties on
the growing nation.
Rubrics for projects,
essays, papers and
journals
Suggestions on how to differentiate in this unit:
•
•
•
Teachers may utilize cooperative learning strategies to facilitate peer assistance to all students.
Teachers may also provide ancillary materials and reteaching assignments to students who require additional practice on the content, themes, concepts and
skills of the unit.
Teachers may incorporate activities and strategies to appeal to multiple intelligences and learning styles.
10
Freehold Regional High School District
United States History I
Unit #4: Nationalism in a Changing United States (Jeffersonian Democracy to Jacksonian Democracy
Enduring Understanding: The U.S. has evolved into a unique capitalist society
Essential Questions: How has the American Republic evolved?
What are the basic values and principals of American democracy?
How have they evolved?
Unit Goal: Students will understand how Jeffersonian Democracy evolved into Jacksonian Democracy and how these beliefs impacted the political, social,
economic and geographic development of the United States.
Duration of Unit: 4 weeks
NJCCCS: 6.1A1-3, 5, 7; 6.2A3-4,6,B1,3-5, D1-5; 6.4 E1; 8.1A1, 5-6, 8-9, B7, 11-12
Instructional
Content, Themes, Concepts, and
Assessment
Guiding / Topical Questions
Resources
Teaching Strategies
Skills
Strategies
and Materials
Was the Election of 1800 a
revolution?
Students will be able to appreciate and
understand the impact of Jeffersonian
Democracy on the new nation.
What is Jeffersonian Democracy?
How did Jeffersonian Democracy
impact the role of the United States in
the world?
What is expansionism and what was
its impact in the first quarter of the
19th Century?
Students will understand the impact of the
Louisiana Purchase on the geography,
politics, society and economy of the nation.
Textbook:
Danzer, Gerald
A. et. al. The
Americans.
McDougal-Little:
2005, Evanston,
Il. Chapters 5-6,
7
Activities: Students will label out line maps
of the growth of the United States and the
Lewis and Clark expedition.
Debate: Students will debate the merits of
Judicial Review.
Written tests and
quizzes
Guided Reading
exercises
Projects
Students will be able to analyze the
importance and long term impact of the War
of 1812 on the social, political and economic
development of the nation.
Maps of the
Louisiana
Purchase
Research: Students will research the Lowell
Mills and write an explanation of 24 hours in
the life of a mill worker.
Debate: Students will debate “Jackson was
one of our greatest Presidents.”
Why did Nationalism emerge and how
did it impact the politics, culture and
economy of the United States?
Homework
Students will be able to appreciate and
analyze the impact of the Industrial
Revolution on the culture, economy and
politics of the nation.
Graphic Organizer: Students will create a
graphic organizer comparing/contrasting
Jeffersonian and Jacksonian Democracy.
Notebook
assessments
Responses to
discussion
questions
Rubrics for
projects, essays,
papers and
journals
How are Jeffersonian and Jacksonian
Democracy related?
Suggestions on how to differentiate in this unit:
•
•
•
Teachers may utilize cooperative learning strategies to facilitate peer assistance to all students.
Teachers may also provide ancillary materials and reteaching assignments to students who require additional practice on the content, themes, concepts and
skills of the unit.
Teachers may incorporate activities and strategies to appeal to multiple intelligences and learning styles.
11
Freehold Regional High School District
U.S. History I
Unit #5 Sectionalism and Manifest Destiny
Enduring Understandings: Political, Economic, Social, and Environmental Factors contribute to the growth and distribution of population.
The U.S. has evolved into a unique capitalist society.
Geography shapes economic, social, and political systems.
Essential Questions: Could successful diplomacy be used more regularly to avoid the use of military force?
How did the institution of slavery lead to internal class conflict in the United States?
How has American military force been used for both territorial expansion and to protect American vital interests?
Does becoming a world power alter how America is viewed by other nations?
How do the concepts of borders and boundaries influence the development of American policy and political decisions?
What role does geography play in the settlement and territorial growth of the United States?
How does geography contribute to the rise of different sectional and cultural attitudes during the United States’ historical
development?
Unit Goal: Students will understand the Age of Manifest Destiny and how it further contributed to the rise of Sectionalism in the United States.
Duration of Unit: 4-6 weeks
NJCCCS: 6.1 A2, 3 6.2 A4, 6.4 F2, 3, 4 6.6 A2, 5; 8.1 A1 5-6, 8-9; B7, 11-12 8.2 A3; C3
Instructional
Content, Themes, Concepts, and
Guiding / Topical
Assessment
Teaching Strategies
Resources and
Skills
Questions
Strategies
Materials
What does the term Manifest
Destiny mean?
How did expansion make sectional
differences more acute within the
United States?
What political, social, and
economic changes resulted from
Manifest Destiny and the rise of
Sectionalism?
How did Manifest Destiny change
the country socially, politically,
economically, and culturally?
How did geography play a role in
how settlement occurred in this
part of the 19th century?
How did American political
attitudes mirror public opinion in
the North and South at the time?
Students will understand how Manifest
Destiny affected national politics and
expansion became a national political issue.
Current textbook
(The Americans)
McDougall-Litell
Maps/Charts
Students will understand the rise of
sectionalist attitudes and how they connected
to the expansion within the country during
the Manifest Destiny period.
Student workbooks
Position Paper
Primary source
documents
Students will understand how the United
States’ political power and influence
increased as a result of the acquisition of
more westward territory.
Internet resources
Advertisement: Students may prepare
an advertisement or travel poster to
entice settlers to spread west because of
cheapness of land.
Journal
Students will understand how the slavery
issue caused further sectional tensions as a
result of further United States expansion.
Students will analyze primary source
documents and be able to articulate their
significance as a record of the period.
Define and indentify significance of all
important and relevant terms and
vocabulary.
Videos
Relevant computer
software applications.
Newspaper
Debate: Students will debate the
following proposition: “Manifest
Destiny produced more positive than
negative results for the United States.”
Defend or refute.
Simulation: Students will role-play a
town meeting in which they take the
position for or against slavery in a new
territory with the teacher acting as
moderator.
Written tests and
quizzes
Project assessments
Primary source
analysis
Notebook
assessments
Responses to
discussion questions
Journal assessments
Homework
Oral Presentations
Rubrics for essays,
papers, projects,
journals and
presentations.
12
Suggestions on how to differentiate in this unit:
•
•
•
Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time,
and use of visual and auditory teaching methods.
Teachers may incorporate cooperative learning strategies to facilitate group process and give attention to Multiple Intelligences and different learning styles.
A wide array of assessment types and styles may be used to measure student comprehension and application of material.
13
Freehold Regional High School District
United States History I
Unit #6 Reform, Sectionalism, and Slavery
Enduring Understandings: Conflict is inevitable; resolution is possible.
Geography shapes social, political, and economic systems
Societies require rules, laws, and government.
Democracy has and continues to evolve.
Essential Questions: How did the institution of slavery lead to internal class conflict in the United States?
How have characteristics of capitalism affected the standard of living over time?
How do the concepts of borders and boundaries influence the development of American policy and political decisions?
What role did geography play in the settlement and territorial growth of the United States?
How does geography contribute to the rise of different sectional and cultural attitudes?
Unit Goals: Students will be able to understand how both slavery and sectional tension led to internal reform movements in the 19th century.
Students will be able to identify and grasp the significance of slavery’s impact upon sectional tension.
Duration of Unit: 4 weeks
NJCCCS: 6.1 A2, 3, 8 6.2 A4, B3, 6.4 F2, 3, 4. 6.6 A2,5, 8.1 A1, 5-6, 8-9; B7, 11-12 8.2 A3; C3
Instructional Resources
Guiding / Topical
Assessment
Content, Themes, Concepts, and Skills
and Materials
Teaching Strategies
Questions
Strategies
What were the most important
and significant reform
movements of the mid to late
1800’s?
Why was the Second Great
Awakening significant in
America’s 19th century
development?
How did the Abolition movement
change America during the 19th
century?
How did political reform
contribute to the increase of
public participation in the
American governmental system?
What made the North and South
different from one another
politically, economically and
socially?
How did women begin to gain
social status and what reforms
during this period changed their
lives?
Students will understand and identify the most
crucial and important reform movements of the
mid 1800’s.
Students will analyze primary source documents
and be able to articulate their importance.
Students will realize the significance and
importance that the abolition movement played
in the mid-1800’s.
Students will analyze primary source documents
and be able to articulate their importance.
Define and identify significance of all pertinent
vocabulary.
The Americans (McDougalLitell) current text
Student workbooks
Internet resources
Videos
Relevant computer software
applications.
Biographical
Presentation: Have
students identify a key
personality and do a
biographical PowerPoint
on the chosen figure
taking a position on the
importance of the
contributions of the
individual to the reform
movement affiliated with.
Poster activity:
Students are to create a
poster or collage with
sayings and literary works
of the reform movements
of the period and present
to their classmates.
Journal: Students are to
write a journal entry from
the viewpoint of either an
abolitionist or someone
that supported slavery and
defend their view on the
issue of slavery.
Written tests and quizzes
Worksheets
Project assessments
Primary source analysis
Notebook assessments
Responses to discussion
questions
Journal assessments
Homework
Oral presentations
Rubrics for papers,
projects, journals, and
presentations.
14
Guiding / Topical
Questions
Content, Themes, Concepts, and Skills
Did American political leaders
recognize the social division
within the United States on the
slavery issue?
How did the rise of Sectionalism
reflect political attitudes of
specific geographic regions?
Instructional Resources
and Materials
Teaching Strategies
Assessment
Strategies
Position paper: Students
are to write a position
paper on what reformer
they feel had the biggest
impact on the evolution
of women’s rights during
the era and why.
Students could make a
map or chart that
delineates the differences
between economic
productions in the north
versus the south by the
mid to late 1800’s and
share their map or chart
with peers.
Suggestions on how to differentiate in this unit:
•
•
•
Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time,
and use of visual and auditory teaching methods.
Teachers may incorporate cooperative learning strategies to facilitate group process and give attention to Multiple Intelligences and different learning
styles.
A wide array of assessment types and styles may be used to measure student comprehension and application of material.
15
Freehold Regional High School District
United States History I
Unit #7 Civil War and Reconstruction
Enduring Understandings: Conflict is inevitable; resolution is possible.
Geography shapes economic, social, and political systems.
Societies require rules, laws, and government.
Democracy has and continues to evolve.
The U.S. Constitution is a living document.
Essential Questions: How have the roles and responsibilities of U.S. citizens evolved?
How much power should a government have?
How do we resolve constitutional issues?
Can the rights of the individual be equally and effectively guarded?
What are the basic principles of American Democracy? How have they evolved?
When is government legitimate? When is it illegitimate?
How do the concepts of borders and boundaries influence the development of American policy and political decisions?
How does geography contribute to the rise and spread of different sectional and cultural attitudes within U.S. historical development?
Unit Goal: Students will understand the impact the Civil War and Reconstruction eras had in dealing with the states’ versus federal government conflict for
supremacy.
Duration of Unit: 4-6 weeks
NJCCCS: 6.1 A1,2 6.2 A1,4 B3,4,5 6.4 F4, G1-3; 6.6 A2,5, 8.1 A1,5,6; 8-9; B7, 11-12, 8.2 A3; C3
Instructional
Content, Themes, Concepts, and
Assessment
Guiding / Topical Questions
Resources and
Teaching Strategies
Skills
Strategies
Materials
How did American culture and
politics become different as a result
of the Civil War?
Students will understand the long-term
importance of the Civil War on American
society.
The Americans
(McDougal-Litell)
Current text
Newspaper: Students will design
an editorial page of either a Union
or Confederate newspaper.
How did the role of women change
as a result of the Civil War and
Reconstruction Period?
Students will analyze primary source
documents and discuss their impact.
Student workbooks
Primary Source Analysis:
Students will analyze the
Gettysburg Address and take a
position on what they feel are the
most important elements of
change that Lincoln was trying to
make for the country for its
federal growth and survival.
What role did the Emancipation
Proclamation and the Gettysburg
Address have on American political
development long-term?
What were the most significant
cultural and political changes as a
result of Reconstruction?
How did the Reconstruction period
attempt to heal divisions in the
United States after the Civil War?
Students will understand how the Civil War
changed American culture for the longterm.
Students will understand the short and
long-term consequences of the
Reconstruction period.
Define and identify significance of all
pertinent vocabulary.
Internet
Videos
Relevant computer
software applications
Debate
Written tests and
quizzes
Project assessments
Primary Source
Analysis
Notebook assessments
Responses to
discussion questions
Journal assessments
Homework
Oral presentations
Rubrics for papers,
projects, journals, and
presentations.
16
Suggestions on how to differentiate in this unit:
•
•
•
Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing
time, and use of visual and auditory teaching methods.
Teachers may incorporate cooperative learning strategies to facilitate group process and give attention to Multiple Intelligences and different learning
styles.
A wide array of assessment types and styles may be used to measure student comprehension and application of material.
17
Freehold Regional High School District
U.S. History I
Unit #8 America Comes of Age (Closing of frontier/Second Industrial Revolution)
Enduring Understandings: Political, economic, social, and environmental factors contribute to the growth and distribution of population.
The U.S. has evolved into a unique capitalist society.
Geography shapes economic, social, and political systems.
Essential Questions: How do economic forces and conditions impact growth and distribution of population?
How does human migration affect a region?
How do political, social, and environmental factors interact in a manner that impacts population distribution?
How have characteristics of capitalism affected the standard of living in the United States over time?
What role does capitalism play in the evolution and gathering of personal wealth?
How has Laissez-Faire market forces led to the rise of our corporate structure?
What role has capitalism played in the development of personal responsibility?
How do the concepts of borders and boundaries influence the development of American policy and political decisions?
Unit Goal: Students will understand how the importance of the Second Industrial Revolution westward expansion changed the United States immeasurably
and increased American Economic power.
Duration of Unit: 4 weeks
NJCCCS: 6.1 A1, 2 6.4H1, 2, 3, 4 6.5A5, 6.6 A2, 5 8.1 A1, 5-6, 8-9; B7, 11-12, 8.2 A3, C2, 3
Instructional
Content, Themes, Concepts, and
Assessment
Guiding / Topical Questions
Resources and
Teaching Strategies
Skills
Strategies
Materials
How did the end of Westward
migration impact America?
How did the citizens of the Great
Plains become a part of the American
political process?
Students will understand how the end of
westward expansion changed the United
States.
The Americans
(McDougal-Litell)
Current text
Poster/Graph Activity
Students will analyze primary source
documents and discuss their impact.
Student workbooks
Role-play: Students will conduct a
role-play activity in which they play
the role of supporters of the Populist
Party in the election of 1892.
How did the creation of the
Transcontinental Railroad and other
transportation advances contribute to
the change in population distribution
over time?
Students will understand the significance of
industrial development and technological
innovation and the role they played in the
transformation of American society and the
economy.
How were Native Americans affected
by Westward expansion?
Define and identify significance of all
pertinent vocabulary.
How did technological innovation of
the Second Industrial Revolution
change the quality of life of
Americans?
How American cultural attitudes
change as a result of Westward
expansion?
Internet
Videos
Relevant computer
software applications
Political Cartoon
Research paper: Students will write
a research paper in which they
examine the economic policies of the
Populist Party and see why the
Populists appealed to such a growing
segment of the American population
at the time.
Debate
Movie/Script: Students will create
an original movie (using
moviemaker) in which they design a
script that would be a “day in the
life” of an average westward settler.
Written tests and
quizzes
Worksheets
Project assessments
Primary source
analysis
Notebook
assessments
Responses to
discussion questions
Journal assessments
Homework
Oral presentations
Rubrics for papers,
projects, journals, and
presentations
18
Suggestions on how to differentiate in this unit:
Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional testing time, and
use of visual and auditory teaching methods.
•
Teachers may incorporate cooperative learning strategies to facilitate group process and give attention to Multiple Intelligences and different learning
styles.
•
A wide array of assessment types and styles may be used to measure student comprehension and application of material.
19