Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Public Schools
Social Studies Curriculum
Grade 6
Revision Committee:
Mr. Keith Montelbano
6th Grade Social Studies Teacher Garfield Middle School
Ms. Brianna Faustini
6 Grade Self Contained Social Studies Teacher Garfield Middle School
th
Ms. Karen Van Ollefen
6th, 7th, 8th Grade Social Studies Teacher Garfield Middle School
Mr. Brian Cameron
Assistant Curriculum Supervisor 6-12 Social Studies
Final Revision Date: August 1, 2012
Garfield Board of Education
Dr. Kenneth Conte, President
Mr. Tony Lio, Vice President
Mr. Anthony Barckett
Mr. Salvatore Benanti
Mr. Richard Giacomarro
Mr. Nikolce Milevski
Mr. Charles Nucifora
Mr. Edward Puzio
Mr. Jeffrey Stewart
Board Adoption Date August 27, 2012
Administration
Nicholas Perrapato, Superintendent
Dr. Lester Richens, State Monitor
Mr. Tom Egan, Interim Business Administrator
Curriculum Supervisor
Alexandra Bellenger
Assistant Curriculum Supervisor: Social Studies
Brian Cameron
Resolution # 08-122-12
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Geography Skills
Target Course/Grade Level: Grade 6
Duration: 1 Week
Description
In this unit of study, students will receive a clear understanding of what geography is, and how it can affect history. They will also
focus on the five themes of geography. They will be able to distinguish the difference between a political map, physical map, and a
resource map.
Concepts & Understandings
Concepts
Understandings
Geography
Location
Longitude
Latitude
Regions
Landforms
Provide an individual with a holistic understanding of our
world and its systems.
Relative location defines where a place is in relation to
other places.
Locate where a particular place is on the map.
Regions are areas that share common features. They may
be defined as geography or culture.
See the different types of landforms that make up our
world.
Learning Targets
CPI Codes
6.1.8.B.1.a
6.1.8.B. 1.b
6.1.8.B.2.a
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What is the main purpose of a political map?
What is the main purpose of a physical map?
What is the definition of geography?
Why do we measure longitude and latitude?
What makes up a landform?
Unit Results
Students will ...
Recognize the connection between geography and history.
Learn the five themes of geography.
Learn how to use the elements of a map.
Study the difference between political and physical maps.
Identify the special purposes of using a map.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Maps pgs. A1-A14
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Colonization (Review)
Grade Level: 6th Grade
Duration: 1 Week
Description
In this unit of study, students will examine the early European settlements in North America. Specifically, students will focus on the
struggles faced by early settlers and the ways in which these early settlers were able to overcome these obstacles. Students will
analyze the impact of religious freedom on migration from Europe as well as the creation of institutions geared toward promoting
self-government. Students will compare and contrast the three colonial regions that comprised England's empire in the colonies.
Characteristics of these regions that will be examined are toleration, use of natural resources, and trade. In addition, the growth of
slavery as a necessity for the growth of the southern economy will be discussed.
Concepts & Understandings
Concepts
Geography
Culture
Trade
Economic Independence
Self-Government
Enlightenment
Understandings
The use of fertile land, resources, and water in the New
England, Middle, and Southern Colonies.
People organize and create a stable environment in order to
sustain their livelihood.
Economic interests lead to increased contact among people
and nations
If a group of people do not have to rely on another nation
for wealth and resources, they will look to break away from
that nation
Principles and ideals inherent in early documents affect the
organization of a civilization.
Belief in the divine rights of individuals eventually was
supplanted by new ideas about natural rights.
Learning Targets
CPI Codes
6.1.8.B.1.a
6.1.8.A.2.a
6.1.8.A.2.b
6.1.8.B.2.a
6.1.8.B.2.b
6.1.8.D.2.b
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What were the goals of early colonists when they set up their first colonies?
Explain problems faced by early settlers and the steps these early settlers took to overcome these problems?
Describe the political institutions created by the early colonists that supported the ideal of religious freedom.
What government institutions created by the Pilgrims can be related to government institutions in the United States today?
Why did the New England colonies rely on fishing and shipbuilding as their main resource instead of farming?
What influence did religion have on the Puritans migration to North America and the political institutions they created in the
various colonies?
How did the Expansionism of southern colonists lead to conflict with Native American groups?
Why was the Toleration Act an important step toward religious freedom in Maryland?
How did the development of cash crops affect the trade between the southern colonies and other nations?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How did the fertile land affect the economy in the South?
What resources did the people in the New England colonies depend on?
What did the people in the Middle colonies use the rivers for?
Unit Results
Students will ...
Explain why England wanted to establish colonies in North America.
Describe the experience of the settlers who founded the first permanent English colony in Jamestown.
Explain the impact of religious freedom on the Pilgrims migration to the US and their early government institutions.
Compare and contrast the life of the Pilgrims to the life of the Jamestown settlers.
Describe the geography and the climate of the New England Colonies.
Explain the impact of religious freedom and toleration on the creation of new colonies in North America.
Explain how Puritan expansion led to conflict with the Native American.
Describe the climate and geography of the Middle Colonies.
Describe the geography and climate of the Southern Colonies.
Explain the events that led to conflict between English settlers and Native American groups.
Analyze the development of slavery in the Southern Colonies.
Explain why farming was an important part of their economy, in the Southern colonies.
Determine which resources were available to settlers along the New England colonies.
Identify the three rivers that played an important role in the Middle colonies.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Magna Carta
Mayflower Compact
The Ordinance for Virginia 1619
Charter of the Massachusetts Bay (1629)
The Albany Plan of 1754
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Colonial Life (Review)
Grade Level: 6
Duration: 1 Week
Description
During this unit of study, students will describe multiple aspects of colonial society. First, students will analyze the development of
colonial governments and the freedoms afforded to colonists that they did not receive in England. Emphasis will be placed on
gender roles within society and how social classes in the colonies were different from those in England. There will be an
examination of the development of slavery in the colonies and how it affected colonial life. Finally, students will summarize the
development of education in the colonies. Specifically, students will begin to discern the effects of self-government and religious
ideas that developed from the Great Awakening.
Concepts & Understandings
Concepts
Individual Rights
Gender Roles
Servitude
Understandings
Individual rights and freedoms allow people to develop their
own ideas and must be protected by the government.
Women have throughout most of history been forced into
subservient roles to men in the home and in the society at
large.
The origins of slavery will have an immense impact on race
relations throughout history.
Learning Targets
CPI Codes
6.1.8.A.2.b
6.1.8.C.2.b
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
Identify examples in English history that that provided the basis for the colonists’ ideas of political rights and limited
governments.
What institutions in the colonies were examples of participatory governments?
What impact did the large farm have on the labor system of the colonies?
How did the roles of women differ from men in colonial society? How did gender differences affect the role of children in
society?
How did a colonists’ ability to move vertically within the colonial class system differ from the ability of English citizens to move
up in the class system?
st
What are the similarities and differences between women in the colonial society and the women of the 21 century?
Under what conditions were slaves brought to the colonies?
What impact did the triangular trade have on the nations involved? (Geography)
How did education differ depending on economic status, race, religion, or gender?
st
Compare and contrast colonial education to education in the 21 century.
What was the goal of Enlightenment thinkers and how would these thoughts shape the founding of the United States and the
structure of the American government?
Unit Results
Students will ...
Explain the impact of early English traditions on the development of early colonial government institutions.
Describe how the idea of participatory governments affected the responsibilities of early colonial governments.
Identify the events that led to increased individual rights and freedoms for the colonists.
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Discuss the impact of the farming culture on the overall labor system of the colonies.
Compare and contrast the roles of men, women, and children in colonial society.
Compare and contrast the role of women in society today with colonial women.
Analyze the impact of the triangular trade route on America, the European countries, African nations, and the islands of the
Caribbean.
Describe colonial education and how gender roles affected educational opportunities.
Discuss the role the Great Awakening played on the religious revival of the 1700’s and how it reinforced democratic ideals.
Identify the key ideals and principles of the Enlightenment thinkers.
Explain how the ideas of Locke and Montesquieu would later shape the founding of the United States and the structure of
American government.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
English Bill of Rights
Two Treatises of Government Locke, John
The Spirit of the Laws de Montesgueiu, Baron
The Autobiography of Benjamin Franklin Franklin, Benjamin
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Events Leading to the American Revolution (Review)
Target Course/Grade Level: 6
Duration: 1 Week
Description
During this unit of study, the student must describe the events that led to the American Revolution. Specifically, students will focus
on the impact the French and Indian War had on the relationship between England and the colonies. Additionally, students will
analyze reasons that England began to tax the colonies and restrict colonial expansion as a result of the French and Indian War.
Furthermore, students will evaluate the impact of English taxes on the colonists and the colonial responses to these taxes. Students
interpret the events of the Boston Massacre as the catalyst for war with England. Students will discuss key colonial figures and
examine their impact on the revolutionary tide that was growing in the colonies. Students will examine the impact of the Boston
Tea Party and its influence on the start of the American Revolution. Students must describe the issues facing the Second
Continental Congress and the key decisions that were made. In addition, students will differentiate between the loyalists and the
patriots. Finally, students will discern the impact of the victory at the Battle of Bunker Hill on the confidence of the Patriot Soldiers.
Concepts & Understandings
Concepts
Conflict
Revolution
Protest
Independence
Patriotism
Understandings
Conflicts between European powers were caused by the
drive for land and natural resources.
Revolution is seen as a way to protect and expand the ideas
of rights and self-government.
The quest for individual rights and freedoms caused the
fervor of protest that eventually led to conflict.
Those who wanted to be free to rule themselves felt they
had the right to declare independence.
Independence is derived from patriotic spirit which arises
from great sacrifice.
Learning Targets
CPI Codes
6.1.8.B.2.b
6.1.8.C.2.b
6.1.8.D.2.a
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How did the power struggle between France and Great Britain over land and resources cause the Seven Year’s War?
What were the major battles of the Seven Year’s War and which were tantamount to the British victory?
How did the alliance between Native Americans and the French strain relations between Native Americans and Britain and the
colonists?
What land did Britain gain as a result of the Seven Year’s War?
What effect would the increased land have on Britain’s control over the colonies?
How did the outcome of the Seven Year’s War lead to Pontiac’s War?
What was the Proclamation of 1763 and why did colonists resist?
How did the Seven Year’s War impact Britain’s need to tax the colonists?
What acts did Parliament pass that limited the rights and freedoms of the colonists?
How did the colonists respond to the acts passed by Parliament?
What were the key events of the Boston Massacre and what colonial groups formed as a result?
How did British tax policies move the colonists closer to rebellion?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How did Boston colonists show their opposition to the Tea Act?
What led to the conflict at Lexington and Concord?
What were some of the major achievements of the Second Continental Congress?
How did the American Revolution begin?
How did the divided loyalists of the colonists affect the Second Continental Congress?
What did the Battle of Bunker Hill show about the American and British forces?
Unit Results
Students will ...
Identify how competition for land and resources led to fighting between France and Britain in North America.
Describe the battles of the Seven Year’s War and how each affected the outcome of the war.
Examine the impact of the alliance between the French and the Indians on relations between the colonists and Native
Americans.
Explain how the outcome of the Seven Year’s War affected the ability of colonists to expand.
Analyze how the increase in British land in America caused conflict between colonists and Native Americans.
Identify the terms of the Proclamation of 1763 and the response of the colonists.
Examine the needs of Parliament that led to the increase in taxes on the colonists.
Explain how the acts passed by Parliament caused economic problems for the colonists and how that strained relations
between Britain and the colonists.
Identify responses of colonists to the acts passed by Parliament.
Examine the events of the Boston Massacre and how it was a catalyst for organization among colonial leaders.
Identify the causes of the Boston Tea Party.
Explain how the colonists protested the intolerable acts.
Describe the events of April 19th, 1775 at Lexington and Concord.
Identify the issues facing the Second Continental Congress and the decisions that were made.
Describe the differences between Patriots and Loyalists.
Identify the Olive Branch Petition, and explain why it failed.
Explain the significance of the Battle of Bunker Hill.
Debate the opinions of the Patriots and the Loyalists.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Stamp Act
Patrick Henry’s “Give Me Liberty or Give Me Death” speech March 20, 1775
The Virginia Declaration of Rights
Poems on Various Subjects, Religious and Moral Wheatley, Phillis
Declaration of Arms July 6, 1775
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: The American Revolution
Target Course/Grade Level: Grade 6
Duration: 2-3 Weeks
Description
During this unit of study, students will identify the key battles that led to the colonists’ victory during the American Revolution.
First, students will analyze the events that led to the drafting of the Declaration of Independence. Students will interpret the ideas
and concepts that served as the background for the Declaration of Independence. Students will compare and contrast the British
and colonial armies. Students will describe the early struggles of the colonists. Much focus attention will be paid the two key
turning points of the war, the Battles of Trenton and Saratoga. Specifically, students will analyze the leadership qualities of George
Washington and how this was a catalyst for the Patriot victory. Students will also assess the impact of foreign aid on the outcome of
the war. Students will discuss the effects of the war on African Americans, women, and Native Americans. Finally, students will
explain the importance of the colonial victories in the final battles of the war and the impact of the American Revolution.
Concepts & Understandings
Concepts
Independence
Self-Government
Revolution
Determination
Leadership
Understandings
Throughout history, various groups have fought for the
right to govern themselves.
The notion of colonization is in direct conflict with the
ideal of self-government.
Many believe that the ability to change or overthrow a
government from time to time assures that that
government will be accountable to the people.
Throughout difficult times perseverance is necessary to
achieve success.
To win a war, quality decision-making is of utmost
importance.
Learning Targets
CPI Codes
6.1.8.A.3.a
6.1.8.B.3.b
6.1.8.B.3.c
6.1.8.B.3.d
6.1.8.D.3.b
6.1.8.D.3.c
6.1.8.D.3.d
6.1.8.D.3.e
6.1.8.D.3.f
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What was the reaction of the colonists to Thomas Paine’s Common Sense?
How is the Declaration of Independence structured and what are the main ideas of each section?
Relate the ideas of the Enlightenment to the concepts used in the Declaration of Independence.
Which groups did not receive the same rights and freedoms as others in the Declaration of Independence?
How did the geography of New York City, Brooklyn, and Staten Island effect result of the Battle of Long Island?
What was the impact of Washington’s victory at the Battle of Trenton on the morale of the American soldiers?
Why was the Battle of Saratoga considered the turning point of the American Revolution?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
In what ways did European countries assist the American army in 1778?
Why was the winter at Valley Forge so difficult for the American army?
Why did some enslaved African Americans choose to fight for the British?
What role did women play in the American Revolution?
How did key American victories in the west affect the outcome of the war?
How were General Cornwallis and his troops weakened and then trapped at Yorktown?
How did the terms of the Treaty of Paris effect land claims in America?
How did the American Revolution effect the countries involved and others around the world?
Unit Results
Students will ...
Explain the importance of Thomas Paine’s Common Sense and its effect on the revolutionary sentiment in the colonies.
Identify the key leaders who leant ideas to the Declaration of Independence.
Understand the meaning and structure of the Declaration of Independence and how it laid out key principles that evolved into
the ideas of the Constitution and the American Government system.
Analyze how Thomas Jefferson included the ideas of early Enlightenment thinkers into the text of the Declaration of
Independence.
Identify the groups that benefited from the Declaration of Independence and those to whom the natural rights did not extend.
Examine the impact of the geography of New York, Brooklyn, and Staten Island on the results of battles fought in those regions.
Analyze the words of Nathan Hale as a battle cry for the colonists.
Explain how New Jersey’s location played a key role after Washington’s retreat of New York and in the Battles of Trenton and
Princeton.
Understand why the Battle of Saratoga was a turning point in the American Revolution.
Interpret the impact of George Washington’s leadership as general during the American Revolution.
Discuss how foreign nations helped the colonists throughout the war.
Discuss the role that African Americans, women, and Native Americans played in the American Revolution.
Explain the importance of key American victories in the west.
Describe the impact that privateers had on the war and how they were a detriment to the British war effort.
Examine the final battles of the American Revolution and why the Americans were victorious.
Evaluate the terms of the Treaty of Paris.
Examine the reasons why the Americans were victorious.
Evaluate the effects of the American Revolution those involved and other countries around the world.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Common Sense Paine, Thomas
The Declaration of Independence
Letter on Thomas Jefferson Adams, John
Letter from George Washington to the Continental Congress
Letter from British Colonel William Harcourt to his father Earl Harcourt
Treaty of Paris
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Creating the Constitution
Target Course/Grade Level: Grade 6
Duration: 1-2 Weeks
Description
During this unit of study, students will analyze the issues that faced the United States after the American Revolution. First, students
will identify how the Articles of Confederation ensured the powers of the state, while analyzing the weaknesses inherent in the first
US government. Students will then examine the issues discussed at the Constitutional Convention and how those concepts became
the framework for the United States Constitution. Focus will be placed on the formation of the three branches of government, the
large state versus small state debate, the issue of slavery, and the protection of individual rights and freedoms. Finally, students will
compare and contrast the Federalist and Anti-Federalist views of the new government under the Constitution.
Concepts & Understandings
Concepts
Compromise
Values
Individual Rights
Power
Shared power
Principles
Understandings
A powerful, organized government is the outcome of
compromise among competing political ideals and
principles.
It is necessary for a government to promote the idea that
all people have rights and that they have the right to
govern themselves.
Individual rights of the people are promoted by
protections against abuse by the federal government.
Government implies the power of making laws.
In order to create a strong, central government that was
not Totalitarian, the concept of shared power was
discussed and implemented.
Strong debate encourages people to voice their opinions
on and opposition to issues while providing the
opportunity for compromise.
Learning Targets
CPI Codes
6.1.8.A.3.b
6.1.8.A.3.c
6.1.8.A.3.d
6.1.8.A.3.g
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How did the Articles of Confederation ensure the power of the state governments?
How were the ideals of the Declaration of Independence protected by new state governments?
How did Congress determine how the Northwest Territory would be governed?
What did Shay’s Rebellion, issues with foreign nations, and economic problems demonstrate about the weaknesses of the
Articles of Confederation?
What role did compromise play in the creation of the United States Constitution?
How did the Virginia Plan structure the federal government?
How was the dispute over representation satisfied by the Great Compromise?
How did the 3/5 Compromise insure that slavery would remain in the Southern states?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What were the key differences between the ideas of the Federalists and the Anti-Federalists?
What are the basic individual rights protected under the Bill of Rights?
Unit Results
Students will ...
Discuss how state governments created constitutions in order to handle issues of war debts and protecting individual rights.
Analyze the major successes and failures of the government under the Articles of Confederation.
Explain the Ordinances of 1785 and 1787 and their importance to the western expansion.
Identify the problems that were created by a weak central government.
Describe the plan for a strong, central government based on the separation of power in the federal government into three
branches and a bicameral legislature.
Contrast the main ideas of the Virginia Plan and the New Jersey Plan and explain how the Great Compromise satisfied both
large and small states.
Examine the dispute over slavery and explain the long-term effects of the 3/5 Compromise on the issue of slavery.
Compare and contrast the positions of the Federalists and Anti-Federalists.
Analyze the ways in which the Bill of Rights protects individual rights for all citizens.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
State Constitutions of the 13 colonies
The Northwest Ordinance
The Articles of Confederation
The Virginia and New Jersey Plans
The Constitution of the United States of America
The Bill of Rights
The Federalist Papers
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Launching the New Nation
Target Course/Grade Level: Grade 6
Duration: 1-2 Weeks
Description
During this unit of study, students will analyze the ways in which George Washington oversaw the creation of the new federal
departments. Special attention will be paid to how Alexander Hamilton created a plan to tackle the nation’s debt problems.
Throughout the unit, students will identify the importance of the precedents set during this era on issues throughout American
history and today. Additionally, students will explore the formations of political parties and the ideals that separate each. Finally,
students will examine the decisions made by Presidents Washington and Adams in response to foreign and domestic issues.
Concepts & Understandings
Concepts
Interpretation
Conflict
Economic Independence
Precedence
Transition
Neutrality
States’ Rights
Understandings
The Constitution’s vagueness in certain areas left the
opportunity for the early framers to shape it in practical
use.
Partisan conflicts arose as leaders emphasized personal or
local interests.
In order to attain government stability economic
independence is necessary.
Every decision that is made by those in power will be an
example to be followed by others in the future.
A democracy is stable when power is transitioned from
one person to another without conflict.
Remaining neutral in a conflict between other countries
can make it difficult to keep a relationship with either side.
The issue of states’ rights contrasts with a strong, central
government
Learning Targets
CPI Codes
6.1.8.A.3.b
6.1.8.A.3.e
6.1.8.A.3.f
6.1.8.C.3.b
6.1.8.D.3.b
6.1.8.D.3.g
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How did President Washington organize the new executive departments and set the course for the new nation?
What caused the national debt and how did Hamilton’s plan go about solving the debt issue?
How did Jefferson and Hamilton use the Constitution to further their arguments for or against the national bank?
What did the Whiskey Rebellion show about the strength of the new government?
Explain the ideas that were the basis for the formation of political parties.
Compare and contrast the views of the Republicans and Democrats and how those views evolved from the different
interpretations of the Constitution.
How did the Treaty of Paris cause conflict between Americans and Native Americans?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What were the effects of neutrality on United States relations with France and Great Britain?
How could Washington’s cautions in his Farewell Address be used by current government leaders in the US toady?
What was the effect of the XYZ Affair on the presidency of John Adams?
What were the Alien and Sedition Acts and why were they considered unconstitutional?
What were the arguments for and against states’ rights over federal power?
How could states’ rights be used to protect the institution of slavery in the future?
Unit Results
Students will ...
Discuss how the new government was organized during Washington’s presidency.
Examine the effect of debt on the American people after the war and how the national government, by enacting the plans of
Alexander Hamilton, responded during this time.
Analyze the debate over the national bank between Alexander Hamilton and Thomas Jefferson as an example of the strict
versus loose construction of the Constitution.
Relate the formation of political parties to the debate over the power of the federal government.
Compare and contrast the ideals that formed the basis of early political parties to current day Democrats and Republicans.
Analyze the impact of George Washington choosing not to seek a third term.
Examine how the Treaty of Paris created conflict with Native Americans in the Northwest Territory
Analyze the impact of US neutrality in the conflict between France and Great Britain.
Relate the two main points of George Washington’s Farewell Address to major events occurring in the present.
Theorize how the XYZ Affair weakened the presidency of John Adams.
Determine why the Alien and Sedition Acts were enacted and analyze the constitutionality of each.
Draw a conclusion as to the possible impact of states’ rights on the slavery issue
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
George Washington’s First Inaugural Address
Yankee Doodle
Proclamation of Neutrality 1793
George Washington’s Farewell Address
The Alien Act
The Sedition Act
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Jeffersonian Democracy
Target Course/Grade Level: Grade 6
Duration: 1-2 Weeks
Description
This unit of study will analyze the presidency of Thomas Jefferson. Students will contrast the ideas about how to govern, that
Jefferson brought to the White House, as opposed to his predecessors. Specifically, students will focus on the Laissez faire concept
of economics and the cutting of much of the power of the federal government. Additionally, students will discuss the impact of the
decisions of the Marshall Court. Students will also determine the impact of the Louisiana Purchase on the United States, in the past
and now in the present. Finally, students will identify the causes of the War of 1812, the events of the War, and the effects the war
had on the US and its relationship with Great Britain.
Concepts & Understandings
Concepts
Understandings
Transition of Power
Economic freedom
Expansion
Exploration
Conflict
Nationalism
One example of a stable democracy is the transfer of
power from one political party to another.
A Democracy is supported by a Capitalist economic system.
The yearning for natural resources and economic
opportunities leads to the quest to gain more land.
In order for nations to expand, exploration is necessary to
determine the usefulness of the land.
Unresolved issues can lead to conflict between two
nations.
Success in war can lead to unity, peace, and pride in one’s
country.
Learning Targets
CPI Codes
6.1.8.A.3.f
6.1.8.A.3.g
6.1.8.C.3.b
6.1.8.D.3.b
6.1.8.D.3.b
6.1.8.A.4.a
6.1.8.A.4.b
6.1.8.B.4.a
6.1.8.B.4.b
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
th
How did the 12 Amendment change the way in which presidential elections were conducted?
How is the transition of power from Adams to Jefferson symbolic of democratic stability?
In what ways did Jefferson’s interpretation of the powers of the central government dictate the decisions he made as
president?
How did the power of judicial review as decided in the Marbury v. Madison case expand the powers of the Supreme Court?
What future states were attained through the Louisiana Purchase?
What goals were achieved through the Lewis and Clark expedition?
What is the economic impact of the Louisiana Purchase?
How did the conflict between France and Great Britain lead to Jefferson passing the Embargo Act in 1809?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Why did expansion into the newly purchased territories lead to conflict with Native Americans?
What were the causes of the War of 1812?
What impact did future presidents William Henry Harrison and Andrew Jackson have on the outcome of the War of 1812?
Why did American nationalism surge after the War of 1812?
Unit Results
Students will ...
Evaluate the impact of the peaceful transfer of power from Adams to Jefferson.
th
Interpret the events of the election of 1800 and how it led to the passage of the 12 amendment.
Examine the impact of Jefferson’s Laissez faire economic policy and belief in republican ideals on the size of the American
government.
Interpret the meaning and importance of the decisions of the Marshall court, specifically Marbury v. Madison.
Assess the impact of the Louisiana Purchase and the explorations of Lewis and Clark on the expansion and economic
development of the United States.
Determine the legacy of the Louisiana Purchase and its impact on the idea of Manifest Destiny.
Locate areas that were claimed by the Louisiana Purchase and those explored by Lewis and Clark and Zebulon Pike.
Describe how conflicts among European nations affected the politics and economics of the United States.
Discuss the causes and effects of the Embargo Act.
Examine how United States expansion led to conflict with Native Americans.
List the causes of the War of 1812.
Examine the events and the outcome of the War of 1812
Determine how the outcome of the War of 1812 led to a surge in US nationalism.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Inaugural Addresses of Thomas Jefferson
Marbury v. Madison
Inaugural Addresses of James Madison
The text of the Star Spangled Banner
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: A Changing Nation
Target Course/Grade Level: Grade 6
Duration: 1-2 Weeks
Description
In this unit of study, students will analyze the evolution of the power of the president and the federal government during the
presidency of Andrew Jackson. Much focus will be paid to the debate over the creation of the National Bank and key Supreme Court
decisions that increased the federal government’s control over economic decisions. Additionally, students will identify how certain
groups of people in the United States received increased voting rights. Finally, students will examine the Indian Removal Act and the
horrors faced by Native Americans.
Concepts & Understandings
Concepts
Regionalism
Federalism
Revolution
Suffrage
Discrimination
Understandings
Different regions emphasize different tactics required to
grow the national economy.
As the national economy grows, so does the power and
scope of the federal government.
Revolutions around the world inspire revolutionary ideas
in other countries that are colonized.
The idea of extending voting rights to all leads to increased
participation in the governing process.
The impact of discrimination can be horrifying to those
who do not have power.
Learning Targets
CPI Codes
6.1.8.D.3.g
6.1.8.A.4.a
6.1.8.A.4.b
6.1.8.A.4.c
6.1.8.B.4.b
6.1.8.C.4.a
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How did the Second Bank of the United States and the Tariff of 1816 allow for growth of the US economy?
How did regional differences affect the economic ideas supported by Henry Clay, John C. Calhoun, and Daniel Webster?
In what ways did the cases of McCulloch v. Maryland, Dartmouth College v. Woodward, and Gibbons v. Ogden increase the
power of the federal government and promote economic growth?
How did the American and French revolutions influence revolutions in Spanish controlled lands in Central and South America?
Explain how the Monroe Doctrine led to increased US influence in Central and South America.
To whom were voting rights extended in the Jacksonian Period?
What new political parties formed during the election of 1824 and how did they choose candidates for office differently than
other parties?
What were some of the customs and ways of life of the Cherokees?
How did the debate between Chief Justice John Marshall and President Jackson symbolize the separation of powers of the
branches of the federal government?
What hardships and horrors did Native Americans face as they were forced from their lands as part of the “Trail of Tears?”
What were the arguments for and against the second Bank of the United States?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How will the issue of states’ rights eventually affect the debate over slavery?
What was John C. Calhoun’s position on nullification and how did he come in conflict with President Andrew Jackson?
What caused the Panic of 1837?
Unit Results
Students will ...
Investigate the actions taken by the federal government to increase economic prosperity in all regions of the United States.
Analyze the impact of political leaders such as Henry Clay, John C. Calhoun, and Daniel Webster on economic and social issues.
Critique the decisions of the Supreme Court that promoted national economic growth and the power of the federal government
in relation to the different interpretations of the Constitution.
Examine the impact of the American and French revolutions on Spanish rule in Central and South America.
Determine the impact of the Monroe Doctrine on US hegemony in the Western Hemisphere in the 1800’s and today.
Assess the extension of suffrage during the Jackson Era.
Describe how new political parties formed in the Age of Jackson and how these new parties changed the ways in which
candidates for office are selected.
Describe the cultures of the Native Americans living in the Southeast and the Midwest.
Interpret the conflict between Chief Justice John Marshall and President Jackson on the removal of Native Americans in relation
to the separation of powers in the Constitution.
Describe the enforcement of the Indian Removal Act.
Analyze the arguments for and against the National Bank and how this issue related to the increase in presidential power.
Examine how the issue of states’ rights led to major crises in the US during Jackson’s presidency.
Explain the disagreement over nullification and how it led to South Carolina threatening to secede.
Analyze the effect of the Panic of 1837on the presidency of Martin Van Buren.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
McCulloch v. Maryland, Dartmouth College v. Woodward, and Gibbons v. Ogden
The Monroe Doctrine
Andrew Jackson’s Inaugural Address
Concord Hymn Emerson, Ralph Waldo
The Treaty of Dancing Rabbit
Letter from the Cherokee Nation 1830
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: The North and the South take Different Paths
Target Course/Grade Level: Grade 6
Duration: 1-2 weeks
Description
In this unit of study, students will focus on the factors that led to a divide between the North and the South. Specifically, students
will analyze how industrialization changed the North from a region of agriculture to a region of factories, transportation, and
improvements to technology. Economic opportunities led many to migrate to northern cities. This urbanization created many
problems in the North such as issues over workers’ rights, overcrowding, providing services, and the spread of disease. Along with
those migrating to northern cities, many new immigrant groups were coming to the United States to take advantage of the new
economic opportunities. Finally, students will examine how these changes impacted the debate over slavery.
Concepts & Understandings
Concepts
Ingenuity
Growth
Prosperity
Urbanization
Servitude
Rural vs. Urban
Understandings
Technological advances increase production and can lead
to a more industrialized nation.
Due to advances in technology, communication, and
transportation, there is a large population growth
especially in cities.
A country’s wealth is in direct relation to advances in
technology, communication, and transportation.
Industrialization led to the growth of cities as people
yearned for better economic opportunities.
Slave labor became essential to the southern economy
while continuing to promote inequality among the
different races.
As industrialization grew in the North and agriculture
remained the staple of the South, the rift between the two
continued to grow.
Learning Targets
CPI Codes
6.1.8.C.3.c
6.1.8.C.4.b
6.1.8.C.4.c
6.1.8.D.4.a
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How did the new technology of the Industrial Revolution change the way Americans lived and the way work was performed?
How did the Lowell system change the way work was done in factories?
In what ways did mass production and the use of interchangeable parts speed of the manufacturing process?
What led to the growth in northern cities?
What new inventions helped northern industry grow?
How did advancements in transportation effect northern industry and population growth?
Why did new immigrants come to the United States at this time?
What obstacles did African Americans face in the North?
How did cotton and the use of the cotton gin affect the social and economic life of the South?
What were some of the restriction on free African Americans?
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How did enslaved African Americans adapt to slavery?
How did advancements in transportation ease settlers’ trip as they moved west?
In what ways did the movement west intensify the debate over slavery?
Unit Results
Students will ...
Identify the new inventions and advancements in agriculture and transportation that led to the growth of cities in the North.
Explain the origins of industrialization in the United States.
Explain the Lowell System and its effect on the factory system in the United States.
Describe factory life for workers, especially children.
Discuss the reasons why new immigrant groups came to the United States during this time and what challenges they faced upon
arriving.
Describe the problems faced by African Americans in the North.
Explain the significance of the cotton boom and the cotton gin on the institution of slavery and the culture of the South.
Describe what life was like for freed African Americans and for slaves in the South.
Assess the ways in which settlers were able to travel west.
Explain how technological developments revolutionized land and water transportation for those moving west and for the
economy of New Jersey.
Assess the impact of the movement west on the issue of slavery and the spread of slavery to new territories.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Time Table of the Lowell Mills
The Missouri Compromise
African American Voices Olaudah Equiano
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: An Age of Reform
Target Course/Grade Level: Grade 6
Duration: 1-2 Weeks
Description
During this unit of study, students will analyze the social reforms that took place during the Antebellum Period. Students will discuss
the impact of Jacksonian Democracy and The Second Great Awakening on these reform movements. Specifically, students will
identify the problems in American society at that time and the ways in which reformers worked to eradicate these issues. Some
issues to be discussed are the Temperance Movement, prison reform, reforms for the mentally ill, education reform, the Abolitionist
Movement, and the women’s rights movement. Each of these movements will also be put into their historical context and will be
analyzed in relation to other reform movements throughout history. Finally, students will identify the common themes in American
literature and art and how the art and literature of the time exemplify American individualism.
Concepts & Understandings
Concepts
Reform
Civil Disobedience
Abolition
Suffrage
Culture
Individualism
Understandings
Reformation in the United States focuses on the ideals of
liberty and equality.
In order to be catalysts for change, many reformers have
disobeyed laws that treat people unfairly while
maintaining a civil discourse.
Abolitionists fought to end slavery in order to foster the
ideal of equality.
In order for a democracy to flourish, the right to vote
should be extended to all citizens.
Writers and artists exemplify themes of a culture in their
works.
One key component to American Democracy is the free
will and liberty of the citizen.
Learning Targets
CPI Codes
6.1.8.D.4.b
6.1.8.D.4.c
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
How were those working to make the political system fairer influenced by Jacksonian Democracy?
In what ways did the Second Great Awakening act as a catalyst for all the reform movements of the Antebellum Period?
What were the major problems in society in the early 1800’s and how did reformers work to improve these issues?
How did key abolitionists and political figures work to end slavery?
How did the Underground Railroad work?
What was the argument of many northerners against abolition?
What were the goals of the women’s rights movement?
How were the goals of the women’s rights movement similar to and different from those of the abolitionist movement?
What fields became more open to women in the 1800’s?
What were the American themes inherent in the writings and art of the Antebellum Period?
What impact did transcendentalism have on the culture of the Antebellum Period?
How did many writers and artists impact the social reforms of the time?
Unit Results
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Students will ...
Discuss the ways in which Jacksonian Democracy and The Second Great Awakening led many Americans to try to improve
society in the 1800’s.
Identify the social problems that reformers tried to solve and summarize the improvements made in each of these areas.
List the events that led to the end of slavery in the North.
Describe the contributions of key abolitionists and political leaders to the Abolition Movement.
Identify the purpose and risks of the Underground Railroad and New Jersey’s role in its execution.
Interpret the opinions of those who opposed abolition.
Explain the efforts of women during the Antebellum Period to gain rights, especially suffrage, they had been denied.
Identify the new opportunities that women gained during this time period.
Identify common themes in American literature and art during the Antebellum Period.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
Frederick Douglass’s speech “The Meaning of July Fourth for the Negro”
Excerpts from The Underground Railroad and Harriet Tubman
The Declaration of Sentiments
Elizabeth Cady Stanton’s Speech to the Seneca Falls Convention
Excerpts from Henry David Thoreau, Ralph Waldo Emerson, Herman Melville, Nathaniel Hawthorne, Louisa May Alcott, Henry
Wadsworth Longfellow, Walt Whitman,
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Social Studies
Unit Title: Westward Expansion
Target Course/Grade Level: Grade 6
Duration: 1-2 Weeks
Description
During this unit of study, students will analyze the ideal of Manifest Destiny and the effects of US expansion in the 1800’s.
Specifically, students will determine how the US expansion effected relations with Native Americans and foreign countries.
Additionally, much focus will be placed on how the expansionism of the 1800’s led to war with Mexico. Finally, students will
examine life for settlers in the west. Topics will include the issues over water rights, life for women, life in mining towns, and the
ways in which people of different ethnicities shaped cultures in the west.
Concepts & Understandings
Concepts
Expansionism
Exploration
Migration
Conflict
Ethnicity
Understandings
The drive for Manifest Destiny would become one of the
most powerful forces shaping American history.
Prior to reaping the benefits of new lands, settler to make
the long, difficult trek across the country and determine
what was on this new land.
In spite of numerous challenges, many settlers moved to
new lands in hopes of new opportunities.
Competition for new land and resources is a major cause
of conflicts throughout history.
People of different ethnicities had an impact on western
culture.
Learning Targets
CPI Codes
6.1.8.A.4.a
6.1.8.A.4.b
6.1.8.B.4.a
6.1.8.B.4.b
Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans.
The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.
21st Century Themes and Skills
21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson
plans.
Guiding Questions
What countries did the United States have to deal with in order to gain lands along the Pacific Coast?
In what ways did each ethnic group shape the culture of the Southwest?
How would the idea of Manifest Destiny affect the acquisition of land and the US relations with other countries?
What were the economic results of the fur traders and trappers opening up the West?
What were the hardships faced by settlers traveling along the Oregon Trail? Was the trail worth the risk?
Compare and contrast the lives of women in the west to women in the east.
How did the annexation of Texas lead to increased tensions with Mexico?
How did the actions of President James K. Polk lead to the US war with Mexico?
What were the ramifications of the drive for Manifest Destiny at the time and for the future?
What are the similarities and differences between the Mormons and other religious groups who traveled to new lands for
religious freedom?
How did the issue of water rights affect the everyday lives of settlers in the West?
In what ways did the different ethnicities shape the culture of California and what hardships did they face?
Unit Results
Students will ...
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Interpret how the geography of the Great Plains, the Northwest, and the Southwest would impact the lives of settlers migrating
west.
Describe the influence of the various cultures in the Southwest.
Explain the meaning behind Manifest Destiny and how it became a driving force that shaped the history of the United States in
the 1800’s.
Explain the reasons why the various groups of pioneers traveled to the west and the hardships they faced.
Examine life in the west for women, families, and the impact of this migration on Native Americans.
Sequence the events that led to war with Mexico.
Analyze the impact of Manifest Destiny and the drive to acquire new land on conflicts with Mexico and Native Americans.
Assess the impact of the land acquisitions of the 1800’s on the economic development of the United States.
Explain why the Mormons settled in Utah and issues that divided Mormons from the federal government.
Analyze the effects of the California Gold Rush on the settlement of the west.
Describe life in mining towns and conflicts amongst settlers over issues such as water rights.
Determine how different immigrant groups played a part in the shaping of settlements in California.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Suggested Readings
The Oregon Treaty
Trial of Cadet Edgar Allen Poe
Inaugural Address of President William Henry Harrison
Inaugural Address of President James K. Polk
An Ordinance of the State of South Carolina to nullify an act of the Congress of the United States