GRADE: 11 UNIT TITLE/FOCUS: Environment & Geography UNIT LENGTH: Approx. 4 Weeks AUTHORS: FlHS SS Dept. Essential Question: Can geography define your life? Enduring Understanding: Students will understand that geography shaped the development of the United States. Guiding Questions: (content, process, metacognitive) Content: Why did the European (Spanish, French and British) want to colonize North America? (11.1b) How did geography affect early settlement and colonial development? (11.1b) How did geography affect the social, political, and economic development of the New England, Middle, and Southern colonies? (11.1b) What role did geography play in the system of Mercantilism? (11.1b) What role did geography play in the development of the Atlantic Slave Trade? (11.1b) Why did the British adopt the policy of Salutary Neglect? (11.1b) How did geography help and hinder westward expansion? (11.3a) How did the environment affect the sectional divide that developed in the Antebellum period? (11.3c) What geographic advantages did the North have over the South in industrial development? (11.5) How has Industry impacted the environment? (11.5) Why did the conservationist movement develop? (11.11c) How did the environmentalist movement attempt to fix the long­term issues caused by industrialization? (11.11c) Process: How do we structure a written argument to support our claim? (R.I. 11­12.1) (W 11­12.1b) How do we refute a claim? (W 11­12.1b) How can we achieve coherence in our argument? (W 11­12.1a) How can we use a text to understand cause and effect? (R.I 11­12.3) How can we compare and contrast the same topics through primary and secondary sources? (R.I. 11­12.7, R.I. 11­12.6) Metacognitive: How did you organize the information so you could successfully defend your position? What were the strengths and weaknesses of your strategy? What would you do differently the next time you have to defend a claim? Would you have approached the assignment differently if it had been an oral argument/debate? How? Standards: Common Core: R.I. 11­12.1­ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. R.I 11­12.3­ Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. R.I. 11­12.7­ Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. R.I. 11­12.6­ Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. W 11­12.1a­ Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W 11­12.1b­ Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. RH 11­12.1­ Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Social Studies: 11.1b­ A number of factors influenced colonial economic development, social structures, and labor systems causing variation by region. ­Students will examine the impact of geographic factors on patterns of settlement and the development of colonial economic systems. ­Students will examine the factors influencing variations in colonial social structures and labor systems. ­Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution. 11.3a­ American nationalism was both strengthened and challenged by territorial expansion and economic growth. ­Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine strengthened nationalism. ­Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy. ­Students will examine Jackson’s presidency noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia (1832), including the controversy concerning the Indian Removal Act and its implementation 11.3c­ Long­standing disputes over States rights and slavery and the secession of Southern states from the Union sparked by the election of Abraham Lincoln led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil War resulted in tremendous human loss and physical destruction. ­Students will compare the relative strengths of the Union and the Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons the North prevailed over the South and the impact of the war. ­Students will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation. ­Students will analyze the ideas expressed in the Gettysburg Address, considering its long­term impact. 11.5­ The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts. 11.11c Globalization and advances in technology have affected the United States economy and
society.
­ Students will examine the positive and negative consequences of globalization in
relation to the United States economy.
­ Students will investigate the role of multinational corporations and their influence on
both the United States economy and on other countries around the world.
­ Students will examine the economic relationship and the strategic rivalry between
the United States and China.
ASSESSMENT EVIDENCE Diagnostic­ Part 1­ Students will be given a blank topographic map of the United States and will be asked to identify any key geographic features that they recognize. Part 2­ Students will explain to the best of their ability how each geographic feature might impact Americans. Formative­ Students will analyze a variety of primary and secondary source material. Excerpt from Columbus’ letter to Ferdinand and Isabella 1494, Excerpt from the Bible (All the animals and plants were put here for man’s use), Excerpt from Bartolome de Las Casas, “Of The Island of Hispanola”, Ch. 1 Changes in the Land: Indians, Colonists, and the Ecology of New England by William Cronon, Mexican Views of U.S. expansion (pg.390 American Journey textbook), Modern day Zoning map (commercial, public, residential), contrasting sources from Gifford Pinchot (conservationst) and John Muir (Preservationist), Environmentalist website www2.epa.gov (clean­water act). Students will be required to ● Summarize ● Identify Main Ideas ● Explain Author’s Position ● Cite specific examples. Summative­ Authentic Performance Task(s): Question­ Do you have the right to do as you please on your own land? (After posing the initial project question the teacher will give modern examples to clarify the questions focus and meaning. For example, fracking in upstate ny, wind turbines on neighboring property, office building in a residential neighborhood, water supply to nyc. These examples will help to make the question clearer and allow the students to link the question to historical examples more easily.) Part I­ Interpreting Sources ­choose 2 sources from our unit of study ­optional additional research using FLHS Databases Part II­ One­Page Position Paper 1) You must use 2 examples from our study of geography and American history to either support or refute the question. (W 11­12.1a­b) a) Introduce a precise claim (thesis statement) b) Organize and logically sequence substantial supporting evidence c) Present and refute the counter­claim 2) Use a minimum of 3 content specific terms to defend your position and explain the relationship between your claim and the evidence you provided. (W 11­12.1c)
3) The length of the paper should be roughly one page handwritten. 4) You must cite two documents (in the correct style that we use in DBQs) and interpret the meaning into your own words to support your position. (RH 11­12.1) Part III­ Peer Revision (RH 11­12.8) 1) Self­assess using the provided rubric. 2) Students provide feedback to their peers that have the opposite stance as them pointing out weaknesses in their claim and evidence through a rubric. Part IV­ Glogster Online Presentation Board (RH 11­12.7) 1) Students will go to glogster.com and create a digital storyboard using the information they’ve gathered throughout the unit. 2) Students must provide a clear and concise thesis statement that addresses the question. 3) On the storyboard students will use a variety of mediums including but not limited to videos, text, quotes, and images. 4) Students must invite 5 people outside the classroom (parents, siblings, other teachers) to view their glogster storyboard and each viewer will be asked to fill out a questionnaire/feedback form which will impact their grade. 5) Students will hand in the revised version of their position paper along with their glogster storyboard. TEACHING AND LEARNING PLAN Tier II­ tobacco, cotton, industry, slavery, imports and exports, parliament, EPA, plantation, zoning Tier III Vocabulary­ colonization, cash crop, indentured servants, black belt, manifest destiny, atlantic slave trade, triangular trade, mercantilism, navigation acts, salutary neglect, columbian exchange, market revolution, sectionalism, antebellum, industrialization, sectionalism, environmentalism. Teaching and Learning Activities: Students will… 1) Analyze a topographic map of the United States to determine key geographic features and their significance. 2) A graphic organizer comparing Spanish, French, and British settlement. (location, purpose of colonies, relationship with Natives, geographic influence) 3) Do a Jigsaw activity to become experts on the 3 colonial regions (New England, Middle and Southern). 4) Analyze a bar graph of the Average annual value of colonial exports by region to determine why the British implemented Mercantilism. (Pg. 100 & 101 American Journey textbook) 5) Analyze an excerpt from Olaudah Equiano’s account of the Atlantic Slave Trade. 6) Interpret a chart on British Imperial trade regulations through the perspectives of a colonial merchant, a british customs official, the King/Parliament, a cash­crop farmer. 7) Read “Mexican Views of U.S. Expansion” and write the American response to the Mexican perspective. 8) Interpret a comparative chart of Southern and Northern Industrial development prior to the Civil War and come up with 3 solid inferences as to how this shaped the regions. 9) Students will take on the role of President Roosevelt and read excerpts from Gifford Pinchot and John Muir. They will write their opinion about how to utilize the resources in the American West. 10) Look at the key pieces of Environmental legislation passed under Johnson, Nixon, Ford and Carter (pg 931 American Journey textbook) and create a cause and effect chart for each. Resources and Technologies Needed: ­Excerpt from Columbus’ letter to Ferdinand and Isabella 1494 http://www.fordham.edu/halsall/source/columbus2.asp ­ Excerpt from the Bible (All the animals and plants were put here for man’s use) http://biblehub.com/esv/genesis/1.htm http://biblehub.com/esv/genesis/9.htm ­Excerpt from Bartolome de Las Casas, “Of The Island of Hispanola” http://laii.unm.edu/outreach/common/lesson­plans/rethinking­columbus/bartolome­de­las­casas.pdf ­Ch. 1 Changes in the Land: Indians, Colonists, and the Ecology of New England by William Cronon http://us.macmillan.com/BookCustomPage_New.aspx?isbn=9781429928281 ­Mexican Views of U.S. expansion (pg.390 American Journey textbook) ­Modern day Zoning map (commercial, public, residential) http://www.nyc.gov/html/dcp/html/zone/zonedex.shtml ­contrasting sources from Gifford Pinchot (conservationist) and John Muir (Preservationist) http://www.ithaca.edu/history/journal/papers/sp02muirpinchothetchy.html ­Environmentalist website www2.epa.gov (clean­water act) www2.epa.gov ­Olaudah Equiano’s account of the Atlantic Slave Trade. http://www.brycchancarey.com/equiano/extract3.htm