Randolph County Curriculum Frameworks 2016­2017 10​th​ Grade American History First 9­weeks Standard “I Can” Statements Suggested​ ​Resources 1.) Compare effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, Africans, and indigenous Americans. I can identify and explain what motivated people to settle a new land and what interested them about their environment. The Americans: Beginning to 1914 textbook, h​istorical 2.) Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. I can explain the impact that different cultures and worldviews have on the development of the American colonies. 500 Nations DVD America the Story of Us DVD The Scarlet Letter “Sinners in the Hands of an Angry God” “Salem Witch Trials” app from Apple Pacing Recommendation/ Day(s) Taught 9 Weeks documents, speeches, essays and t​hematically
related material are
I can analyze the course of the suggested for all standards.
Columbian Exchange. 9 Weeks 10​th​ Grade American History 1 3.) Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. I can identify key people involved in the American Revolution and explain the role that they played. Primary Documents such as Thomas Paine’s ​Common Sense School House Rock video 9 Weeks I can explain the significance of events that led up to the American Revolution. 10​th​ Grade American History 2 Second 9­weeks Standard “I Can” Statements 3.) Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. I can identify major battles of the American Revolution and their significance in the war. 4.) Describe the political system of the United States based on the Constitution of the United States. I can identify and explain the reasons that the Articles of Confederation failed. Resources The Preamble to the Constitution Pacing Recommendation/ Day(s) Taught 9 Weeks I can summarize the main ideas of the Declaration of Independence and identify theories that influenced the document. Excerpts from the Federalist Papers 9 Weeks I can explain concepts of loose Primary documents such as and strict interpretations of the the Constitution. Constitution of the United States. I can analyze key Supreme Court cases and explain the impact of each on the U.S. Supreme Court and on American social and political 9 Weeks I can summarize the major ideas of the U.S. Constitution. 5.) Explain key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus Georgia. 10​th​ Grade American History 3 life. 6.) Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine. I can describe relations of the United States with Britain and France from 1781 to 1823. I can analyze the XYZ Affair. I can identify the causes and effects of the War of 1812. The Americans: Beginning to 1914 textbook, h​istorical 9 Weeks documents, speeches, essays and t​hematically
related material. I can analyze primary sources relating to affairs between the U.S., Britain, and France, including the Monroe Doctrine. 10​th​ Grade American History 4 Third 9­weeks Standard “I Can” Statements Suggested Resources 7.) Describe causes, courses, and consequences of United States' expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails. I can locate points on a map. 8.) Compare major events in Alabama from 1781 to 1823, including statehood as part of the expanding nation, acquisition of land, settlement, and the Creek War, to those of the developing nation. I can compare major events in Local history and historians Alabama from 1781 to 1823 to events happening in the United States outside of Alabama. Maps, primary documents and videos on the Trail of Tears. Pacing Recommendation/ Day(s) Taught 9 Weeks I can describe causes, courses, and consequences of United States' expansionism prior to the Civil War. I can analyze primary sources relating to the United States' expansionism prior to the Civil War. I can analyze key events and ideas that influenced U.S. expansionism prior to the Civil War. 9 Weeks I can analyze Alabama's statehood as part of the expanding United States. 10​th​ Grade American History 5 9.) Explain dynamics of economic nationalism during the Era of Good Feelings, including transportation systems, Henry Clay's American System, slavery and the emergence of the plantation system, and the beginning of industrialism in the Northeast. I can use primary sources to analyze the dynamics of economic nationalism during the Era of Good Feelings. I can determine and explain the causes and effects of the growth of slavery and the corresponding emergence of the plantation system. The Americans: Beginning to 1914 textbook, h​istorical 9 Weeks documents, speeches, essays and t​hematically
related material. I can identify and discuss the causes and effects of the beginning of industrialism in the Northeast. 10.) Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government. I can recognize the important concepts and ideals related to Jacksonian Democracy and explain the impact of legislation, such as the Indian Removal Act, on the United States. 500 Nations documentary. 9 Weeks 11.) Evaluate the impact of American social and political reform on the emergence of a distinct culture. I can evaluate social and political reforms before the Civil War and describe the impact of these, individually and collectively, on American social and political development during the time period and into current times. Primary documents, political cartoons, artwork or reading selections from political essayists. 9 Weeks 10​th​ Grade American History 6 Fourth 9­weeks Standard “I Can” Statements 12.) Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner. I can compare the first abolitionist societies by Benjamin Rush and Benjamin Franklin to the development of later abolitionist societies. Resources Pacing Recommendation/ Day(s) Taught Reading selections from Henry 9 Weeks David Thoreau, Elizabeth Cady Stanton or Frederick Douglass. I can describe the rise of religious of movements in opposition to slavery. I can identify key abolitionists and their significance. 10​th​ Grade American History 7 13.) Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas­Nebraska Act, and the Dred Scott decision. I can summarize major legislation and court decision from 1800 to 1861 that led to increasing sectionalism. “Civil War America’s Epic Struggle” Apple app 9 Weeks I can describe Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including the participation in slavery, secession, the Indian War, and reliance on cotton. I can analyze the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism. I can describe tariff debates and the nullification crisis between 1800 and 1861. I can analyze the formation of the Republican party for its impact on the 1860 election of Abraham Lincoln. I can explain the significance of the 36'30 parallel in relation to the Missouri Compromise, Sectionalism, and Manifest Destiny. 10​th​ Grade American History 8 14.) Describe how the Civil I can describe major military War influenced the United and political events of the Civil States, including the Anaconda War. Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea. “Lincoln Telegrams” Digital history and pedagogy project app from Apple 9 Weeks 15.) Compare congressional and presidential reconstruction plans, including African­American political participation. I can compare and contrast the different plans for reconstruction after the Civil War concluded. The Americans: Beginning to 1914 textbook, h​istorical 9 Weeks 16.) Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. I can evaluate a historical time America the Story of Us DVD period in order to determine its causes and impact on American society. documents, speeches, essays and t​hematically
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suggested for all standards. 9 Weeks 10​th​ Grade American History 9