ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES CURRICULUM
GRADE SEVEN
Unit Title
Timeframe
The New Nation
First quarter
(Thomas Jefferson)
The Causes of the War of 1812
First quarter
War of 1812
First quarter
Westward Expansion
(Lewis and Clark Expedition)
First quarter
Westward Expansion
(American Foreign Policy))
First quarter
Westward Expansion
(More Expansion into Texas and Oregon)
First quarter
Westward Expansion
(Indian Removal Act)
First quarter
Westward Expansion
(Mexican-American War)
First quarter
Westward Expansion
(California Gold Rush)
First quarter
The Industrial Revolution
in America (The South& North)
First quarter
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES CURRICULUM
GRADE SEVEN-continued
Unit Title
Timeframe
Pre Civil War Society
Second quarter
Causes of the Civil War
Second quarter
Civil War (1861-1865)
Third quarter
Reconstruction
Third quarter
The Western Movement
Fourth quarter
The Second Industrial
Fourth quarter
Revolution
Immigration
Fourth quarter
Progressivism
Fourth quarter
Imperialism
Fourth quarter
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: SEVEN
Unit Title:
The New Nation
Cumulative Progress Indicator Number(s):
6.1.12. C.5.c Analyze the effectiveness of governmental policies and of
actions by groups and individuals to address discrimination against new
immigrants, Native Americans, and African Americans.
6.1.8.a.3.bEvaluate the effectiveness of the fundamental principles of
the Constitution (i.e., consent of the governed, rule of law, federalism,
limited government, separation of powers, checks and balances, and
individual rights)in establishing a federal government that allows for
growth and change over time.
6.1.8. A.3.e Determine why the Alien and Sedition Acts were enacted
and whether they undermined civil liberties.
6.1.8A.3.f Explain how political parties were formed and continue to be
shaped by differing perspectives regarding the role and power of federal
government.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Civic Literacy
Enduring Understandings:
Presidents influence the future of the United States.
The Supreme Court has the power to review laws and interrupt their
constitutionality.
Unit Learning Targets:
The student will be able to….
Essential Questions:
What effect did Thomas Jefferson‘s presidency have on the future of the
United States?
Did Marbury v. Madison strength/confirm the Supreme Court powers?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Discuss major historical and contemporary conflicts over United
States constitutional principles, including judicial review in Marbury
v. Madison, slavery in the Dred Scott Decision, separate but equal in
Plessy v. Ferguson and the rights of minorities in the Indian Removal
Act.
2. Describe the political, economic, and social changes in New Jersey
and American society preceding the Civil War including the early
stages of industrialization, the growth of cities, and the political,
legal and social controversies surrounding the expansion of slavery.
--View Louisiana Purchase and Western expeditions (transparency)
--create a campaign slogan for each political party in the election of 1800
--Discuss the political cartoon (Party Politics in the Jefferson Era
--Vocabulary Builder Section 1 (Jefferson Era)
-- Read and discuss Biography of John Marshall
--Biography of Jefferson p.271 textbook
----define words or terms that are unfamiliar
-----Draw a hammer to show Federalists’ emphasis on manufacturing and a sheaf
3. Explain the concept of the Manifest Destiny and its relationship
to the westward movement of settlers and territorial expansion,
including the purchase of Florida (1819), the annexation of Texas
(1845), the acquisition of the Oregon Territory (1846), and
territorial acquisition resulting from the Mexican War (1846-1848)
4, Describe and map the continuing territorial expansion and
settlement of the frontier, including the acquisition of new
territories and conflicts with Native Americans, the Louisiana
Purchase, the Lewis and Clark expedition, and the California gold
rush
5.Discuss how societies have been affected by industrialization and
by different political and economic philosophies
6. Describe and distinguish among the various map projections,
including size, shape, distance, and direction
7. Compare and contrast the physical and human characteristics of
places in regions in New Jersey, the United States, and the world.
8. Describe how physical and human characteristics of regions
change over time.
Resource Materials/Related Literature
Literature:
of wheat to show Democratic-Republicans’ emphasis on agriculture ( to help
clarify the different political parties in the section)
Assessments
Section 1 questions p. 270 questions 1-5
--section 1 quiz
---Letter of Recommendation:
Write a letter recommending that Thomas Jefferson should be included on
the top ten President List
Technology Integration
LCD—Transparency (on CD) (maps)
Vocabulary
Thomas JeffersonMarbury v. Madison
www.pbs.org/Jefferson/
John MarshallLouisiana Purchase
Judicial review
Unit Title:
The Causes of the War of 1812
Cumulative Progress Indicator Number(s):
6.1.8. B.3.a Assess how conflicts and alliances among European
countries and Native American groups impacted the expansion of the
American colonies.
6.1.8A.4.aExplain the changes in America’s relationships with other
nations by analyzing policies, treaties, tariffs, and agreements.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
American foreign policies affectrelations with countries.
Native Americans played and important role in United States history.
Essential Questions:
Why did the United States declare war on Great Britain?
How did Native Americansplay role in the outcome of the War of 1812?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Discuss the USS Constitution and how the advances in technology affected society
(p279 textbook)
--Create a conflict meter of the leading events
--create a timeline of events leading up to the War of 1812
--vocabulary builder section 3
--Tecumseh’s Speech Read and Discuss
---Create a graphic organizer to help explain the effects of the Embargo Act of
1807. (include topics such as: What it did, Why it was passed, political effects,
and economic effects
2.
3.
4.
Describe the continuing struggle to bring all groups of Americans into
the mainstream of society with the liberties and equality to which all are
entitled, as exemplified by individuals such as Susan B. Anthony,
Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez
Discuss the background and major issues of the War of 1812 (e.g.,
sectional issues, role of Native Americans)
Describe the political, economic, and social changes in New Jersey and
American society preceding the Civil War including the early stages of
industrialization, the growth of cities, and the political, legal and social
controversies surrounding the expansion of slavery.
Explain how state and federal policies influenced various Native
American tribes (e.g., homeland vs. resettlement, Black Hawk War, Trail
of Tears)
Resource Materials/Related Literature
Literature:
Assessments
Section 3 questions p.283 questions 1-5
William Tecumseh’s Warrior Speech
---section 3 quiz
Read and analyze the piece of literature
Technology Integration
http://www.nps.gov/pevi/HTML/Tecumseh.html
Vocabulary
USS Constitution
Impressment
Embargo
War Hawks
Battle of Tippecanoe
The Chesapeake
Non-Intercourse Act
Tecumseh
James Madison
Unit Title:
The War of 1812
Cumulative Progress Indicator Number(s):
6.1.8. A.4.a Explain the changes in America’s relationships with other
nations by analyzing policies, treaties, tariffs, and agreements.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
The War of 1812 gave the United States a sense of Nationalism, World
Power, and strong sense of patriotism.
Essential Questions:
How did the outcome of War of 1812 affect the future of the United States?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
1.
2.
3.
Discuss the background and major issues of the War of 1812 (e.g.,
sectional issues, role of Native Americans)
Describe the political, economic, and social changes in New Jersey and
American society preceding the Civil War including the early stages of
industrialization, the growth of cities, and the political, legal and social
controversies surrounding the expansion of slavery.
Compare political interests and views regarding the War of 1812 (e.g.
US responses to shipping harassment, interests of Native Americans
and white settlers in the Northwest Territory).
Resource Materials/Related Literature
Music:
Star Spangled Banner
---Have students listen to the song and then share feelings. Have students
create new lyrics to the song that describe another significant battle or event
from the War of 1812
Primary Source
--Jefferson’s Inaugural Address
----Political Cartoon of the Embargo Act
----Tecumseh’s urge to Native Americans)and William Henry Harrison’s
-Biography of Dolly Madison
--Complete a cause and effect graphic organizer
--Review chapter with quick facts transparency (The Jefferson Era Visual
Summary)
--View the Nation at War and Peace time line
--p288-289 discuss and view map of America’s growth in 1820
Create a detailed timeline of events during the War. Have students draw symbols
to help them remember these events and the order that they occurred.
Assessments
----Section 4 questions p.287 questions 1-5
----Section 4 quiz
----Chapter review p. 291 (home)
---Chapter Review (class)
response to obtaining land for settlers
Technology Integration
http://americanhistory.si.edu/ssb/6_thestory/6a_birth/fs6a2a.html
Vocabulary
Oliver Perry
Battle of Lake Erie
Battle of New Orleans
Battle of Ft. Jackson
Treaty of Ghent
Andrew Jackson
Hartford Convention
Unit Title:
Lewis and Clark Expedition
Cumulative Progress Indicator Number(s):
6.1.8. B.4.a Assess the impact of the Louisiana Purchase and western
exploration on the expansion and economic development of the United
States.
6.1.8. C.4.b Explain how major technological developments
revolutionized land and water transportation, as well as the economy, in
New Jersey and nation.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Presidential decisions impact the future of United States .
Essential Questions:
How did Thomas Jefferson influence American Expansion?
How does American foreign policy and expansion change after the War of
1812?
How did Manifest Destiny effect America’s policy of expansion?
Suggested Activities:
Including Differentiated Strategies (DI)
Unit Learning Targets:
The student will be able to….
1.
2.
3.
4.
5.
6.
Describe and map American territorial expansions and the settlement of
the frontier during this period
Describe the political, economic, and social changes in New Jersey and
American society preceding the Civil War including the early stages of
industrialization, the growth of cities, and the political, legal and social
controversies surrounding the expansion of slavery.
Describe and map the continuing territorial expansion and settlement of
the frontier, including the acquisition of new territories and conflicts
with Native Americans, the Louisiana Purchase, the Lewis and Clark
expedition, and the California gold rush
Discuss how meeting the needs and wants of a growing world
population impacts the environment and economic growth.
Translate maps into appropriate spatial graphics to display geographical
information
Describe how regions change over time.
---vocabulary builder section 1 and 2
---Biographies on Catharine Maria Sedwick
Thomas Cole
Noah Webster (Literature)
---Geography: The National Road
discuss the Erie Canal (p.303, 306-307)
connect to NJ’s canal
----Discuss nationalism
----View and explore 3 maps
US Boundary changes 1818-1819
US Roads and Canals 1850
The Missouri Compromise 1820 (
---View and discuss the political cartoon of the Monroe Doctrine
Role Play Lewis and Clark
--Discuss environmental discoveries
--Vocabulary Builder
--Map Lewis and Clark and Pike’s expedition
--Biography of Sacagawea (6.4.E.7)
--Connect Lewis and Clark to trail today (National Park System)
--analyze Lewis’s letter p. 276 textbook
--Political cartoon on Louisiana Purchase
---to help students follow the sequence of events, create timeline of events that
led up to the Louisiana Purchase
Resource Materials/Related Literature
Journalism/Photography:
Assessments
Section 2 questions p.277 questions 1-5
--section 2 quiz
----Have students view 3 photos regarding the journey west
----Have students describe the different types of terrain and transportation
that would have been used.
----September 17, 1804 Great Plains letter by Meriwether Lewis (Primary
Source )
Technology Integration
---LCD—Transparency Maps
www.americaslibrary.gov/cgi-bin/page.cgi/jb/nation/lapurchas_1
Vocabulary
Lewis and Clark
Sacagawea
Zebulon Pike
Louisiana Purchase
Unit Title:
More Expansion into Texas and Oregon
Cumulative Progress Indicator Number(s):
6.1.8.A.3.a Examine the ideals found in the Declaration of
Independence, and assess the extent to which they were fulfilled for
women, African Americans, and Native Americans during this time
period.
6.1.8. B.4.aAssess the impact of the Louisiana Purchase and western
exploration on the expansion and economic development of the United
States.
6.1.8. B.4.b Map territorial expansion and settlement, as well as the
locations of conflicts with and removal of Native Americans.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
People moved west to find new economic opportunities, greater
freedom or to get away from something.
Pioneer life on the trail and prairie like all pioneering, was filled with
dangers and hardships.
Unit Learning Targets:
The student will be able to….
Essential Questions:
Why did pioneers decide to face the dangers and hardships of the trail and
life on the prairie?
1.
--Introduction to Mexican Cession p.345 #1-4
--Vocabulary Builder Section 1 (6.4.F.3), (6.4.F.9)
---Journal Entry: about life on the Oregon, California, and Santa Fe Trails.
---Discuss mountain men/marriage with Native Americans
--Biography of James Beckwourth (mountain men)
--Interpreting Maps: Expansion (physical features): explain to the President of
Mexico the possible changes to the Mexican boundaries because of U.S.
expansion
Graphic Organizer: Reasons why Americans moved west and challenges they faced
-View map of the Texas Revolution p.352 also view transparency of Texas’s
Revolution
2.
3.
4.
5.
6.
Analyze ways in which nation-states interact with one another through
trade, diplomacy, cultural exchanges, treaties or agreements,
humanitarian aid, economic incentives and sanctions, and the use or
threat of military force.
Discuss how cultures may change and that individuals may identify with
more than one culture.
Describe and map American territorial expansions and the settlement of
the frontier during this period.
Describe the political, economic, and social changes in New Jersey and
American society preceding the Civil War including the early stages of
industrialization, the growth of cities, and the political, legal and social
controversies surrounding the expansion of slavery.
Explain the concept of the Manifest Destiny and its relationship to the
westward movement of settlers and territorial expansion, including the
purchase of Florida (1819), the annexation of Texas (1845), the
acquisition of the Oregon Territory (1846), and territorial acquisition
resulting from the Mexican War (1846-1848)
Describe and map the continuing territorial expansion and settlement of
Suggested Activities:
Including Differentiated Strategies (DI)
the frontier, including the acquisition of new territories and conflicts
with Native Americans, the Louisiana Purchase, the Lewis and Clark
expedition, and the California gold rush
7. Explain the law of supply and demand.
Discuss how meeting the needs and wants of a growing world
population impacts the environment and economic growth.
Resource Materials/Related Literature
Language Arts
--- New Orleans to San Francisco in ‘49
Primary Sources
View the Republic of Texas’s flag and discuss why the flag was created this
way p.353
Technology Integration
http://unicomm.byu.edu/about/brigham/
http://thealamo.org/
Assessments
---Section 1 questions P.349 #1-4
---Review Quiz Section 1
---Section 2 questions p.352 questions 1-4
---Review Quiz Section 2
Vocabulary
John Jacob Astor
American Fur Company
Mountain Men
Oregon Country
Oregon Trail
Willamette Valley
Santa Fe Trail
Joseph Smith
Mormons
Book of Mormon
Brigham Young
(Continued on next page )
Father Miguel Hidalgo y Costilla
Empresarios
Stephen F. Austin
Antonio Lopez de Santa Anna
Alamo
Battle of San Jacinto
Texas Independence
Sam Houston
Unit Title:
Indian Removal Act
Cumulative Progress Indicator Number(s):
6.1.8. B.4.a Assess the impact of the Louisiana Purchase and western
exploration on the expansion and economic development of the
United States.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
The settlement of the west by pioneers resulted in “unsettling” the
Native Americans.
Essential Questions:
What happens when cultures collide?
Did the United States treat the Native Americans fairly?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
Students will…
--Geography: view map on Indian Removal Treaties
p.336-337
-Geography: view on Second Seminole War
Vocabulary Builder Section 3
--Compare and Contrast: effects on Native Americans’ lives and Settlers’ lives
-- Discussion question: How might the Southeast be different today if Native
Americans had successfully resisted removal?
-Read personal accounts of Trail of Tears p334
--Biographies of John C. Calhoun, Sequoya, Black Hawk, Daniel Webster---Discuss the
court case: Worcester v. Georgia
--Complete Map activities: Seminole Wars
---to help students follow the sequence of events, create timeline of events that led
up to the Louisiana Purchase (DI)
----Personal Accounts: Trail of Tears
1.
Discuss major historical and contemporary conflicts over United
states constitutional principles, including judicial review in Marbury
v. Madison, slavery in the Dred Scott Decision, separate but equal in
Plessy v. Ferguson, and the rights of minorities in the Indian Removal
Act.
2. Describe major conflicts that have arisen from diversity (e.g., land
and suffrage for Native Americans, civil rights, women’s rights) and
discuss how the conflicts have been addressed.
3. Describe and map American territorial expansions and the
settlement of the frontier during this period.
4. Analyze the causes and consequences of continuing conflict between
Native American tribes and colonists (e.g., Tecumseh’s rebellion)
5. Describe the political, economic, and social changes in New Jersey
and American society preceding the Civil War including the early
stages of industrialization, the growth of cities, and the political, legal
and social controversies surrounding the expansion of slavery.
6. Explain how state and federal policies influenced various Native
American tribes (e.g., homeland vs. resettlement, Black Hawk War,
Trail of Tears)
7. Discuss how and why people cooperate, but also engage in conflict,
to control the Earth’s surface.
Resource Materials/Related Literature
Journalism/Photography:
Assessments
Section questions p.344 questions 1-5--Section 3 quiz
----Have students view 3 photos regarding the journey west.
---Trail of Tears questions p.334
----Have students describe the different types of terrain and
transportation that would have been used.
Technology Integration
http://researcher.hrw.com/acts_congress.jsp?id=377
http://researcher.hrw.com/supremecase.jsp?id=404
http://www.pbs.org/wgbh/aia/part4/4p2959.html
http://www.pbs.org/wgbh/aia/part4/4p2959.html
http://www.cviog.uga.edu/Projects/gainfo/chdebate.htm
http://www.historycooperative.org/cgibin/justtop.cgi?act=justtop&url=http://www.historycooperative.org/jour
nals/jah/86.1/hershberger.html
Vocabulary
Indian Removal Act
Indian territory
Bureau of Indian Affairs
Sequoya
Worcester v. Georgia
Trail of Tears
Black Hawk
Osceola
Unit Title:
Mexican- American War
Cumulative Progress Indicator Number(s):
6.1.8. B.4.a Assess the impact of the Louisiana Purchase
and western exploration on the expansion and economic
development of the United States.
Enduring Understandings:
The concept of Manifest Destiny affected relations with Mexico.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Vocabulary builder section 3
---Discuss Ranch Life p.356
---Geography: Spanish Missions in California, discuss the missions in California. Also,
read and discuss a journal entry of a Spanish Missionary and Explorer Junipero Serra
---Timeline events that led to the Mexican American War
--View Mexican American War map (1846-1847) p.359 and map transparency
----List key battles of the Mexican American War
---Create a timeline of the Mexican American War
---Discuss the conflicts between the Native Americans and the settlers and compare
the two different cultures
---Biography on Lorenzo De Zalava
---Read and discuss a Mexican’s view on the War
2.
3.
4.
5.
6.
7.
Describe the continuing struggle to bring all groups of Americans into
the mainstream of society with the liberties and equality to which all
are entitled, as exemplified by individuals such as Susan B. Anthony,
Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez
Analyze ways in which nation-states interact with one another
through trade, diplomacy, cultural exchanges, treaties or
agreements, humanitarian aid, economic incentives and sanctions,
and the use or threat of military force.
Discuss how cultures may change and that individuals may identify
with more than one culture.
Discuss Spanish exploration, settlement, and missions in the
American Southwest
Describe the political, economic, and social changes in New Jersey
and American society preceding the Civil War including the early
stages of industrialization, the growth of cities, and the political, legal
and social controversies surrounding the expansion of slavery.
Explain the concept of the Manifest Destiny and its relationship to
the westward movement of settlers and territorial expansion,
including the purchase of Florida (1819), the annexation of Texas
(1845), the acquisition of the Oregon Territory (1846), and territorial
acquisition resulting from the Mexican War (1846-1848)
Describe and map the continuing territorial expansion and
settlement of the frontier, including the acquisition of new territories
and conflicts with Native Americans, the Louisiana Purchase, the
Lewis and Clark expedition, and the California gold rush
Essential Questions:
How did expansion in the South West effect relations with the Mexico?
Resource Materials/Related Literature
To help clarify the differences in California under different rulers
Have students create collages. Once would show life in California under
Spanish rule and another collage would have images showing in California
under Mexican rule. Can compare and contrast the two different rules
Art/Music:
create an outline for a documentary film during the time period:
Explain how words, sounds and images could be used to explain manifest
destiny and the Mexican-American War to your audience (middle school
students as audience)
Read a Mexican Views the War
--From the Journal of Junipero Serra
Assessments
---Map questions #1-2 p.359
---Section 3 questions p.363 #1-5
--Review Quiz Section
Technology Integration
Spanish Missions
Vocabulary
Manifest Destiny
John O’Sullivan
Fifty-Four forty or fight!
Vaqueros
California banknotes
Californios
Mariano Guadalupe Vallejo
Bear Flag Revolt
John C Fremont
Treaty of Guadalupe Hidalgo
Mexican Cession
Gadsden Purchase
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musewcbfng_
act1ir
http://www.californiamissions.com/cahistory/index.html
http://www.missionsjc.com/schoolreport.html
http://susdl.fcla.edu/fh/outline/1492spa1.html
Texas Ballads
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musewcbfng_
act2ir
http://www.harcourtschool.com/activity/biographies/houston/
http://www.harcourtschool.com/activity/biographies/bowie/
http://www.harcourtschool.com/activity/biographies/crockett/
interactive map Mexican American War 1846-1847 (www.go.hrw.com)
Unit Title:
California Gold Rush
Cumulative Progress Indicator Number(s):
6.1.8. B.4.a Assess the impact of the Louisiana Purchase and western
exploration on the expansion and economic development of the United
States.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
6.1.8. D.4.a Analyze the push-pull factors that led to increases in
immigration, and explain why ethnic and cultural conflicts resulted.
Enduring Understandings:
Manifest Destiny led to a conflict of cultures in the United States.
Scarcity of resources and goods can lead to conflict.
Essential Questions:
What happens when cultures collide?
Did the United States treat the Native Americans fairly?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Vocabulary builder section 4
Read about the experience traveling to California (New Orleans to San Francisco)
Create a list of items used and needed by the people heading to California
Great a guide book for people who want to explore California (include items needed,
expectations, cost of materials, and living conditions)
Discuss how the “gold rush” had a lasting impact on California’s population and
economy
Create a timeline of events leading up to the Gold Rushhelp understand the
rush to California)
----create an advertisement urging people to go to California.
---List the many reasons why people were going westward
(extend beyond on mining towns)
---create a newspaper for Gold Rush mining town
Read Fam Literature:
Read New Orleans to San Francisco in ‘49ily letters during the California Gold Rush
2.
3.
4.
5.
Describe major conflicts that have arisen from diversity (e.g., land
and suffrage for Native Americans, civil rights, women’s rights) and
discuss how the conflicts have been addressed.
Describe the political, economic, and social changes in New Jersey
and American society preceding the Civil War including the early
stages of industrialization, the growth of cities, and the political, legal
and social controversies surrounding the expansion of slavery.
Explain the concept of the Manifest Destiny and its relationship to
the westward movement of settlers and territorial expansion,
including the purchase of Florida (1819), the annexation of Texas
(1845), the acquisition of the Oregon Territory (1846), and territorial
acquisition resulting from the Mexican War (1846-1848)
Describe and map the continuing territorial expansion and
settlement of the frontier, including the acquisition of new territories
and conflicts with Native Americans, the Louisiana Purchase, the
Lewis and Clark expedition, and the California gold rush
Discuss how innovation, entrepreneurship, competition, customer
satisfaction, and continuous improvement in productivity are
responsible for the rise in the standard of living in the United States
and other countries with market economies.
6.
7.
8.
9.
Discuss how societies have been affected by industrialization and by
different political and economic philosophies.
Discuss how and why people cooperate, but also engage in conflict,
to control the Earth’s surface.
Describe how physical and human characteristics of regions change
over time
Analyze the impact of various human activities and social policies on
the natural environment and describe how humans have attempted
to solve environmental problems through adaptation and
modification. (6.6.E.2)
Resource Materials/Related Literature
Assessments
Section 4 questions p.369 #1---Review Quiz Section 4
List effects of the westward movement in the U.S.
----Chapter Review
Technology Integration
http://www.pbs.org/goldrush/allabout.html
Vocabulary
California
John Sutter
Sutter’s Fort
Donner Party
James Marshall
Forty-niners
San Francisco
(Continued on next page )
Prospect
“Stake a claim”
Placer mining
Hangertown
Poker Flat
Chinese immigrants
Levi Strauss
Unit Title:
The Industrial Revolution in America (North and South)
Cumulative Progress Indicator Number(s):
6.1.8. C.4.b Explain how major technological developments
revolutionized land and water transportation, as well as the economy, in
New Jersey and nation.
6.1.8.C.4.cAnalyze how technological innovations affected the status and
social class of different groups of people, and explain the outcomes that
resulted.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Technology has positive and negative effects on society, politics and
economics of country.
A historical interpretation is influenced by one’s perspective.
The Industrial Revolution positively or negatively effected the future of
the United States of America
Unit Learning Targets:
The student will be able to….
Essential Questions:
How does technological change influence people’s lives? Society?
What social, political, and economic opportunities and problems arise from
changes in technology?
1.
2.
3.
4.
5.
6.
Explain how non-governmental organizations influence
legislation and policies at the federal, state, and local levels.
Discuss the basic contemporary issues involving the personal,
political, and economic rights of American citizens (e.g. dress
codes, sexual harassment, fair trial, free press, minimum wage).
Describe the political, economic, and social changes in New
Jersey and American society preceding the Civil War including
the early stages of industrialization, the growth of cities, and
the political, legal and social controversies surrounding the
expansion of slavery.
Discuss American cultural, religious, and social reform
movements in the antebellum period (e.g. abolitionists, the
Second Great Awakening, the origins of the labor and women’s
movements).
Discuss the economic history of New Jersey, including growth of
major industries and businesses, the lives of factory workers,
and occupations of working people.
Describe and map the continuing territorial expansion and
settlement of the frontier, including the acquisition of new
territories and conflicts with Native Americans, the Louisiana
Suggested Activities:
Including Differentiated Strategies (DI)
create a chart that includes each contributor and his/her invention
and improvements made to society
vocabulary builder section 1
-Economics: mass production and its affect on society Vocabulary builder section
2
Biography of Samuel Slater
Discuss the overall growth of factories, factory life and factories in early NJ
Discuss mill life and the working experience
Biography on Sarah Bagley
Explain why workers organized; the benefits for the workers and disadvantages
for the employer.
Vocabulary builder section 3
Create a timeline listing the key events of the steamboat and transportation
Biography of Peter Cooper
View Growth in U.S. 1853, p.400 and map transparency (6.4.F.1) (6.4.F.9)
Geography: Transportation Revolution—identify routes and identify the railroads
throughout the U.S. in the 1850’s
Vocabulary Builder section 4
Purchase, the Lewis and Clark expedition, and the California
gold rush
7. Explain the law of supply and demand
8. Discuss how innovation, entrepreneurship, competition,
customer satisfaction, and continuous improvement in
productivity are responsible for the rise in the standard of living
in the United States and other countries with market
economies.
9. Describe how inventions and innovations have improved
standards of living over the course of history.
10. Analyze and give examples of how business and industry
influence the buying decisions of consumers through
advertising.
Resource Materials/Related Literature
Biography on John Deere. Connect Deere and McCormick and how farms began to
expand throughout the U.S.
Create a jingle for one of the inventions, share jingles with class, discuss the
importance for these products to sell.
View the Fears of the Railroad p Help understand importance of inventors and
inventions)
---Write headlines for a newspaper, headlines are regarding the inventors and
inventions. Discuss why these key terms would be in the news.
(Help connect inventor with invention and effects)
--graphic organizer identifying the inventorinnovationeffects on society
Help connect how the steamboat changed lives)
---View picture p397 (picture of Mississippi Riverboat), identify people and what
they are doing. Discuss how this innovation changed lives and society
(Extend and explore more on the railroad systems)
Research the Baltimore and Ohio railroad. Research railroad company’s growth
and effect on the economy
Help understand importance of inventors and inventions)---Write headlines for a
newspaper, headlines are regarding the inventors and inventions. Discuss why
these key terms would be in the news.
(Help connect inventor with invention and effects)
--graphic organizer identifying the inventorinnovationeffects on society
Help connect how the steamboat changed lives)
---View picture p397 (picture of Mississippi Riverboat), identify people and what
they are doing. Discuss how this innovation changed lives and society
(Extend and explore more on the railroad systems)
---Research the Baltimore and Ohio railroad. Research railroad company’s growth
and effect on the economy
Assessments
Section 1 questions p.389 #1-5
---Review quiz Section 1
---Section 2 questions p.395 #1-5
--Review quiz section 2
--Section 3 questions 401 #1-6
-Review quiz section 3
---How did the use of steam power change where factories are located
---Section 4 questions p.405 #1-6
---How did McCormick change agriculture?
--Review quiz section 4
Chapter Review
Technology Integration
The Industrial Revolution
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musigcbfng_act1ir
http://eliwhitney.org/inventor.htm
http://www.teachersfirst.com/lessons/inventor/ag1.htm
http://www.history.rochester.edu/steam/brown/index.html
Samuel Slater
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musigcbfng_act2ir
http://www.slatermill.org/html/history.html
http://www.woonsocket.org/slater.htm
http://www.ncto.org/textilecrisis/index.asp
Lowell Scrapbook
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musigcbfng_act3ir
http://www.hfac.uh.edu/MediaFutures/lowell/lowell.html
http://historymatters.gmu.edu/d/5714/
http://www.lewis-clark.org/index.asp
Vocabulary
Textiles
Richard Arkwright
Samuel Slater
Moses Brown
Smith Broth and William Almy
Pawtucket
Technology
Eli Witney
Mass Production
Interchangeable parts
Apprentices
Rhode Island System
Slatersville
Francis Cabot Lowell
Lowell System
Lowell Girls
Lowell Offering
Trade Unions
Strikes
Transportation Revolution
Steamboat
Steam powered locomotives
Robert Fulton
Clermont
Gibbons v. Ogden
Peter Cooper
Tom Thumb
Coal City, Carbondale
Samuel Morse
Telegraph
Morse Code
John Deere
Cyrus McCormick
Isaac Singer
Elias Howe
Sewing machine
Unit Title:
Industrial Revolution (The South)
Cumulative Progress Indicator Number(s):
6.1.8. C.4.b Explain how major technological developments
revolutionized land and water transportation, as well as the
economy, in New Jersey and nation.
6.1.8.C.4.c Analyze how technological innovations affected the status
and social class of different groups of people, and explain the
outcomes that resulted.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Technology has positive and negative effects on society, politics and
economics of country.
A historical interpretation is influenced by one’s perspective.
The Industrial Revolution positively andnegatively affected the
future of the United States of America.
Unit Learning Targets:
The student will be able to….
Essential Questions:
How does technological change influence people’s lives? Society?
What social, political, and economic opportunities and problems arise from
changes in technology?
Students will..
Vocabulary builder Section 1
Biography of Eli Whitney, create an advertisement to promote the cotton gin
Discuss and list the effects of the cotton gin on the southern economy
----Geography: view The Cotton Kingdom p. 416 and map transparency. Identify the
cotton belt and how the cotton gin changed the productivity (expansion into Texas)
Vocabulary Builder section 2 )create a costs-benefits chart, for a southern planter
deciding on if they want to switch their crops
Geography: (Cotton in the South) identify the crops of the South, identify their
locations and the amounts produced.
--View a southern plantation p.421, identify the different workers and working parts
of the plantation
Vocabulary Builder Section 3
---Create a chart that lists four groups of southern society and describe life for these
groups: planters, yeomen, poor whites, free African Americans
Nat Turner’s biography, Geography: View Nat Turner’s Rebellion, map transparency
Denmark Vesey Biography
Frances Anne Kemble, Journal of a Residence on a Georgian Plantation
-Jacob Stroyer, My Life in the South
1.
2.
3.
4.
Describe the continuing struggle to bring all groups of Americans
into the mainstream of society with the liberties and equality to
which all are entitled, as exemplified by individuals such as Susan B.
Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar
Chavez (6.2.B.3)
Describe how one’s heritage includes personal history and
experiences, culture, customs, and family background. (6.2.E.6)
Describe the political, economic, and social changes in New Jersey
and American society preceding the Civil War including the early
stages of industrialization, the growth of cities, and the political,
legal and social controversies surrounding the expansion of slavery.
(6.4.F.1)
Explain the concept of the Manifest Destiny and its relationship to
the westward movement of settlers and territorial expansion,
including the purchase of Florida (1819), the annexation of Texas
(1845), the acquisition of the Oregon Territory (1846), and
territorial acquisition resulting from the Mexican War (1846-1848)
(6.4.F.3)
Suggested Activities:
Including Differentiated Strategies (DI)
5.
6.
Explain the law of supply and demand (6.5.A.2)
Discuss how innovation, entrepreneurship, competition, customer
satisfaction, and continuous improvement in productivity are
responsible for the rise in the standard of living in the United States
and other countries with market economies. (6.5.A.7)
7. Discuss how societies have been affected by industrialization and by
different political and economic philosophies (6.5.B.3)
8. Describe how inventions and innovations have improved standards
of living over the course of history. (6.5.B.4)
9. Analyze and give examples of how business and industry influence
the buying decisions of consumers through advertising. (6.5.B.6
10. Discuss the similarities and difference among rural, suburban, and
urban communities. (6.6.B.6)
Economics: Identify and compare southern population 1860 (The Southern
Population, 1860) (6.4 help understand the cotton boom
and the effect on southern society)--create a chart, list the positives and negative
effects of the cotton boom(extension on cotton in the South)
---Write an editorial to support his/her position on the over-reliance on cotton in the
South.
(Help explain life in the Urban South)
--List the public services and the Role of slavery
(help understand the differences between theslaves)
---Create a chart: agricultural slaves, slaves in the house, skilled slaves: identify,
describe, compare(help understand the challenging of the slave system)
--Create a chart: identify the many challenge
Resource Materials/Related Literature
Literature:
Plantation Life before Emancipation
Biography on Mary Boykin Chesnut
Nat Turner’s Rebellion p.429
---Frances Anne Kemble, Journal of a Residence on a Georgian plantation
--The Denmark Vesey Conspiracy
---Jacob Stroyer, My Life in the South
Assessments
Section 1 questions #1-5 p. 419
---Review Quiz Section 1
----Section 2 questions #1-4 p.423
----Review Quiz Section 2
----Section 3 questions p.429 #1-4
----Review Quiz Section3
----Chapter Review
Technology Integration
Freedom Diary
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musstcbfng_ac
t1ir
http://www.cr.nps.gov/nr/travel/underground/
http://afe.easia.columbia.edu/song/
http://www.freedomcenter.org/
Tredgar Iron Works
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musstcbfng_ac
t2ir
http://civilwar.bluegrass.net/ArtilleryAndArms/tredegarironworks.html
http://www.cwartillery.org/art-cost.html
http://web.ukonline.co.uk/members/b.gardner/tredegar/trediron.htm
Vocabulary
Cotton
Eli Whitney
Cotton Gin
Planters
Cotton belt
Slave Labor
Charleston, S. Carolina
Savannah, Georgia
New Orleans, Louisiana
Factors
Ohio & Mississippi River
Corn-primary food crop
Slavery and Housing
http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musstcbfng_ac
t3ir
http://etext.lib.virginia.edu/etcbin/toccernew2?id=AnoSlav.sgm&images
=images/modeng&data=/texts/english/modeng/parsed&tag=public&part
=1&division=div1
Sugarcane
Joseph R. Anderson
Tredegar Iron Works
Yeomen farmers
Free African Americans
(Continued on next page)
Slaves (enslaved African Americans)
Slave Codes
Folktales
Spirituals
Nat Turner
Turner’s Rebellion
Tobacco- cash crop
Unit Title:
Pre Civil War Society
Cumulative Progress Indicator Number(s):
6.1.8. A3.f Explain how political parties were formed and continue to be
shaped by differing perspectives regarding the role and power of federal
government.
6.1.8. D.4.b Explore efforts to reform education, women’s rights, slavery,
and other issues during the Antebellum period.
6.1.8. D.4.c Explain the growing resistance to slavery and New Jersey’s
role in the Underground Railroad.
Time Frame:
Second Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
The institution of slavery caused a rift between slave and non-slave
states.
The North and South had different economic bases; North was
industrialized and the South was agrarian.
Unit Learning Targets:
The student will be able to….
Essential Questions:
What individual was the most influential in changes in pre Civil War?
How does a regions geography climate and natural resources influence
society?
1.
2.
3.
4.
5.
6.
Describe the continuing struggle to bring all groups of Americans into
the mainstream of society with the liberties and equality to which all
are entitled, as exemplified by individuals such as Susan B. Anthony,
Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez
Explain how non-governmental organizations influence legislation and
policies at the federal, state, and local levels.
Describe major conflicts that have arisen from diversity (e.g., land and
suffrage for Native Americans, civil rights, women’s rights) and discuss
how the conflicts have been addressed.
Describe the political, economic, and social changes in New Jersey and
American society preceding the Civil War including the early stages of
industrialization, the growth of cities, and the political, legal and social
controversies surrounding the expansion of slavery.
Discuss the economic history of New Jersey, including growth of major
industries and businesses, the lives of factory workers, and occupations
of working people.
Understand the institution of slavery in the United States, resistance to
it, and New Jersey’s role in the Underground Railroad.
Suggested Activities:
Including Differentiated Strategies (DI)
---Vocabulary Builder Section 1
-Create a chart: identify the reason for rapid urban growth and the problems that
occurred. Discuss NJ’s industrial growth, rise of cities. (6.4.F.1) (6.4.F.6)Vocabulary Builder section 2
Create a chart: list the transcendentalists and describe who they are and what
they accomplished. (6.4.F.1)
Vocabulary Builder Section 3
Biography of Grandison Finney
Biography of Dorothea Dix
Biography of Mary Lyon (Pioneers in Education)
---Vocabulary Builder Section 4
-Identify and examine the Underground Railroad p.457, and map transparency.
Discuss NJ’s role in the Underground Railroad
-Explore Frederick Douglass and Frederick Douglass (What the Black Man
Wants)
Read about the abolitionists: Theodore Weld, Robert Purvis, John Brown
Create a timeline of important events in women’s rights (1838, 1848, 1851, 1860)
-Identify Seneca Falls Convention, reasons for meeting and accomplishments
(Biography of Mott, Fuller, Anthony
View and discuss the Temperance Reform Political Cartoon help understand why
immigrants came to the U.S.)
--Create a chart: list the homeland and reasons for leaving
(Help understand abolitionists)
---Create a chart, list the leaders in one column, identify their methods and
successes in another column
(Help understand the connection between the abolitionist movement and
women’s rights movement)
--Create a graphic organizer that displays the reasons for the abolitionist
movement and then connect these reasons to the women’s rights movement
Resource Materials/Related Literature
Literature: P.446 Romanticism and Realism
---Jack and Jill by Louisa May Alcott
Primary Sources
---Horace Mann to the Board of Education p.451
---Anti-Abolitionist Rally p451
---Frederick Douglass, “What the Black Man wants”
---David Walker’s “An Appeal to the Colored Citizens of the World”
---Elizabeth Cady Stanton- Letter to Lucretia Mott
Assessments
Section 1 questions p.442 #1-5
---Review Quiz section 1
---Section 2 questions p.445 #1-4
---Review Quiz section 2
---Section 3 questions p.453 #1-6
---Review Quiz section 3
---Section 4 questions p.459 #1-5
---Review Quiz section 4
---Section 5 questions p.466 #1-5
--Review Quiz section 5
---Chapter Review
Technology Integration
Abolitionist press
http://www.cr.nps.gov/nr/travel/underground/ma2.htm
http://www.pbs.org/wgbh/aia/part4/4p1561.html
http://www.pbs.org/wgbh/aia/part4/4p1539.html
http://www.loc.gov/exhibits/african/afam006.html
Transcendental Who’s Who
http://www.geocities.com/~freereligion/index.html
Vocabulary
Immigrants
Nativists
Know-Nothing Party
Middle Class
Tenements
Transendentalism
Ralph Waldo Emerson
http://www.greatwomen.org/women.php?action=viewone&id=63
http://www.thoreau.niu.edu/
Education Reformers
http://usinfo.state.gov/usa/infousa/facts/democrac/16.htm
http://afe.easia.columbia.edu/song/
http://www.pbs.org/wnet/slavery/experience/education/index.html
Margaret Fuller
Henry David Thoreau
Utopian Communities
Nathaniel Hawthorne
Edgar Allan Poe
Emily Dickinson
Henry Wadsworth Longfellow
Walt Whitman
Second Great Awakening
Temperance Movement
Charles Grandison Finney
Lyman Beecher
Dorothea Dix
Common-School movement
Horace Mann
Catharine Beecher
Thomas Gallaudet
Quakers
Abolition
William Lloyd Garrison
American Anti-Slavery society
Angelina and Sarah Grimke
Frederick Douglass
(Continued on next page )
Sojourner Truth
Underground Railroad
Harriet Tubman
Elizabeth Cady Stanton
Lucretia Mott
Seneca Falls Convention
Lucy Stone
Susan B. Anthony
Declaration Of Sentiment
Unit Title:
Causes of the Civil War
Cumulative Progress Indicator Number(s):
6.1.8.D.5.a Prioritize the causes and events that led to the Civil War from different perspectives.
Time Frame:
Second Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
The cause of the Civil War was State’s Rights.
Congress passed legislation to attempt to maintain balance between free and slave states; yet still
leading to conflict.
The Election of 1860 was the tipping point in the war between the states.
Essential Questions:
What is the most significant cause of the Civil
War?
How did expansion of the United States led to
the Civil War?
What effect did expansion have on Native
Americans?
Suggested Activities:
Including Differentiated Strategies (DI)
Unit Learning Targets
The student will be able to….
1.
2.
3.
4.
5.
6.
7.
8.
Describe the continuing struggle to bring all groups of Americans into the mainstream of society with
the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B.
Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez
Discuss the role of political parties in the American democratic system including candidates,
campaigns, financing, primary elections, and voting systems.
3.Discuss major historical and contemporary conflicts over United States constitutional principles,
including judicial review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal
in Plessy v. Ferguson and the rights of minorities in the Indian Removal Act.
Discuss the basic contemporary issues involving the personal, political, and economic rights of
American citizens (e.g. dress codes, sexual harassment, fair trial, free press, minimum wage).
Describe the political, economic, and social changes in New Jersey and American society preceding
the Civil War including the early stages of industrialization, the growth of cities, and the political, legal
and social controversies surrounding the expansion of slavery.
Explain the concept of the Manifest Destiny and its relationship to the westward movement of
settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas
(1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the
Mexican War (1846-1848)
Explain the characteristics of political and social reform movements in the antebellum period in New
Jersey, including the 1844 State Constitution, the temperance movement, the abolition movement,
and the women’s rights movement.
Understand the institution of slavery in the United States, resistance to it, and New Jersey’s role in
---Economics: connect North and South worksheet
---Identify 36°30’
---Vocabulary Builder Section
Create an advertisement for Uncle Tom’s Cabin (or
book Jacket)
----Read: Response to the Fugitive Slave Act
Identify how the Fugitive Slave Act affected the
entire society (owners, slaves, abolitionists)
Discuss Frederick Douglass Narrative
---Examine, analyze, and discuss the political cartoon
(Forcing Slavery Down the Throat of a Free Soiler)
--Create a graphic organizer: identify the KansasNebraska Act, when it passed, what it did, how it
dealt with the slavery issue, and the effects
View Compromise to Conflict p.485 and Map
Transparency
Discuss the Dred Scott Decision, read biography
--Discuss the Lincoln-Douglas Debates p.475,
Compare and Contrast Lincoln and Douglas,
Biography of Douglas-Interview Dred Scott, write a
synopsis of the interview
the Underground Railroad. (6.4.F.11)
Resource Materials/Related Literature
Literature:
---Excerption from Uncle Tom’s Cabin p.482
Primary sources
---Chicago Speech of 1858, by Stephen Douglas
---The Seventh of March Speech p.478
---Southern View of the Compromise of 1850 Speech p.479
---A Fugitive Slave Convention
---William P. Newman, A Response to the Fugitive Slave Act
---Charles Sumner: On the Crime Against Kansas- May 19-20, 1856
---Geography: view map of 1860 p. 495 and map
transparency, identify the divided nation
---Create a newspaper article for the following
papers (northern abolitionist paper, northern
Democratic paper, southern Democratic paper, and a
Constitutional Union Party paper)
---Biography of Jefferson Davis
--View and discuss the Antislavery Poster political
cartoon
Assessments
Section 1 questions p.480 #1-5
---Review Quiz section 1
---Section 2 questions p.487#1-5
--Review Quiz section 2
Summary Review: Create a newscast about one of
the topics: Kansas-Nebraska Act, Sack of Lawrence,
Pottawatomie Massacre, Caning of Charles Sumner--Section 3 questions p.492 #15
---Review Quiz section 3
---Section 4 questions p.497 #1-5
---Review Quiz section 4
--Ch Help understand the key terms)
--Identify key terms, draw a diagram to help connect
the terms (Understand the key people)
--Create a chart that lists the key people, then
describe who they are and their importance
---John Brown, Address to the Court, Nov. 2 1859
---Speech: A House Divided p.491
---John Brown’s Last Speech p.494
Technology Integration
Action Against Slavery
Vocabulary
Popular sovereignty
Wilmot Proviso
http://www3.iath.virginia.edu/jbrown/master.html
http://www3.iath.virginia.edu/jbrown/master.html
http://jefferson.village.virginia.edu/utc/sitemap.html
Lincoln-Douglas Debates
http://odur.let.rug.nl/~usa/H/1994/ch6_p8.htm
http://showcase.netins.net/web/creative/lincoln.html
http://www.founding.com/library/lbody.cfm?parent=64
Multiple Viewpoints
http://douglassarchives.org/calh_a59.htm
http://douglassarchives.org/aass_a58.htm
http://www.vlib.us/amdocs/texts/canadian_slaves.html
Sectionalism
Free-Soil Party
Henry Clay
Compromise of 1850
Secede
Fugitive Slave Act
Anthony Burns
Sen. John C. Calhoun
Sen. Daniel Webster
Uncle Tom’s Cabin
Harriet Beecher Stowe
Franklin Pierce
Stephen Douglas
Kansas-Nebraska Act
Sack of Lawrence
John Brown
Pottawatomie massacre
Charles Sumner
Preston Brooks
Andrew Pickens Butler
Republican Party
James Buchanan
John C Fremont
Dred Scott
Lincoln-Douglas Debates
Abraham Lincoln
Roger B. Taney
Freeport Doctrine
John Brown’s raid
John C. Breckinridge
Constitutional Union Party
John Bell
John J. Crittenden
Jefferson Davis
Unit Title:
Civil War 1861-1865
Cumulative Progress Indicator Number(s):
6.1.8. A.5.a Explain how and why the Emancipation Proclamation
and the Gettysburg Address continue to impact American life.
6.1.8. C.5.a Assess the human and material costs of the Civil War in
the North and South.
6.1.8. B.5.aDetermine the role of geography, natural resources,
demographics, transportation, and technology in the progress and
outcome of the Civil War.
6.1.8. D.5.b Analyze critical events and battles of the Civil War and
determine how they contributed to the final outcome of the war.
6.1.8. D.5.c Examine the roles of women, African Americans, and
Native Americans in the Civil War.
Time Frame:
Third Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
The Civil War resulted from complex regional differences
involving political, economic, and social issues, as well as
different views on slavery.
The Civil War and Reconstruction had a lasting impact on the
development of the United States.
Unit Learning Targets:
The student will be able to….
Essential Questions:
What was the most important battle in changing the tied of the war?
Which individual do you believe was the most significant?
What effect did technology have on the war?
Explain the major events, issues, and personalities of the American
Civil War including:
The causes of the Civil War (e.g., slavery, states’ rights)
The course and conduct of the war (e.g., Antietam,
Vicksburg, Gettysburg)
Sectionalism
The role of women
The role of African Americans
The Gettysburg Address
The Emancipation Proclamation
Juneteenth Independence Day
Suggested Activities:
Including Differentiated Strategies (DI)
Identify the 7 states that seceded
--view and discuss the Folly of Secession political cartoon
---Geography (Choosing Sides) worksheet
---Identify and discuss the first spark of the Civil War (Fort Sumter)
---View map of Fort Sumter p.511 and map transparency of Charleston South Carolina
---Vocabulary Builder Section 1
---Compare Pensacola Florida to Fort Sumter South Carolina
---View map p.512, North v. South, identify the border states
---compare and contrast chart, the North’s and South’s resources
---Identify the different uniforms, examine the differences and the similarities. Have
students draw and label a Union and Confederate uniform
---Vocabulary Builder Section 2
---Create a timeline of the battles in the east, add the winner and the importance of the
battle
----View map battles in the east p.517 and map transparency
--Identify and explain the battle of the Sea, illustrate the battle between the Merrimack
and Monitor, View the Union blockade map p520 and map transparency
---Biography of Stonewall Jackson
---Vocabulary Builder Section 3
---Interview David Farragut, write a synopsis of the interview
---View the map of the war in the west p.523, and map transparency
Add the new battles to the timeline
---View the map of Vicksburg. P.526
---Discuss and examine the Emancipation Proclamation, reflect on how this
proclamation affected both the North and the South.
---View map of Emancipation Proclamation p.528 and map transparency
---Vocabulary Builder Section4
---Discuss and write about the role of African Americans in the war, Biography of
William H. Carney
---Connect the battle field communications from Civil War time to current time
---Discuss the soldiers on the battlefield and the role prisoners
had in the war
----View the movie Andersonville
---Discuss hospitals and medicine at the time period, and the recovery of wounded
soldiers. Biography of Clara Barton
---Examine Lincoln ad the Union leader and president
---Vocabulary Builder Section 5
---Discuss and examine the impact Gettysburg had on the war. View Pickett’s Charge,
P.539 and map transparency
---Add the new battles to the timeline
----View Final Campaigns map p.541 and map transparency
---Chart the causes of the war and the effects of the War on the U.S.
----Biography of William Tecumseh Sherman
---Create a battle brochure
----Read Novel Behind Rebel Lines
. Battles of War
Eastern Theatre of War
First Battle of Bull Run- McDowell, Beauregard
Seven Pines, Seven Days-McClellan, Lee
Second Battle of Bull Run-Pope, Jackson, Lee
Antietam- Hooker, Lee
Fredericksburg- Burnside, Lee
Chancellorsville- Hooker, Lee
Gettysburg-Meade, Gettysburg Address
Western Theatre of War
Fort Donelson, Fort Henry- Grant, Johnston
Shiloh- Grant, Johnston
New Orleans-Farragut
Vicksburg
Wilderness Campaign
Cold Harbor, Spotsylvania, Wilderness
Siege of Petersburg
Sherman’s March, Total War
Fall of Richmond, Collapse of Confederate Government
Surrender at Appomattox
Chamberlain, Lee. Longstreet, and Pickett
Resource Materials/Related Literature
Literature
---Andersonville Diary
View and discuss Anaconda Plan p.520
---Speech Response to Farragutp.524
---Read and Discuss The Battle of Shiloh, April 1862
---Joseph E. Williams, African American Soldier letter p.532
---John L. Ranson, Andersonville Diary
---The Civil War Era Diary of
Assessments
Section 1 questions p.5151 #1-4
---Review Quiz Section 1
---Write a compare and contrast essay about the North and the South at the beginning
of the War. Include the resources that both regions had.
---Section 2 questions p.521 #1-5
---Review Quiz Section 2
---Section 3 questions p.525 #1-4
---Review Quiz Section 3
---Be able to identify and label the battles learned so far
---Section 4 questions p.534 #1-6
---Review Quiz Section 4
---Section 5 questions p.543 #1-6
---Review Quiz Section 5
---Write about how the war ended and the effects of the war on the U.S.
---Chapter Review
Help understand differences between North and South)
---Identify the resources the North had and explain their importance. Then do the same
for the South. Compare and contrast these resources.
Technology Integration
http://www.pbs.org/wgbh/amex/lincolns/atwar/sf_soldier.html
http://www.pbs.org/wgbh/amex/lincolns/atwar/sf_soldier.html
http://etext.virginia.edu/civilwar/
http://www.npg.si.edu/exh/brady/gallery/bradindx.html#three
War Writers
http://www.owlcreekproductions.com/ocv5.html
http://xroads.virginia.edu/~CAP/hospital/whitman.htm
http://www.whitmanarchive.org/
Gettysburg
http://www.nps.gov/gett/getttour/main-ms.htm
http://www.oswego.edu/academics/colleges_and_departments/depar
tments/earth_sciences/index.html
http://www.pbs.org/civilwar/
Vocabulary
Border states
Winfield Scott
Cotton Diplomacy
Dr. Elizabeth Blackwell
U.S. Sanitary Commission (The Sanitary)
Bull Run/Manassas
Irvin McDowell
Pierre G.T. Beauregard
Seven Pins, Seven Days
George McClellan
Robert E. Lee
Thomas “Stonewall” Jackson
Second Battle of Bull Run, Manassas
John Pope
Antietam
Hooker
Anaconda Plan
Fredericksburg
Appomattox Courthouse
Burnside
Chancellorsville
Ironclads
Merrimack/Virginia
Monitor
Ulysses Grant
Battle of Shiloh
Joseph Johnston
David Farragut
Siege Of Vicksburg
Fort Donelson, Fort Henry
Emancipation
Contrabands
th
54 Massachusetts Infantry
Fort Wagner
Copperheads
Habeas Corpus
Clara Barton
Gettysburg
George Pickett
Pickett’s Charge
Gettysburg Address
Wilderness Campaign
Cold Harbor, Spotslyvania, Wilderness
Siege of Petersburg
William Tecumseh Sherman
Total War
Unit Title:
Reconstruction
Cumulative Progress Indicator Number(s):
6.1.8. A.5.b Compare and contrast the approaches of Congress and
Presidents Lincoln and Johnson toward the reconstruction of the South.
6.1.8. C.5.a Assess the human and material costs of the Civil War in the North
and South.
6.1.8. C.5.b Analyze the economic impact of Reconstruction on the South
from different perspectives.
6.1.8. C.5.d Analyze the effectiveness of the 13th, 14th, and 15th
Amendments to the United States Constitution from multiple perspectives.
Enduring Understandings:
The Reconstruction Amendments gave citizenship rights and Constitutional
protection to newly freed slaves.
The South circumvented laws to prevent integration.
Unit Learning Targets:
The student will be able to….
Time Frame:
Third Quarter
st
21 Century Theme
Global Awareness
Explain Reconstruction as a government action, how it worked, and its effects
---Vocabulary builder Section 1
---Economics: Examine the devastation of war—worksheet
--Compare and Contrast 10% Plan, Wade-Davis Bill
th
---Examine the reasons behind the creation of the 13 Amendment
---View and discuss political cartoon Lincoln Repairing the Union
--Compare and Contrast life for African Americans before the war compared
to life after the war
---List the roles of accomplishments of Freedmen’s Bureau
---Biography of Andrew Johnson, compare Johnson’s Plan to the 10% Plan and
the Wade-Davis Bill
---Vocabulary Builder Section 2
---Discuss the strong opposition to Johnson, Radical Republicans, Biography of
Thaddeus Stevens
---View and examine the military districts in the South p.561 and Map
Transparency
---Geography: complete Reconstruction Acts worksheet
---List and analyze the Reconstruction Amendments
---Explore the impeachment process, Mock impeachment
--Vocabulary Builder Section 3
after the war
Discuss the impact of retaliatory state laws and general Southern resistance to
Reconstruction
Describe how regions change over time
Essential Questions:
What were the challenges of Reconstruction?
Who were the winners and who were the losers of Reconstruction?
Suggested Activities:
Including Differentiated Strategies (DI)
---Discuss and write about African Americans as leaders, biography Blanche K.
Bruce, view map of African American Representation in the South, 1870 p.565
and map transparency
---examine the rise of the Ku Klux Klan, connect to time period, list the effects
of the Klan
---Discuss the cause of the Panic of 1873 and the effects on society
---Discuss the cause of the Panic of 1873 and the effects on society
---Discuss the role of the political parties after the Civil War (compromise of
1877) (Redeemers)
---Discuss the court case Plessy v. Ferguson and connect court case to current
time
---Identify how the entire country tried to rebuild the southern economy
through sharecropping
Help understand political parties
---Create political banners or slogans that describe reforms enacted by
Republican governments (promote accomplishments of the party
Resource Materials/Related Literatur
---Literature: Jim Crow Laws
---Supporting Radical Republican Ideas p.559
Assessments
Section 1 Questions p.557 #1-5
---Section 1 Review Quiz
---Section 2 questions p. 563 #1-6
---Section 2 Review Quiz
---Chapter Review
---Johnson vs. Stevens p. 460
---Reconstruction and the Ku Klux Klan
Technology Integration
Evaluate the source
http://historymatters.gmu.edu/d/6225
http://historymatters.gmu.edu/d/6377
Vocabulary
Reconstruction
Ten Percent Plan
Senator Benjamin Wade
Representative Henry Davis
Wade-Davis Bill
Thirteenth Amendment
http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_colby.html
http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm
http://memory.loc.gov/ammem/ndlpedu/features/timeline/civilwar/recontwo/w
pjones.html
Population Chart
http://www.comm.unt.edu/histofperf/tonyspenser/introduction_page.htm
http://k12.albemarle.org/murrayelem/white/Frontier/afroamer.html
http://www.nps.gov/untold/banners_and_backgrounds/expansionbanner/exodu
ster.htm
Reconstruction Poster
http://www.picturehistory.com/find/p/6417/mcms.html
http://statelibrary.dcr.state.nc.us/nc/bio/afro/revels.htm
http://www.law.umkc.edu/faculty/projects/ftrials/impeach/impeachmt.htm
40 Acres
Freedmen’s Bureau
Oliver O. Howard
Andrew Johnson
Black Codes
Radical Republicans
Thaddeus Stevens
Charles Sumner
Civil Rights Act of 1866
Fourteenth Amendment
Reconstruction Acts
Impeachment
Fifteenth Amendment
Carpetbaggers
Scalawags
KKK
Panic of 1873
Jay Cook and Company
Compromise 187
Redeemers
Poll tax
Unit Title:
The Western Movement
Cumulative Progress Indicator Number(s):
6.1.12. A.5.c Analyze the effectiveness of governmental policies and of
actions by groups and individuals to address discrimination against new
immigrants, Native Americans, and African Americans.
6.1.12. B.5.a Explain how the Homestead Act, the availability of land and
natural resources, and the development of transcontinental railroads
and waterways promoted the growth of a nationwide economy and the
movement of populations.
6.1.12.A.3.b Determine the extent to which America’s foreign policy
(i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the
Monroe Doctrine, the War with Mexico, and Native American removal)
was influenced by perceived national interest.
Time Frame:
Fourth Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Westward movement, industrial growth, increased immigration, the
expansion of slavery, and the development of transportation systems
increased regional tensions.
Unit Learning Targets:
The student will be able to….
Essential Questions:
What happens when cultures collide?
Did the United States treat the Native Americans fairly?
1.
2.
3.
Describe the continuing struggle to bring all groups of Americans into
the mainstream of society with the liberties and equality to which all
are entitled, as exemplified by individuals such as Susan B. Anthony,
Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez
Describe major conflicts that have arisen from diversity (e.g., land and
suffrage for Native Americans, civil rights, women’s rights) and discuss
how the conflicts have been addressed.
Discuss the Dawes Act of 1887, how it attempted to assimilate Native
Americans by converting tribal lands to individual ownership, and its
impact on Native Americans
Describe the economic development by which the United States
became a major industrial power in the world and analyze the factors
that contributed to industrialization
Suggested Activities:
Including Differentiated Strategies (DI)
---Discuss the frontier and the movement westward
---Discuss the natural resources that were found in the West
---Discuss the rise of boom towns and cattle ranches
---View and discuss the political cartoon on the Transcontinental Railroad
---Geography: view Routes West, 1870
---Discuss the importance of the buffalo
---View: Native American Land Loss in the West, identify the battles fought and
discuss the effects of these battles on the U.S.
4.
5.
6.
Discuss how societies have been affected by industrialization and by
different political and economic philosophies
Describe how regions change over time
Describe the types of regions and the influence and effects of region
labels including:
---Identify the mistreatment of Native Americans (Long Walk)
---Biography on Sarah Winnemucca/George Armstrong Custer
Create a compare and contrast organizer for Miners, Cowboys, Rail workers
Formal regions: school districts, states
Functional regions: marketing area of a newspaper, fan base
of a sport team
Perceptual regions: the Bible Belt, the Riviera in southern
France
Resource Materials/Related Literature
Art
Assessments
---Section 1 Questions p.592 # 1-4
---View pictures of the battles fought between Native Americans and
Americans
---Review Quiz Section 1
Literature
---A Letter from a Pony Express Rider
Primary Sources
---Section 2 Questions p. 598 # 1-4
---Review Quiz Section 2
---Identify the conflicts that took place between the Native Americans and the U.S.
Government in the mid 1800’s
---E.C. Abbott’s Memoirs of Cowhands and cattle drive
---The Battle of the Little Bighorn
Technology Integration
Myth Legend or reality?
http://www.pbs.org/now/quiz/quiz12.html
http://www.lib.washington.edu/exhibits/FRONTIER/Image/
http://www.tsha.utexas.edu/handbook/online/articles/BB/aob1.html
Vocabulary
Frontier
Comstock Lode
Boom towns
Cattle Kingdom
Cattle drive
Chisholm Trail
Pony Express
http://www.npr.org/templates/story/story.php?storyId=836442
Geronimo Diary
http://memory.loc.gov/ammem/ndlpedu/collections/amwest/history5.html
http://www.desertusa.com/magfeb98/feb_pap/du_apache.html
Transcontinental Railroad
Treaty of Ft. Laramie
Reservations
Crazy Horse
Treaty of Medicine Lodge
Geronimo
Buffalo soldiers
George Armstrong Custer
Sitting Bull
Battle of Little Bighorn
Massacre at Wounded Knee
Long Walk
Ghost Dance
Sarah Winnemucca
Dawes General Allotment Act
Unit Title:
The Second Industrial Revolution
Cumulative Progress Indicator Number(s):
6.1.8.C.4.b Explain how major technological developments
revolutionized land and water transportation, as well as the economy, in
New Jersey and nation.
6.1.8.C.4.c Analyze how technological innovations affected the status
and social class of different groups of people, and explain the outcomes
that resulted.
Enduring Understandings:
Technology has positive and negative effects on society, politics and
economics of country.
A historical interpretation is influenced by one’s perspective.
The Industrial Revolution positively or negatively effected the future of
the United States of America
Unit Learning Targets:
The student will be able to….
Explain how non-governmental organizations influence legislation and
policies at the federal, state, and local levels
Discuss the basic contemporary issues involving the personal, political,
and economic rights of American citizens (e.g. dress codes, sexual
harassment, fair trial, free press, minimum wage).
Analyze and evaluate key events, people and groups associated with
industrialization and its impact on urbanization, immigration, farmers,
the labor movement, social reform, and government regulation
inducing:
Inventions such as the telephone and electric light
The formation of Standard Oil Trust
The Interstate Commerce Act
The Sherman Anti-Trust
Analyze the development of industrialization in America and New Jersey
during this period and the resulting transformation of the country, including
the construction of the transcontinental railroad, the introduction of
Time Frame:
Fourth Quarter
st
21 Century Theme
Global Awareness
Essential Questions:
How does technological change influence people’s lives? Society?
What social, political, and economic opportunities and problems arise from
changes in technology?
Suggested Activities:
Including Differentiated Strategies (DI)
Identify and list the changes of rapid growth in the U.S.manufacturing in
the late 1800’
--Describe the Bessemer Process and explain how this process changed society
and improved the economy
---Create a timeline of inventions
---Create an invention made out of junk, try to market the product
---Biography of Edison, Graham Bell, Wright, Stanford, and Mother Jones
---Economics: Monopolies and Trusts
Geography: Pullman’s Company Town
---Describe the corporations and their effect on society
---Compare vertical and horizontal integration
---Monopoly game: understand the effect of monopolies on society and the
growth of the economy
mechanized farming, the rise of corporations and organized labor, and the
growth of cities
Describe the economic development by which the United States became a
major industrial power in the world and analyze the factors that contributed
to industrialization
Discuss how innovation, entrepreneurship, competition, customer
satisfaction, and continuous improvement in productivity are responsible for
the rise in the standard of living in the United States and other countries
with market economies.
---Graphic Organizer: Unions and the actions toward improving the workforce
---Compare the strikes: Haymarket Riot, Homestead Strike, Pullman Strike
---Geography: Locate the strikes on the U.S. map
Discuss how meeting the needs and wants of a growing world
population impacts the environment and economic growth
Discuss how societies have been affected by industrialization and by
different political and economic philosophies
Describe how inventions and innovations have improved standards of
living of the course of history
Resource Materials/Related Literature
---In Support of the Coal Miners
---Samuel Gompers, Testimony before Congress, 1900
Assessments
---Section 1 Questions p.618 # 1-3
---Review Quiz Section 1
---Section 2 Questions p. 622 # 1-3
---Review Quiz Section 2
---Section 3 Questions p. 627 # 1-4
---Review Quiz Section 3
---Compare vertical and horizontal integration and include an example for each
type of integration
---List the leaders of Big Business and explain their role in society
---Chapter Review
Technology Integration
Technology Time Line
http://www.pbs.org/wgbh/amex/telephone/timeline/index.html
http://www.hfmgv.org/museum/heroes/home.asp
Vocabulary
Second Industrial Revolution
Bessemer Process
Thomas Edison
http://www.hfmgv.org/exhibits/showroom/intro.html
http://www.pbs.org/wgbh/amex/telephone/gallery/index.html
http://americanhistory.si.edu/lighting/19thcent/hall19.htm
Life as a steelworker
http://www.pbs.org/wgbh/amex/carnegie/milltour/
http://history.osu.edu/projects/PittsburghSurvey/SteelWorkers/
http://history.osu.edu/Projects/Steel/Default.htm
Recognizing Mother Jones
http://digital.library.upenn.edu/women/jones/MotherJones.html
http://myhero.com/myhero/heroprint.asp?hero=majones
http://www.kentlaw.edu/ilhs/majones.htm
Patents
Alexander Graham Bell
Henry Ford
Wilbur and Orville Wright
Corporations
Andrew Carnegie
Vertical Integration
John Rockefeller
Horizontal Integration
Trust
Leland Stanford
Social Darwinism
Monopoly
Sherman Antitrust Act
Frederick Taylor
Knights of Labor
Terence Powderly
American Federation of Labor (AFL)
Samuel Gompers
Collective Bargaining
Marry Harris Jones
Haymarket Riot
Homestead Strike
Pullman Strike
Unit Title:
Immigration
Cumulative Progress Indicator Number(s):
6.1.4.D.3Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation,
historically and today.
Time Frame:
Fourth Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state
and the nation.
Essential Questions:
What happens when cultures
collide?
How did immigrants affect
expansion?
What potential problems arise from
immigration and what possible
solutions
Why do people immigrate?
Suggested Activities:
Including Differentiated Strategies (DI)
Unit Learning Targets:
The student will be able to….
1. Discuss how cultures may change and that individuals may identify with more than one culture.
2.Engage in activities that foster understanding of various cultures (e.g., clubs, dance, groups, sports, travel,
community celebrations
3.Analyze and evaluate key events, people and groups associated with industrialization and its impact on
urbanization, immigration, farmers, the labor movement, social reform, and government regulation inducing:
4.
5.
6.
Inventions such as the telephone and electric light
The formation of Standard Oil Trust
The Interstate Commerce Act
The Sherman Anti-Trust Act )
Analyze the development of industrialization in America and New Jersey during this period and the resulting
transformation of the country, including the construction of the transcontinental railroad, the introduction of
mechanized farming, the rise of corporations and organized labor, and the growth of cities
Discuss how societies have been affected by industrialization and by different political and economic
philosophies
Compare and contrast various careers, examining educational requirements and costs, salary, and benefits,
longevity, impact on society and the economy, and demand
--Compare old immigrants to new
immigrants
---Map and identify where the
immigrants came from and where they
settled
---Journal Entries, immigrant
experiences, journey, and settlement
---Describe the opposition to
immigration and compare this behavior
to the benevolent societies that helped
the immigrants get settled and adjust to
American life
---Compare the reactions to immigrants
---Describe the type of work, immigrants
did
---Describe the growth of cities
7.
Discuss the similarities and differences among rural, suburban, and urban communities
---Political Cartoon: Urban Life and
Tenements, view and discuss
---Geography: Central Park, improving
the environment
---Identify the changes made to improve
society
---Biography of Pulitzer and Alice
Hamilton
---Read The novel Land of Hope
---Research personal history regarding
family that might have immigrated to
America
Help understand Reformers of Big City
Troubles)
---graphic organizer: Living Conditions V.
Working Condition
Resource Materials/Related Literature
Literature
---The Jungle
---An Immigrant Story
---Chicago 1900 p.643
---Immigrants First –Person Account
---Handbill Recruiting Railroad Workers
---Photo of the Interior of an Immigrant’s One Room Home
Assessments
---Section 1 Questions p.641 #1-4
---Review Quiz Section 1
---Section 2 Questions p.645 #1-3
---Review Quiz Section 2
---Section 3 Questions p.649 1-3
---Review Quiz Section 3
---Write an essay describing the changes
in America during the late 1800’s
involving the rise of cities, city life, and
immigrant societies
Technology Integration
Investigating culture
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=343
http://projects.vassar.edu/1896/nypress.html
http://www.bookrags.com/history/popculture/1900s-the-birth-of-the-american-cen-bbbb-01/
http://usinfo.state.gov/usa/infousa/facts/factover/ch11.htm
Vocabulary
Old immigrants
New immigrants
Steerage
Benevolent societies
Tenements
Asian Immigrant Experience
http://usinfo.state.gov/usa/infousa/facts/factover/ch11.htm
http://memory.loc.gov/ammem/ndlpedu/features/immig/introduction.html
http://library.thinkquest.org/20619/index.html
http://angelisland.org/immigr02.html
Columbian Exposition
http://xroads.virginia.edu/~MA96/WCE/title.html
http://users.vnet.net/schulman/Columbian/columbian.html
http://www.chicagohs.org/AOTM/May98/may98fact3.html
http://fly.hiwaay.net/~shancock/fair/contents.html
Sweatshops
Chinese Exclusion Act
Mass transit
Suburbs
Joseph Pulitzer
William Randolph Hearst
Department Store
Frederick Law Olmsted
Jacob Riis
Settlement House
Jane Adams/Hull House
Florence Kelley
Yellow Journalism
Unit Title:
Progressivism
Cumulative Progress Indicator Number(s):
6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political
corruption and in promoting social justice.
Time Frame:
Fourth Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Progressive reform movements promoted government efforts to address problems created by rapid
industrialization, immigration, and unfair treatment of women, children, and minority groups.
Essential Questions:
What progressive
reform movements
promoted government
efforts to address
problems created by
rapid industrialization,
immigration, and unfair
treatment of women,
children, and minority
groups?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated
Strategies (DI)
1.Discuss how cultures may change and that individuals may identify with more than one culture
2.Engage in activities that foster understanding of various cultures (e.g., clubs, dance, groups, sports, travel, community
celebrations
3.Analyze and evaluate key events, people and groups associated with industrialization and its impact on urbanization,
immigration, farmers, the labor movement, social reform, and government regulation inducing:
Inventions such as the telephone and electric light
The formation of Standard Oil Trust
The Interstate Commerce Act
The Sherman Anti-Trust Act )
8. Analyze the development of industrialization in America and New Jersey during this period and the resulting
transformation of the country, including the construction of the transcontinental railroad, the introduction of
mechanized farming, the rise of corporations and organized labor, and the growth of cities
9. Discuss how societies have been affected by industrialization and by different political and economic philosophies
10. Compare and contrast various careers, examining educational requirements and costs, salary, and benefits, longevity,
impact on society and the economy, and demand
11. Discuss the similarities and differences among rural, suburban, and urban communities
Describe the corruption in politics
in the late 1800’s
---Identify ways Americans tried
to clean up politics
---Political Cartoon on Tammany
Hall, view and discuss
---Identify, List and include facts
about Gilded Age Presidents
--Newspaper story, on Tweed’s
escape and his life afterwards
---Vocabulary Section 1
--Discuss and list the changes
made to the voting system
--Discuss how literature was used
in the late 1880’s to expose
poverty and corruption
---Explain how children were used
in the workforce and the changes
made to improve child labor
---Vocabulary Builder Section 2
--Create a timeline of important
events involving women’s rights
---Create an interview with an
important key person that was
involved in women’s rights
---Biography of W.E.B. DuBois,
Carrie Chapman Catt
---Discuss changes and
improvements made to the land
(Nation Park System)
---Identify the results of the
Election of 1912 p.682
---Chart the Amendments,
proposed, passed, effects on
th
th
society 16 -19 Amendments
Resource Materials/Related Literature
The Tammany Ring p663
---Photography- The Other Half p.665
---Triangle Shirtwaist Fire p.673
---“That’s What’s the Matter” (Tweed)
---1855 National Women’s Rights Convention
---Fighting Discrimination p.678
Technology Integration
Researching Progressives:
http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-Progressive.htm
http://www.npg.si.edu/exh/roosevelt/
http://www.pbs.org/wgbh/amex/telephone/timeline/index.html
http://www.lafollette.wisc.edu/publications/otherpublications/LaFollette/LaFLegacy.html
http://www.sjsu.edu/faculty/watkins/lafollette.htm
http://www.harcourtschool.com/activity/biographies/addams/
http://wall.aa.uic.edu:62730/artifact/HullHouse.asp
http://lcweb2.loc.gov/ammem/aap/idawells.htmlhttp://www.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
Tammany Hall
http://www.midtownmedia.com/ndc/history.html
http://memory.loc.gov/ammem/today/dec04.html
http://www.albany.edu/%7Edkw42/tweed.html
Assessments
Section 1 Questions p.667 #1-4
---Review Quiz Section 1
---Section 2 Questions p.674 #1-3
--Write an essay describing the
working conditions for children in
the late 1800’s and the reforms
that were made
---Review Quiz Section 2
---Section 3 Questions p.679 # 1-4
---Identify and list reforms that
were passed and worked and
those that failed
---Review Quiz Section 3
---Section 4 Questions p.683 # 1-3
---Review Quiz Section 4
---Chapter Review
Vocabulary
Political machines
William Marcy Tweed
Muckrakers
th
17 Amendment
Initiative
Referendum
Robert LaFollette
Triangle Shirtwaist Fire
Workers’ Compensation Laws
Capitalism
Socialism
William “Big Bill” Haywood
Industrial Workers of the World
http://www.gwu.edu/~erpapers/abouteleanor/q-and-a/glossary/tammany-hall.htm
National Parks Brochure
http://researcher.hrw.com/biography.jsp?id=169
http://www.cr.nps.gov/history/hisnps/NPSHistory/npshisto.htm
http://www.nps.gov/applications/parksearch/geosearch.cfm
Temperance
Eighteenth Amendment
NAWSA
Alice Paul
Nineteenth Amendment
Booker T. Washington
Ida B. Wells
W.E.B. DuBois
NAACP
Theodore Roosevelt
Pure Food and Drug Act
Conservation
William Taft
Progressive Party
Woodrow Wilson
Unit Title:
Imperialism
Cumulative Progress Indicator Number(s):
6.2.12.D.4.a Analyze the extent to which nationalism, industrialization, territory
disputes, imperialism, militarism, and alliances led to World War I.
Time Frame:
Fourth Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Nationalism, imperialism, industrialization, and militarism contributed to an
increase in economic and military competition among European nations, the
Ottoman Empire, and Japan, and led to World War I.
Essential Questions:
How did Nationalism, imperialism, industrialization, and militarism
contributed to an increase in economic and military competition
among European nations, the Ottoman Empire, and Japan, and led to
World War I
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
1.
2.
3.
4.
5.
6.
7.
Explain why some people favored expansion over isolationism
Describe the events that led to U.S. annexation of Hawaii
Identify the goal of U.S. foreign policy
Explain how the press affected U.S. involvement in conflict between Span
and Cuba
Describe what enabled the United States to win war against Spain.
Identify the steps that United States took to build a canal across Panama
Analyze how U.S. involvement in Latin America changed under President
Theodore Roosevelt
---View and discuss the U.S. territories in the Pacific 1856-1899-Identify
and list the U.S.’s new territories
---Identify and discuss the different traditions and cultures of Hawaii
---Discuss the Open Trade with Japan
---Discuss the Boxer Rebellion
---View and Discuss the Map War in Philippines and Map War in Caribbean
---Identify the countries in the Caribbean and explain their fight for
freedom
---Letter to editor, 1899- citizen who wants to help settle a dispute
between U.S. Puerto Rico
---List the events of the Spanish American War
---Political Cartoon: View and discuss Roosevelt and the Panama Canal
---Biography George Washington Goethals
---View and discuss The Panama Canal map p.706
---Write negotiations treaty between the U.S. and Nicaragua
Graphic organizer: chart the events that lead up the Spanish American
War
Resource Materials/Related Literature
Literature:
Assessments
The Story of Seward Folly
Roosevelt’s Imperialism
---Hawaii’s Story by Hawaii’s Queen
---The Spanish American War Volunteer
Technology Integration
Panama Canal
http://www.pancanal.com/eng/photo/camera-java.html
http://www.pancanal.com/eng/general/index.html
http://www.pbs.org/wgbh/amex/tr/panama.html
http://www.loc.gov/exhibits/treasures/trm122.html
Yellow Fever
http://www.who.int/csr/disease/yellowfev/en/
http://www.healthsystem.virginia.edu/internet/library/historical/medical_h
story/yellow_fever/
Vocabulary
Imperialism
Isolationism
William H. Seward
Open Door Policy
Boxer Rebellion
Spheres of Influence
Yellow Journalism
Teller Amendment
Emilio Aguinaldo
http://www.cdc.gov/ncidod/dvbid/yellowfever/
http://www-micro.msb.le.ac.uk/Tutorials/Panama/Panama.html
http://www.sil.si.edu/Exhibitions/Make-the-DirtFly/bugwar.htmlhttp://www.who.int/csr/don/archive/disease/yellow_fever/en/inde
x.html
Mexican Revolution Mural
http://www.tsha.utexas.edu/handbook/online/articles/MM/pqmhe.html
http://users.erols.com/mwhite28/mexico.htm
http://runyon.lib.utexas.edu/conflict.html
Rough Riders
Imperialist League
Platt Amendment
Panama Canal
Roosevelt Corollary
Dollar diplomacy
Mexican Revolution
John J. Pershing
Francisco Pancho Villa
Unit Title:
Holocaust
Cumulative Progress Indicator Number(s):
6.1.12.D.11.d Compare the varying perspectives of victims, survivors,
bystanders, rescuers, and perpetrators during the Holocaust.
Time Frame:
First Quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
Compare the varying perspectives of victims, survivors, bystanders,
rescuers, and perpetrators during the Holocaust.
Essential Questions:
What lessons can we learn from the Holocaust?
How did people follow Nazi policy without questioning?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
1.
2.
3.
4.
Understand the causes and global consequences of World War II
Understand the human costs of World War II
Learn the consequences of prejudice and intolerance
Utilize geography resources to understand the global scope of the
war.
Read the novel The Wave
-----Discuss the people that were involved in the Holocaust
---Identify the concentration camps located in Europe
Resource Materials/Related Literature
The Wave
Assessments
Students summary packets
Journal entries