CURRICULUM
FOR
ADVANCED PLACEMENT
AMERICAN HISTORY
GRADE 9
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Frank G. Mauriello, Interim Assistant Superintendent for Curriculum and Instruction
John Perillo, Program Supervisor of Special Subject Areas
The Board acknowledges the following who contributed to the preparation of this curriculum.
Donna Gerardo
Christine H. Salcito, Interim Superintendent of Schools
Subject/Course Title:
Advanced Placement American History
Grade 9
Date of Board Adoptions:
September 15, 2015 - Revised
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area:
Unit Title:
Social Studies
Pre-Columbian societies, Transatlantic encounters and colonial beginnings, Colonial North America
Target Course/Grade Level:
Grade 9
Unit Summary: This unit will cover how the changes that were taking place in Western Europe stimulated colonization. To identify the major tenets of
Puritanism and assess its impact on both colonial America and America’s long- range development. To describe the role of slavery in the society and
economy of colonial America. To describe the major features of social life in the American colonies in the 17 th and 18th centuries. To explain the impact
of the Enlightenment and the Great Awakening upon colonial development. To explain the major institutions of colonial government and their
significance. To describe the nature of French colonization of North America and compare France’s colonial policy with that of Britain.
Approximate Length of Unit:
6 weeks
Primary interdisciplinary connections:
Language Arts
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic
values as productive citizens in local, national, and global communications.
Content Strand
6.1.12.A.1.a- Describe conditions in 16th and 17th century England that spawned colonizing efforts.
6.1.12.A.1.a- Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic
growth, and participatory government.
6.1.12.A.1.b- Analyze how gender, property ownership, religion, and legal status affected political rights.
6.1.12.B.1.a- Describe the distinctive characteristics of English colonization patterns in the New World and identify common features and differences
among the Southern, New England, and Middle colonies.
6.1.12.B.1.a- Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New
World.
6.1.12.A.1.a- Identify population patterns in the colonies and explain their impact on institutions and the development of the colonies.
6.1.12.B.1.a- Explain the land and labor systems developed in the colonies, the reasons for their development and their long-range influences on the
colonies.
6.1.12.C.1.a- Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.
6.1.12.C.1.b- Describe the role, status and significance of women in colonial America.
6.1.12.C.1.b- Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor),
and entrepreneurship contributed to economic development in the American colonies.
Literacy in History/Social Studies, Science, and Technical Subjects:
RH 9- 10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
RH 9-10.2-
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the r
relationships among the key details and ideas.
RH 9-10.3-
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH 9-10.4-
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic
aspects of history/ social science.
RH 9- 10.5-
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH 9-10.6-
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
RH 9-10.8-
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Unit Understandings
Students will understand that…

Societies of native peoples in the South differ from those in the north in the precontact period (before the arrival of the Europeans)

What the English wanted from the colonies in the first century of English settlement in North America

The reason why the colonial population rapidly increased in the seventeenth century

Pre-Columbian cultures flourished by adapting their civilizations to the differing environments

Early explorations led to major changes among the peoples involved on both sides of the Atlantic

The introduction of European-style slavery and European diseases further changed the economy and demographics of the Atlantic Rim

American Indians and Africans who were brought to the Americas responded to their treatment by Europeans by trying to maintain some
political and cultural autonomy

The rise of mercantilism further encouraged European imperial competition

New England colonies differed from others in North America due to religious emphasis, a mixed economy, and flourishing exports

North American colonies became a part of the Atlantic World in ways that shaped relations with native peoples, directions for economic
development, and led to a reliance on the slave trade rather than the use of indentured servants

Differences developed among the colonies in terms of the role of religion, the importance of public education, and the shape of local
government
Unit Essential Questions
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How did contact between the European arrivals and the native people of the Americas affect both groups?
How did Spanish settlement in America differ from that of the English, Dutch, and French?
What were the effects of the importation of African slaves into the Americas?
What is mercantilism and what did it have to do with the European colonization of North America?
How did the English experience at colonization in Ireland affect English colonization in America?
Compare patterns of settlement and expansion in the Chesapeake with those in New England. What were the major differences? Were there
any similarities?
What were the reasons for the revolts and rebellions that occurred in the colonies of Virginia. Maryland, Massachusetts, and New York
between 1660 and 1700? How were these rebellions resolved?
How did the institution of slavery in England’s Atlantic seaboard colonies differ from slavery in the Caribbean? What accounted for these
differences?
What were the middle grounds, and how did conditions there differ from conditions in the colonies along the Atlantic seaboard?
How did the Glorious Revolution in England affect England’s North American colonies?
How did patterns of family life and attitudes toward women differ in the northern and southern colonies?
How did the lives of African slaves change over the course of the first century of slavery?
Who immigrated to North America in the seventeenth century, and why did they come?
What was the intellectual culture of colonial America, as expressed in literature, philosophy, science, education, and law?
How and why did life in the English colonies diverge from life in England?
Knowledge and Skills
Students will know…
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Key places in the geographic expansion of the U.S. (i.e., new states and territories)

Key people including Christopher Columbus, Henry Hudson, Samuel De Champlain, William Penn, John Smith, and Jonathan Edwards

Key political and economic terms including, primogeniture, Great Awakening, antinomianism, theocracy, mercantilism

Events such as Spanish and Dutch settlements, revolts, the establishment of settlements in the U.S., and the beginning of the slave trade

That as the U.S. expanded political, social, and economic changes occurred
Students will be able to…

Analyze primary source material

Synthesize material in order to form conclusions

Compare and contrast different groups, regions, and time periods

Paraphrase major historical issues and controversies

Identify important people, places, events, and terms

Draw conclusions based on historical evidence
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Tests

Quizzes

Take-home essays

Class discussions
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Class discussions on text and other reading

Analysis of primary source documents related to the early colonial period

Take-home essays

Regular short-answer responses to daily themes and concepts
RESOURCES
Teacher Resources:


Textbook
Various historical documents
Equipment Needed:



Overhead projector
Wall maps
Historical atlases
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title:
The American Revolutionary Era, The Early Republic, Transformation of the economy and society in Antebellum America
Target Course/Grade Level:
Grade 9
Unit Summary: This unit will compare and contrast military assets and liabilities of both American and British forces in the Revolutionary War.
Students will explain the major military strategies, failures and successes of the war, focusing on the turning points. Students will know how we developed
an American culture and a unique political system.
Approximate Length of Unit: 5 weeks
Primary interdisciplinary connections: Language Arts
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic
values as productive citizens in local, national, and global communications.
Content Strand
6.1.12.A.1.a
Explain how the British victory over France in 1763, the new government of George III and other factors worked together to produce a new
British imperial policy.
6.1.12.A.1.a
Explain the interplay of British actions and colonial reactions from the repeal of the Stamp Act to the revolution.
6.1.12.C.2.a
Assess the degree to which the Revolution was a social revolution: the impact of the war on slavery, women, religion and socio-economic
levels.
6.1.12.C.2.a
Describe the diplomatic maneuvering involved in ending the Revolution and the major terms of the peace settlement signed in 1783.
6.1.12.A.2.d List and explain the accomplishments and problems facing the Articles of Confederation in diplomacy, land policy, commerce and finance.
6.1.12.A.2.c
Account for the movement to adopt a new constitution and assess the degree to which a new government was needed.
6.1.12.A.2.c
Identify the major issues of conflict during the Constitutional Convention of 1787 and explain the resolutions finally adopted.
6.1.12.B.2.a
Analyze how the United States has attempted to account for regional differences whole also striving to create and American identity.
6.1.12.B.2.b
Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery.
6.1.12.D.2.c
Relate events in Europe to the development of American trade and American foreign and domestic policies.
Literacy in History/Social Studies, Science, and Technical Subjects:
RH 9- 10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
RH 9-10.2-
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH 9-10.3-
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH 9-10.4-
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic
aspects of history/ social science.
RH 9- 10.5-
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH 9-10.6-
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
RH 9-10.8-
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Unit Understandings
Students will understand that…

Colonists began to think of themselves as other than simply British subjects and found themselves more willing to consider resistance

The end of the French and Indian War led to clear disputes between the colonists and Great Britain over economic autonomy

The ideals of the Enlightenment shaped much of the colonists’ revolutionary philosophy

The United States had to develop a separate foreign policy as the Revolution progressed, thereby playing a greater role in the “Atlantic
World.”
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The American Revolution also brought changes to life on the home front, the role of women and the war

Federalism, separation of powers, and the balance between liberty and order are debated

Increasing regional differences emerged despite Washington’s determination to see the new country as one entity

Democracy became more participatory, although debates remained over the scope of federal power and the rights and responsibilities of
individuals

The Founding Fathers helped develop the principles of the Declaration of Independence and the U.S. Constitution

The U.S. Constitution guided the political and political system of the new nation

A developing sense of nationalism led to a second war with England and the economic development of the nation
Unit Essential Questions
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How did the Seven Years’ War and its outcome affect Britain’s attitude and policies toward its North American colonies?
What Native Americans fought in the French and Indian War, and how did the war’s outcome affect them?
How and why did the colonists’ attitude toward Britain change from the time of the Seven Years’ War to the beginning of the American
Revolution?
What were the philosophical underpinnings of the colonists’ revolt against Britain?
What did the slogan “No taxation without representation” mean, and why was it a rallying cry for the colonists?
What questions did the Second Continental Congress debate, and how did it answer them?
What was the impact of Thomas Paine’s Common Sense on Americans’ view of the war with Britain?
How and why were the Americans able to prevail in their War for Independence?
What were the ideological ideals of the new state and national governments, and how did those ideals compare with the realities of
American society?
What was the purpose of the Articles of Confederation?
How did the Revolution affect the role of religion and the position of churches in American society?
How did the Constitution of 1787 attempt to resolve the weaknesses of the Article of Confederation?
What role did The Federalist Papers play in the battle over ratification of the Constitution?
What were the main tenets of Alexander Hamilton’s financial program?
What diplomatic crises did the United States face in the first decade of its existence, and how did the new government respond to these
crises?
What was the “Revolution of 1800” and in what way was it a revolution?
Knowledge and Skills
Students will know…

Key people, including James Madison, John Adams, Aaron Burr, John Marshall, Henry Clay, and John Quincy Adams

Key political and economic terms, including American system, Factor system, Impressment, The Embargo, federal structure, and the Great
Compromise

Events such as the French and Indian war, The War for Independence, The War of 1812 and its consequence

Emergence of political parties such as the Federalists and Republicans

Effects of the planters, yeoman farmers, and slaves in the cotton South
Students will be able to…

Analyze primary source material

Synthesize material in order to form conclusions

Compare and contrast different groups, regions, and time periods

Paraphrase major historical issues and controversies

Identify important people, places, events, and terms

Draw conclusions based on historical evidence
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Tests

Quizzes

Take-home essays

Class discussions
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Class discussions on text and other reading

Analysis of primary source documents related to the early colonial period

Take-home essays

Regular short-answer responses to daily themes and concepts
RESOURCES
Teacher Resources:


Textbook
Various historical documents
Equipment Needed:



Overhead projector
Wall maps
Historical atlases
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title:
The transformation of politics, religion, reform, and renaissance in antebellum America. Territorial expansion and Manifest Destiny
Target Course/Grade Level:
Grade 9
Unit Summary: This unit will cover the factors that gave citizens new status during the Jacksonian era. To explain the economic and political issues
involved in the tariff controversy. To assess the significance of Jacksonian Democracy on American history including key historical analyses of the
period. To the history of Texas from its early settlement through its establishment as an independent republic. To analyze the causes of the Mexican War.
To discuss and analyze the policies of the United States toward the American Indian during the first half of the nineteenth century and the varying
responses of Indians to these policies.
Approximate Length of Unit:
5 weeks
Primary interdisciplinary connections:
Language Arts
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic
values as productive citizens in local, national, and global communications.
Content Strand
6.1.12.A.12.a Describe the factions for and against the National Bank during the 1830s; evaluate the contributions of the bank to the national economy
and indicate the role its demise played in the bringing on the depression at the end of the decade.
6.1.12.A.2.f Describe the major characteristics of the two- party system during the Jacksonian era; indicate its similarities and dissimilarities to the first
two –party system.
6.1.12.A.3.a
Define Manifest Destiny as Americans applied the term and cite examples to indicate the actual operation of this motivating force in
American expansion to the Pacific.
6.1.12.A.3.b Determine the extent to which America’s foreign policy (i.e., the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with
Mexico, and Native American removal) was influenced by perceived national interest.
Literacy in History/Social Studies, Science, and Technical Subjects:
RH 9- 10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
RH 9-10.2-
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH 9-10.3-
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH 9-10.4-
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic
aspects of history/ social science.
RH 9- 10.5-
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH 9-10.6-
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
RH 9-10.8-
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Unit Understandings
Students will understand that…

As the nation grew politically, economically, and socially people struggled to match democratic ideals with limitations and social realities

Jacksonian democracy and the Whigs, national policy toward American Indians, the era of the “common man,” expansion with Texas
revolution, slavery and sectionalism shaped the direction of the country and its increasingly diverse population

The rise of a global market and communication revolution along with technological changes, led to major changes in agriculture and
manufacturing
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Regional specialization shaped settlement patterns and the national and international economies

Immigration and the increase in nativism, women in the work place, the factory system, the transportation revolution and expansion west
brought further change to the nation

Economic changes caused by the market revolution affected migration patterns gender and family relations, and distribution of political
power
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Cotton culture, southern society and the impact of the planation system became a part of the national debate over slavery and continental
expansion
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Regional economic differences led to different settlement patterns and political expectations, as the country moved into both national and
international world markets

Market changes were reflected in shifting political alliances. Regional interests conflict with national concerns

Manifest Destiny, the push for new lands and markets, and territory acquired by war led to increased ideological and political conflict
Unit Essential Questions
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What was the impact of the Second Great Awakening on women, African Americans, and Native Americans?
What was the long-term significance of the Marbury v. Madison ruling?
How did Americans respond to the Louisiana Purchase?
What foreign entanglements and questions of foreign policy did Jefferson have to deal with during his presidency? How did these issues
affect his political philosophy?
What were the consequences of the War of 1812?
How did the War of 1812 stimulate the economy?
What were the reasons for the rise of sectional differences in this era? What attempts were made to resolve these differences? How
successful were those attempts?
Why was the Monroe Doctrine proclaimed?
What was the significance of Andrew Jackson’s victory in the election of 1828?
What was Andrew Jackson’s political philosophy, and how was it reflected in the policies and actions of his administration?
Who benefited under Jacksonian democracy? Who suffered?
How did Andrew Jackson change the office of the presidency?
Who supported and who opposed the Bank of the United States, and why? Who was right?
How and why did white attitudes toward Native Americans change, and how did these changes lead to the Indian Removal Act and the
Trail of Tears?
Knowledge and Skills
Students will know…

The Federal authority and its opponents: Judicial federalism, the Bank War, tariff controversy, and states’ rights debates.

The forced removal of the American Indians to the trans-Mississippi West.

Key people, including William Henry Harrison, Stephen H. Long, Andrew Jackson, John Tyler.

Key Supreme Court decisions, including Marbury v Madison, Gibbons v. Ogden.

Key political and economic terms Impressment, Missouri Compromise, Monroe Doctrine, “Spoils system”.
Students will be able to…

Analyze primary source material

Synthesize material in order to form conclusions

Compare and contrast different groups, regions, and time periods

Paraphrase major historical issues and controversies

Identify important people, places, events, and terms

Draw conclusions based on historical evidence
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Tests

Quizzes

Take-home essays

Class discussions
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Class discussions on text and other reading

Analysis of primary source documents related to the early colonial period

Take-home essays

Regular short-answer responses to daily themes and concepts
RESOURCES
Teacher Resources:


Textbook
Various historical documents
Equipment Needed:



Overhead projector
Wall maps
Historical atlases
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area:
Social Studies
Unit Title:
The Crisis of the Union, Civil War, Reconstruction, The origins of the New South
Target Course/Grade Level:
Grade 9
Unit Summary: This unit will describe the main features of black slave society and explain the various methods used by slaves to resist oppression. To
discuss the philosophical and political arguments advanced by the South to justify its “peculiar institution”. To consider the ways in which the provisions
of the Compromise of 1850 were designed to reconcile key goals of the northern and southern factions and describe reactions to the compromise in the
North and South after 1850. To identify the provisions of the Kansas-Nebraska Act of 1854, its major supporters and how it contributed to the breakdown
of a national consensus within both political parties. To trace the series of events between 1865 and 1861 which led to the breakdown of consensus and
indicate how this chain of events led to secession and war. To describe the difficulties encountered in holding the border states within the Union and cite
examples of the methods used by Lincoln to carry out this goal. To describe the conditions provoking Lincoln to issue the Emancipation of Proclamation
and indicate its’ immediate and long-range effects at home and abroad. To discuss the role that women played on both sides.
Approximate Length of Unit: 8 weeks
Primary interdisciplinary connections: Language Arts
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic
values as productive citizens in local, national, and global communications.
Content Strand
6.1.12.A.4.a
Analyze and explain the economic, social and political development of the antebellum South.
6.1.12.A.3.i
Trace the rise of the abolitionist movement, indicating the common ideological and moral principles guiding its major leaders as well as the
areas of disagreement among them. Relate the impact of the Supreme Court decision regarding the Amistad and antislavery movement.
6.1.12.D.3.c
Describe the arguments of those favoring and opposing the extension of slavery into territories and indicate the role or popular sovereignty
as a compromise.
6.1.12.A.4.a
Explain the meaning and important of the Supreme Court ruling in the Dred Scott case and describe the broader implications of the Court’s
argument regarding popular sovereignty and the role of Congress.
6.1.12.B.4.a
Indicate how the steps taken by Lincoln and the northern congress to finance the Civil War, to establish a national transportation and
supply network and to convert industry to wartime needs contributed to the development of a modern national economy.
6.1.12.C.4.a
Trace the major strategic and military developments of the Civil War, including the relative advantages each side enjoyed.
6.1.12.D.4.c
Explain the circumstances which led to radical reconstruction and identify the specific provisions that led to the conflict between President
Jackson and Congress.
6.1.12.A.4.d Trace the contributions made to civil rights by congressional founding documents, reconstructionist, particular in the provisions of the Civil
Rights Act of 1875, the 13th, 14th, and 15th amendments to the Constitution and in the works of the Freedman’s Bureau.
6.1.12.B.4.b
Evaluate the successes and failures of the reconstruction period assess its impact on the future development of the country.
6.1.12.C.4.b Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.
6.1.12.C.4.c
Explain why the Civil War was the most costly to the America than previous conflicts were.
6.1.12.D.4.a
Compare and contrast the roles of African Americans who lived in the Union and Confederate states during the Civil War.
6.1.12.A.3.d Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era.
6.1.12.A.4.a
Analyze the ways in which prevailing attitudes, socioeconomic factors and government actions (i.e., the Fugitive Slave Act and Dred Scott
Decision) in the North and South (i.e., secession) led to the Civil War.
6.1.12.A.4.c Evaluate how political and military leadership affected the outcome of the Civil War.
6.1.12.B.1.a Use maps and primary sources to assess the impact of that geography , improved military strategies, and new modes of transportation had on
the outcome of the Civil War.
6.1.12.D.4.c Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals.
Literacy in History/Social Studies, Science, and Technical Subjects:
RH 9- 10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
RH 9-10.2-
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH 9-10.3-
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH 9-10.4-
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic
aspects of history/ social science.
RH 9- 10.5-
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH 9-10.6-
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
Unit Understandings
Students will understand that…

Lincoln’s election ended attempts at compromise and the country moved on to war.

The rise of abolitionist movements at the same time as extensive national expansion further polarized the nation on the issue of slavery.

Wartime diplomacy and economic changed in both the North and South resulted in new global connections for the country at the war’s end.

The position of women and issues of civil liberties in wartime reshaped domestic politics and views of personal rights.

The North won through greater resources, strong leadership, the moral push for emancipation, and failure of European countries to aid the
South.
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The War changed the relationship between state and federal governments, through social and economic powers remained largely
unchanged.
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Constitutional changes involving citizenship, particularly for African Americans, women, and other minorities, led to new political and
social conflicts.
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The Civil War and Reconstruction altered the balance of power between states and the federal government, as well as the balance among
three branches of government.
Unit Essential Questions
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What were the political responses to immigration in mid-nineteenth-century America?
Why did the rail system supplant the canal system as the nation’s major transportation network?
How did the industrial workforce change between the 1820s and the 1840s? What were the effects on American society of changes in the
workforce?
How did America’s industrial revolution and the factory system change family life and women’s social and economic roles?
How did agriculture in the North change as a result of growing industrialization and urbanization?
Why did the cotton become the leading crop of South?
Why did industry fail to develop in the South to the extent that it did in the North?
How did slavery function economically and socially?
What was the effect of slavery on white slave owners? On slaves? On non-slave owning whites? On free blacks?
Through what means did slaves maintain a distinct African American culture?
What is “romanticism” and how was it expressed in American literature and art?
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How did religion affect reform movements, and what was the effect of these movements on religion?
What were the aims of the women’s movement of the nineteenth century? How successful were women in achieving these goals?
What arguments and strategies did the abolitionists use in their struggle to end slavery? Who opposed them and why?
Assess the advantages of the North and those of the South at the beginning of the Civil War. How did the advantages of each side change
over the course of war?
How did the Confederate government differ from the federal government of the United States?
How did the Civil War affect the West?
How did the war affect the lives of women in the North and in the South?
Compare Lincoln and Davis as heads of government and commanders in chief?
Why did Lincoln issue the Emancipation Proclamation and what were its effects?
What were some significant 19th century reform movements in America and what problems and issues were they attempting to address and
solve?
What were the ultimate and proximate causes of the Civil War? What do historians mean when they say that the war was ultimately fought
over the issue of slavery?
What were some of the immediate and long-term consequences of the conclusion of the Civil War?
What was American Reconstruction? What were its chief goals and objectives? In what ways did it succeed and in what ways did it fail?
Knowledge and Skills
Students will know…
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Key terms: slave codes, shakers, abolition, temperance, suffrage, Jim Crow, grandfather clause
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Key people: Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Andrew Johnson, Frederick Douglass, Booker T. Washington, Mark
Twain, Susan B. Anthony
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Key battles: Bull Run, Antietam, Gettysburg, Vicksburg, Atlanta
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That the abuse of alcohol was pushing for a temperance movement and the anger by many immigrants to this
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Other important geographical regions: California, Texas, Western Pennsylvania, New York City, Chicago, Pittsburgh, Seneca Falls
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That the women’s movement was trying to bring change through the shakers
Students will be able to…
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Analyze primary source material
Synthesize material in order to form conclusions
Compare and contrast different groups, regions, and time periods
Paraphrase major historical issues and controversies
Identify important people, places, events, and terms
Draw conclusions based on historical evidence
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Tests
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Quizzes
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Take-home essays
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Class discussions
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Class discussions on text and other reading
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Analysis of primary source documents related to the early colonial period.
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Take-home essays
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Regular short-answer responses to daily themes and concepts
RESOURCES
Teacher Resources:
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Textbook
Various historical documents
Equipment Needed:
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Overhead projector
Wall maps
Historical atlases
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area:
Social Studies
Unit Title:
Development of the West in the late nineteenth century, Industrial America in the late nineteenth century, Urban society in the late
nineteenth century.
Target Course/Grade Level:
Grade 9
Unit Summary: This unit will cover the development of America’s industrial capacity and the changes brought about by industrialization. Students will
understand the factors that contributed to the settlement of the last frontier. Students will identify Frederick Turner’s thesis about the effect of the “closing
of the American frontier” in 1890 and evaluate his interpretation of the distinctive contributions to American life made by the frontier. Students will
explain the basic principles of the Gospel of Wealth; show the relationship of this doctrine to Spencer’s theory of Social Darwinism and outline the
suggested reforms of major dissenters from these theories. Students will describe the trends in philosophy, education, literature, and art during the Gilded
Age and the early 20th century.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Language Arts
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic
values as productive citizens in local, national, and global communications.
Content Strand
6.1.12.A.5.a
Discuss reasons for the rapid industrial development of the United States in the second half of the nineteenth century including the impact
of the technological innovation, the role of the individual entrepreneur in the development of particular industries, and the attempts at
government regulation.
6.1.12.B.5.a
Account for the growth of railroads in the post-Civil War era and explain the importance of railroads both in encouraging other
communication and transportation services and in fostering a managerial revolution in business.
6.1.12.D.6.b Identify basic sources of support for the Republican and Democratic parties and presidents from 1869 to 1900, evaluating the impact of
civil services reform and tariff issues on party development.
6.1.12.B.5.b
Describe factors contributing to the growth of urban areas in the late 19th century including the impact of the influx of new immigrants in
the 1880s and 1890s.
6.1.12.C.5.a
Trace factors leading to the regulation of railroads and control trusts; discuss provisions and effects of the Interstate Commerce Act and the
Sherman Antitrust Act.
6.1.12.D.5.b Trace the rise of the labor movement; explain differences between various labor organizations and describe the resulting conflicts with
industry.
6.1.12.A.6.a
Explain causes for the rise of the populist movement and evaluate contributions of the populists to social and economic reforms.
6.1.12.D.5.c
Explain causes and goals of the progressive movement; describe, with examples contributions of the progressives and evaluate the lasting
impact of the progressive movement on American society.
6.1.13.D.6.c
Analyze the success and failures of efforts to expand women’s rights.
6.1.12.A.5.a
Relate industrial growth to the need for social and governmental reforms.
6.1.12.A.5.b Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.
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.
Literacy in History/Social Studies, Science, and Technical Subjects:
RH 9- 10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
RH 9-10.2-
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH 9-10.3-
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH 9-10.4-
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic
aspects of history/ social science.
RH 9- 10.5-
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH 9-10.6-
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
Unit Understandings
Students will understand that…
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American’s Industrial Revolution transformed the nation during and especially after the Civil War during the Gilded Age (1865-1900)
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The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of
the country
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The “Gilded Age” brought massive marketing, increased consumption, and the creation of monopolies
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The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities,
and women
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The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to
reshape the U.S. economy and environment, and renewed debates over U.S. national identity
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The late- nineteenth century was the era of the Robber Barons, with increasing distance between the lives of the rich and the working class.
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The growth of unionism, of government and politics of regulation, and the expansion of the United States in the world economy
characterized this period
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Gilded Age politics and corruption led to the beginnings of reform efforts both in government and in addressing social concerns.
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Big business was challenged by groups representing regional interests as well as new labor organizations
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Transcontinental railroads and the destruction of the buffalo and the Plains Indian culture pushed a government policy of increased
reservations and assimilation
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Progressive reformers called for government intervention in the economy, greater social justice, and conservation of natural resources
Unit Essential Questions
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How did ethnic, racial, and cultural prejudice affect western society?
What were the three major industries involved in the development of the West, and how did these industries transform the western
economy?
What were the romantic image of the West and how was this image expressed in art, literature and popular culture?
How did actions and policies of the federal government affect the fate of Indians in the West?
What is the significance of the frontier in American history?
Who were some of the business and industrial titans of the late nineteenth century, and what did they contribute to America’s industrial
growth?
What changes took place in corporate organization in the late nineteenth century, and how did these changes affect the nation’s economy?
What was the Social Gospel?
How did Social Darwinism attempt to justify the social consequences of industrial capitalism?
How did workers respond to the expansion of industrialization and the new industrial economy?
What groups of people were most likely to move to the cities of late- nineteenth-century America, and why?
What was the relationship between immigration and urbanization in the late nineteenth century?
In what way did the serious art and literature of the late nineteenth and early twentieth centuries function as social criticism? What were
these artists and writers criticizing?
How did the new consumer economy affect roles and expectations for women?
What was Darwinism and what was its impact on American intellectual life?
Knowledge and Skills
Students will know…
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Key terms: Chinese Exclusion Act, Homestead Act, Long Drive, Gospel of Wealth, National Labor Union, Horizontal and Vertical
integration, Darwinism, Tammany Hall, Yellow Journalism
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Key People: Frederick Jackson Turner, George A. Custer, Chief Joseph, Andrew Carnegie, J.P Morgan, Henry James, Upton Sinclair,
William M. Tweed
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Key Battles: Wounded Knee, Little Big Horn, Sand Creek Massacre
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That industrial giants like Andrew Carnegie and John D. Rockefeller were the leaders of the Industrial Revolution
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That the abuse of industrial workers led to numerous violent strikes, including the Homestead (1892) and Pullman (1894) Strikes
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The abuse of political machines, including Tammany Hall on early urbanization
Students will be able to…

Analyze primary source material

Synthesize material in order to form conclusions

Compare and contrast different groups, regions, and time periods

Paraphrase major historical issues and controversies

Identify important people, places, events, and terms

Draw conclusions based on historical evidence
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Tests

Quizzes

Take-home essays

Class discussions
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Class discussions on text and other reading

Analysis of primary source documents related to the early colonial period.

Take-home essays

Regular short-answer responses to daily themes and concepts
RESOURCES
Teacher Resources:


Textbook
Various historical documents
Equipment Needed:



Overhead projector
Wall maps
Historical atlases