United States History I
Colonization-Reconstruction
1500-1877
GRADE 10
CURRICULUM
A.P. SCHALICK HIGH SCHOOL
PITTSGROVE TOWNSHIP PUBLIC SCHOOLS
PITTSGROVE, NJ
AUGUST 2011
PITTSGROVE BOARD OF EDUCATION
Cheryl Berwick- Vice President
Melissa Conover- President
Larry May
Dominick J. Miletta, III
William H. Rumpp
Guenter Schmidt
Marlene Smith
Patricia Snyder
Earl S. Stanton, Sr.
Patricia Schneider
MEMBERS OF SOCIAL STUDIES CURRICULUM
COMMITTEE, GRADES 6-12
Tom McMahon
Kyle Kelly
Mark Boyle
Maryanne Murschell
Scott Hogan
MEMBERS OF COMMON CORE STANDARDS FOR
LITERACY IN SOCIAL STUDIES WRITING COMMITTEE
Heidi Brown
ADMINISTRATION
Scott Hogan
Henry Bermann, Superintendent of Schools
Zack Slaven
Michael Brodzik, Assistant Superintendent
Kyle Kelly
Suzanne Fox Abdill, Business Administrator
Donna Meyers, Principal
SUPERVISOR OF INSTRUCTION
Diane Bernstein
U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
ESSENTIAL QUESTIONS, BENCHMARKS AND PERFORMANCE TASKS
Following the Understand by Design format, we have added Essential Questions and Performance Tasks to this curriculum. By adding
Essential Questions, we are striving for students to reach a deeper understanding of the material in each course and thus not only retain
the information, but also be able transfer the knowledge to different situations as needed. The performance tasks are written to provide
real world application of the material. Therefore, where noted, the performance tasks must be the assessment used for that particular
section. Complete copies of each UbD unit are available from the department supervisors upon request.
This document contains indicators as to when benchmark assessments are administered throughout the curriculum. The purpose of
benchmark testing is to:
• Measure the level of student achievement against state and national assessments
• Identify students who are failing to achieve mastery of content
• Provide teachers with diagnostic information
• Assist our district in identifying strengths and weaknesses in order to establish priorities in planning educational programs
STANDARDS
We have included the New Jersey Core Curriculum Standards for Social Studies (2009) as well as the newly adopted 2010 Common
Core Standards for Literacy in Social Studies writing standards, indicated in blue font.
This curriculum specifies the content to be mastered for this course. Grade level benchmarks and interim assessments for that content
are a part of every instructional unit.
In addition, this curriculum specifies ways to support integrated/cross disciplinary instruction to address the implementation of all nine
of the NJCCCS areas in the resources and activities columns. In particular, writing-across-the-curricula is emphasized in all nine
NJCCCS areas.
* Blue font indicates CCS for Literacy in Social Studies- writing standards.
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
Timeline
Essential
Questions
Content
Standards
Assessments/Performance
Tasks
2 Days
Why Study
History?
The Beginnings of US History
NJCCSS:
6.1.12.A.1.b
6.1.12.D.1.a
W.H.10.1, 3-10
Writing-analysis of primary sources
How were the various American
Indian tribes similar and different?
1 Day
How do various
groups view the
same events?
Benchmark pretest
What was the long
term impact of the
Columbian
Exchange?
What conditions,
(technological,
cultural, political,
economic) made
Spanish, French
and English
colonization
possible?
How did the
reasons for English
colonization differ
by region?
Historiography
6.1.12.D.1.a
W.H.10.2-6, 8-10
Personal writing/questioning/artistic
interpretation
Importance, both positive and
negative of the Columbian
Exchange
6.1.12.D.1.a
W.H.10.8
Interpretation of primary and
secondary sources/completion of
diagram
Reasons to explore and
emigrate
Conditions in Europe
6.1.12.A.1.a
6.1.12.B.1.a
R.H.10.1,5,8,9
Reading for understanding of
primary and secondary sources/
Map skills
The Founding’s of the English
colonies
Roanoke-The Lost Colony
The Plight of Jamestown
The New England Colonies
The role of
tolerance/intolerance in early
America
6.1.12.C.1.a
6.1.12.C.1.b
W.H.10.1,4,5,6,810
R.H.10.8
Graded assignments
Comparison of colonies/date of
/reasons for founding’s/leaders
Economy/interaction with indigenous
population/tolerance for differences
1 Day
2 Days
2 Days
6 Days
Anagram
Resources
Text-United States History,
New Jersey Edition Prentice
Hall, 2008
News paper articles
Teacher’s notes/artifacts
p. 8-11, 31
Primary document “The
Story of Maheo”
Teacher’s notes
“ppt “Old World, New
World”
p. 21-27
Teacher’s notes
p. 34-43
“England in the 1500’s”
Teacher’s notes
p. 44-49
“Art of John White”
“Misery”
“Maryland Toleration Act”
map
p. 50-59
document based question p
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
63
3 Days
How did the
sections develop?
1650-1750
Colonial Development
Regional Differences
Immigration and slavery
Role of women and minorities
Great Awakening
Mercantilism, Balance of
Trade, Triangular Trade
6.1.12.C.1.a
6.1.12.C.1.b
W.H.10.2, 4-10
R.H.10.6,8,10
Colony Advertisement
Interview
Completion of Immigration chart
Interpretation of Diary Entries
Mapping
Interpretation/Explanation of
Sketches/portraits/artifacts
Interpretation of Political Cartoons
4 Days
Could the
American
Revolution have
been Avoided?
1750-1776
Reasons for the French/Indian
War…Results of the warFrance, Great Britain,
American colonies
British steps for control over
the colonies
6.1.12.C.1.a
6.1.12.C.1.b
6.1.12.B.2.a
6.1.12.D.2.c
W.H.10.1,3-10
R.H.10.1,5,8,9
Reading for Understanding
Primary/Secondary
documents/textbook
Analysis of the power struggle
among the European countries and
that impact on the American colonies
Writing assignment-Boston vs.
London newspaper article
Evaluation of Cause and Effect
through graphic organizers,
anecdotes, visual clues
The Declaration of
Independence
Who would be a Patriot?
6.1.12.A.2.a
6.1.12.A.2.b
W.H.10.1a-e,4-10
R.H.10.1,5,8,9
Evaluation/Understanding of the
importance of both the document and
the decision and personal impact
upon those who declared war against
Great Britain
Writing assignment-interpretation of
2 Days
BENCHM ARK
TEST 1
PRETEST 2
How
“Revolutionary”
was the
Declaration of
Independence?
Teacher’s notes
p. 66-71, 77-79, 80-84
“The Puritan Woman”
“Anne Hutchinson Stands
Alone”
William Penn’s Holy
Experiment
Primary DocumentsOlaudah Equiano
Phillis Wheatley
George Whitefield
Tombstone rubbings
p. 85-89, 99-110
Primary Document-“Join or
Die”
“The Bloody Massacre”
Excerpts from
“Common Sense”
“Journal of Abigail Adams”
“Founding Fathers”
“Founding Mothers”
“Discovering Greenwich”
ppt. Benjamin Franklin
p. 112-116
Op/Ed “The Philadelphia
Inquirer” July 4, 1994
Segment-“April Morning”
“The Patriot” “The Crossing”
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
propaganda / examples of inspired
writing within the Declaration of
Independence
Rubric assessed oral presentations
Reading/Writing for Understanding
and Evaluation
3 Days
How do ordinary
people
change/impact
history?
Personalities of the American
Revolution
6.1.12.D.2.a
6.1.12.D.2.d
6.1.12.D.2.e
W.H.10.1,3-10
R.H.10.1-10
4 Days
How did the
Patriots/Rebels
win the American
Revolution
Comparison of sides
leadership/tactics/strategies
Role of French and Spanish in
US victory
Role of the average citizen,
women, African Americans,
Native Americans, Loyalists
Role of New Jersey during the
American Revolution
Treaty of Paris of 1763
Term/negotiators/problems
6.1.12.C.2.a
6.1.12.C.2.b
W.H.10.2-10
R.H.10.1,2-3,5-10
Reading for Understanding
Mapping/ charting skills
Analysis of primary documents
Writing assignment-“The War is
over, now what?” Assess the
problems in beginning a new country
once the war was over
Teacher notes
p. 117-122
“NJ and the American
Revolution”
“Quotes of the American
Revolution”
3 Days
How effective
were the Articles
of Confederation
in guiding the
United States after
the American
Revolution?
1777-1787
Impact of the war on the USEconomically, geographically,
politically and socially
6.1.12.A.2.c.
6.1.12.B.2.b
6.1.12.C.2.a
6.1.12.C.2.b
6.1.12.B.3.a
6.1.12.D.3.d
W.H.10.2-6,8-10
R.H.10.1-10
What was the role
of compromise in
forming a strong
government under
the Constitution?
Framers of the Constitution
Role of compromise in forming
the branches of the
Constitution
Issues of ratification
Reading for Understanding
Graphing information with
understanding
Compare and contrast the strengths
and weaknesses of the Articles of
Confederation
Writing-a brief article summarizing
the events which led many to
advocate a stronger national
government
Reading for Understanding
Assessment of the importance of
compromise in the writing of the
Constitution
The Great Compromise, 3/5th
Teacher’s Notes
p. 123-128, 134-141
primary documents
“The Articles of
Confederation”
Map, Old Northwest
Territory
“The Yankees and the
Butternuts in the NW
Territory”
Teacher’s notes
p. 142-144, 164
2 Days
Articles of
Confederation
Strengths/weaknesses
Shay’s Rebellion
6.1.12.A.2.e
R.H.10.1,2-3,5-10
Internet
Great Americans
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
Compromise, ending of slavery
importation
Understanding of concepts and basic
government
Application of the Constitution to
current issues
Knowledge of words and importance
of the Preamble in establishing the
expectations of the citizens and the
world to this new government of the
United States
Read, explain, use current examples
and application of the Bill of Rights
to contemporary issues
Demonstrate understanding of
concepts and basic government
4 Days
How does the
Constitution
address current
issues and
problems?
Constitution principles
Separation of Power
Role of Impeachment
Delegated/Reserved Powers
Rights of the citizens
6.1.12.A.2.d
6.1.12.D.2.b
R.H.10.1-2,4-10
4 Days
What are the rights
given to the
citizens by the Bill
of Rights?
Bill of Rights
6.1.12.A.2.b
R.H.10.1-3,4,6-10
Presidency of Washington
Establishment of the Cabinet
Hamilton’s Financial Plans
Creation of Political
parties/role of the opposing
minority and relevance to today
6.1.12.A.2.c
6.1.12.A.2.d
6.1.12.A.2.f
W.H.10.2-10
R.H.10.1-3,5-10
Reading for Understanding
Charting /mapping/foreshadowing
skills
Writing assignment “With whom
would you have sided? Jefferson or
Hamilton? Why?
3 Days
The New Republic
How did George
Washington create
an effective federal
government?
2 Days
How did the
French Revolution
impact the US?
Role of French Revolution
Proclamation of Neutrality
Jay Treaty, Pinckney Treaty
Election of 1796
XYZ Affair/Alien and Sedition
Acts
6.1.12.A.2.b.
6.1.12.B.2.a
6.1.12.C.2.b
6.1.12.D.2.c
6.1.12.D.3.c
R.H.10.1-10
Reading for Understanding
History of Intolerance for other
cultures
Class discussion
2 Days
How did the
Election of 1800
prove to be
Jeffersonian Democracy
Offers of Conciliation
Government tested by Barbary
6.1.12.A.3.b
6.1.12.A.3.c
6.1.12.A.3.g
Reading for Understanding
Application to present
Outlining/mapping skills
Teacher’s notes
p. 162-178
School House Rock “The
Preamble” “I’m Just a Bill”
Civics presentation from The
Constitution Center, Phila
Teacher’s notes
Newspaper accounts
Teacher’s notes
p. 143-146, 175-178, 192194, 223
Primary Document ’The
Whiskey Rebellion”
“Annals of Congress, 5th
Congress, 2nd Session,
January, 1798
Teacher’s notes
Ppt “The French Revolution”
G. Washington’s “Farewell
Address” p. 204
Political cartoon
p. 199-201
Teacher’s notes
p. 203, 205, 208-213
map
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
2 Days
‘Revolutionary”?
pirates
Louisiana Purchase/Lewis and
Clark Expedition
6.1.12.B.3.a
6.1.12.C.3.b
6.1.12.D.3.a
R.H.10.1-10
Decision-making
internet activity-Lewis and
Clark
Philadelphia Inquirer “Only
One Man Died” April, 2003
How did European
events affect US
foreign policy?
Seizing and impressments by
both France and Great Britain
Jay Treaty
Pinckney Treaty
Embargo of 1807
Non-Intercourse Act of 1809
Macon’s Bill #2
War of 1812
Tecumseh/Prophet
Goals
Role of the War Hawks
Motivation
Results of the War of 1812
6.1.12.A.3.a
6.1.12.A.3.b
6.1.12.A.3.c
6.1.12.B.3.a
R.H.10.6-10
Reading for Understanding
Analysis of political cartoons and
primary documents
6.1.12.A.3.a
6.1.12.A.3.b
6.1.12.A.3.c
6.1.12.D.3.a
6.1.12.D.3.e
W.H.10.1, 5,6,10
R.H.10.3,6,8,10
Note taking skills
Analysis of a primary document
Mapping skills
Analysis of the Star Spangled Banner
as the national anthem
Impact of the War of 1812 upon
The United States
The World
Teacher’s notes
p. 214-219
Video segment “We Burned
Their Capitol”
Map
Teacher’s Notes
p. 209-211
American Pageant p.
223-226
Political cartoons
2 Days
Why was the War
of 1812 also
named the
American
Revolution, part 2?
1 Day
How did the US
strengthen foreign
policy after the
War of 1812?
Foreign treaties
Rush Bagot
Adams Onis Treaty
Treaty of 1818
Monroe Doctrine
6.1.12.D.2.c
6.1.12.A.3.b
6.1.12.A.3.c
R.H.10.3,6,8-10
Reading for Understanding
Evaluation of the impact-past and
current – made by treaties with other
countries after the War of 1812?
Teacher’s notes
p. 243-244, 246
map
2 Days
How did the 19th
century Supreme
Court decision
impact today?
Strengthening of the Supreme
Court under John Marshall
6.1.12.A.3.d
6.1.12.A.3.g
R.H.10.3,6,8-10
Teacher’s notes
p. 206-207
news paper clippings
3 Days
What was the
impact of the
increased spirit of
The American System
The sections develop as the
country expanded westward
6.1.12.B.3.a
6.1.12.C.3.a
6.1.12.C.3.b
Evaluate the current application of
Supreme Court Decisions…Fletcher
v Peck, Gibbons v Ogden, Marbury
v. Madison, McCulloch v. Maryland,
Dartmouth v Woodward
Explain who were the new leaders in
Congress. How did their decisions
impact the young country?
Teacher’s notes
p. 228-232, 236-237, 243246
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
nationalism,
westward
expansion and the
Industrial
Revolution of the
1800’s?
4 Days
5 Days
BENCHM ARK
POST TEST
How did
Jacksonian
Democracy reflect
the power of the
common man?
How did
Reformers attempt
to battle social
problems?
The impact of the Industrial
Revolution
6.1.12.D.3.a
6.1.12.D.3.b
6.1.12.D.3.c
W.H.10.1,3-10
R.H.10.3,6,8-10
Evaluate the impact of the American
System, Industrial Revolution,
sectionalism, immigration and the
national economy
ppt. “Uniting the Country
through Roads, Railroads
and Canals”
web quest- “The Erie Canal”
pictures, postcards,
video
Route 40
Erie Canal
Working conditions in
factories
Working conditions on
Southern plantations
Immigration floodp. 234-235
Rise of the Common
M an
Andrew Jackson
Corrupt Bargain-Election of
1824
Spoils System
Rotation in Office
Tariff of Abomination
Nullification
The Indian Removal Act of
1830
Trail of Tears
The Reservation System
Areas of Reform
Conditions/methods/results
6.1.12.A.3.d
6.1.12.A.3.e
6.1.12.A.3.g
6.1.12.A.3.h
6.1.12.B.3.a
6.1.12.D.3.a
6.1.12.D.3.b
6.1.12.A.5.c
R.H.10.3,6,8-10
Examine how political roles and
attitudes changed during the early
19th century
Linking Cause and Effect-increased
political power of the average and
the removal of the American Indians
Teacher’s notes
p. 249-253, 255-258, 496504
Primary Documents
“Andrew Jackson’s Speech
to the Senate,” December,
1836
Editorial, St. Louis Tribune,
December, 1836.
6.1.12.A.3.f
6.1.12.A.3.g
6.1.12.A.3.h
6.1.12.A.3.i
6.1.12.D.3.d
6.1.12.D.3.e
Reading for Understanding
Personal research/editing/creative
presentation on one Reformer
Understand and internalize the power
that ONE person can have to make a
positive change in the world around
Teacher’s notes
Internet
p. 266-289
Notes from “The Salem
County Almshouse”
Ppt. “The Reform
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
6.1.12.A.4.a
6.1.12.A.4.b
6.1.12.A.5.c
W.H.10.1,3-6,8-10
R.H.10.1-10
them
Individual note taking/active
listening
Movement”
Ppt. “Underground Railroad
in NJ”
Teacher’s Notes
p. 305-315
“Declaration of Causes”
“Remembering the Donner
Party”
History Channel-“The
Alamo”
Movie trailer, 1961-“The
Alamo”
map
Teacher’s notes
p. 325-346,
excerpts “Uncle Tom’s
Cabin”
“Important Supreme Court
Decisions”
Maps
Documents-John Brown , p.
357
“Secession of Causes”, 1860
2 Days
How did the
United States
embrace the idea
of Manifest
Destiny?
Westward Expansion
Texicans to Texans
Bear Flag Revolt
Mexican American War
6.1.12.A.3.a
6.1.12.A.3.b
6.1.12.A.3.c
6.1.12.A.3.h.
6.1.12.B.3.a
6.1.12.C.3.b
6.1.12.D.3.a
R.H.10.2-6,8-10
Reading for Understanding
Construct a time line of western
expansion
Analyze the role of media and
romanticism of historical facts
Mapping skills
7 Days
How did the issue
of slavery
interweave through
Economic, social
and political life?
Attempts to Compromise the
issue/expansion of slavery
Missouri Compromise of 1820
Compromise of 1850
Kansas-Nebraska Act
Bleeding Kansas
Uncle Tom’s Cabin
4 Bloody Days in May, 1856
Dred Scott Decision
John Brown at Harper’s Ferry
Election of 1860
Secession by South Carolina
6.1.12.A.3.a
6.1.12.A.3.d.
6.1.12.A.3.g
6.1.12.A.3.h
6.1.12.A.3.a
6.1.12.D.3.a
6.1.12.D.3.b
6.1.12.D.3.c
6.1.12.A.4.a
6.1.12.A.4.b
R.H.10.1-10
W.H.10.2-4,6.8-10
Reading for Understanding
Student generated chart
Map skills
Reading for Understanding
Writing assignment
“Could the Civil War have been
avoided by 1860?”
Map skills
7 Days
Could a country
divided, continue
to exist?
The Civil War
Comparison of USA and CSA
Goals
Leadership
Military
Economy
Technology
6.1.12.A.4.a
6.1.12.A.4.b
6.1.12.A.4.c
6.1.12.A.4.d
6.1.12.B.4.a
6.1.12.C.4.a
6.1.12.C.4.b
Reading for Understanding
Charting skills
Mapping skills
Evaluation of primary documents
Evaluation of visual and written
sources
Teacher’s Notes
Selected pages, p. 360-390
Vocabulary list
Ppt. “The Civil War”
Video segments
“The Battle of the Ironclads”
“Gettysburg”
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U.S. HISTORY I CP
CURRICULUM COMMITTEE 2011
7 Days
Could a country
divided, continue
to exist?
The Civil War
Comparison of USA and CSA
Goals
Leadership
Military
Economy
Technology
Role of African
Americans/women
Key battles/results
Fort Sumter
1st Bull Run
Spring of 1862
Antietam
Emancipation Proclamation
Gettysburg
Vicksburg
Comparison of Prisoner of War
camps
Use of Total War-impact on the
civilian population
Role of patriotism
Results of the war
1 Day
How could the
United States
reunite after the
Civil War?
Total 88 Days
2 Days
Course review
6.1.12.A.4.a
6.1.12.A.4.b
6.1.12.A.4.c
6.1.12.A.4.d
6.1.12.B.4.a
6.1.12.C.4.a
6.1.12.C.4.b
6.1.12.C.4.c
6.1.12.D.4.a
6.1.12.D.4.b
R.H.10.1-2,4-5,710
Reading for Understanding
Charting skills
Mapping skills
Evaluation of primary documents
Evaluation of visual and written
sources
Teacher’s Notes
Selected pages, p. 360-390
Vocabulary list
Ppt. “The Civil War”
Video segments
“The Battle of the Ironclads”
“Gettysburg”
“Glory”
“Andersonville”:
“Cold Mountain”
Lesson Plan-“Fort Delaware
Historical Society”
“The Great American
Tragedy” by Dale Feltzer
The Civil War, Day by Day
Music of the Civil War
Writing assignment “Is Total
War every justified?”
Guest speaker-Dylan
Berwick-William Tecumseh
Sherman
6.1.12.A.4.d
6.1.12.B.4.b
6.1.12.C.4.a
6.1.12.C.4.b
6.1.12.C.4.c
6.1.12.D.4.b
6.1.12.D.4.c
6.1.12.D.5.e
W.H.10.2-6,8-10
R.H.10.1-10
Reading for Understanding
Writing assignment-plan for
reuniting the country after the Civil
War
Teacher’s notes
Video segment “The Civil
War” PBS, segment 9
Why study History? Review for the
end of course exam
Teacher’s notes, activities,
review
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