American History 1
2014-15 Curriculum Guide
Iredell-Statesville Schools
Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be
able to do. The Curriculum Guide supports teachers in knowing how to help students
achieve the goals of the new standards and understanding each standard conceptually.
It should be used as a tool to assist teachers in planning and implementing a high quality
instructional program.
 The “At-a-Glance” provides a snapshot of the recommended pacing of instruction
across a semester or year.
 Learning targets (“I can” statements) and Criteria for Success (“I will” statements)
have been created by ISS teachers and are embedded in the Curriculum Guide to
break down each standard and describe what a student should know and be able
to do to reach the goal of that standard.
 The academic vocabulary or content language is listed under each standard. There
are 30-40 words in bold in each subject area that should be taught to mastery.
 The unpacking section of the Curriculum Guide contains rich information and
examples of what the standard means; this section is an essential component to
help both teachers and students understand the standards.
Teachers will be asked to give feedback throughout the year to continually
improve their Curriculum Guides.
2
College and Career Readiness Anchor Standards for Reading
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that
together define the skills and understandings that all students must demonstrate.
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidenc e
when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
* Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional
standards relevant to gathering, assessing, and applying information from print and digital sourc es.
College and Career Readiness Anchor Standards for Writing
3
The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade.
They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that
together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’
Taken from Common Core Standards (www.corestandards.org)
Table of Contents
4
Table of Contents……………………………………………………………………………………………………………………………………….5
Period 1: 1491-1754……………………………………………………………………………………………………………………………………6-7
Period 2: 1754-1789……………………………………………………………………………………………………………………………………8-9
Period 3: 1789-1824……………………………………………………………………………………………………………………………………10-13
Period 4: 1824-1848……………………………………………………………………………………………………………………………………14-15
Period 5: 1844-1877……………………………………………………………………………………………………………………………………16-18
Appendix A: NCDPI Unpacking Document…………………………………………………………………………………………………..19
Appendix B: Key Terminology…………………………………………………………………………………………………………….………19-21
Appendix C: Instructional Resources and Links……………………………………………………………………………………………22-25
Appendix D: Semester At A Glance…………………………………………………………………………………………………………….25-26
Appendix E: Concepts/Themes/“Big Ideas” in American History…………………………………………………………………26-27
Period
N.C. Essential
Standards
Knowledge Targets
I Can
5
I Will
1491 – 1754
2.2, 3.1, 4.4
1491 – 1754
(continued)

8.3
3.1, 8.1
Indigenous Societies
o Mesoamerican (Aztec,
Mayan)
o Mississippian (Cahokia,
Plains Indians)
o Northeast (Algonquins,
Iroquois Confederacy)
Provide examples of the
diversity among the
indigenous peoples of the
Americas
Conduct research on Native
American groups and share
results related to course
concepts.

European Exploration
o Prince Henry the
Navigator
o Christopher Columbus
o Samuel de Champlain
o Henry Hudson
Name New World explorers
and their discovery for
European powers
Map the routes of European
explorers and complete a
chart of their achievements.

Motivations
o “Gold, Glory, and God”
o Mission System
o Fur trade
o Jamestown vs. Plymouth
Identify motivations for New
World explorations /
settlements
Compare/Contrast
motivations of various
European settlers in an essay
outline.

Consequences
o Encomienda System
o Popés Rebellion
o Columbian Exchange
Evaluate the short and long
term consequences of
European exploration /
settlement
Graphically represent the
Columbian Exchange
Southern
o Cash crops (tobacco, etc.)
Evaluate regional differences
between the English colonies
Compare / Contrast regional
differences between English

6


o Bacon’s Rebellion
o Middle Passage
New England
o Subsistence farming
o “City Upon A Hill” – John
Winthrop
Middle Colonies
o “Bread basket”
o William Penn
colonies in a document based
essay.
Create a colonial broadsheet
to advertisement to attract
potential settlers to each
region.
6.2



Anglo-Powhatan Wars, etc.
Smallpox, etc.
Triangular Trade

Squanto, Pocahontas
Analyze and evaluate the
ethical paradoxes involved in
European exploration/
settlement
Contribute to discussion of
the ethical issues involved in
European exploration /
settlement (or human rights
international court case).
“Wanted” or “Who’s Who”
poster/entry
1754 – 1789
4.3, 7.3

Social
o Great Awakening
7
Explain the social, economic,
and political factors that
Students create a timeline of
events that led to the
o Enlightenment
o Quebec Act
4.2, 7.2, 8.2
4.1, 5.1, 6.2, 7.1
1754 – 1789
(continued)
2.1, 4.2

contributed to the rebellion of
the American colonies against
Great Britain
Economic
o Mercantilism
o Molasses Act
o Navigation Acts

Political
o French & Indian War /
End of Salutary Neglect
o Proclamation of 1763
o Sugar Act
o Stamp Act
o Townshend Acts
o Letters from A Farmer in
Pennsylvania
o Boston Massacre
o Coercive Acts
o First Continental Congress
o Common Sense
o Declaration of
Independence


Shays’ Rebellion
Land Ordinance of 1785
8
American Revolution
incorporating student’s
perception of levels of
tension between the colonists
and British
Using primary sources,
students participate in a
literary circle/fish bowl
discussion of the causes of
the revolution
Analyze the strengths and
weaknesses of government
Students write a “break up”
letter to the Articles of


2.2, 4.1
Northwest Ordinance of 1787
Unable to enforce taxation and
regulate interstate commerce

Federalist Papers

“Great”/Connecticut
Compromise


3/5 Compromise
Bill of Rights
under the Articles of
Confederation and explain
why it was replaced.
Evaluate the conflicts and
compromises that resulted in
the U.S. Constitution.
Confederation explaining
what worked well, reasons for
ending the relationship, and
attraction to the Constitution
Students will summarize the
main points from excerpts of
Federalist Papers No. 10 and
51 in their own letter to
address the concerns of the
Antifederalists
Students create a foldable
which summarizes each
amendment and the historical
reasons why it was included
in the Bill of Rights
1789 - 1824
7.2, 8.1
Evaluate the impact of the
major domestic issues and
conflicts experienced by the
nation during the Federalist
 Judiciary Act of 1789
 Hamilton’s Economic Plan
9
Create a comparison chart of
the Federalists and the
Democratic-Republicans,
comparing each party’s
 Whiskey Rebellion
 Alien & Sedition Acts
Era
 Virginia & Kentucky Resolutions
 Nullification
2.1 , 2.2, 4.1, 4.4,
5.1, 5.2, 8.1
 Strict & loose interpretations of the
Constitution
 Democratic-Republican Party
 Federalist Party
1789 - 1824
(continued)
6.1, 6.2, 7.1

President Washington’s
Proclamation of Neutrality

Citizen Genet Affair
10
Explain the tensions that led
to the development of
political parties
Evaluate the effectiveness of
U.S. foreign policy dealing
with Britain, France, Spain,
and Native Americans during
beliefs/attitudes on:
o Interpretation of the
Constitution
o Appropriate powers of
the national
government
o Types of people who
should govern
o Bank of the U.S.
o Protective tariff
o The economy (business
vs. agriculture)
o Britain vs. France
o Defense vs. standing
armies
o Regions of support
o Leadership
Create a report card for
Presidents Washington and
Adams with grades and
supporting evidences for their
handling of foreign issues


Jay’s Treaty
Pinckney’s Treaty

Battle of Fallen Timbers/Treaty of
Greenville

President Washington’s Farewell
Address


XYZ Affair
“Quasi” War

5.2
the Federalist period.
Suffrage requirements

“Republican Motherhood”/
Separate Spheres/Cult of Domesticity

Abigail Adams/”Remember the
Ladies” letter

1789 - 1824
(continued)
6.1, 6.2, 7.1
Describe the political freedom
of the following: women,
labor, landless farmers, Native
Americans and African
Americans.
Write a dialogue between a
white woman and a slave
comparing/contrasting their
status in society
Slave Codes
 Election of 1800
 “Midnight Judges”
 Marbury v. Madison (1803)*
11
Evaluate the impact of the
major domestic issues and
conflicts experienced by the
nation during the
presidencies of Jefferson and
Write a essay evaluating the
extent to which Jefferson’s
domestic policies lived up to
the ideals of the “Bloodless
Revolution” represented by
the 1800 election
 Marshall Court cases
 Louisiana Purchase
Madison
 Lewis & Clark Expedition
 Hartford Convention
 States’ rights
 Nationalism
4.2, 6.1, 6.2, 7.1,
7.2, 7.3

Embargo Act (1807)


Non-intercourse Act
Tecumseh



War Hawks
War of 1812
Impressment


Battle of New Orleans
Treaty of Ghent
Evaluate the effectiveness of
U.S. foreign policy dealing
with Britain, France, Spain,
and Native Americans during
the presidencies of Jefferson
and Madison
Create a timeline of events
that led to the War of 1812
incorporating student’s
perception of levels of
tension between the United
States and Britain using a line
graph
Write a dialogue between a
Federalist and Democratic
Republican in which the two
debate how to address the
foreign policy issues
associated with the war
between Britain and France
12
1789 - 1824
(continued)
2.2, 3.3, 4.1, 4.4,
5.1, 7.3, 8.3
2.2, 7.2, 8.1, 8.2
6.1


Era of Good Feelings
Panic of 1819


Missouri Compromise
Tallmadge Amendment



Industrial Revolution
Market Revolution
American System


Henry Clay
Eli Whitney



Lowell, MA.
Erie Canal
“King Cotton”

Rush-Bagot Treaty



British-American Convention
Monroe Doctrine
Adams-OnÍs-Treaty
13
Assess the validity of the
term “Era of Good Feelings”
in light of domestic conflicts
that occurred during the
time period.
Participate in a debate
with my peers
regarding the validity
of the term “Era of
Good Feelings”
Describe the changes that
occurred in the United
States during
industrialization.
Prepare a Venn
diagram on regional
economic similarities/
differences
Explain how U.S. foreign
policy reflected proexpansionist views
Identify on a map the
geographic
consequences of
Monroe’s foreign
policy actions and
explain their origins
and impact
1824-1848
3.3, 4.1, 4.4, 6.1,
6.2


“Favorite Sons”
Election of 1824/”Corrupt
Bargain”
Explain the reemergence of
the two-party system and its
impact on the 1824 election
4.1, 4.2, 4.4, 5.2


The Indian Removal Act (1830)
Worcester v. Georgia (1832)



Trail of Tears
“Tariffs of Abomination”
Nullification Crisis
Explain how Andrew Jackson’s
presidency reflected tensions
between states rights and
national power


“Bank War”/”Pet Banks”
Panic of 1819

Universal white male suffrage


“Rise of the Common Man”
“Spoils system”/ ”rotation in
office”

Alexis de Tocqueville

Noah Webster
5.1, 8.2
Create and draw a political
cartoon commenting on
Jackson’s leadership
Participate in putting
Andrew Jackson on trial
(impeachment) for his
actions in the Indian
Removal Act, the Bank
Crisis, and/or the
Nullification Crisis.
Explain how a changing society Take on the role of a
presidential campaign
was reflected in Jacksonian
advisor and write a memo to
democracy
my candidate discussing
strategies that will appeal to
the electorate
Analyze the relationship
14
Create a chart of the three
regions (Northeast, West,
and South) their economic
and political interests, and
the candidate they backed
1824-1848
(continued)
4.3, 5.1, 8.3
4.3, 4.4, 5.1


Washington Irving
Nathaniel Hawthorne


James Fenimore Cooper
Ralph Waldo Emerson




Henry David Thoreau
Edgar Allan Poe
Hudson River School of
Landscape Art
Transcendentalism



Utopian movement
Shakers/Mother Ann Lee
Mormons/Joseph Smith

Brook Farm



New Harmony
Abolition movement
Frederick Douglass


William Lloyd Garrison
Temperance Movement



Dorothea Dix
Horace Mann
Seneca Falls Convention


Lucretia Mott
Elizabeth Cady Stanton


Second Great Awakening
Charles Finney/”perfectionism”

Nativism
between post-War of 1812
nationalism and developments
in American culture
Analyze connections
between the “rise of the
common man” and reform
movements of the
antebellum period
Research an assigned figure
from the antebellum era and
be able to introduce yourself
to my classmates and how
you were an “agent of
change” for the period
Write an editorial from the
perspective of an
antebellum reformer
Write a speech from the
15
1844-1877
3.3, 3.4, 4.4, 8.2
6.2, 7.1, 7.3


American/”Know Nothing” Party
“Old immigration”

Manifest destiny


Texas Annexation
Stephen Austin



The Alamo
Oregon Trail
“54º40’ or Fight!”



Election of 1844
Mexican War
Wilmot Proviso


Treaty of Guadalupe-Hidalgo
Mexican Cession


49ers
Gadsden Purchase
Explain the causes and
effects of immigration to
and migration within the
United States during the
Antebellum Period
Explain the origins and
consequences of territorial
acquisitions made by the
United States in the
Antebellum Period
perspective of a candidate of
the Know Nothing Party
explaining the party
platform
Participate in a discussion
“posting to Twitter” from
the perspective of
Representative Lincoln,
author Henry D, Thoreau,
President Polk, or Henry Clay
on the justification of war
against Mexico
Take a position ( North or
 Free Soil Party
16
1844-1877
(continued)
4.1, 4.2, 5.2, 7.1
 Compromise of 1850
 Popular Sovereignty
Analyze the economic, social,
and political causes of the Civil
War
 Fugitive Slave Act
 Harriet Beecher Stowe
 Uncle Tom’s Cabin
 Kansas-Nebraska Act
 Bleeding Kansas
South ) and write a letter to
a relative on the other side
explaining the causes of the
war from their perspective.
May be done as a discussion
board
 Republican Party
 Brooks-Sumner Incident
 Dred Scott v. Sanford
 Lincoln-Douglas Debates
 Freeport Doctrine
 John Brown and Harpers Ferry
 Election of 1860
 Secession
2.1, 2.2, 6.2
 Fort Sumter
 Antietam
 Gettysburg
 Emancipation Proclamation
 Copperheads/Peace Democrats
 13th-15th Amendments
Explain the significance of
political and military turning
points of the Civil War
Analyze how the Civil War and
17
Write a newspaper article or
dialogue between Pres.
Lincoln and General Grant
regarding the impact that
the Emancipation
Proclamation will have on
the war diplomatically,
militarily, and politically
Make a list of items to
include in a time capsule for
1844-1877
(continued)
7.1, 7.2, 7.3
 Freedmen’s Bureau
 Lincoln’s 10% Plan
 Johnson’s Reconstruction
 Congressional Reconstruction Act of
1867
 Radical Republicans
Reconstruction changed the
United States economically,
socially, and politically
1877 and explain how each
demonstrates changes to
the U.S. as a result of the
Civil War and Reconstruction
 Ku Klux Klan
 Enforcement Acts
 Compromise of 1877
 Slaughterhouse/Civil Rights cases
 Sharecropping
 Crop lien system
 Redeemers
 Scalawags
 Carpetbaggers
Appendix A: NCDPI Unpacking Document
Available at: http://www.ncpublicschools.org/acre/standards/support-tools/
Specific Document: http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/american1.pdf
18
Appendix B: Key Terminology (bold to be taught to mastery)
Mesoamerican
Cahokia
Iroquois Confederacy
Prince Henry the Navigator
Christopher Columbus
Samuel de Champlain
Henry Hudson
“Gold, Glory, and God”
Mission System
Jamestown
Plymouth
Encomienda System
Popés Rebellion
Squanto
Pocahontas
Great Awakening
Enlightenment
Quebec Act
Mercantilism
Molasses Act
Navigation Acts
French & Indian War
Salutary Neglect
Proclamation of 1763
Sugar Act
Stamp Act
Columbian Exchange
Bacon’s Rebellion
Middle Passage
“City Upon A Hill” – John Winthrop
William Penn
Anglo-Powhatan Wars
Triangular Trade
Townshend Acts
Letters from A Farmer in Pennsylvania
Boston Massacre
Coercive Acts
First Continental Congress
Common Sense
Declaration of Independence
Shays’ Rebellion
Land Ordinance of 1785
Northwest Ordinance of 1787
Federalist Papers
“Great”/Connecticut Compromise
3/5 Compromise
Bill of Rights
Judiciary Act of 1789
Hamilton’s Economic Plan
Whiskey Rebellion
Alien & Sedition Acts
Virginia & Kentucky Resolutions
Strict & loose interpretations of the
Constitution
Nullification
Democratic-Republican Party
Federalist Party
Washington’s Proclamation of Neutrality
Citizen Genet Affair
Jay’s Treaty
Pinckney’s Treaty
Battle of Fallen Timbers
impressment
Chesapeake Affair
War of 1812
Battle of New Orleans
Indian Removal Act of 1830
Worcester v. Georgia ( 1832 )
Trail of Tears
“Tariffs of Abomination”
Washington’s Farewell Address
XYZ Affair
19
“Quasi” War
Suffrage requirements
Abigail Adams/”Remember the Ladies”
letter
Slave Codes
Election of 1800:”Bloodless Revolution”
“Midnight Judges”
Marbury v. Madison
Marshall Court
Louisiana Purchase
Lewis & Clark Expedition
Sacajawea
Hartford Convention
States’ rights
Nationalism
Embargo Act
Non-intercourse Act
Macon’s Bill No. 2
Tecumseh
War Hawks
Treaty of Ghent
Era of Good Feelings
Panic of 1819
Nullification Crisis of 1832
“Bank War”/”Pet Banks”
Universal white male suffrage
Missouri Compromise
Tallmadge Amendment
Industrial Revolution
Market Revolution
American System
Henry Clay
Eli Whitney
Lowell, MA.
Erie Canal
“King Cotton”
Rush-Bagot Treaty
British-American Convention
Monroe Doctrine
Adams-Onís Treaty
“Favorite Sons”
Election of 1824/”Corrupt Bargain”
“Rise of the common man”
“Spoils system”/Rotation in Office
Alexis de Tocqueville
Noah Webster
Washington Irving
Nathaniel Hawthorne
James Fenimore Cooper
Ralph Waldo Emerson
Henry D. Thoreau
Edgar Allen Poe
Hudson River Valley School
Transcendentalism
Utopian Movement
Shakers/Mother Ann Lee
Mormons/Joseph Smith
Brook Farm
New Harmony
Abolition movement
Frederick Douglass
William Lloyd Garrison
Temperance Movement
Mexican Cessian
49’ers
Gadsden Purchase
Free Soil Party
Compromise of 1850
Dorothea Dix
Horace Mann
Seneca Falls Convention
Popular Sovereignty
Fugitive Slave Act
Harriet Beecher Stowe
13th-15th Amendments
Freedmen’s Bureau
Lincoln’s 10% Plan
Johnson’s Reconstruction Plan
Congressional Reconstruction Act of
1867/”Radical Reconstruction”
Radical Republicans
Ku Klux Klan
Enforcement Acts
20
Lucretia Mott
Elizabeth Cady Stanton
Second Great Awakening
Charles G. Finney/Perfectionism
Nativism
American Party/”Know Nothings”
“Old Immigration”
Manifest Destiny
Texas Annexation
Stephen Austin
Alamo
Oregon Trail
54 ° 40’ or fight!
Mexican War
Wilmot Proviso
Treaty of Guadelupe Hidalgo
Uncle Tom’s Cabin
Kansas-Nebraska Act
“Bleeding Kansas”
Republican Party
Brook-Sumner Incident
Dred Scott v. Sandford ( 1857 )
Lincoln-Douglas Debates
Freeport Doctrine
John Brown/Harper’s Ferry
Election of 1860
Secession
Fort Sumter
Antietam
Gettysburg
Emancipation Proclamation
Copperheads/Peace Democrats
Compromise of 1877
Slaughterhouse/Civil Rights Cases
Sharecropping
Crop Lien System
Redeemers
Scalawags
Carpetbaggers
Appendix C: Instructional Resources and Links
New as of 6.18.2013 (Resources for AH)
● Digital Portfolios: use GOOGLE SITES (this talks about students creating digital portfolios, but this would work well with you
as teachers) http://catlintucker.com/2013/05/getting-started-with-google-sites/
●
Primary sources for American history
21
●
●
●
●
National History Day: http://www.nhd.org/USHistoryPrimarySources.htm
Political Cartoons: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/political-cartoons/
Library of Congress: http://www.loc.gov/rr/program/bib/ourdocs/
Gilder Lehrman: https://www.gilderlehrman.org/collections This website offers a massive variety of resources to assist teachers and
students. It offers professional development opportunities for educators, provides documents and exercises for classroom use, and encourages
excellence in student writing with essay prizes.
●
●
●
●
●
Constitution.org (Treasury of Primary Documents): http://www.constitution.org/primarysources/primarysources.html
Berkley Library: http://www.lib.berkeley.edu/alacarte/subject-guide/163-Finding-Historical-Primary-Sources?tab=3310
Digital History: http://www.digitalhistory.uh.edu/
Engaging Students in Primary Sources: http://historyexplorer.si.edu/PrimarySources.pdf
Questions to ask when looking at primary sources: (source: Annenburg Learner-http://www.learner.org/workshops/primarysources/edi.html)
1. Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process?
2. Did the creator have firsthand knowledge of the event, or did the creator report what others saw and heard?
3. Was the creator a neutral party, or did the creator have opinions or interests that might have influenced what was recorded?
4. Did the creator produce the source for personal use, for one or more individuals, or for a large audience?
5. Was the source meant to be public or private?
6. Did the creator wish to inform or persuade others? (Check the words in the source. The words may tell you whether the creator was trying to be objective or
persuasive.) Did the creator have reasons to be honest or dishonest?
7. Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?
● PBS Learning Political Cartoons: http://www.pbslearningmedia.org/resource/d01ae652-a86c-4a21-856e-
ce3da392e389/d01ae652-a86c-4a21-856e-ce3da392e389/
● The Association of American Editorial Cartoonists: http://nieonline.com/aaec/cftc.cfm?cftcfeature=history
● Harper’s Weekly: http://www.harpweek.com/--political cartooons
Secondary sources for AMERICAN history
● History Channel series: “America the Story of Us”: http://www.history.com/shows/america-the-story-of-us
● Fun with History: http://www.havefunwithhistory.com/movies/
● Williams College Libraries: http://library.williams.edu/resources/all-subject.php?s=History-Secondary+Sources
● University of Illinois at Urbana- Champaign Library (Finding Secondary Sources):
http://www.library.illinois.edu/ugl/howdoi/secondarysources.html
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Project Based Learning
● Buck Institute for Education (PBL): http://www.bie.org/about/ (you can select your curriculum (social studies), the source that you would
like to search within and grade level)
websites
● Docs Teach: This website is a wonderful resource that has over Four Thousand primary documents from the National Archives. The website also
has tons of resources and ready to use tools to enhance your instruction.
● Teaching Literacy Through History Units and Lesson Plans: http://www.gilderlehrman.org/history-by-era/literature-and-
language-arts/resources/teaching- literacy-through- history-units-and- le
● Open Education Resources: http://archive.org/details/ap_us_history
● NROC: This is the website from the National Repository of Online courses that provides teachers with video clips on every unit, key readings, and so
much more.
● Teaching History: Teaching history is a website designed by the National History Education Clearinghouse. This website offers tons of history
materials from “Ask a historian,” teaching materials, and best practices.
● EDSITEment: EDSITEment is a website from the National Endowment from the Humanities. The website offers free resources and over 393 histo ry
lessons for teachers. These lessons stress primary source documents, critical thinking, and other common core skills. The we bsite is extremely easy to
navigate and it has a plethora of valuable and easy to implement lessons.
● http://historymatters.gmu.edu/ : Designed for high school and college teachers and students, History Matters serves as a
gateway to web resources and offers other useful materials for teaching U.S. history .
● http://founders.archives.gov/ : George Washington, Benjamin Franklin, John Adams (and family), Thomas Jefferson,
Alexander Hamilton, and James Madison. Over 119,000 searchable documents, fully annotated, from the authoritative, federally funded
Founding Fathers Papers projects.
● http://teachinghistory.org : National History Education Clearinghouse…an amazing source for primary sources, lesson plans, and
an assortment of resources.
Resources
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● www.linoit.com (online post it note board, can create different canvas post boards for different items of your choice...then you
just send link to students to access)
● www.smore.com (online flyer creator)
● http://www.proboards.com/: create your own discussion boards
● www.edublogs.com: create your own blog site with separate blogs that students can post to
● http://www.collaborizeclassroom.com//: free, online learning platform for teachers & students to create structured discussions
in a private online community. Students can expand on discussions as well as interact with online lesson plans that allow for
deeper participation inside & outside the classroom.
● BLOGGER: From an educational standpoint, blogger allows educators and students to collaborate, share instructional
resources, create content and connect to mainstream social media channels such as YouTube, podcasts, other blogs, tweets,
social bookmarks, etc. all on a single centralized page.
● Edjudo-Web 2.0 tools (list sites within categories for specific types of tools): http://edjudo.com/web-2-0-teaching-tools- links
● http://www.polleverywhere.com/
● Screencast-o-matic: http://www.screencast-o-matic.com/ (max recording time on screen 15 minutes--one click recording of
screen)
● Dipty: http://www.dipity.com/--create and embed interactive timelines
● Fold3: http://www.fold3.com/--World’s Premier collection of military records
● Gliffy: http://www.fold3.com/--create attractive, professional graphic organizers
● Tagxedo: http://www.tagxedo.com/--(word cloud creation tool) take words and phrases and manipulate a photo to place text
into the image to create the image
● YouSendIt: https://www.yousendit.com/--allows you to send larger files via email
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● Convert PDF to Word: http://convertpdftoword.net/
● Tricider: https://tricider.com/en/t/--online brainstorming and voting tool can be used to gather feedback from students on class
projects and awards
● PBS Learning Media: http://www.pbslearningmedia.org/
● Piazza: https://piazza.com/ free online gathering place where students can ask, answer, and explore 24/7, under the guidance of
their instructors.
● Quick Topic: http://www.quicktopic.com/ group discussion tool, ability to control access and posts from students, ability to
personalize.
● Primary Source Analysis Tool: http://www.loc.gov/teachers/primary-source-analysis-tool/
Guides for Primary Source Analysis: http://www.loc.gov/teachers/usingprimarysources/guides.html
Appendix D: Semester At A Glance for American History I
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Indigenous Societies / European Exploration, Settlement, and Colonial America
9 days
American Revolution through the Constitution
9 days
Federalist Era
9 days
Jeffersonian Era
9 days
“Era of Good Feelings” / Age of Reform
9 days
Age of Jackson / Manifest Destiny
9 days
Sectionalism and Crisis
7 days
Civil War and Reconstruction
9 days
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Appendix E: Concepts/Themes/“Big Ideas” in American History
Turning Points
What defines a turning point?
Exploration / Migration / Settlement / Expansion
Why do people explore / migrate?
How can exploration / migration change the world?
Whose story of exploration / migration is the right story?
Conflict
What leads to conflict? Why?
How do conflicts rise over the same issues over and over?
How do compromises both resolve conflicts and lead to new
conflicts?
What role does/should government play in resolving
conflicts? Why?
Equality
What does it mean to be equal? Why?
How has the struggle for equality led to conflict?
Power
How and when has the use of power become an abuse of
power?
Interdependence
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To what extent do we need each other? Why?
War
What is worth fighting / dying for? Why?
What are the justifiable costs of war? Why?
Opportunity / “American Dream”
What role does opportunity play in our lives? Why?
What conditions promote / hinder opportunity? Why?
Geography
How does where you live impact how you live?
Innovation / Technology
How do innovations impact our lives?
Ideas / Beliefs / Culture
How do ideas impact our lives?
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