HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
Hoover City Schools Secondary Curriculum
Social Studies, 2005-06
Course Information:
Course Title: U.S. History and Geography to 1877, Pre-IB
Grade Level: 10
Course Description: The study of the history of the United States in
Grade 10 Pre-IB takes students on a journey across
five centuries of social, economic, geographic, and
political development in the United States.
Students begin with the Pre-European invasion of
the North American continent and follow the major
events, issues, movements, leaders, and groups of
people of the United States through Reconstruction
from multiple perspectives including international
and non-American sources.
State COS Correlate: United States History To 1877
Calendar Type: Year
Pre-requisite: None
Co-requisite: None
Textbook Title: AMERICAN VISION VOLUME 1, ALABAMA
EDITION
Textbook Publisher: Glencoe
Textbook ISBN: 0-07-865287-1
Textbook Copy Year: 2005
Accountability Standards: AHSGE
LEA Curriculum Authors: S. Martin, M. Gann
Origination / Revision: Spring 2005, reviewed and revised Fall 2007
Topical Scope and Sequence:
Unit #
1-A
1-B
Unit #
2-A
2-B
2-C
1st Nine Weeks
Cultures Collide (Part 1): Introduction to Pre-Colombian
North America., Pre-slave trade Africa, and European
background information
Cultures Collide (Part 2): Exploration and Colonization
2nd Nine Weeks
Beginnings (Part 1): Road to Revolution
Beginnings (Part 2): The Revolutionary War
Beginnings (Part 3): The Evolution of the American
Government I
Page 1 of 9
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
3rd Nine Weeks
Beginnings (Part 3): The Evolution of the American
Government II
Growth and Expansion (Part 1): The Early Republic 1788 – 1816
Growth and Expansion (Part 2): Jacksonian Democracy
and Reform
Unit #
3-A
3-B
3-C
4th Nine Weeks
Confrontation and Reunion (Part 1): Road to DisunionManifest Destiny, Sectionalism, and Slavery
Confrontation and Reunion (Part 2): Civil War
Confrontation and Reunion (Part 3): Reunion and
Reconstruction
Unit #
4-A
4-B
4-C
Units and Outcome-Based Objectives:
Unit 1- Cultures Collide
Essential Questions:
How do the cultures of the Native American, Pre-European Slave Trade
African and the Pre-Discovery European compare and contrast to each
other?
What effect will these differing world views have on the development and
perspective of the United States and how are they evidenced today?
What was the Native American Perspective of the European Movement and
Culture?
How did the differing styles of colonial management of the Spanish, French
and English affect the development of the colonial regions and what are the
effects of these policies that are evident today?
What were the European’s views of one another as exploration and
colonization occurred?
What changes both positive and negative occur when cultures collide?
Conceptual Connections:
Perception and point of view
Outcome-Based Objectives:
#
Unit 1 Objectives
1
Compare and contrast the cultures of the Native
American, European and African societies. - (Part
1)
Evaluate the influence of the Old World on the
2
Page 2 of 9
COS
Alignment
1
Accountability
Alignment
AHSGE:
I-1
1
AHSGE:
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
#
3
4
5
6
7
8
9
Unit 1 Objectives
New World through primary source readings. (Part 1)
Evaluate the underlying causes for exploration (Part 2)
Trace the paths of exploration of the New World (Part 2)
The student will identify the new tools and
technology that made exploration possible. (PreIB only)
Analyze the colonial development of the Spanish,
French, and English in the New World and how
they affect the Native world through Primary
Source reading. - (Part 2)
Compare and contrast the establishment and
growth of the 13 English colonies regionally,
politically, socially and economically. (Part 2)
Examine the tensions between the American
colonists and the Native American in preRevolutionary America. - (Part 2)
Describe the institutions of indentured servitude
and slavery in colonial America and the roles
each played in colonization. - (Part 2)
COS
Alignment
Accountability
Alignment
I-1
1
AHSGE:
I-1
AHSGE:
I-1
AHSGE:
I-1
1
N/A
2
AHSGE:
II-1
2
AHSGE:
II-1
2
AHSGE:
I-1, II-1,
& II-2
AHSGE:
II-1
2
Unit 2- Beginnings
Essential Questions:
What are some options humans or societies have when faced with obstacles?
How can obstacles or challenges cause change?
Conceptual Connections:
Overcoming obstacles
Outcome-Based Objectives:
#
Unit 2 Objectives
1
Trace the causes of the French and Indian War. –
(Part 1)
Analyze the views of the French, Colonial
French, British, Colonial British, and the Native
Americans toward the causes of the French and
Indian War. (Pre-IB only)
Describes the provisions of the Treaty of Paris
2
3
Page 3 of 9
COS
Alignment
3
N/A
3
Accountability
Alignment
AHSGE:
I-1
AHSGE:
I-1
AHSGE:
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
#
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Unit 2 Objectives
1763 and give examples of how this treaty would
affect the English, French, Spanish, American
colonists, and the Native Americans - (Part 1)
Chart the obstacles faced by the British
government after the French and Indian War. (Part 1)
Interpret the changes in British colonial policy
and the colonial reactions to each change. - (Part
1)
Analyze the origin of the conflict between Great
Britain and her colonies. (Pre-IB only)
Analyze excerpts and the impact of
Revolutionary speeches, writing and propaganda
based on primary sources. - (Part 1-2)
Analyze the impact of Enlightenment thinkers
such as Locke, Hobbes, and Rousseau on
Revolutionary thought through the use of primary
sources. - (Part 1-2)
Cite the major leaders of the Revolutionary War
and their contributions to the Revolution. - (Part
2)
Trace the course of the major battles of the
American Revolution. - (Part 2)
List the provisions of the Treaty of Paris 1783. (Part 2)
Analyze the provisions of the Treaty of Paris of
1783. (Pre-IB only)
Synthesize a mock Treaty of Paris through
assumed roles. (Pre-IB only)
Assess the strengths and weaknesses of the
Articles of Confederation.- (Part 3)
Trace the events that led to the Constitutional
Convention. - (Part 3)
Summarize the process of writing and the process
of the ratification of the U.S. Constitution. - (Part
3)
Illustrate the contributions of Enlightenment
thinkers such as Locke, Hobbes, Voltaire and
Montesquieu to specific portions of the
Constitution and the Bill of Rights. - (Part 3)
Unit 3- Growth and Expansion
Page 4 of 9
COS
Alignment
Accountability
Alignment
II-2
3
AHSGE:
I-1
3
AHSGE:
II-1
N/A
AHSGE:
II-1
AHSGE:
II-2
3
3
AHSGE:
II-1 & II-2
4
AHSGE:
III-1
4
AHSGE:
III-1
AHSGE:
II-2 & III-1
AHSGE:
II-2 & III-1
AHSGE:
II-2 & III-1
AHSGE:
II-2 & III-1
AHSGE:
II-2
AHSGE:
II-2
4
N/A
N/A
4&8
4
4
3&4
AHSGE:
II-1 & II-2
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
Essential Questions:
What are the unique characteristics of compromise as compared to other types
of decisions?
Is compromise an essential quality in human relationships and life?
Conceptual Connections:
Compromise
Outcome-Based Objectives:
#
Unit 3 Objectives
1
Outline the growth of the early republic through
domestic policies, economic policies,
international relations, and significant court
decisions of the period between 1788 to 1816. (Part 1)
Describe the expansion of rights and the Federal
government’s power during the Jacksonian Era. (Part 2)
Discover the growth and power of political
parties in the 1820’s through the 1850’s. - (Part 23)
Compare and contrast the cultures, economies,
political philosophies and social movements of
the North, South, and West in the 1820’s to
1850’s. - (Part 3)
Discuss the development and growth of
Sectionalism. - (Part 3)
Summarize the march of the doctrine of Manifest
Destiny. - (Part 3)
Outline the growth and controversy of the issue
of slavery. - (Part 3)
2
3
4
5
6
7
COS
Alignment
5
Accountability
Alignment
AHSGE:
II-2 & III-2
6
AHSGE:
III-2
7
AHSGE:
III-2
6, 7, & 8
AHSGE:
III-3
7, 8, & 9
AHSGE:
III-3 & IV-1
AHSGE:
III-2 & V-1
AHSGE:
IV-1
7, 8, & 9
7, 8, & 9
Unit 4- Confrontation and Reunion
Essential Questions:
What issues are important enough for which to die?
What does the Constitution say about Federal powers versus state powers?
What is the difference in a politician and a statesman, and which is more
valuable to government and society?
When or should personal needs be subjugated to the will of the many?
Who defines valid decisions?
What are the best methods to overcoming differences in a society?
Page 5 of 9
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
Conceptual Connections:
Decisions and Consequences
Outcome-Based Objectives:
#
Unit 4 Objectives
1
Trace the impact of the issues of Manifest
Destiny, Sectionalism and Slavery on the
American political, social, and cultural agenda. (Part 1)
Interpret the effects of Judicial, Congressional,
and Executive decisions on the crisis prior to the
Civil War. - (Part 1)
Summarize the political events leading to the
Civil War. - (Part 1)
List and analyze the basic and immediate causes
of the Civil War. - (Part 2)
Compare and contrast the goals, political
organization, advantages and disadvantages of the
North and South in the Civil War. - (Part 2)
Trace the military, political, economic, domestic
and international strategies of the Civil War. (Part 2)
Analyze the actions and effects of Reconstruction
through the shifting social, economic, and
political concerns from 1865 – 1877. - (Part 3)
Examine the intent and actual implementation of
the 13th, 14th, and 15th Amendments and other
civil rights legislation between 1865 – 1877. (Part 3)
Compare and contrast the Congressional intent of
Reconstruction to such reactionary measures as
Black Codes, Jim Crow Laws, and the Klu Klux
Klan. - (Part 3)
2
3
4
5
6
7
8
9
COS
Alignment
7, 8, & 9
Accountability
Alignment
AHSGE:
III-3 & IV-1
8&9
AHSGE:
II-2, III-3
& IV-1
AHSGE:
IV-1
AHSGE:
IV-1
AHSGE:
IV-1
9
10
10
10
AHSGE:
IV-1
11
AHSGE:
IV-1
11
AHSGE:
IV-1
11
AHSGE:
IV-1
Alabama Course of Study Correlation: Social Studies
COS Title
#
1
United States History To 1877
Bulletin 2004, No. 18
HCS UnitCOS Objectives
Objective
Contrast effects of economic, geographic, social, and political
1.1
conditions before and after European explorations of the fifteenth
1.2
Page 6 of 9
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
COS Title
Bulletin 2004, No. 18
United States History To 1877
#
COS Objectives
through seventeenth centuries on Europeans, American colonists,
and indigenous Americans.
HCS UnitObjective
1.3
1.4
(a)
(b)
(c)
(d)
Contrasting European motives for establishing colonies
Tracing the course of the Columbian Exchange
Explaining how the institution of slavery developed in the colonies
Describing conflicts among Europeans that occurred regarding the
colonies
(e) Explaining how mercantilism was a motive for colonization
2
Compare various early English settlements and colonies on the basis
of economics, geography, culture, government, and Native
American relations.
(a) Identifying tensions that developed between the colonists and their
local governments and between the colonists and Great Britain
(b) Describing the influence of ideas of the Age of Enlightenment on the
colonies
(c) Explaining the role of the House of Burgesses and New England town
meetings on colonial society
(d) Describing the impact of the Great Awakening on colonial society
3
Trace the chronology of events leading to the American Revolution,
including the French and Indian War, the Stamp Act, the Boston Tea
Party, the Intolerable Acts, the Battles of Lexington and Concord,
the publication of Common Sense, and the Declaration of
Independence.
(a) Explaining the role of key leaders and major events of the
Revolutionary War
(b) Summarizing major ideas, including their origins, in the Declaration of
Independence
(c) Comparing roles in and perspectives of the American Revolution from
different regions and groups in society, including men, women, white
settlers, free and enslaved African Americans, and Native Americans
(d) Describing reasons for American victory in the American Revolution
(e) Analyzing how provisions of the Treaty of Paris (1783) affected
relations of the United States with European nations and Native
Americans
(f) Contrasting prewar colonial boundaries with those established by the
Treaty of Paris (1783)
4
Describe the political system of the United States based on the
Constitution and the Bill of Rights.
(a) Describing inadequacies of the Articles of Confederation
(b) Describing personalities, issues, ideologies, and compromises related
to the Constitutional Convention and ratification of the Constitution
(c) Identifying factors leading to the development and establishment of
political parties, including Alexander Hamilton’s economic policies
and the election of 1800
5
Identify key cases that helped shape the United States Supreme
Court, including Marbury versus Madison, McCullough versus
Page 7 of 9
1.5
1.6
1.7
1.8
2.1
2.2
2.3
2.4
2.5
2.6
2.13
2.7
2.8
2.9
2.10
2.11
2.12
2.13
3.1
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
COS Title
Bulletin 2004, No. 18
United States History To 1877
#
COS Objectives
HCS UnitObjective
Maryland, and Cherokee Nation versus Georgia.
(a) Identifying concepts of loose and strict constructionism
6
7
Describe relations of the United States with Britain and France from
1781 to 1823, including the XYZ Affair, the War of 1812, and the
Monroe Doctrine.
Describe the development of a distinct culture within the United
States between the American Revolution and the Civil War,
including the impact of the Second Great Awakening and writings
of James Fenimore Cooper, Henry David Thoreau, and Edgar Allan
Poe.
(a) Tracing the development of temperance, women’s, and other reform
movements in the United States between 1781 and 1861
(b) Relating events in Alabama from 1781 to 1823 to those of the
developing nation
(c) Tracing the development of transportation systems in the United States
between 1781 and 1861
8
Trace the development of efforts to abolish slavery prior to the Civil
War.
(a) Describing the abolition of slavery in most Northern states in the late
eighteenth century
(b) Describing the rise of religious movements in opposition to slavery,
including the objections of the Quakers
(c) Describing the impact of the principle of “inalienable rights” as a
motivating factor for movements to oppose slavery
(d) Describing the founding of the first abolitionist societies by Benjamin
Rush and Benjamin Franklin and the role played by later critics of
slavery, including William Lloyd Garrison, Frederick Douglass,
Angelina and Sarah Grimké, Henry David Thoreau, and Charles
Sumner
(e) Explaining the importance of the Northwest Ordinance of 1787 that
banned slavery in new states north of the Ohio River
(f) Describing the rise of the underground railroad and its leaders,
including Harriet Tubman and the impact of Harriet Beecher Stowe’s
Uncle Tom’s Cabin
9
Summarize major legislation and court decisions from 1800 to 1861
that led to increasing sectionalism, including the Missouri
Compromise of 1820, the Compromise of 1850, the Fugitive Slave
Act, the Kansas-Nebraska Act, and the Dred Scott decision.
(a) Describing Alabama’s role in the developing sectionalism of the
United States from 1819 to 1861
(b) Analyzing the Westward Expansion from 1803 to 1861 to determine
its effects on sectionalism, including the Louisiana Purchase, Texas
Annexation, and the Mexican Cession
(c) Describing the tariff debate and the nullification crisis
(d) Describing the formation of the Republican party and its effect on the
election of 1860
Page 8 of 9
3.2
3.4
3.3
3.4
3.5
3.6
3.7
4.1
2.10
3.4
3.5
3.6
3.7
4.1
4.2
3.5
3.6
3.7
4.1
4.2
4.3
HCS Curriculum: Social Studies 6 – 12
Pre-IB U.S. History, 10th grade
COS Title
Bulletin 2004, No. 18
United States History To 1877
#
COS Objectives
HCS UnitObjective
(e) Identifying causes leading to the Westward Expansion
(f) Locating on a map areas affected by the Missouri Compromise, the
Compromise of 1850, and the Kansas-Nebraska Act
10
Describe how the course, character, and effects of the Civil War
influenced the United States.
(a) Identifying key Northern and Southern personalities, including
Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Thomas J.
“Stonewall” Jackson, and William T. Sherman
(b) Describing the impact of the division of the nation during the Civil
War on resources, population, and transportation
(c) Explaining reasons for border states remaining in the Union
(d) Discussing nonmilitary events and life during the Civil War
(e) Explaining causes of the military defeat of the Confederacy
(f) Explaining Alabama’s involvement in the Civil War
11
Contrast congressional and presidential reconstruction plans,
including African-American political participation.
(a) Tracing economic changes in the post-Civil War period for whites and
African Americans in the North and the South, including the
effectiveness of the Freedmen’s Bureau
(b) Describing the social restructuring of the South
(c) Describing the Compromise of 1877
(d) Identifying post-Civil War Constitutional amendments
(e) Discussing causes for the impeachment of Andrew Johnson
Page 9 of 9
4.4
4.5
4.6
4.7
4.8
4.9