Unit 3: Westward Expansion, Jacksonian Democracy, and the
Early Reform Era
Chapters:
7-9
Essential Questions
1)
2)
3)
4)
What factors contributed to the development of two very different regions in the United States?
How are the values of a nation reflected by social, economic, and political changes and developments?
How did the belief in Manifest Destiny influence US politics and policies?
Can a nation that restricts freedoms and rights for certain individuals truly call itself a democracy?
Life in the New Nation
Concepts
Republican virtues
Mobile society
Second Great Awakening
Trans-Appalachia
Cede
Manifest Destiny
Oregon Trail
Ghost towns
Great Plains
Nomadic
Topics
-Role of women in the new nation
-Population Growth: Causes and
Effects
-Religious Renewals: Causes and
Effects
-Reasons for westward movement
-Adams Onis Treaty
-Settling the Oregon Country
-Mormon Migration: Causes
-California Gold Rush: Causes
and Effects
-Impact of the Horse
-Texas War for Independence:
Causes and Effects
Important People
Noah Webster
Joseph Smith
Stephen Austin
Santa Anna
Sam Houston
Growth of the Nation and
Nationalism
Concepts
Rural
Urban
Tenement
Strike
Labor unions
Cotton belt
Topics
-Characteristics of Regions:
Northwest, Northeast, and
South
-Growth of Cities: Causes and
Effects
-National Trades’ Union
-The Slavery System
-Turner’s Rebellion
-Monroe Doctrine
-Era of Good Feelings
-Election of 1824: Significance
(First without Revolutionary
leader)
-Growing Divisions:
Immigrants, AfricanAmericans, Sectionalism
Important People
James Monroe
John Quincy Adams
Henry Clay
John C. Calhoun
Andrew Jackson
Inventions and Innovations
The Age of Jackson
Religion and Reform
Concepts
Industrial Revolution
Industrialization
Interchangeable parts
Cotton gin
Market Revolution
Manufacturing
Free enterprise system
Specialization
Concepts
Patronage
Spoils system
Nullify
States’ rights
Secede
Concepts
Transcendentalism
Utopian communities
Abolitionist movement
Emancipation
Underground Railroad
Gag Rule
Suffrage
Topics
-Birth of the U.S. textile
industry (Lowell’s Waltham
Mill)
-Effects of the cotton gin
-Advances in communication
and travel
-Rise of Manufacturing:
Causes and Effects
Important People
Samuel Slater
Eli Whitney
Topics
-Jackson as “Man of the
People”
-Jacksonian Democracy:
Elected by the People/Limited
Government
-Tariff Act of 1828: Causes
and Effects (Threats of
Secession)
-Indian Removal Act/Trail of
Tears
-Black Hawk War
-The Bank War: Causes and
Effects
Important People
Andrew Jackson
Topics
-Temperance Movement:
Causes and Effects
-Reform of Public Education:
Moral Education
-Prison Reform
-Abolition Movement: Roots
-Division in the Movement:
Women, Race, Tactics
-Women’s Rights Movement:
Tactics, Goals, Opposition
-Seneca Falls Convention
Important People
Ralph Waldo Emerson
Henry David Thoreau
Horace Mann
Dorothea Dix
Frederick Douglass
Harriet Tubman
Catharine Beecher
Susan B. Anthony
Elizabeth Cady Stanton
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I Can:
_____ Identify and analyze the important social, cultural, and religious changes in the early 1800s. 16.B.5b
_____ Identify how and why settlers traveled west and explain challenges faced by settlers both on the journey and after
arriving at the destination. 16.B.5b
_____ Explain how the lives of Native Americans on the Great Plains changed from the 1500s to the 1800s. 16.B.5b
_____ Recognize the causes and effects of the Texas War for Independence. 16.A.4a
_____ Explain the causes and effects of the early Industrial Revolution in the United States. 16.A.4a
_____ Identify the causes and effects of the growth of the national economy. 16.A.4a
_____ Compare and contrast the social and economic structure, along with the causes for the different developments, in the
northern and southern sections of the United States. 16.B.5b
_____ Explain how improvements in transportation and communication changed American society.16.B.5b
_____ Define “nationalism” and identify signs of nationalism in the United States. 16.B.4
_____ Understand the importance of the election of 1824. 16.a.4
_____ Identify the political views and policies of President Jackson. 16.B.4
_____ Identify the causes and effects of government policies towards Native Americans. 16.A.4a
_____ Discuss the goals and strategies of the reform movement. 16.A.4a
_____ Identify the causes and effects of the reform movement in regards to slavery, women's rights, and other social issues.
16.A.4a
_____ Identify the causes and effects of the huge rise in immigration to the United States in the 1830s and 1840s. 16.A.4a
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.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.
Craft and Structure
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.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.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates
the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument
presented.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.