Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Unit/Chapter Title: The Road to Revolution: Colonization and
Conflict in the American Colonies (1619-1789)
Unit Length: 10 weeks
Course/Grade: US I/10th Grade
Interdisciplinary: ELA/ Technology
Unit Overview:
As encounter changed to settlement in Britain’s North American colonies, relations between Native Americans and European colonial
powers became more complex. Changing interactions between competing European powers and Native Americans led to an increased
reliance on the race-based enslavement of Africans. By the mid eighteenth century, Enlightenment ideas of freedom and equality had
swept through the British colonies. This unit traces the effects of those ideas and their impact on diverse groups such as British
Loyalists, Revolutionary leaders, Native Americans, yeoman farmers, and enslaved blacks. While some African Americans, white
women, and white yeoman farmers used political rhetoric to argue for their own rights; Loyalists and most Native Americans found
little in these ideals to support their own interests. After winning the American Revolution, the process of writing the new US
Constitution would prove to be a long one, filled with debates over states rights, political representation, and slavery.
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 communities.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
Reading:
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 of how key
events or ideas develop over the course of the text.
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 9-10.6 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.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
RH 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing:
WHST.9-10.1 a-e: Write arguments focused on discipline-specific content.
WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
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.
Speaking/Listening:
SL. 9-10.1 a-d: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL. 9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
21st Century Life and Careers Standards
9.1.12.A.1: Apply critical thinking and problem solving strategies during structured learning experiences.
9.1.12.C.5Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a
challenging task or project.
9.3.12.C.8: Interpret how changing economic and societal needs influence employment trends and future education.
Interdisciplinary Connections
English/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.
WHST.9-10.1 a-e: Write arguments focused on discipline-specific content.
SL. 9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Computer Technology:
NJCCCS 8.1.12.A.1: Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate
charts and graphs, and interpret the results.
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Essential Questions
Enduring Understandings

1. How did European settlers design new governments and
economic systems in North America?

North American colonial societies adapted European
governments, economic systems, and cultural institutions
to meet the challenges of living in the New World.
2. How and why did slavery become central to colonial
economies?
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Despite protests, slavery existed in some form in all of the
English colonies in North America.
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The seeds of American nationalism were sown during the
colonial period. The 3,000 miles that separated Americans
from Europeans encouraged the growth of a distinct
political and economic perspective from that of its mother
country.
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The war for independence was the result of growing
political, economic, and religious tensions resulting from
Great Britain’s centralized policies and practices in regard
to its North American colonies.
5. How did the emerging republic define their new government
while balancing the principles of liberty and equality within the
US Constitution?

The new nation struggled to balance the issue of states
rights vs. national rights, while safeguarding individual
liberties with the passage of the Bill of Rights.
6. How was the question of slavery addressed in the writing of the
Constitution?

The issue of slavery provoked spirited debate at the
Constitutional Convention. The resulting Three-Fifths
Compromise represented a tenuous compromise that
would lead to the need for further debate, legislation,
compromise, and eventual conflict over the continued use
3. How did Great Britain’s governance of its American colonies
lead colonists to consider revolt?
4. What were the causes behind the American Revolution?
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
of forced labor in the United States.
Student Learning Objectives
(What students should know and be able to do?)
What Students should know?
CPI’s
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.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: 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.
6.1.12.D.1.a: Explain the consequences to Native American
What students should be able to do?
Skills
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Identify and explain the concept of mercantilism and
how it was used to drive colonial economies.
Identify and explain the various forms of governments
that emerged in the American colonies.
Compare and contrast the three colonial regions in
Britain’s North American colonies.
Analyze the impact of colonization on Native Americans.
Trace the development of various labor systems in the
American colonies.
Predict how British Tax policies following the French
and Indian War (Seven Year War) might inflame
American Revolutionary sentiments.
groups of the loss of their land and people.
6.1.12.A.2.a: Analyze the intellectual origins of the major
ideas expressed in the Declaration of Independence.
6.1.12.D.2.a: Analyze contributions and perspectives of
African Americans, Native Americans, and women during
the American Revolution.
6.1.12.C.2.a: Analyze the problems of financing the
American Revolutionary War and dealing with wartime
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Trace the causes of the American Revolution.
Explain why the Declaration of Independence was written
and how its key principles evolved to become unifying
ideas of American democracy.
Identify key moments during the American Revolution,
as well as those that took place in and around New Jersey.
Examine the roles of various socioeconomic groups,
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
inflation and profiteering.
6.1.12.A.2.d: Compare and contrast the arguments of
Federalists and Anti-Federalists during the ratification
debates, and assess their continuing relevance.
6.1.12.A.2.b: Evaluate the importance of the Declaration of
Independence, the Constitution, and the Bill of Rights to the
spread of democracy around the world.
6.1.12.D.2.b: Explain why American ideals put forth in the
Constitution (i.e., due process, rule of law, and individual
rights) have been denied to different groups of people
throughout time.
African Americans, Native Americans, and women during
the American Revolution.
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Diagnose the weaknesses of the Articles of Confederation.
Determine the importance of compromises between
interests and regions in creating the Constitution.
Judge how the Bill of Rights protects individuals from an
abusive government.
Compare and contrast the views of Federalists versus
Anti-Federalists.
Connect the views of the early political parties to those of
modern times.
Summarize the effect of inflation and debt on the
American people and the response of state and national
governments during this time.
Analyze the political freedoms available to women,
workers, landless farmers, American Indians, free blacks
and slaves during the Federalist Era.
Discuss the sources, purposes, and functions of law and
the importance of the rule of law for the preservation of
individual rights and the common good.
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Instructional Strategies
(How will the students reach the
learning targets?)
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Close Reading Strategies to
decode informational text
Cornell notes
Strategic grouping of
students
Graphic organizers to
identify main idea and
supporting details
- GIST
- Venn Diagrams
- Cause/Effect
- Web
Summarizing informational
text
Chapter notes/outline while
reading
Check for Understanding
Entrance/Exit Tickets
Videos/podcasts
Scaffolds for
Learning/Extensions
(How will I differentiate?)
Scaffolds for Learning:
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Tiered questioning
strategies.
Learning centers.
Main idea graphic
organizers to identify
essential and nonessential information.
Student created
questions.
Use of inference charts
while reading a story or
a particular event and
draw conclusions about
what was read.
Skim and scan an
assigned reading to
identify text features a
and structure.
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and materials
will students need?)
Formative Assessments:
Text/s:
Teacher Observation
American Nation, Holt McDougal
Student Presentations
The American Spirit, Kennedy and
Bailey
Quizzes/Test
Document Based Questions
Webquest
Debate
Portfolios
Group Discussions
African American History,
Gant-Britton
Other Texts:
See Appendix D
Websites:
Check for Understanding
Holt McDougal online textbook:
www.my.hrw.com/
Constructed responses
www.njamistadcurriculum.com
Socratic Seminar Questions
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Extension Activities:
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Power point
presentation (students
become teachers)
Current Event articles
Flipped classroom.
Additional reading
material for higher
level students.
See Appendix A
www.gilderlehrman.org/
Performance Tasks
www.readwritethink.org
See Appendix B
www.eduplace.com/graphicorgani
zer/
Summative Assessment
See Appendix C
Student Portfolios
Additional Resources:
See Appendix D
Ancillary Materials
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Student Notebook
Journals
Graphic organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Rubrics
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Key Terms/Vocabulary Words
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Historiography
Mayflower Compact
New England Way
Mercantilism
Bacon’s Rebellion
Chattel slavery
Toleration Act
Navigation Acts
Common Sense
Albany Plan of Union
Stamp Act
Democracy
Republic
Virgin soil epidemic
French and Indian War
Writ of habeas corpus
Proclamation of 1763
Sugar/Stamp Acts
Representative government
Rule of law
natural rights
Intolerable Acts
Enlightenment
Social contract
Middle Passage
 First and Second Continental
Congresses
 Northwest Ordinance
 Articles of Confederation
 Battle of Saratoga
 Battle of Yorktown
 Treaty of Paris
 Virginia Plan
 Great Compromise
 Three-Fifths Compromise
 Shay’s Rebellion
 Federalists
 Anti-Federalists
 Constitution
 Bill of Rights
 Popular Sovereignty
 Delegated powers
 Concurrent powers
 Reserved powers
 Elastic Clause
 Implied powers
 Legislative Branch
 Judicial Branch
 Executive Branch
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John Locke
John Peter Zenger
Patrick Henry
Thomas Jefferson
John Adams
Abigail Adams
George Washington
James Madison
Alexander Hamilton
John Marshall
Montesquieu
Rousseau
Voltaire
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Appendix A
Socratic Seminar
The goal of a Socratic Seminar is for all students to participate fully in a class discussion about a specified topic. Within the context of
the discussion, students will think critically for themselves, listening closely to the comments of others while articulating their own
thoughts. Through the process of listening and finding common ground, students work toward a shared understanding.
Directions: Students will read and annotate the excerpt from The Interesting Narrative of the Life of Olaudah Equiano. Students will
respond to the following questions, citing specific evidence from the text, and come to class prepared to participate in a Socratic
Seminar about the topic.
1. Note Equiano’s use of first-person point of view in the excerpt. In what ways might this description be startling to Equiano’s
mostly European audience?
2. To reach his readers, Equiano uses sensory details, ones that appeal to the five senses. Identify specific passages that describe
his reaction to situations, or that utilizes anecdotes to enhance his experiences.
3. A common theme in literature is the struggle to overcome adversity. Autobiographical narratives like Equiano’s have
influenced explorations of this theme in the context of race and slavery in films like Roots (1976), Amistad (1997), and Django
Unchained (2013). Why do you think this theme of triumph over adversity is so universally appealing to modern audiences?
4. What does Equiano mean when he refers to “nominal Christians”?
5. How does this personal account add to your understanding of slavery?
Socratic Seminar Guidelines: www.facinghistory.org/for-educators/educator-resources/teaching-strategies/socratic-seminar
www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html
Socratic Seminar Rubric: See Common Rubrics
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Appendix B
Performance Tasks
Task I: The Boston Massacre
Introduction: The Boston Massacre became a rallying point for those opposed to remaining British colonials. Because the incident
was the subject of propaganda, there is a great deal of mystery and misconception about what really happened. How can we know
what is truth and what is fiction? In this lesson, students evaluate the events of the Boston Massacre by identifying bias and motive for
the creation of the source. By determining reliability of sources, students attempt to determine who is to blame for the Boston
Massacre.
Process: Students will analyze several sources in regard to the Boston Massacre and first determine whether they are a primary source
or secondary source. Next, students will use a graphic organizer to determine: bias (prejudice or preconception held by the author),
motive (the reason the source was created), immediacy (how soon after the event the source was created), accuracy (how closely the
source describes what really happened), and reliability (accuracy of the source, determined by considering bias, motive, and
immediacy). After analyzing each source and completing the graphic organizer, the teacher will facilitate a class discussion about each
source: Which source appears to be the most biased? Why or why not? Which source appears to be the most accurate? Why or why
not? Was it really a massacre? Who do you believe is responsible for the event? Why or why not?
Assessment: Check for understandings; summary exit ticket.
Source A: Paul Revere’s engraving of the Boston Massacre, produced in March, 1770, just weeks after the event.
Source B: “Recollection of George Hewes” from James Hawkes’s A Retrospect of the Boston Tea Party (New York, 1834).
Source C: Video://www.youtube.com/watch?v=jiVJLwFsE8s (Discovery Channel).
Source: www.smithsoniansource.org
Extension Activity: Students can read and act out a play about the Boston Massacre. Read Aloud Plays, The Boston Massacre
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Task II: Narrative Essay
Introduction: Building on their understanding of the colonial experience prior to the Revolutionary War, students will write a
narrative essay describing their life in the colonies. The essay can take on one of several forms: a testimonial letter to the editor of a
colonial newspaper, describing the benefits of living in one of the colonies, a brief slave narrative describing a particular event, or
series of events, or simply a letter from one person to another, discussing the rising discontent in the colonies against Great Britain.
Students will take on the persona of one of the following people: Native American, Female colonist, Southern planter, Northern
merchant, enslaved African, or free African American. Remind students that a historical narrative should have the following
characteristics: accurate historic events and details of actual places, one person’s point of view, some characters and circumstances
invented by the writer, and chronological organization.
In anticipation of writing this essay, the teacher will:
 Review key concepts covered in Unit One, including but not limited to:
o Impact of regional development on colonial living experiences.
o Varying economic systems and local governing practices throughout the 13 colonies that sparked the American
Revolution.
o The influence of Enlightenment ideals on the creation of the US Constitution.
o Evolution and impact of slavery in the colonies.
 Review with students the outline of a basic essay.
 Bring in the Literacy Coach to reinforce best practices.
The student will:
 Complete an outline of their essay.
 Write a 5-paragraph essay using all components of a standard essay: introduction, body and conclusion.
 Complete peer editing worksheet with classmate.
 Revise or edit their essay according to teacher feedback.
Grading: See NJ Registered Holistic Scoring Rubric under Common Rubrics
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Appendix C
Unit 1 Summative Assessment
Title: The Road to Revolution: Colonization and Conflict in the American Colonies
Subject: Social Studies
Grade Level: 10
______________________________________________________________________________________________________________________
Instructional Focus:
Social Studies: NJCCCS- 6.1.12.A.1.a, b; 6.1.12.A.2.a, b; 6.1.12.A.2.d
Reading: RH.9-10.1; RH.9-10.2; RH.9-10.6
Writing: WHST.9-10.1 a-e; WHST.9-10.4
Speaking and Listening SL. 9-10.1 a-d; SL. 9-10.4
21st Century Life and Career Standards:
____________________________________________________________________________________________________________
Essential Question: How does the US Constitution effectively safeguard against the abuses of government, while at the same time,
protect the rights and liberties of individuals?
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Introduction:
The British colonies were established on the popular theory of mercantilism, the idea that the colonies existed for the financial benefit
of the mother country. On balance, this system benefitted both sides, until the Seven Years War saddled England with enormous debt.
Angered by subsequent attempts of Parliament to tax the colonies, and inspired by Enlightenment ideals, the 13 American colonies
rebelled against Great Britain. Aided by the French and supported by other European countries in conflict with England, the British
eventually conceded defeat at the Battle of Yorktown. Charged with creating a new government based on a written constitution, the
emerging republic struggled to define the scope and limits of liberty and equality in a rapidly changing world.
Student Learning: Students will be able to complete the following:
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Identify and explain the claims and counterclaims of the Federalists and Anti-Federalists during the ratification process of the
US Constitution.
Analyze the strengths and weaknesses of the US Constitution and the Bill of Rights.
Determine whether either document meet the needs of the citizens.
Work individually and collaboratively to produce valid arguments in support of a viewpoint.
Prepare a written statement that summarizes the viewpoints of your team’s position.
Effectively argue and debate the importance of issues such as: federalism, factions, checks and balances, slavery, and natural
rights.
Connect these issues to the current day, developing claims and/or counterclaims that reflect the Federalists and AntiFederalists views on the role of government in every day lives today.
Task:
Students will participate in a class debate designed to review and enhance their understanding of the United States from colonization
and settlement to revolution and constitutional government. In particular, students will debate the merits of the US Constitution and
Bill of Rights at the time of ratification, and decide whether it meets the needs of the citizens, or falls short. Students will prepare for
the debate by reviewing course material, documents, debate questions and procedures. Students will be instructed to choose one side,
pro-ratification vs. anti-ratification, and work as a team to present an argument in support of their position. Each team will be given
time to prepare in class, and individually for the debate. Students will be graded on their teamwork, and individual contribution to the
debate. Topical issues will include but are not limited to:
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
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Limited Government
Slavery
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Federalists vs. Anti-Federalists
Individual Rights
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Separation of Powers
Checks and Balances
Procedure:
1. Explain debate assignment to students. Review guidelines for a debate, and allow class time for team collaboration, research
and writing.
2. Each team must produce a written opening statement and closing statement that clearly outlines their position, citing from
numerous sources as well as bringing in key concepts covered during the unit. Each team will be expected to produce four
clear arguments to back their statement. A panel of judges will be randomly selected on the day of the debate, two from each
side.
3. On the day of the debate, each team will present their opening statement.
4. As each team presents their arguments, the opposing team will have the opportunity to do a “cross-examination”, or refute the
argument in some way.
5. The debate will finish with a closing statement that reinforces key arguments.
6. During the debate, the panel of judges will use a rubric to keep track of the validity of each team’s arguments.
7. At the end of the debate, the panel of judges will adjourn, and determine the winner of the debate.
Materials: American Nation (US Constitution, Bill of Rights); We The People, The Citizen and The Constitution;
The Words We Live By
Websites: http://constitutioncenter.org/constitution; http://billofrightsinstitute.org/founding-documents/bill-of-rights/
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
\
Rubric for class debate:
Debate Rubric
Criteria
Opening &
Closing
Statements
Rebuttals
Mastery
Standard
Approaches Standard
Below Standard
- Extremely thorough, wellorganized presentation of
arguments and evidence
- Well-organized and
complete presentation of
arguments and evidence
-Organized and generally
complete presentation of
arguments and evidence
-Somewhat organized
presentation of arguments
and evidence
-Arguments are unorganized,
incomplete, or completely
lacking in evidence
- Opening statement
engages the interest of
audience; closing statement
leaves no unanswered
issues and resonates with
the audience
- Opening statement
successfully frames the
issues; closing statement
summarizes many arguments
made in the debate
- Opening statement outlines
or lists arguments and
evidence but does not
generate interest; closing
statement does not reflect
remarks made during debate.
-Opening statement
minimally outlines
arguments; closing
argument briefly restates
the ideas offered in the
opening statement
-Opening statement and closing
statements do little more than
state the position of the team
- Responds to issues raised
by opponents with concise,
accurate, logical answers
- Responds to issues raised
by opponents with accurate
and generally concise
answers
- Responds to most of the
issues raised by opponents
with generally accurate
answers
-Is unable to respond to issues
raised by opponents in a
meaningful or accurate way
- Challenges the arguments
made by opponents;
challenges are generally
effective
- Offers arguments, but no
evidence, to counter the
arguments made by opponents
-Seems to be caught offguard by opponents; offers
tentative, somewhat
accurate, but possibly
vague or illogical
responses
-Demonstrates a
sophisticated understanding
of the issues, events and
facts relevant to the topic
- Demonstrates a
sophisticated understanding
of the issues, events and
facts relevant to the topic
-Demonstrates an basic and
accurate understanding of the
issues, events and facts
relevant to the topic.
-Demonstrates thorough
and accurate understanding
of details as well as the
ability to make original
connections and
-Demonstrates thorough and
accurate understanding of
details as well as the ability
to make original connections
and interpretations
-Demonstrates the ability to
make basic connections
between facts and concepts
- Effectively challenges the
arguments made by
opponents with argument
and evidence
Effective use of
historical
evidence /
content
knowledge
Above Standard
-Attempts to challenge
arguments of opponents
-Demonstrates a generally
accurate understanding of
relevant issues, events and
facts, but may exhibit
minor confusion or
misunderstandings.
-Demonstrates an inadequate
understanding of the history
content relevant to the topic
-Supports statements with
vague or irrelevant information,
or no information at all
Seem to understand
general ideas, but do not
support their ideas with
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Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
interpretations
Use of
persuasive
appeals
Language Use
Performance
relevant facts.
Makes deliberate and
effective use of logical,
emotional and ethical
appeals in order to
persuade justices
Uses logical, emotional and
ethical appeals to enhance
effectiveness of argument
Uses some appeals to make
argument more persuasive,
but may not include a mix of
logical, emotional and ethical
appeals
Makes minimal use of
persuasive appeals
Does not use persuasive
rhetoric
- Uses language that is
stylistically sophisticated
and appropriate for the
court; uses literary devices
to enhance the argument
- Uses language that is
appropriate to the court
- Uses language that is
appropriate to the court
-Generally uses language
that is appropriate to the
court
-Uses colloquial, overly
simplistic language
- Uses literary devices to add
interest
- Attempts to use literary
devices to add interest
Exhibits confidence,
energy, and passion in the
course of the hearing
- Exhibits confidence and
energy in the course of the
hearing
- Appears nervous, yet
somewhat confident, before
the court
-Lacks confidence
- Maintains respectful tone
-Maintains respectful tone
- Maintains respectful tone
- Accesses preparation
materials with ease
- Uses preparation materials
effectively
- Use of preparation materials
does not distract
- Use of preparation
materials distracts from
quality of performance
-Uses basic but clear
language
-Uses language and syntax that
is unclear
-Demonstrates little or no
preparation
-Maintains respectful tone
-Fails to maintain respectful
tone
17
Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Appendix D
Additional Resources
Title
Genre
The Landing of The Pilgrim Fathers, by Elizabeth Barrett
Browning
Myths and Misconceptions: Slavery and the Slave Trade
Poem
American Revolution, Quotable Quotes
Non-Fiction
Declaration of Independence, US Constitution
Non-Fiction
The Boston Massacre, by Paul Revere
Engraving
A Study of Slavery in NJ, by Henry Scofield Cooley
Non-Fiction
Phyllis Wheatley, On Tyranny and Slavery
Poem
The Interesting Narrative of the Life of Olaudah Equiano
Autobiography
Non-Fiction; Gilder Lehrman
The Elementary Common Sense of Thomas Paine, Mark Wilensky Non-Fiction
Women’s Life and Work in the Southern Colonies, Julia Cherry
Spruill
The Words We Live By, Linda Monk
Non-Fiction
Non- Fiction
18
Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Title
Genre
The Grand Bargain on Debt that made D.C. a
Slave Capital
The Tea Party Turns Five Today
Article, Washington Post
Executive Order #48
(State of NJ declared “Crossroads of the American Revolution)
nj.gov
Article, Washington Post
Title
Genre
The Crossing (Washington’s crossing and other details of the
American Revolution)
Unchained Memories, Readings From Slave Narratives
Movie, 2000.
Give Me Liberty or Give Me Death (Patrick Henry)
Documentary clip
Declaration of Independence, Dramatic Reading
Video-clip
Belle
Movie
Africans in America, PBS
Documentary
Documentary
Title
Chesapeake, James Michener
Genre
Historical Fiction
19
Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
The Kitchen House, Kathleen Grissom
Historical Fiction
Follow The River, James Alexander Thom
Historical Fiction
The Red Badge of Courage, Stephen Crane
Historical Fiction
The Scarlet Letter, Nathaniel Hawthorne
Historical Fiction
April Morning, Howard Fast
Historical Fiction
Drums Along the Mohawk, Walter Edmonds
Historical Fiction
The Secret Soldier, The Story of Deborah Sampson, Ann
McGovern
Hang A Thousand Trees With Ribbons: The Story of Phyllis
Wheatley, Ann Rinaldi
Roots, Alex Haley
Historical Fiction
Historical Fiction
Historical Fiction
Topic
Website
African American History Curriculum
www.njamistadcurriculum.com
American History
www.gilderlehrman.org/
Classroom Resources
www.readwritethink.org
American History
www.pbs.org
American History
www.learner.org/courses/amerhistory/units/
Current Events
www.washingtonpost.com
20
Roselle Public Schools
Curriculum Units of Study
US History I/ 10th Grade
Current Events
www.nj.com
Current Events
www.nytimes.com
Video clips
www.teachertube.com
News Source
www.newseum.org/todaysfrontpages/default.asp
Video clips on various topics
www.ted.com/talks/browse
Title
Genre
American Nation
Holt-McDougal
The Way We Lived, Vol. 1 1492- 1877
Non-Fiction
Reading the American Past, Vol. 1, To 1877
Non-Fiction
African American History, Gant-Britton
Non-Fiction
Words That Make NJ History, Green, ed.
Non-Fiction
African Americans: Opposing Viewpoints
Non-Fiction
We The People, The Citizen and The Constitution
Non-Fiction
21