East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​Creating the Constitution American History (302) PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. Duration: 5 days, 68 minutes per lesson KEY LEARNING/GOALS/SKILLS (know, understand, do): The students will understand the role of the founding Fathers in creating a Constitution to assist in developing a new nation Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion UNIT ESSENTIAL QUESTION: How did the United States Constitution overcome the weaknesses of the Articles of Confederation and provide for the organization of the new government? CONCEPT​: ​Article of Confederation­1 Lesson Essential Questions: What were the major successes and failures of government under the Articles of Confederation? CONCEPT​: ​The Constitutional Convention­2 Lesson Essential Questions: How does the Constitution organize the American Government? CONCEPT​: ​Debating the Constitution­3 Lesson Essential Questions: How did those in favor of the Constitution achieve its ratification? Vocabulary Academic Specific (with definitions): ​
(examples: analyze, trace, identify) Identify Analyze Interpret Content Specific (with definitions): (examples: drama, characterization, theme) Articles of Confederation­1 Great Compromise­2 Limited government­1 Three Fifths Compromise­2 Land Ordinance of 1785­1 Federal System of Northwest Ordinance of 1787­1 Government­2 Shay’s Rebellion­1 Separation of powers­2 Legislative/Executive/Judicial Checks and balances­2 Branches­2 Electoral college­2 Constitutional Convention­2 Amend­2 Constitution­2 Individual rights­2 Veto­2 Democracy­2 Popular Sovereignty­2 Republic­2 Senate­2 House of Representatives­2 Congress­2 Shared powers­2 United States Constitution­2 Virginia Plan­2 New Jersey Plan­2 Alexander Hamilton­3 John Jay­3 George Mason­3 The Federalist Papers­3 Federalists­3 Anti­Federalists­3 The Bill of Rights­3 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​Launching the New American History (302) Nation PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand that the U.S. faced many early challenges in How did the New American Nation respond to internal and external its development as a nation challenges? Duration: 5 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​Washington as President­1 CONCEPT​: ​Domestic Conflicts­2 Lesson Essential Questions: How did the actions of Washington as president set the course for the new nation? Lesson Essential Questions: How did domestic problems lead to the formation of two political parties? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret CONCEPT​: ​Foreign Conflicts­3 Lesson Essential Questions: How did the actions of foreign countries affect the Unites States? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) Cabinet:­1 Supreme Court­1 Secretary of War­1 Chief Justice­1 Secretary of State­1 Alexander Hamilton­1 Secretary of The Bank of the United States­1 Treasury­1 James Madison­1 Henry Knox­1 Tariff­2 CONCEPT​: ​John Adam’s Presidency­4 Lesson Essential Questions: How did domestic and foreign events during Adams’ presidency affect the new nation? Federalists­2 Republicans­2 Loose construction­2 Strict construction­2 Neutrality­3 The French Revolution­3 Sedition­4 Nullify­4 States’ rights­4 Unconstitutional­4 The Virginia and Kentucky Thomas Jefferson­1 Inauguration­1 Precedent­1 Bond­1 Speculator­1 Whiskey Rebellion­2 Faction­2 Anthony Wayne­2 The Battle of Fallen Timbers­2 Impressments­3 John Jay­3 Jay’s Treaty­3 Alien­4 Resolutions­4 The XYZ Affair­4 John Adams­4 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​Jeffersonian Era American History (302) PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand that the Republican leadership plays a very How did the Republican leaders guide the United States development from influential role in the development of an early America 1800 to 1815? Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​The Revolution of 1800­1 Lesson Essential Questions: How did Jefferson chart a new course for the government? CONCEPT​: ​Louisiana Purchase­2 Lesson Essential Questions: What was the importance of the purchase and exploration of the Louisiana Territory? CONCEPT​: ​Foreign Conflict­3 Lesson Essential Questions: How did Jefferson respond to threats to the security of the nation? Vocabulary Academic Specific (with definitions): Content Specific (with definitions): (examples: drama, characterization, theme) CONCEPT​: ​War of 1812­4 Lesson Essential Questions: What were the causes and effects of the War of 1812? (examples: analyze, trace, identify) Identify Analyze Interpret Revolution of 1800­1 Thomas Jefferson­1 Aaron Burr­1 Laissez faire­1 John Marshall­1 Judicial review­1 Twelfth Amendment­1 Marbury v. Madison­1 Expectation­1 Meriwether Lewis­2 William Clark­2 Continental divide­2 Toussaint L’Ouverture­2 Robert Livingston­2 Haiti­2 Zebulon Pike­2 Napoleon Bonaparte­2 Barbary States­3 Tribute­3 Stephen Decatur­3 Embargo­3 Smuggle­3 Embargo Act 1809­3 Tecumseh­4 William Henry Harrison­4 Treaty of Ghent­4 Hartford Convention­4 John Calhoun­4 Andrew Johnsom­4 Andrew Jackson­4 Secede­4 Henry Clay­4 Warhawk­4 Blockade­4 Oliver Hazzard Perry­4 Nationalism­4 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​The Age of Jackson American History (302) PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand how national pride helped to build an How did the American nation reflect a growing sense of national pride and identity for the American people identity? Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​Monroe’s Presidency­1 CONCEPT​: ​Foreign Affairs­2 CONCEPT​: ​Jackson’s Presidency­3 CONCEPT​: ​Native American Relations­4 CONCEPT​: ​Economy­5 Lesson Essential Questions: How was the power of the federal government strengthened during the Era of Good Feelings? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret Lesson Essential Questions: How did U.S. foreign affairs reflect new national confidence? Lesson Essential Questions: How did the people gain more power during the Age of Jackson? Lesson Essential Questions: Why did Jackson use force to remove Native Americans from the Southeast? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) The American System­1 Interstate commerce­1 McCulloch v. Maryland­1 James Monroe­1 Dartmouth College v. Woodward­1 The Era of Good Feelings­1 Gibbons v. Ogden­1 Cede­2 Henry Clay­1 Adams – Onis Treaty­2 John Calhoun­1 Miguel Hidalgo­2 Daniel Webster­1 Simon Bolivar­2 Charter­1 The Monroe Doctrine­2 Dumping­1 John Quincy Adams­3 Contract­1 Self­government­3 Capitalism­1 Andrew Jackson­3 Tariff of 1816­1 Suffrage­3 Nullification­3 Caucus­3 Nominating convention­3 Spoils system­3 The Corrupt Bargain­3 National Republic Party­3 Choctaw­4 Cherokee­4 Chickasaw­4 Trail of Tears­4 Lesson Essential Questions: How did economic problems cause conflict during Jackson’s administration? Creek­4 Sequoyah­4 Cherokee Nation v. Georgia­4 Worcester v. Georgia­4 William Henry Harrison­4 Indian Removal Act of 1830­4 The 2nd​
​ Bank of the U.S.­5 The Panic of 1837­5 The Bank War­5 Martin Van Buren­5 Nicholas Biddle­5 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​The Industrial Revolution Duration: 10 days, 68 minutes per American History (302) and Sectionalism lesson PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): The students will understand the economic development of America became one of its most defined attributes UNIT ESSENTIAL QUESTION: What economic paths did the economic sections of the United States take in the early 1800’s? Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT:​ ​Mass Production­1 Lesson Essential Questions: How did the new technology of the Industrial Revolution change the way Americans lived? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret CONCEPT​: ​Technology­2 CONCEPT​: ​Slavery­3 Lesson Essential Questions: Lesson Essential Questions: How did urbanization, technology, and How did cotton affect the social and social change affect the North? economic life of the South? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) Industrial Revolution­1 Nativist­2 Factory system­1 Discrimination­2 Capitalist­1 Cyrus McCormick­2 Francis Cabot Lowell­1 Cotton Gin­2 Mass production­1 Slave Codes­3 Interchangeable parts­1 Nat Turner­3 Samuel Slater­1 Spirituals­3 Eli Whitney­1 Telegraph ­3 Urbanization­2 Samuel F.B. Morse­3 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District CONCEPT​: ​Political Power­4 Lesson Essential Questions: How did Americans move west, and how did this intensify the debate over slavery? Famine­3 Canal­4 Henry Clay­4 The National Road­4 DeWitt Clinton­4 Missouri Compromise­4 Corduroy roads­4 Daniel Boone­4 Turnpikes­4 Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​The Age of Reform American History (302) PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand that reformers became a critical influence on How did reformers and writers inspire the new American Nation change and spark controversy from 1820­1860? Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​Reformers’ Goals­1 Lesson Essential Questions: What were the goals and motivations that inspired reformers’ efforts? CONCEPT​: ​Education­2 Lesson Essential Questions: How did people bring about reform in education and society? CONCEPT​: ​Abolition of Slavery­3 Lesson Essential Questions: How did abolitionists try to end slavery? CONCEPT​: ​Women’s Suffrage­4 CONCEPT​: ​Literature­5 Lesson Essential Questions: Lesson Essential Questions: How did the women’s How did American literature suffrage movement begin? and art have an impact on American life? Vocabulary Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret Content Specific (with definitions): (examples: drama, characterization, theme) Robert Owen­1 Horace Mann­2 Social reform­1 Abolitionist­3 Predestination­1 William Lloyd Garrison­3 Charles Finney­1 Frederick Douglass­3 Revival­1 Harriet Tubman­3 Temperance movement­1 Underground Railroad­3 Prohibition­1 Sojourner Truth­3 Dorothea Dix­1 Women’s rights movement­4 Second Great Awakening­1 Susan B. Anthony­4 Utopian society­1 Seneca Falls Convention­4 Public school­2 Lucretia Mott­4 Elizabeth Cady Stanton­4 Women’s suffrage­4 Civil disobedience­5 Herman Melville­5 Transcendentalism­5 Ralph Waldo Emerson­5 Individualism­5 Henry David Thoreau­5 Louisa May Alcott­5 Nathaniel Hawthorne­5 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​Manifest Destiny and the American History (302) West PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. Duration: 10 days, 68 minutes per lesson KEY LEARNING/GOALS/SKILLS (know, understand, do): The students will understand that westward expansion helped make a new America even stronger Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion UNIT ESSENTIAL QUESTION: How did westward expansion change the geography of the nation and demonstrate the determination of its people? CONCEPT​: ​Nationalism­1 CONCEPT​: ​Migration­2 CONCEPT​: ​Conflict­3 Lesson Essential Questions: Lesson Essential Questions: What cultures and ideas influenced the Why did people go west and what development of the west? challenges did they face? CONCEPT​: ​Utah and California­4 Lesson Essential Questions: What were the causes and effects of the Texas War for Independence and the Mexican­American War? Vocabulary Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret Content Specific (with definitions): (examples: drama, characterization, theme) Frontier­1 Rendezvous­2 Land grant­1 Marcus and Narcissa Whitman­2 Ranchers­1 Water rights­2 Expansion­1 Stephen Austin­3 William Becknell­1 Dictatorship­3 Manifest Destiny­1 Siege­3 Lesson Essential Questions: How did Mormon settlement and the gold rush lead to changes in the west? Treaty of Guadalupe­Hidalgo­3 Gadsden Purchase­3 Mexican cession­3 Joseph Smith­4 Polygamy­4 Brigham Young­4 The Santa Fe Trail­2 John Jacob Astor­2 Oregon Trail­2 Mountain man­2 Sam Houston­3 Annex­3 James K. Polk­3 John C. Fremont­3 Forty­niner­4 Vigilante­4 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​A Nation Divided American History (302) PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand that growing differences in the American How did the nation try, but fail to deal with growing sectional people became a growing problem to be dealt with by government differences? Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​Growing Tensions­1 CONCEPT​: ​Compromises Fail­2 Lesson Essential Questions: Lesson Essential Questions: How did the questions of admission of What was the Compromise of 1850, new states to the union fuel the debate and why did it fail? over slavery and states’ rights? CONCEPT​: ​The Crisis Deepens­3 Lesson Essential Questions: Why did the Lincoln­Douglas debates and John Brown’s raid increase tensions between the North and South? Vocabulary Academic Specific (with definitions): Content Specific (with definitions): (examples: drama, characterization, theme) CONCEPT​: ​The Coming of the Civil War­4 Lesson Essential Questions: Why did the election of Abraham Lincoln spark the secession of the Southern States? (examples: analyze, trace, identify) Identify Analyze Interpret Great Compromise­1 Mexican­American War­1 Missouri Compromise­1 Harriet Beecher Stowe­1 Propaganda­1 Henry Clay­1 John C. Calhoun­1 Daniel Webster­1 Fugitive­2 Popular Sovereignty­2 Compromise of 1850­2 Fugitive Slave Act 1850­2 Kansas­Nebraska Act­2 Dred Scott v. Sanford­3 Roger B. Taney­3 Harper’s Ferry­3 Stephen Douglas­3 John Brown­3 Abraham Lincoln­4 Civil War­4 Jefferson Davis­4 Secede­4 Ft. Sumter­4 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​The Civil War American History (302) PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand how the Civil War served as a turning point How did people, places, and events affect the outcome of the civil war? in the development of the American Nation Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​The Call to Arms­1 CONCEPT​: ​Early Years of the War­2 Lesson Essential Questions: Lesson Essential Questions: CONCEPT​: ​The Emancipation Proclamation­3 Lesson Essential Questions: CONCEPT​: ​Civil War and American Life­4 CONCEPT​: ​Decisive Battles­5 Lesson Essential Questions: Lesson Essential Questions: Why did each side in the Civil War think the war would be won easily? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret How did each side in the war try to gain an advantage over the other? What were the causes and How did the war affect How did Lincoln and his effects of the Emancipation people and politics in the generals turn the tide of the Proclamation? North and the South? war? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) Border State­1 Iron clad­2 Inflation­4 Neutral­1 Ulysses S. Grant­2 Clara Barton­4 Confederacy­1 Monitor/Merrimack­2 Total War­4 George McClellan­2 Battle of Shiloh­2 Gettysburg Address­4 Casualty­2 Emancipation Proclamation­3 Income Tax­4 Blockade­2 Martial Law­4 William Tecumseh Sherman­5 Robert E. Lee­2 Horace Greenly­4 Battle – Gettysburg, Vicksburg­5 Bull Run­2 Habeas Corpus­4 Siege­5 Stonewall Jackson­2 Draft­4 Ulysses S. Grant­5 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​Reconstruction and the American History (302) New South PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand the concepts of: Reconstruction, rebuilding How did Reconstruction impact the the South, Rights for African Americans, Racism (KKK) USA? Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​Political Reconstruction­1 Lesson Essential Questions: ­What were Lincoln and Johnson’s plans for reconstruction? ­How did Congress ensure the protection and future for the freed slaves? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret CONCEPT​: ​Limiting African Americans­2 Lesson Essential Questions: What methods did Southern state use to deprive African Americans of their rights? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) Wade Davis Bill­1 Impeachment­1 Reconstruction­1 Thaddeus Stevens­1 Freed men­1 Samuel J. Tilden­1 Abraham Lincoln­1 15​th​ Amendment­1 Radical Republicans­1 Black Codes­2 Radical Reconstruction­1 Tenant farming­2 th​
13​ Amendment­1 Sharecropping­2 14​th​ Amendment­1 Segregation­2 Andrew Johnson­1 Poll Tax­2 CONCEPT​: ​Social Reactions to Reconstruction­3 Lesson Essential Questions: ­How did Americans react to Reconstruction? ­What factors contributed to the end of Reconstruction? Literacy test­2 Grandfather clause­2 Homer Plessy­2 KKK­3 Election of 1876­3 Carpetbagger­3 Freedmen’s Bureau­3 Amnesty­3 Scalawag­3 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic American History (302) Grade Level: 9 Unit Topic: ​The American West Duration: 10 days, 68 minutes per lesson PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand the role big businesses played in the growth How did the growth of big business affect the development of the West? of America Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​Mining and Railroads­1 Lesson Essential Questions: How did mining and railroads draw people to the West? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret CONCEPT​: ​Native Americans Struggle to Survive­2 CONCEPT​: ​Cattle Kingdom­3 Lesson Essential Questions: Lesson Essential Questions: What were consequences of the What factors led to the boon and bust conflict between the Native Americans in the cattle industry? and white settlers? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) Subsidy­1 Battle of Little Bighorn­2 Open Range­3 Transcontinental Railroad­1 Ghost Dance­2 Cattle Drive­3 Placer Mining­1 Massacre at Wounded Vaquero­3 Comstock Lode­1 Knee­2 Cow Town­3 Pacific Railway Act­1 Assimilation­2 Cattle Kingdom­3 Morrill Land Grant­1 Sitting Bull­2 Long Drive­3 Push­pull­1 Ft. Laramie Treaty­2 Buffalo Bill­3 Great Plains­2 Dawes Act­2 Homesteader­4 Nomad­2 Nez Perce­2 Surplus­4 Reservation­2 Navajos­2 Sooner­4 Vigilante­2 Grange­3 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment CONCEPT​: ​Farming in the West­4 Lesson Essential Questions: How did farmers on the plains struggle to make living? Sod Buster­4 Bonanza Farm­4 Farm cooperative­4 Inflation­4 Williams Jennings Bryan­4 John Deere­4 Exodusters­4 Populist Party­4 Sod­4 Boomers­4 East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​Industry and the Growth American History (302) of Cities PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand how technology, business methods, labor How did industrialization increase the spread of change? force, and labor unions developed during this time Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​A New Industrial Revolution­1 Lesson Essential Questions: What conditions spurred the growth of industry? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret CONCEPT​: ​Big Business and Organized Labor­2 Lesson Essential Questions: How did big business change the work place and give rise to labor unions? CONCEPT​: ​Cities Grow and Change­3 CONCEPT​: ​New Immigrants­4 Lesson Essential Questions: Lesson Essential Questions: What were the causes and How was the experience of effects of the rapid growth of immigrants both positive and cities negative? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) Thomas Edison­1 Entrepreneur­2 Horizontal Captain of Industry­2 Alexander Graham Realist­2 consolidation­2 Urbanization­3 Bell­1 Yellow Journalism­2 Karl Marx­2 Tenement­3 Henry Ford­1 Corporation­2 AFL­2 Jane Addams­3 Assembly line­1 Monopoly­2 Knights of Labor­2 Settlement house­3 Wilbur and Orville Andrew Carnegie­2 Haymarket­2 Department stores­3 Wright­1 John D. Rockefeller­2 Homestead­2 Social William B. Morse­1 Trust­2 Pullman=2 gospel­movement­3 Free Enterprise­1 Collective Bargaining­2 Robber Barons­2 Steerage­4 Samuel Gomper­1 Vertical consolidation­2 Anarchist­2 Nativism­4 Patent­1 CONCEPT​: Education/Culture­5 Lesson Essential Questions: What were the causes and effect of an expanded educational system? Assimilation­4 Pogrom­4 Quarantine­4 Ghetto­4 Chinese exclusion­4 Temperance Movement­4 Mark Twain­5 Joseph Pulitzer­5 Compulsory education­5 McGuffey’s Reader­5 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: Academic Grade Level: 9 Unit Topic: ​The Progressive Era American History (302) PA Core Standards: PA Academic Standards (if applicable): ● CC.8.5.9­10.A­J. ­ 8.3.9. ● CC.8.6.9­10.A­I. ­ 8.1.9. KEY LEARNING/GOALS/SKILLS (know, understand, do): UNIT ESSENTIAL QUESTION: The students will understand the role society and politics played in How did society and politics change during the Progressive Era? influencing a new American Nation Duration: 10 days, 68 minutes per lesson Texts/Resources/Materials: Handouts Video/Audio Lecture Discussion CONCEPT​: ​Gilded Age and Progressive Reform­1 Lesson Essential Questions: How did reformers try to end government corruption and limit influence of big business? Academic Specific (with definitions): (examples: analyze, trace, identify) Identify Analyze Interpret CONCEPT​: ​Progressive Presidents­2 CONCEPT​: ​Rights of Women­3 Lesson Essential Questions: Lesson Essential Questions: How did progressive presidents extend How did women gain rights? reforms? CONCEPT​: ​Struggles for Justice­4 Lesson Essential Questions: What challenges faced minority groups? Vocabulary Content Specific (with definitions): (examples: drama, characterization, theme) Interstate Commerce Act­1 Sherman Anti­Trust Act­1 17th​​ Amendment ­1 Upton Sinclair­1 Jacob Riis­1 Gilded Age­1 Civil Service­1 Laissez faire­1 Recall­1 Referendum­1 Graduated income tax­1 Muckraker­1 William Tweed­1 Conservation­1 National Park­1 Frances Willard­1 Garfield­2 Cleveland­2 Harrison­2 Trust Buster­2 Theodore Roosevelt­2 William Howard Taft­2 Woodrow Wilson­2 Square Deal­2 19th​​ Amendment­3 Florence Kelley­3 WCTU­3 Booker T. Washington­4 Web Dubois­4 Lynching­4 Parochial school­4 Anti­Semitism­4 Spoils System­1 Primary­1 Initiative­1 Federal Trade Commission­1 Federal Reserve Act­1 Prohibition­1 Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: ​Common Assessment Board Approved 9­21­2015 Carrie Chapman Catt­3 Suffragist­3 Alice Paul­3 Barrios­4 NAACP­4 “Gentlemen’s agreement”­4