HACKETTSTOWN, NEW JERSEY
SOCIAL STUDIES
UNITED STATES HISTORY I
COLLEGE PREP & HONORS
GRADE 9
CURRICULUM GUIDE
FINAL DRAFT
MAY 2012
Mr. Robert Gratz, Superintendent
Ms. Diane Pittenger, Assistant Superintendent for Curriculum & Instruction
Mr. Guy Jorstad, Social Studies Supervisor
Developed by:
Mr. James Farrand
This curriculum may be modified through varying techniques,
strategies and materials, as per an individual student’s
Individualized Education Plan (IEP).
Approved by the Hackettstown Board of Education
At the regular meeting held on 8/8/2012
And
Aligned with the New Jersey Core Curriculum Content Standards 2009
1
TABLE OF CONTENTS
Philosophy and Rationale:
3
New Jersey Core Curriculum Content Standards for Social Studies
4 - 39
Course Proficiencies:
40 - 41
Student Proficiencies:
42 - 43
Methods of Evaluation:
44
Course Outline:
45 – 91
Colonization and Settlement:
45 – 49
Revolution and New Nation:
50 – 55
Expansion and Reform:
56 – 62
Civil War and Reconstruction:
63 – 68
The Development of the Industrial United States:
69 – 74
The Emergence of Modern America – Progressives:
75 – 80
The Emergence of Modern America - World War I:
81 - 85
The Emergence of Modern America - The Roaring Twenties:
86 – 91
Teacher Resources and Materials:
92
2
Philosophy and Rationale
The Hackettstown Public Schools mission for our social studies curriculum is to provide all learners with the
necessary knowledge, skills, and perspectives needed to become active, lifelong informed citizens and
contributing members of local, state, national, and global communities in the digital age.
3
2009 New Jersey Core Curriculum Content Standards - Social Studies
Content Area
Standard
Era
Grade Level
Content Statement
North American
Colonial societies
adapted European
governmental,
economic, and
cultural institutions
and ideologies to
meet their needs in
the New World.
Social Studies
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.
Colonization and Settlement (1585-1763)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Explain how British North American colonies adapted
A. Civics,
the British governance structure to fit their ideas of
Government, and 6.1.12.A.1.a
individual rights, economic growth, and participatory
Human Rights
government.
Analyze how gender, property ownership, religion, and
6.1.12.A.1.b
legal status affected political rights.
B. Geography,
People, and the
Relate regional geographic variations (e.g., climate, soil
Environment
6.1.12.B.1.a
conditions, and other natural resources) to economic
development in the New World.
Explain how economic ideas and the practices of
6.1.12.C.1.a mercantilism and capitalism conflicted during this time
period.
C. Economics,
Determine the extent to which natural resources, labor
Innovation, and
systems (i.e., the use of indentured servants, African
Technology
slaves, and immigrant labor), and entrepreneurship
6.1.12.C.1.b
contributed to economic development in the American
colonies.
D. History,
Explain the consequences to Native American groups of
Culture, and
6.1.12.D.1.a
the loss of their land and people.
Perspectives
4
Content Area
Standard
Era
Grade Level
Content Statement
The war for
independence was
the result of
growing
ideological,
political,
geographic,
economic, and
religious tensions
resulting from
Britain’s
centralization
policies and
practices.
The United States
Constitution and
Bill of Rights were
designed to provide
a framework for the
American system of
government, while
also protecting
individual rights.
Debates about
individual rights,
states’ rights, and
federal power
shaped the
development of the
political institutions
and practices of the
new Republic.
Social Studies
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.
Revolution and the New Nation (1754-1820s)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Analyze the intellectual origins of the major ideas
6.1.12.A.2.a
expressed in the Declaration of Independence.
Evaluate the importance of the Declaration of
6.1.12.A.2.b Independence, the Constitution, and the Bill of Rights to
the spread of democracy around the world.
Compare and contrast state constitutions, including New
Jersey’s 1776 constitution, with the United States
6.1.12.A.2.c
Constitution, and determine their impact on the
development of American constitutional government.
A. Civics,
Government, and
Compare and contrast the arguments of Federalists and
Human Rights
6.1.12.A.2.d
Anti-Federalists during the ratification debates, and
assess their continuing relevance.
Explain how judicial review made the Supreme Court an
6.1.12.A.2.e
influential branch of government, and assess the
continuing impact of the Supreme Court today.
Examine the emergence of early political parties and
their views on centralized government and foreign
6.1.12.A.2.f
affairs, and compare these positions with those of
today’s political parties.
Analyze how the United States has attempted to account
6.1.12.B.2.a for regional differences while also striving to create an
B. Geography,
American identity.
People, and the
Evaluate the effectiveness of the Northwest Ordinance
Environment
6.1.12.B.2.b
in resolving disputes over Western lands and the
expansion of slavery.
Analyze the problems of financing the American
6.1.12.C.2.a Revolutionary War and dealing with wartime inflation
and profiteering.
C. Economics,
Innovation, and
Explain the effects of inflation, debt, and attempts by
Technology
new state and national governments to rebuild the
6.1.12.C.2.b
economy by addressing issues of foreign and internal
trade, banking, and taxation.
5
Content Area
Standard
Era
Grade Level
Content Statement
Multiple political,
social, and
economic factors
caused American
territorial
expansion.
The rapid expansion
and transformation
of the American
economy
contributed to
regional tensions,
social reform,
political
compromises, and
an expansion of
democratic
practices.
Analyze contributions and perspectives of African
6.1.12.D.2.a
Americans, Native Americans, and women during the
American Revolution.
Explain why American ideals put forth in the
Constitution (i.e., due process, rule of law, and
6.1.12.D.2.b
individual rights) have been denied to different groups
of people throughout time.
D. History,
Culture, and
Relate events in Europe to the development of American
6.1.12.D.2.c
Perspectives
trade and American foreign and domestic policies.
Analyze arguments for new women’s roles and rights,
6.1.12.D.2.d and explain why 18th-century society limited women’s
aspirations.
Determine the impact of African American leaders and
6.1.12.D.2.e
institutions in shaping free Black communities in the
North.
Social Studies
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.
Expansion and Reform (1801-1861)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Assess the influence of Manifest Destiny on foreign
policy during different time periods in American
6.1.12.A.3.a
history.
Determine the extent to which America’s foreign policy
(i.e., Tripoli pirates, the Louisiana Purchase, the War of
6.1.12.A.3.b 1812, the Monroe Doctrine, the War with Mexico, and
Native American removal) was influenced by perceived
national interest.
Assess the role of geopolitics in the development of
6.1.12.A.3.c
American foreign relations during this period.
A. Civics,
Government, and
Describe how the Supreme Court increased the power of
Human Rights
6.1.12.A.3.d
the national government and promoted national
economic growth during this era.
Judge the fairness of government treaties, policies, and
6.1.12.A.3.e actions that resulted in Native American migration and
removal.
Compare and contrast the successes and failures of
political (i.e., the 1844 State Constitution) and social
6.1.12.A.3.f (i.e., abolition, women’s rights, and temperance) reform
movements in New Jersey and the nation during the
Antebellum period.
6
6.1.12.A.3.g
6.1.12.A.3.h
6.1.12.A.3.i
B. Geography,
People, and the
Environment
C. Economics,
Innovation, and
Technology
6.1.12.B.3.a
6.1.12.C.3.a
6.1.12.C.3.b
6.1.12.D.3.a
6.1.12.D.3.b
D. History,
Culture, and
Perspectives
6.1.12.D.3.c
6.1.12.D.3.d
6.1.12.D.3.e
7
Determine the extent to which state and local issues, the
press, the rise of interest-group politics, and the rise of
party politics impacted the development of democratic
institutions and practices.
Analyze the various rationales provided as a
justification for slavery.
Relate the impact of the Supreme Court decision
regarding the Amistad to the antislavery movement.
Assess the impact of Western settlement on the
expansion of United States political boundaries.
Analyze how technological developments transformed
the economy, created international markets, and affected
the environment in New Jersey and the nation.
Relate the wealth of natural resources to the economic
development of the United States and to the quality of
life of individuals.
Determine how expansion created opportunities for
some and hardships for others by considering multiple
perspectives.
Explain how immigration intensified ethnic and cultural
conflicts and complicated the forging of a national
identity.
Assess how states' rights (i.e., Nullification) and
sectional interests influenced party politics and shaped
national policies (i.e., the Missouri Compromise and the
Compromise of 1850).
Analyze the role education played in improving
economic opportunities and in the development of
responsible citizens.
Determine the impact of religious and social movements
on the development of American culture, literature, and
art.
Content Area
Standard
Era
Grade Level
Content Statement
The Civil War was
caused by
ideological,
economic, and
political differences
about the future
course of the nation.
Efforts to reunite
the country through
Reconstruction were
contested, resisted,
and had long-term
consequences.
Social Studies
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.
Civil War and Reconstruction (1850-1877)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Analyze the ways in which prevailing attitudes,
socioeconomic factors, and government actions (i.e., the
6.1.12.A.4.a
Fugitive Slave Act and Dred Scott Decision) in the
North and South (i.e., Secession) led to the Civil War.
Analyze how ideas found in key documents (i.e., the
Declaration of Independence, the Seneca Falls
A. Civics,
6.1.12.A.4.b
Declaration of Sentiments and Resolution, the
Government, and
Emancipation Proclamation, and the Gettysburg
Human Rights
Address) contributed to demanding equality for all.
Evaluate how political and military leadership affected
6.1.12.A.4.c
the outcome of the Civil War.
Judge the effectiveness of the 13th, 14th, and 15th
6.1.12.A.4.d
Amendments in obtaining citizenship and equality for
African Americans.
Use maps and primary sources to assess the impact that
6.1.12.B.4.a geography, improved military strategies, and new modes
B. Geography,
of transportation had on the outcome of the Civil War.
People, and the
Environment
Analyze the impact of population shifts and migration
6.1.12.B.4.b
patterns during the Reconstruction period.
Assess the role that economics played in enabling the
6.1.12.C.4.a
North and South to wage war.
C. Economics,
Compare and contrast the immediate and long-term
Innovation, and 6.1.12.C.4.b effects of the Civil War on the economies of the North
and South.
Technology
Explain why the Civil War was more costly to America
6.1.12.C.4.c
than previous conflicts were.
8
Content Area
Standard
Era
Grade Level
Content Statement
Technological
developments and
unregulated
business practices
revolutionized
transportation,
manufacturing, and
consumption and
changed the daily
lives of Americans.
The Industrial
Revolution and
immigration had a
powerful impact on
labor relations,
urbanization, the
environment, and
cultural values and
created tensions
between ethnic and
social groups.
Compare and contrast the roles of African Americans
6.1.12.D.4.a
who lived in Union and Confederate states during the
Civil War.
Compare and contrast the impact of the American Civil
War and the impact of a past or current civil war in
6.1.12.D.4.b
another country in terms of the consequences for
people’s lives and work.
D. History,
Analyze the debate about how to reunite the country,
Culture, and
6.1.12.D.4.c
and determine the extent to which enacted
Perspectives
Reconstruction policies achieved their goals.
Relate conflicting political, economic, social, and
6.1.12.D.4.d
sectional perspectives on Reconstruction to the
resistance of some Southern individuals and states.
Analyze the impact of the Civil War and the 14th
Amendment on the development of the country and on
6.1.12.D.4.e
the relationship between the national and state
governments.
Social Studies
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.
The Development of the Industrial United States (1870-1900)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Relate industrial growth to the need for social and
6.1.12.A.5.a
governmental reforms.
Assess the impact of governmental efforts to regulate
A. Civics,
6.1.12.A.5.b
industrial and financial systems in order to provide
Government, and
economic stability.
Human Rights
Analyze the effectiveness of governmental policies and
of actions by groups and individuals to address
6.1.12.A.5.c
discrimination against new immigrants, Native
Americans, and African Americans.
Explain how the Homestead Act, the availability of land
B. Geography,
and natural resources, and the development of
People, and the
6.1.12.B.5.a transcontinental railroads and waterways promoted the
Environment
growth of a nationwide economy and the movement of
populations.
6.1.12.B.5.b
9
Assess the impact of rapid urbanization on the
environment and on the quality of life in cities.
Content Area
Standard
Era
Grade Level
Content Statement
Progressive reform
movements
promoted
government efforts
to address problems
created by rapid
industrialization,
immigration, and
unfair treatment of
women, children,
and minority
groups.
Analyze the economic practices of various business
organizations (i.e., corporations and monopolies)
regarding the production and marketing of goods, and
6.1.12.C.5.a
explain the positive or negative impact of these
C. Economics,
practices on the nation and on individuals.
Innovation, and
Compare and contrast economic development of the
6.1.12.C.5.b
Technology
North, South, and West in the post-Civil War period.
Analyze the cyclical nature of the economy and the
6.1.12.C.5.c
impact of periods of expansion and recession on
businesses and individuals.
Analyze government policies and other factors that
promoted innovation, entrepreneurship, and
6.1.12.D.5.a
industrialization in New Jersey and the United States
during this period.
Evaluate how events led to the creation of labor and
D. History,
6.1.12.D.5.b
agricultural organizations that protect the rights of
Culture, and
workers.
Perspectives
Assess the effectiveness of public education in fostering
6.1.12.D.5.c
national unity and American values and in helping
people meet their economic needs and expectations.
Relate varying immigrants’ experiences to gender, race,
6.1.12.D.5.d
ethnicity, or occupation.
Social Studies
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.
The Emergence of Modern America (1890-1930)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Evaluate the effectiveness of Progressive reforms in
preventing unfair business practices and political
6.1.12.A.6.a
corruption and in promoting social justice.
Evaluate the ways in which women organized to
promote government policies (i.e., abolition, women’s
A. Civics,
6.1.12.A.6.b
suffrage, and the temperance movement) designed to
Government, and
address injustice, inequality, workplace safety, and
Human Rights
immorality.
Relate the creation of African American advocacy
organizations (i.e., the National Association for the
6.1.12.A.6.c
Advancement of Colored People) to United States
Supreme Court decisions (i.e., Plessy v. Ferguson) and
state and local governmental policies.
10
An expanding
market for
international trade
promoted policies
that resulted in
America emerging
as a world power.
Content Area
Standard
Era
Grade Level
Content Statement
United States
involvement in
World War I
affected politics, the
economy, and
geopolitical relations
following the war.
Determine the role geography played in gaining access
6.1.12.B.6.a
to raw materials and finding new global markets to
promote trade.
B. Geography,
People, and the
Compare and contrast issues involved in the struggle
Environment
between the unregulated development of natural
6.1.12.B.6.b
resources and efforts to conserve and protect natural
resources during the period of industrial expansion.
Evaluate the effectiveness of labor and agricultural
6.1.12.C.6.a organizations in improving economic opportunities for
various groups.
C. Economics,
Determine how supply and demand influenced price and
Innovation, and 6.1.12.C.6.b
output during the Industrial Revolution.
Technology
Analyze the impact of money, investment, credit,
6.1.12.C.6.c
savings, debt, and financial institutions on the
development of the nation and the lives of individuals.
Assess the impact of technological innovation and
immigration on the development of agriculture,
6.1.12.D.6.a industry, and urban culture during the late 19th century
in New Jersey (i.e., Paterson Silk Strike 1913) and the
United States.
Compare and contrast the foreign policies of American
D. History,
presidents during this time period, and analyze how
6.1.12.D.6.b
Culture, and
these presidents contributed to the United States
Perspectives
becoming a world power.
Analyze the successes and failures of efforts to expand
women’s rights, including the work of important leaders
6.1.12.D.6.c (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice
Paul, and Lucy Stone) and the eventual ratification of
the 19th Amendment.
Social Studies
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.
The Emergence of Modern America (1890-1930)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Analyze the reasons for the policy of neutrality regarding
6.1.12.A.7.a
World War I, and explain why the United States
eventually entered the war.
A. Civics,
Evaluate the impact of government policies designed to
Government,
promote patriotism and to protect national security
and Human
6.1.12.A.7.b
during times of war (i.e., the Espionage Act and the
Rights
Sedition Amendment) on individual rights.
Analyze the Treaty of Versailles and the League of
6.1.12.A.7.c
Nations from the perspectives of different countries.
11
B. Geography,
People, and the
Environment
Determine how technological advancements affected the
nature of World War I on land, on water, and in the air.
Assess the immediate and long-term impact of women
6.1.12.C.7.b and African Americans entering the work force in large
numbers during World War I.
Evaluate the effectiveness of Woodrow Wilson’s
6.1.12.D.7.a
leadership during and immediately after World War I.
Determine the extent to which propaganda, the media,
D. History,
and special interest groups shaped American public
6.1.12.D.7.b
Culture, and
opinion and American foreign policy during World War
I.
Perspectives
Analyze the factors contributing to a rise in authoritarian
6.1.12.D.7.c
forms of government and ideologies (i.e., fascism,
communism, and socialism) after World War I.
Social Studies
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.
The Emergence of Modern America (1890-1930)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Relate government policies to the prosperity of the
6.1.12.A.8.a
country during the 1920s, and determine the impact of
these policies on business and the consumer.
A. Civics,
Compare and contrast the global marketing practices of
Government,
United States factories and farms with American public
6.1.12.A.8.b
and Human
opinion and government policies that favored
isolationism.
Rights
Relate social intolerance, xenophobia, and fear of
6.1.12.A.8.c
anarchists to government policies restricting
immigration, advocacy, and labor organizations.
B. Geography,
Determine the impact of the expansion of agricultural
People, and the
6.1.12.B.8.a production into marginal farmlands and other ineffective
Environment
agricultural practices on people and the environment.
C. Economics,
Innovation, and
Technology
Content Area
Standard
Era
Grade Level
Content Statement
The 1920s is
characterized as a
time of social,
economic,
technological, and
political change, as
well as a time of
emerging
isolationism, racial
and social tensions,
and economic
problems.
Explain how global competition by nations for land and
resources led to increased militarism.
6.1.12.B.7.a
C. Economics,
Innovation, and
Technology
6.1.12.C.7.a
Analyze the push-pull factors that led to the Great
Migration.
Relate social, cultural, and technological changes in the
interwar period to the rise of a consumer economy and
the changing role and status of women.
6.1.12.C.8.a
6.1.12.C.8.b
12
Content Area
Standard
Era
Grade Level
Content Statement
The Great
Depression resulted
from government
economic policies,
business practices,
and individual
decisions, and it
impacted business
and society.
Explain why the Great Migration led to heightened racial
tensions, restrictive laws, a rise in repressive
6.1.12.D.8.a
D. History,
organizations, and an increase in violence
Culture, and
Assess the impact of artists, writers, and musicians of the
Perspectives
6.1.12.D.8.b 1920s, including the Harlem Renaissance, on American
culture and values.
Social Studies
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.
The Great Depression and World War II (1929-1945)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
A. Civics,
Analyze how the actions and policies of the United States
Government,
6.1.12.A.9.a
government contributed to the Great Depression.
and Human
Rights
B. Geography,
Determine how agricultural practices, overproduction,
People, and the 6.1.12.B.9.a
and the Dust Bowl intensified the worsening economic
Environment
situation during the Great Depression.
Explain how government can adjust taxes, interest rates,
6.1.12.C.9.a
and spending and use other policies to restore the
country’s economic health.
Explain how economic indicators (i.e., gross domestic
product, the consumer index, the national debt, and the
C. Economics, 6.1.12.C.9.b
trade deficit) are used to evaluate the health of the
Innovation, and
economy.
Technology
Explain the interdependence of various parts of a market
6.1.12.C.9.c
economy.
Compare and contrast the causes and outcomes of the
6.1.12.C.9.d
stock market crash in 1929 and other periods of
economic instability.
Explore the global context of the Great Depression and
6.1.12.D.9.a
the reasons for the worldwide economic collapse.
D. History,
Culture, and
Analyze the impact of the Great Depression on the
Perspectives
6.1.12.D.9.b American family, migratory groups, and ethnic and racial
minorities.
13
Content Area
Standard
Era
Grade Level
Content Statement
Aimed at recovery,
relief, and reform,
New Deal programs
had a lasting impact
on the expansion of
the role of the
national government
in the economy.
Social Studies
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.
The Great Depression and World War II (1929-1945)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Explain how and why conflict developed between the
6.1.12.A.10.a Supreme Court and other branches of government over
aspects of the New Deal.
A. Civics,
Assess the effectiveness of governmental policies
Government,
enacted during the New Deal period (i.e., the FDIC,
6.1.12.A.10.b
and Human
NLRB, and Social Security) in protecting the welfare of
Rights
individuals.
Evaluate the short- and long-term impact of the expanded
6.1.12.A.10.c role of government on economic policy, capitalism, and
society.
B. Geography,
Assess the effectiveness of New Deal programs designed
People, and the 6.1.12.B.10.a
to protect the environment.
Environment
Evaluate the effectiveness of economic regulations and
6.1.12.C.10.a
standards established during this time period in
C. Economics,
combating the Great Depression.
Innovation, and
Compare and contrast the economic ideologies of the two
Technology
6.1.12.C.10.b major political parties regarding the role of government
during the New Deal and today.
Analyze how other nations responded to the Great
6.1.12.D.10.a
Depression.
Compare and contrast the leadership abilities of Franklin
6.1.12.D.10.b
Delano Roosevelt and those of past and recent presidents.
D. History,
Culture, and
Explain how key individuals, including minorities and
Perspectives
6.1.12.D.10.c
women (i.e., Eleanor Roosevelt and Frances Perkins),
shaped the core ideologies and policies of the New Deal.
Determine the extent to which New Deal public works
6.1.12.D.10.d
and arts programs impacted New Jersey and the nation.
14
Content Area
Standard
Era
Grade Level
Content Statement
The United States
participated in
World War II as an
Allied force to
prevent military
conquests by
Germany, Italy, and
Japan.
Domestic and
military policies
during World War II
continued to deny
equal rights to
African Americans,
Asian Americans,
and women.
Social Studies
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.
The Great Depression and World War II (1929-1945)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Evaluate the effectiveness of international agreements
6.1.12.A.11.a
following World War I in preventing international
disputes during the 1920s and 1930s.
Compare and contrast different perspectives about
6.1.12.A.11.b
how the United States should respond to aggressive
policies and actions taken by other nations at this time.
A. Civics,
Determine if American policies regarding Japanese
Government, and
6.1.12.A.11.c internment and actions against other minority groups
Human Rights
were a denial of civil rights.
Analyze the decision to use the atomic bomb and the
6.1.12.A.11.d
consequences of doing so.
Assess the responses of the United States and other
6.1.12.A.11.e nations to the violation of human rights that occurred
during the Holocaust and other genocides.
B. Geography,
Explain the role that geography played in the
People, and the
6.1.12.B.11.a
development of military strategies and weaponry in
Environment
World War II.
Apply opportunity cost and trade-offs to evaluate the
shift in economic resources from the production of
6.1.12.C.11.a domestic to military goods during World War II, and
C. Economics,
analyze the impact of the post-war shift back to
Innovation, and
domestic production.
Technology
Relate new wartime inventions to scientific and
6.1.12.C.11.b
technological advancements in the civilian world.
Analyze the roles of various alliances among nations
6.1.12.D.11.a and their leaders in the conduct and outcomes of the
World War II.
Evaluate the role of New Jersey (i.e., defense
industries, Seabrook Farms, military installations, and
D. History,
6.1.12.D.11.b
Battleship New Jersey) and prominent New Jersey
Culture, and
citizens (i.e., Albert Einstein) in World War II.
Perspectives
Explain why women, African Americans, Native
Americans, Asian Americans, and other minority
6.1.12.D.11.c groups often expressed a strong sense of nationalism
despite the discrimination they experienced in the
military and workforce.
15
Compare the varying perspectives of victims,
6.1.12.D.11.d
survivors, bystanders, rescuers, and perpetrators
during the Holocaust.
Explain how World War II and the Holocaust led to
the creation of international organizations (i.e., the
6.1.12.D.11.e
United Nations) to protect human rights, and describe
the subsequent impact of these organizations.
Content Area
Social Studies
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
Standard
make informed decisions that reflect fundamental rights and core democratic values as
productive citizens in local, national, and global communities.
Era
Postwar United States (1945 to early 1970s)
Grade Level
By the end of grade 12
Content Statement
Strand
CPI#
Cumulative Progress Indicator (CPI)
Analyze ideological differences and other factors that
contributed to the Cold War and to United States
6.1.12.A.12.a
involvement in conflicts intended to contain
communism, including the Korean War, the Cuban
A. Civics,
Missile Crisis, and the Vietnam War.
Government, and
Examine constitutional issues involving war powers,
Human Rights
6.1.12.A.12.b as they relate to United States military intervention in
the Korean War, the Vietnam War, and other conflicts.
Cold War tensions
Explain how the Arab-Israeli conflict influenced
between the United
6.1.12.A.12.c
American foreign policy.
States and
B. Geography,
Evaluate the effectiveness of the Marshall Plan and
communist countries
People, and the
6.1.12.B.12.a
regional alliances in the rebuilding of European
resulted in conflict
Environment
nations in the post World War II period.
that influenced
domestic and foreign
Explain the implications and outcomes of the Space
policy for over forty
Race from the perspectives of the scientific
6.1.12.C.12.a
years.
community, the government, and the people.
Assess the impact of agricultural innovation on the
6.1.12.C.12.b
C. Economics,
world economy.
Innovation, and
Analyze how scientific advancements impacted the
Technology
6.1.12.C.12.c
national and global economies and daily life.
Assess the role of the public and private sectors in
6.1.12.C.12.d promoting economic growth and ensuring economic
stability.
16
Content Area
Standard
Era
Grade Level
Content Statement
The Civil Rights
movement marked a
period of social
turmoil and political
reform, resulting in
the expansion of
rights and
opportunities for
individuals and
groups previously
discriminated
against.
Analyze the impact of American governmental
6.1.12.D.12.a policies on independence movements in Africa, Asia,
the Caribbean, and the Middle East.
Analyze efforts to eliminate communism, such as
6.1.12.D.12.b
McCarthyism, and their impact on individual civil
liberties.
D. History,
Evaluate how the development of nuclear weapons by
Culture, and
6.1.12.D.12.c
industrialized countries and developing counties
Perspectives
affected international relations.
Compare and contrast American public support of the
6.1.12.D.12.d government and military during the Vietnam War with
that of other conflicts.
Analyze the role that media played in bringing
6.1.12.D.12.e information to the American public and shaping public
attitudes toward the Vietnam War.
Social Studies
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.
Postwar United States (1945 to early 1970s)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Analyze the effectiveness of the New Jersey
Constitution of 1947, New Jersey Supreme Court
decisions (i.e., Hedgepeth and Williams v. Trenton
6.1.12.A.13.a
Board of Education), and New Jersey’s Law Against
Discrimination (i.e., P.L. 1945, c.169) in eliminating
segregation and discrimination.
A. Civics,
Analyze the effectiveness of national legislation,
policies, and Supreme Court decisions (i.e., the Civil
Government, and
Human Rights
Rights Act, the Voting Rights Act, the Equal Rights
6.1.12.A.13.b
Amendment, Title VII, Title IX, Affirmative Action,
Brown v. Board of Education, and Roe v. Wade) in
promoting civil liberties and equal opportunities.
Determine the extent to which changes in national
6.1.12.A.13.c policy after 1965 impacted immigration to New Jersey
and the United States.
Determine the factors that led to migration from
6.1.12.B.13.a
American cities to suburbs in the 1950s and 1960s,
B. Geography,
and describe how this movement impacted cities.
People, and the
Evaluate the effectiveness of environmental
Environment
6.1.12.B.13.b movements and their influence on public attitudes and
environmental protection laws.
17
6.1.12.C.13.a
C. Economics,
Innovation, and
Technology
6.1.12.C.13.b
6.1.12.C.13.c
6.1.12.C.13.d
6.1.12.D.13.a
6.1.12.D.13.b
D. History,
Culture, and
Perspectives
6.1.12.D.13.c
6.1.12.D.13.d
6.1.12.D.13.e
6.1.12.D.13.f
18
Explain how individuals and organizations used
economic measures (e.g., the Montgomery Bus
Boycott, sit-downs, etc.) as weapons in the struggle
for civil and human rights.
Evaluate the effectiveness of economic policies that
sought to combat post-World War II inflation.
Determine the effectiveness of social legislation that
was enacted to end poverty in the 1960s and today.
Relate American economic expansion after World
War II to increased consumer demand.
Determine the impetus for the Civil Rights Movement,
and explain why national governmental actions were
needed to ensure civil rights for African Americans.
Compare and contrast the leadership and ideology of
Martin Luther King, Jr., and Malcolm X during the
Civil Rights Movement, and evaluate their legacies.
Analyze the successes and failures of women’s rights
organizations, the American Indian Movement, and La
Raza in their pursuit of civil rights and equal
opportunities.
Determine the extent to which suburban living and
television supported conformity and stereotyping
during this time period, while new music, art, and
literature acted as catalysts for the counterculture
movement.
Explain why the Peace Corps was created and how its
role has evolved over time.
Relate the changing role of women in the labor force
to changes in family structure.
Content Area
Social Studies
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
Standard
make informed decisions that reflect fundamental rights and core democratic values as
productive citizens in local, national, and global communities.
Era
Contemporary United States (1970-Today)
Grade Level
By the end of grade 12
Content Statement
Strand
CPI#
Cumulative Progress Indicator (CPI)
Differing views on
Evaluate the effectiveness of the checks and balances
government’s role in
system in preventing one branch of national
6.1.12.A.14.a
social and economic
government from usurping too much power during
issues led to greater
contemporary times.
partisanship in
Analyze how the Supreme Court has interpreted the
government decision
6.1.12.A.14.b Constitution to define the rights of the individual, and
making.
evaluate the impact on public policies.
Assess the merit and effectiveness of recent legislation
The increased
6.1.12.A.14.c
in addressing the health, welfare, and citizenship
economic prosperity
status of individuals and groups.
and opportunities
Analyze the conflicting ideologies and actions of
experienced by
6.1.12.A.14.d political parties regarding spending priorities, the role
many masked
of government in the economy, and social reforms.
growing tensions
Evaluate
the effectiveness and fairness of the process
A. Civics,
and disparities
Government, and 6.1.12.A.14.e by which national, state, and local officials are elected
experienced by some
and vote on issues of public concern.
Human Rights
individuals and
Determine the extent to which nongovernmental
groups.
6.1.12.A.14.f
organizations, special interest groups, third party
political groups, and the media affect public policy.
Immigration,
Analyze the impact of community groups and state
educational
policies that strive to increase the youth vote (i.e.,
opportunities, and
6.1.12.A.14.g
distribution of voter registration forms in high
social interaction
schools).
have led to the
growth of a
Assess the effectiveness of government policies in
multicultural society
6.1.12.A.14.h balancing the rights of the individual against the need
with varying values
for national security.
and perspectives.
19
6.1.12.B.14.a
B. Geography,
People, and the
Environment
6.1.12.B.14.b
6.1.12.B.14.c
6.1.12.B.14.d
6.1.12.C.14.a
6.1.12.C.14.b
C. Economics,
Innovation, and
Technology
6.1.12.C.14.c
6.1.12.C.14.d
6.1.12.D.14.a
6.1.12.D.14.b
6.1.12.D.14.c
D. History,
Culture, and
Perspectives
6.1.12.D.14.d
6.1.12.D.14.e
6.1.12.D.14.f
20
Determine the impact of recent immigration and
migration patterns in New Jersey and the United
States on demographic, social, economic, and political
issues.
Analyze how regionalization, urbanization, and
suburbanization have led to social and economic
reform movements in New Jersey and the United
States.
Evaluate the impact of individual, business, and
government decisions and actions on the environment,
and assess the efficacy of government policies and
agencies in New Jersey and the United States in
addressing these decisions.
Analyze the use of eminent domain in New Jersey and
the United States from a variety of perspectives.
Use economic indicators to evaluate the effectiveness
of state and national fiscal (i.e., government spending
and taxation) and monetary (i.e., interest rates)
policies.
Judge to what extent government should intervene at
the local, state, and national levels on issues related to
the economy
Analyze economic trends, income distribution, labor
participation (i.e., employment, the composition of the
work force), and government and consumer debt and
their impact on society.
Relate the changing manufacturing, service, science,
and technology industries and educational
opportunities to the economy and social dynamics in
New Jersey.
Determine the relationship between United States
domestic and foreign policies.
Assess the effectiveness of actions taken to address
the causes of continuing urban tensions and violence.
Determine the impact of the changing role of labor
unions on the economy, politics, and employeremployee relationships.
Evaluate the extent to which women, minorities,
individuals with gender preferences, and individuals
with disabilities have met their goals of equality in the
workplace, politics, and society.
Evaluate the role of religion on cultural and social
mores, public opinion, and political decisions.
Determine the influence of multicultural beliefs,
products (i.e., art, food, music, and literature), and
practices in shaping contemporary American culture.
Content Area
Standard
Era
Grade Level
Content Statement
The United States
has used various
methods to achieve
foreign policy goals
that affect the global
balance of power,
national security,
other national
interests, and the
development of
democratic societies.
Social Studies
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.
Contemporary United States (1970-Today)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Analyze the factors that led to the fall of communism
in Eastern European countries and the Soviet Union,
6.1.12.A.15.a
and determine how the fall influenced the global
power structure.
Determine the effectiveness of the United States in
pursuing national interests while also attempting to
6.1.12.A.15.b
address global political, economic, and social
problems.
Evaluate the role of diplomacy in developing
A. Civics,
6.1.12.A.15.c
peaceful relations, alliances, and global agreements
Government, and
with other nations.
Human Rights
Assess the impact of the arms race and the
6.1.12.A.15.d
proliferation of nuclear weapons on world power,
security, and national foreign policy.
Analyze the impact of United States support for the
6.1.12.A.15.e
policies and actions of the United Nations and other
international organizations.
Evaluate the effectiveness of United States policies
6.1.12.A.15.f
and actions in supporting the economic and
democratic growth of developing nations.
Evaluate the effectiveness of the United States
B. Geography,
government’s efforts to provide humanitarian
People, and the
6.1.12.B.15.a
assistance during international natural disasters and
Environment
times of crises.
Relate the role of America’s dependence on foreign
6.1.12.C.15.a
oil to its economy and foreign policy.
C. Economics,
Innovation, and
Assess economic priorities related to international
Technology
6.1.12.C.15.b
and domestic needs, as reflected in the national
budget.
21
Content Area
Standard
Era
Grade Level
Content Statement
Scientific and
technological
changes have
dramatically
affected the
economy, the nature
of work, education,
and social
interactions.
Compare United Nations policies and goals (i.e., the
International Declaration of Human Rights and the
United Nations Millennium Development Goals)
6.1.12.D.15.a
intended to promote human rights and prevent the
violation of human rights with actions taken by the
United States.
Compare the perspectives of other nations and the
6.1.12.D.15.b
United States regarding United States foreign policy.
D. History,
Explain how and why religious tensions and historic
Culture, and
differences in the Middle East have led to
Perspectives
6.1.12.D.15.c international conflicts, and analyze the effectiveness
of United States policy and actions in bringing
peaceful resolutions to the region.
Analyze the reasons for terrorism and the impact that
terrorism has had on individuals and government
6.1.12.D.15.d policies, and assess the effectiveness of actions taken
by the United States and other nations to prevent
terrorism.
Social Studies
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.
Contemporary United States (1970-Today)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Determine the impact of media and technology on
6.1.12.A.16.a
world politics during this time period.
Analyze government efforts to address intellectual
property rights, personal privacy, and other ethical
A. Civics,
6.1.12.A.16.b
issues in science, medicine, and business that arise
Government, and
from the global use of new technologies.
Human Rights
Assess from various perspectives the effectiveness
with which the United States government addresses
6.1.12.A.16.c
economic issues that affect individuals, business,
and/or other countries.
Explain why natural resources (i.e., fossil fuels, food,
B. Geography,
and water) continue to be a source of conflict, and
People, and the
6.1.12.B.16.a analyze how the United States and other nations have
Environment
addressed issues concerning the distribution and
sustainability of natural resources.
22
6.1.12.C.16.a
C. Economics,
Innovation, and
Technology
6.1.12.C.16.b
6.1.12.C.16.c
6.1.12.D.16.a
D. History,
Culture, and
Perspectives
6.1.12.D.16.b
6.1.12.D.16.c
23
Evaluate the economic, political, and social impact of
new and emerging technologies on individuals and
nations.
Predict the impact of technology on the global
workforce and on entrepreneurship.
Assess the impact of international trade, global
business organizations, and overseas competition on
the United States economy and workforce.
Analyze the impact of American culture on other
world cultures from multiple perspectives.
Explain how and why technology is transforming
access to education and educational practices
worldwide.
Determine past and present factors that led to the
widening of the gap between the rich and poor, and
evaluate how this has affected individuals and
society.
Content Area
Standard
Era
Grade Level
Content Statement
Paleolithic and
Neolithic Ages
Hunter/gatherers
adapted to their
physical
environments using
resources, the
natural world, and
technological
advancements.
The agricultural
revolution led to an
increase in
population,
specialization of
labor, new forms of
social organization,
and the beginning of
societies.
Archaeology
provides historical
and scientific
explanations for how
ancient people lived.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
The Beginnings of Human Society
By the end of grade 8
Strand
CPI#
Cumulative Progress Indicator (CPI)
A. Civics,
Compare and contrast the social organization of early
Government, and
6.2.8.A.1.a
hunters/gatherers and those who lived in early
Human Rights
agrarian societies.
Explain the various migratory patterns of
hunters/gatherers who moved from Africa to Eurasia,
6.2.8.B.1.a
Australia, and the Americas, and describe the impact
B. Geography,
of migration on their lives and on the shaping of
People, and the
societies.
Environment
Compare and contrast how nomadic and agrarian
6.2.8.B.1.b
societies used land and natural resources.
Relate the agricultural revolution (including the
C. Economics,
impact of food surplus from farming) to population
Innovation, and
6.2.8.C.1.a
growth and the subsequent development of
Technology
civilizations.
Determine the impact of technological advancements
6.2.8.C.1.b
on hunter/gatherer and agrarian societies.
Demonstrate an understanding of pre-agricultural and
6.2.8.D.1.a
post-agricultural periods in terms of relative length of
time.
D. History,
Relate the development of language and forms of
Culture, and
writing to the expression of ideas, creation of cultural
6.2.8.D.1.b
Perspectives
identity, and development of more complex social
structures.
6.2.8.D.1.c
24
Explain how archaeological discoveries are used to
develop and enhance understanding of life prior to
written records.
Content Area
Standard
Era
Grade Level
Content Statement
Ancient River
Valley Civilizations
Ancient river valley
civilizations (e.g.,
Mesopotamia,
Egypt, Indus River
[modern Pakistan
and northwestern
India], and, later,
Yellow River Valley
in China) developed
due to favorable
geographic
conditions. They
created centralized
systems of
government and
advanced societies.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)
By the end of grade 8
Strand
CPI#
Cumulative Progress Indicator (CPI)
Explain why different ancient river valley
6.2.8.A.2.a
civilizations developed similar forms of government.
Explain how codifying laws met the needs of ancient
A. Civics,
6.2.8.A.2.b
river valley societies.
Government, and
Human Rights
Determine the role of slavery in the economic and
6.2.8.A.2.c
social structures of ancient river valley civilizations.
6.2.8.B.2.a
B. Geography,
People, and the
Environment
6.2.8.B.2.b
C. Economics,
Innovation, and
Technology
6.2.8.C.2.a
6.2.8.D.2.a
6.2.8.D.2.b
D. History,
Culture, and
Perspectives
6.2.8.D.2.c
6.2.8.D.2.d
25
Determine the extent to which geography influenced
settlement, the development of trade networks,
technological innovations, and the sustainability of
ancient river valley civilizations.
Compare and contrast physical and political maps of
ancient river valley civilizations and their modern
counterparts (i.e., Mesopotamia and Iraq; Ancient
Egypt and Modern Egypt; Indus River Valley and
Modern Pakistan/India; Ancient China and Modern
China), and determine the geopolitical impact of these
civilizations, then and now.
Explain how technological advancements led to
greater economic specialization, improved weaponry,
trade, and the development of a class system in
ancient river valley civilizations.
Analyze the impact of religion on daily life,
government, and culture in various ancient river
valley civilizations.
Explain how the development of written language
transformed all aspects of life in ancient river valley
civilizations.
Analyze the factors that led to the rise and fall of
various ancient river valley civilizations and
determine whether there was a common pattern of
growth and decline.
Justify which of the major achievements of the
ancient river valley civilizations represent the most
enduring legacies.
Content Area
Standard
Era
Grade Level
Content Statement
Classical
civilizations (i.e.,
Greece, Rome, India
and China)
developed and
expanded into
empires of
unprecedented size
and diversity by
creating centralized
governments and
promoting
commerce, a
common culture,
and social values.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
The Classical Civilizations of the Mediterranean World, India, and China
(1000 BCE-600 CE)
By the end of grade 8
Strand
CPI#
Cumulative Progress Indicator (CPI)
A. Civics,
Government, and
Human Rights
Cultural exchange
and diffusion
dramatically
increased, and
enduring world
religions emerged,
during the era of
classical
civilizations.
Classical
civilizations
declined as a result
of internal
weaknesses and
external invasions,
but they left lasting
legacies for future
civilizations.
6.2.8.A.3.a
Compare and contrast the methods (i.e., autocratic rule,
philosophies, and bureaucratic structures;
communication and transportation systems) used by the
rulers of Rome, China, and India to control and unify
their expanding empires.
6.2.8.A.3.b
Compare and contrast the rights and responsibilities of
free men, women, slaves, and foreigners in the political,
economic, and social structures of classical civilizations.
6.2.8.A.3.c
Determine the foundational concepts and principles of
Athenian democracy and the Roman Republic that later
influenced the development of the United States
Constitution.
6.2.8.A.3.d
Compare and contrast the roles and responsibilities of
citizens in Athens and Sparta to those of United States
citizens today, and evaluate how citizens perceived the
principles of liberty and equality then and now.
6.2.8.A.3.e
Compare and contrast the American legal system and
the legal systems of classical civilizations, and
determine the extent to which the early systems
influenced the current legal system.
6.2.8.B.3.a
Determine how geography and the availability of natural
resources influenced the development of the political,
economic, and cultural systems of each of the classical
civilizations and provided motivation for expansion.
6.2.8.B.3.b
Explain how geography and the availability of natural
resources led to both the development of Greek citystates and to their demise.
B. Geography,
People, and the
Environment
26
C. Economics,
Innovation, and
Technology
6.2.8.C.3.a
Analyze the impact of expanding land and sea trade
routes through the Mediterranean Basin, India, and
China.
6.2.8.C.3.b
Explain how the development of a uniform system of
exchange facilitated trade in classical civilizations.
6.2.8.C.3.c
Explain how classical civilizations used technology and
innovation to enhance agricultural/manufacturing output
and commerce, to expand military capabilities, to
improve life in urban areas, and to allow for greater
division of labor.
6.2.8.D.3.a
6.2.8.D.3.b
6.2.8.D.3.c
D. History,
Culture, and
Perspectives
6.2.8.D.3.d
6.2.8.D.3.e
6.2.8.D.3.f
27
Compare and contrast social hierarchies in classical
civilizations as they relate to power, wealth, and
equality.
Relate the Chinese dynastic system to the longevity of
authoritarian rule in China.
Determine common factors that contributed to the
decline and fall of the Roman Empire, Gupta India, and
Han China.
Compare the golden ages of Greece, Rome, India, and
China, and justify major achievements that represent
world legacies.
Compare and contrast the tenets of various world
religions that developed in or around this time period
(i.e., Buddhism, Christianity, Confucianism, Islam,
Judaism, Sikhism, and Taoism), their patterns of
expansion, and their responses to the current challenges
of globalization.
Determine the extent to which religions, mythologies,
and other belief systems shaped the values of classical
societies.
Content Area
Standard
Era
Grade Level
Content Statement
The emergence of
empires (i.e., Asia,
Africa, Europe and
the Americas)
resulted from the
promotion of
interregional trade,
cultural exchanges,
new technologies,
urbanization, and
centralized political
organization.
The rise and spread
of new belief
systems unified
societies, but they
also became a major
source of tension
and conflict.
While commercial
and agricultural
improvements
created new wealth
and opportunities for
the empires, most
people’s daily lives
remained
unchanged.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Expanding Exchanges and Encounters (500 CE-1450 CE)
By the end of grade 8
Strand
CPI#
Cumulative Progress Indicator (CPI)
Analyze the role of religion and other means rulers used
6.2.8.A.4.a to unify and centrally govern expanding territories with
diverse populations.
Compare and contrast the Japanese and European
A. Civics,
6.2.8.A.4.b
systems of feudalism and the effectiveness of each in
Government, and
promoting social, economic, and political order.
Human Rights
Determine the influence of medieval English legal and
constitutional practices (i.e., the Magna Carta,
6.2.8.A.4.c
parliament, and the development of habeas corpus and
an independent judiciary) on modern democratic
thought and institutions.
Explain how geography influenced the development of
the political, economic, and cultural centers of each
6.2.8.B.4.a
empire and well as the empires’ relationships with other
parts of the world.
Assess how maritime and overland trade routes (i.e., the
African caravan and Silk Road) impacted urbanization,
6.2.8.B.4.b
transportation, communication, and the development of
international trade centers.
Determine how Africa’s physical geography and natural
6.2.8.B.4.c
resources posed challenges and opportunities for trade
and development.
B. Geography,
People, and the
Explain why the Arabian Peninsula’s physical features
Environment
and location made it the epicenter of Afro-Eurasian
6.2.8.B.4.d
trade and fostered the spread of Islam into Africa,
Europe, and Asia.
Analyze the motivations for civilizations to modify the
environment, determine the positive and negative
6.2.8.B.4.e
consequences of environmental changes made during
this time period, and relate these changes to current
environmental challenges.
Explain how the geographies of China and Japan
6.2.8.B.4.f influenced their development and their relationship with
one another.
Explain why the strategic location and economic
6.2.8.B.4.g
importance of Constantinople and the Mediterranean
Sea were a source of conflict between civilizations.
28
6.2.8.B.4.h
6.2.8.C.4.a
6.2.8.C.4.b
C. Economics,
Innovation, and
Technology
6.2.8.C.4.c
6.2.8.C.4.d
6.2.8.C.4.e
6.2.8.D.4.a
6.2.8.D.4.b
6.2.8.D.4.c
D. History,
Culture, and
Perspectives
6.2.8.D.4.d
6.2.8.D.4.e
6.2.8.D.4.f
6.2.8.D.4.g
6.2.8.D.4.h
6.2.8.D.4.i
29
Explain how the locations, landforms, and climates of
Mexico, Central America, and South America affected
the development of Mayan, Aztec, and Incan societies,
cultures, and economies.
Explain the interrelationships among improved
agricultural production, population growth,
urbanization, and commercialization.
Analyze how trade, technology, the availability of
natural resources, and contact with other civilizations
affected the development of empires in Eurasia and the
Americas.
Explain how the development of new business practices
and banking systems impacted global trade and the
development of a merchant class.
Analyze the relationship between trade routes and the
development of powerful city-states and kingdoms in
Africa.
Determine the extent to which interaction between the
Islamic world and medieval Europe increased trade,
enhanced technology innovation, and impacted
scientific thought and the arts.
Explain how contact between nomadic peoples and
sedentary populations had both positive and negative
political, economic, and cultural consequences.
Analyze how religion both unified and divided people.
Analyze the role of religion and economics in shaping
each empire’s social hierarchy, and evaluate the impact
these hierarchical structures had on the lives of various
groups of people.
Analyze the causes and outcomes of the Crusades from
different perspectives, including the perspectives of
European political and religious leaders, the crusaders,
Jews, Muslims, and traders.
Assess the demographic, economic, and religious impact
of the plague on Europe.
Determine which events led to the rise and eventual
decline of European feudalism.
Analyze the immediate and long-term impact on China
and Europe of the open exchange between Europe and
the Yuan (Mongol) Dynasty.
Determine the extent to which the Byzantine Empire
influenced the Islamic world and western Europe.
Explain how and why Islam spread in Africa, the
significance of Timbuktu to the development and spread
of learning, and the impact Islam continues to have on
African society.
Content Area
Standard
Era
Grade Level
Content Statement
The methods of and
motivations for
exploration and
conquest resulted in
increased global
interactions,
differing patterns of
trade, colonization,
and conflict among
nations.
Colonization was
inspired by the
desire to have access
to resources and
markets, often at the
expense of the
indigenous culture,
population, and
environment.
Compare the major technological innovations and
6.2.8.D.4.j
cultural contributions of the civilizations of this period
and justify which represent enduring legacies.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
The Emergence of the First Global Age (1350-1770)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Compare and contrast the motivations for and methods
A. Civics,
by which various empires (e.g., Ming, Qing, Spanish,
6.2.12.A.1.
Government, and
Mughal, or Ottoman) expanded, and assess why some
a
Human Rights
were more effective than others in maintaining control
of their empires.
Explain major changes in world political boundaries
6.2.12.B.1.
between 1450 and 1770, and assess the extent of
a
European political and military control in Africa, Asia,
B. Geography,
and the Americas by the mid-18th century.
People, and the
Environment
Determine the role of natural resources, climate, and
6.2.12.B.1.
topography in European exploration, colonization, and
b
settlement patterns.
Compare and contrast the economic policies of China
and Japan, and determine the impact these policies had
6.2.12.C.1.
on growth, the desire for colonies, and the relative
a
positions of China and Japan within the emerging global
economy.
Trace the movement of essential commodities (e.g.,
6.2.12.C.1.
sugar, cotton) from Asia to Europe to America, and
b
determine the impact trade on the New World’s
economy and society.
C. Economics,
Innovation, and
6.2.12.C.1. Assess the role of mercantilism in stimulating European
Technology
c
expansion through trade, conquest, and colonization.
Determine the effects of increased global trade and the
6.2.12.C.1.
importation of gold and silver from the New World on
d
inflation in Europe, Southwest Asia, and Africa.
Determine the extent to which various technologies,
(e.g., printing, the marine compass, cannonry, Arabic
6.2.12.C.1.
numerals) derived from Europe’s interactions with Islam
e
and Asia provided the necessary tools for European
exploration and conquest.
30
Content Area
Standard
Era
Grade Level
Content Statement
Ideas developed
during the
Renaissance,
Scientific
Revolution,
Reformation, and
Enlightenment led to
political, economic,
and cultural changes
that have had a
lasting impact.
Assess the political, social, and economic impact of the
6.2.12.D.1.a
Columbian Exchange of plants, animals, ideas, and
pathogens on Europeans and Native Americans.
Compare slavery practices and other forms of coerced
6.2.12.D.1.b labor or social bondage common in East Africa, West
Africa, Southwest Asia, Europe, and the Americas.
Analyze various motivations for the Atlantic slave
6.2.12.D.1.c
trade and the impact on Europeans, Africans, and
Americans.
D. History,
Explain how the new social stratification created by
Culture, and
voluntary and coerced interactions among Native
Perspectives
6.2.12.D.1.d
Americans, Africans, and Europeans in Spanish
colonies laid the foundation for conflict.
Assess the impact of economic, political, and social
policies and practices regarding African slaves,
6.2.12.D.1.e
indigenous peoples, and Europeans in the Spanish and
Portuguese colonies.
Analyze the political, cultural, and moral role of
6.2.12.D.1.f
Catholic and Protestant Christianity in the European
colonies.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Determine how the principle ideas of the
Enlightenment (e.g., rationalism, secularism, tolerance,
empiricism, natural rights, contractual government,
6.2.12.A.2.a
laissez-faire economics, promotion by merit, and new
theories of education) altered political thought in
Europe,
and trace the impact of these ideas over time.
A. Civics,
Government, and
Explain the paradox between the ideology of the
Human Rights
6.2.12.A.2.b
Enlightenment and the treatment of women and nonEuropeans in European society.
Determine the reasons for, and the consequences of, the
rise of powerful, centralized nation states in Europe
6.2.12.A.2.c
(i.e., the French absolute monarchy and the English
limited monarchy).
Relate the geographic location of Italian city-states to
6.2.12.B.2.a
the fact that Italy was the center of the Renaissance.
B. Geography,
Relate the division of European regions during this
People, and the
time period into those that remained Catholic and those
Environment
6.2.12.B.2.b
that became Protestant to the practice of religion in the
New World.
C. Economics,
6.2.12.C.2.a
Relate the development of more modern banking and
31
Innovation, and
Technology
Content Area
Standard
Era
Grade Level
Content Statement
Discontent with
prevailing
economic, political,
and social
conditions was the
impetus for change,
which resulted in
revolution or
reform.
The Industrial
Revolution was a
consequence of
technological
innovation and
expanding economic
activity and markets,
resulting in massive
population
movement,
urbanization, and
the development of
complex economic
systems.
financial systems to European economic influence in
the world.
Determine the factors that led to the Renaissance and
6.2.12.D.2.a
the impact on the arts.
Determine the factors that led to the Reformation and
6.2.12.D.2.b
the impact on European politics.
Justify how innovations from Asian and Islamic
D. History,
6.2.12.D.2.c civilizations, as well as from ancient Greek and Roman
Culture, and
culture, laid the foundation for the Renaissance.
Perspectives
Analyze the impact of new intellectual, philosophical,
and scientific ideas on how humans viewed themselves
6.2.12.D.2.d
and how they viewed their physical and spiritual
worlds.
Assess the impact of the printing press and other
6.2.12.D.2.e
technologies developed on the dissemination of ideas.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Age of Revolutions (1750-1914)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Explain how and why various ideals (e.g., liberty, popular
6.2.12.A.3.a
sovereignty, natural rights, democracy, and nationalism)
became driving forces for reforms and revolutions.
Determine the extent to which the American, French, and
6.2.12.A.3.b
Haitian revolutions influenced independence movements
in Latin America.
Relate the responses of various governments to pressure
6.2.12.A.3.c
for self-government or self-determination to subsequent
reform or revolution.
Assess the extent to which revolutions during this time
A. Civics,
6.2.12.A.3.d
period resulted in the expansion of political, social, and
Government,
economic rights and opportunities.
and Human
Analyze the relationship between industrialization and the
Rights
6.2.12.A.3.e
rise of democratic and social reforms, including the
expansion of parliamentary government.
Compare and contrast the struggles for women’s suffrage
and workers’ rights in Europe and North America, and
6.2.12.A.3.f
evaluate the degree to which each movement achieved its
goals.
B. Geography,
6.2.12.A.3.g
Analyze the motives for and methods by which European
nations, Japan, and the United States expanded their
imperialistic practices in Africa and Asia during this era,
and evaluate the impact of these actions on their relations.
6.2.12.B.3.a
Assess the impact of imperialism by comparing and
32
Industrialized
nations embarked on
a competitive race
for global resources
and markets,
resulting in the
establishment of
political and
economic control
over large regions of
the world that had a
lasting impact.
People, and
the
Environment
6.2.12.B.3.b
6.2.12.B.3.c
6.2.12.C.3.a
6.2.12.C.3.b
C. Economics,
Innovation,
and
Technology
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
6.2.12.D.3.a
6.2.12.D.3.b
D. History,
Culture, and
Perspectives
6.2.12.D.3c
6.2.12.D.3d
6.2.12.D.3e
contrasting the political boundaries of the world in 1815
and 1914.
Relate the Industrial Revolution to population growth,
new migration patterns, urbanization, and the
environment.
Relate the role of geography to the spread of
independence movements in Latin America.
Analyze interrelationships among the “agricultural
revolution” population growth, industrialization,
specialization of labor, and patterns of land holding.
Analyze interrelationships among the Industrial
Revolution, nationalism, competition for global markets,
imperialism, and natural resources.
Compare the characteristics of capitalism, communism,
and socialism to determine why each system emerged in
different world regions.
Determine how, and the extent to which, scientific and
technological changes, transportation, and new forms of
energy brought about massive social, economic, and
cultural changes.
Assess the impact of imperialism on economic
development in Africa and Asia.
Determine the extent to which Latin American political
independence also brought about economic independence
in the region.
Explain how individuals and groups promoted
revolutionary actions and brought about change during
this time period.
Explain how industrialization and urbanization affected
class structure, family life, and the daily lives of men,
women, and children.
Compare and contrast China’s and Japan’s views of and
responses to imperialism, and determine the effects of
imperialism on the development and prosperity of each
country in the 20th century.
Analyze the extent to which racism was both a cause and
consequence of imperialism, and evaluate the impact of
imperialism from multiple perspectives.
Analyze the impact of the policies of different European
colonizers on indigenous societies, and explain the
responses of these societies to imperialistic rule.
33
Content Area
Standard
Era
Grade Level
Content Statement
Nationalism,
imperialism,
industrialization,
and militarism
contributed to an
increase in
economic and
military competition
among European
nations, the Ottoman
Empire, and Japan,
and led to World
War I.
The failure of the
Treaty of Versailles,
the impact of the
global depression,
and the expansionist
policies and actions
of Axis nations are
viewed as major
factors that resulted
in World War II.
World Wars I and II
were "total wars" in
which nations
mobilized entire
populations and
economies and
employed new
military tactics that
resulted in
unprecedented death
and destruction, as
well as drastic
changes in political
boundaries.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
A Half-Century of Crisis and Achievement (1900-1945)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Explain the rise of fascism and spread of communism in
6.2.12.A.4.a
Europe and Asia.
Compare the rise of nationalism in China, Turkey, and
6.2.12.A.4.b
India.
A. Civics,
Analyze the motivations, causes, and consequences of
Government, and
the genocides of Armenians, Roma (gypsies), and Jews,
Human Rights
6.2.12.A.4.c
as well as the mass exterminations of Ukrainians and
Chinese.
Assess government responses to incidents of ethnic
6.2.12.A.4.d
cleansing and genocide.
Determine the geographic impact of World War I by
6.2.12.B.4.a
comparing and contrasting the political boundaries of
the world in 1914 and 1939.
Determine how geography impacted military strategies
6.2.12.B.4.b
and major turning points during World War II.
B. Geography,
People, and the
Explain how the disintegration of the Ottoman empire
Environment
6.2.12.B.4.c
and the mandate system led to the creation of new
nations in the Middle East.
Explain the intended and unintended consequences of
6.2.12.B.4.d new national boundaries established by the treaties that
ended World War II.
Analyze government responses to the Great Depression
and their consequences, including the growth of fascist,
6.2.12.C.4.a
socialist, and communist movements and the effects on
capitalist economic theory and practice.
Compare and contrast World Wars I and II in terms of
technological innovations (i.e., industrial production,
6.2.12.C.4.b
scientific research, and war tactics) and social impact
(i.e., national mobilization, loss of life, and destruction
C. Economics,
of property).
Innovation, and
Assess the short- and long-term demographic, social,
Technology
6.2.12.C.4.c
economic, and environmental consequences of the
violence and destruction of the two World Wars.
6.2.12.C.4.d
34
Analyze the ways in which new forms of
communication, transportation, and weaponry affected
relationships between governments and their citizens
and bolstered the power of new authoritarian regimes
during this period.
6.2.12.D.4.a
6.2.12.D.4.b
6.2.12.D.4.c
World Wars I and II
challenged
economic and
political power
structures and gave
rise to a new
balance of power in
the world.
Economic,
technological, and
military power and
bureaucracies have
been used by nations
to deliberately and
systematically
destroy
ethnic/racial,
political, and
cultural groups.
6.2.12.D.4.d
6.2.12.D.4.e
D. History,
Culture, and
Perspectives
6.2.12.D.4.f
6.2.12.D.4.g
6.2.12.D.4.h
6.2.12.D.4.i
6.2.12.D.4.j
6.2.12.D.4.k
6.2.12.D.4.l
35
Analyze the extent to which nationalism,
industrialization, territory disputes, imperialism,
militarism, and alliances led to World War I.
Analyze the Treaty of Versailles and the League of
Nations from the perspectives of different nations.
Assess the causes of revolution in the 20th century (i.e.,
in Russia, China, India, and Cuba), and determine the
impact on global politics.
Analyze the extent to which the legacy of World War I,
the global depression, ethnic and ideological conflicts,
imperialism, and traditional political or economic
rivalries caused World War II.
Compare how Allied countries responded to the
expansionist actions of Germany and Italy.
Explain the role of colonial peoples in the war efforts of
the Allies and the Central/Axis Powers in both World
Wars.
Analyze the role of nationalism and propaganda in
mobilizing civilian populations in support of “total war”
Assess the extent to which world war, depression,
nationalist ideology, communism, and liberal
democratic ideals contributed to the emergence of
movements for national self-rule or sovereignty in
Africa and Asia.
Compare and contrast the actions of individuals as
perpetrators, bystanders, and rescuers during events of
persecution or genocide, and describe the long-term
consequences of genocide for all involved.
Analyze how the social, economic, and political roles of
women were transformed during this time period.
Analyze how the arts represent the changing values and
ideals of society.
Assess the cultural impact of World War I, the Great
Depression, and World War II.
Content Area
Standard
Era
Grade Level
Content Statement
Decolonization, the
emergence of new
independent nations,
and competing
ideologies changed
the political
landscape and
national identities of
those involved, and
sometimes included
military
confrontations and
violations of human
rights.
International
migration and
scientific and
technological
improvements in the
second half of the
20th century
resulted in an
increasingly global
economy and
society that are
challenged by
limited natural
resources.
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
The 20th Century Since 1945 (1945-Today)
By the end of grade 12
Strand
CPI#
Cumulative Progress Indicator (CPI)
Explain how and why differences in ideologies and
policies between the United States and the USSR
6.2.12.A.5.a
resulted in a cold war, the formation of new alliances,
and periodic military clashes.
Analyze the structure and goals of the United Nations
6.2.12.A.5.a
and evaluate the organization’s ability to solve or
mediate international conflicts.
Explain how World War II led to aspirations for selfA. Civics,
determination, and compare and contrast the methods
Government, and 6.2.12.A.5.a
used by African and Asian countries to achieve
Human Rights
independence.
Analyze the causes and consequences of mass killings
(e.g., Cambodia, Rwanda, Bosnia-Herzegovina,
6.2.12.A.5.a
Somalia, and Sudan), and evaluate the responsibilities of
the world community in response to such events.
Assess the progress of human and civil rights around the
6.2.12.A.5.a
world since the 1948 U.N. Declaration of Human
Rights.
Determine the impact of geography on decisions made
6.2.12.B.5.a by the Soviet Union and the United States to expand and
protect their spheres of influence.
Analyze the reasons for the Cold War and the collapse
of the Soviet Union, and evaluate the impact of these
6.2.12.B.5.b
events on changing national boundaries in Eastern
B. Geography,
Europe and Asia.
People, and the
Determine the impact of migration on way of life (e.g.,
Environment
6.2.12.B.5.c social, economic, and political structures) in countries of
origin and in adopted countries.
Analyze post-independence struggles in South Asia,
including the struggle over the partitioning of the
6.2.12.B.5.d
subcontinent into India and Pakistan, as well as later
tensions over Kashmir.
36
6.2.12.B.5.e
6.2.12.C.5.a
6.2.12.C.5.b
C. Economics,
Innovation, and
Technology
6.2.12.C.5.c
6.2.12.C.5.d
6.2.12.C.5.e
6.2.12.C.5.f
6.2.12.C.5.g
6.2.12.D.5.a
6.2.12.D.5.b
D. History,
Culture, and
Perspectives
6.2.12.D.5.c
6.2.12.D.5.d
37
Assess the role of boundary disputes and limited
natural resources as sources of conflict.
Explain how and why Western European countries
and Japan achieved rapid economic recovery after
World War II.
Compare and contrast free market capitalism,
Western European democratic socialism, and Soviet
communism.
Assess the impact of the international arms race, the
space race, and nuclear proliferation on international
politics from multiple perspectives.
Determine the challenges faced by developing nations
in their efforts to compete in a global economy.
Assess the reasons for and consequences of the
growth of communism and shift toward a market
economy in China.
Assess the impact of the European Union on member
nations and other nations.
Evaluate the role of the petroleum industry in world
politics, the global economy, and the environment.
Relate the lingering effects of colonialism to the
efforts of Latin American, African, and Asian nations
to build stable economies and national identities.
Assess the impact of Gandhi’s methods of civil
disobedience and passive resistance in India, and
determine how his methods were later used by people
from other countries.
Assess the influence of television, the Internet, and
other forms of electronic communication on the
creation and diffusion of cultural and political
information, worldwide.
Analyze how feminist movements and social
conditions have affected the lives of women in
different parts of the world, and evaluate women’s
progress toward social equality, economic equality,
and political equality in various countries.
Content Area
Social Studies
6.2 World History/Global Studies: All students will acquire the knowledge and skills to
think analytically and systematically about how past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable
Standard
students to make informed decisions as socially and ethically responsible world citizens
in the 21st century.
Era
Contemporary Issues
Grade Level
By the end of grade 12
Content Statement
Strand
CPI#
Cumulative Progress Indicator (CPI)
Evaluate the role of international cooperation and
6.2.12.A.6.a
multinational organizations in attempting to solve
global issues.
Analyze the relationships and tensions between
national sovereignty and global interest in matters
6.2.12.A.6.b
such as territory, economic development, use of
A. Civics,
natural resources, and human rights.
Government, and
Analyze why terrorist movements have proliferated,
Human Rights
6.2.12.A.6.c
and evaluate their impact on governments,
individuals, and societies.
Technological
Assess the effectiveness of responses by governments
innovation,
and international organizations to tensions resulting
6.2.12.A.6.d
economic
from ethnic, territorial, religious, and/or nationalist
interdependence,
differences.
changes in
B. Geography,
Determine the global impact of increased population
population growth,
People, and the
6.2.12.B.6.a
growth, migration, and changes in urban-rural
migratory patterns,
Environment
populations on natural resources and land use.
and the
Evaluate efforts of governmental, nongovernmental,
development,
6.2.12.C.6.a and international organizations to address economic
distribution, and use
imbalances and social inequalities.
of natural resources
Compare and contrast demographic trends in
offer challenges and
industrialized
and developing nations, and evaluate
opportunities that
6.2.12.C.6.b
the potential impact of these trends on the economy,
transcend regional
C. Economics,
political stability, and use of resources.
and national
Innovation, and
Assess the role government monetary policies, central
borders.
Technology
banks, international investment, and exchange rates
6.2.12.C.6.c
play in maintaining stable regional and global
economies.
Determine how the availability of scientific,
6.2.12.C.6.d
technological, and medical advances impacts the
quality of life in different countries.
Assess the role of increased personal and business
D. History,
electronic communications in creating a “global”
Culture, and
6.2.12.D.6.a
culture, and evaluate the impact on traditional
Perspectives
cultures and values.
38
Content Area
Standard
Era
Grade Level
Content Statement
Determine the
credibility and value
of information, while
also considering
context, point of
view, and multiple
perspectives.
Analyze sources of
prejudice and
discrimination and
propose solutions to
eliminate them.
Collaboratively
evaluate possible
solutions to problems
and conflicts that
arise in an
interconnected world.
Critically analyze
information, make
ethical judgments,
and responsibly
address controversial
issues.
Communicate
through rational and
persuasive written
and oral arguments to
present solutions to
controversial issues.
Make informed and
reasoned decisions
and accept
responsibility for the
consequences of their
actions and/or
inactions.
Take actions that
result in a more just
and equitable society
Social Studies
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.
Strand
A. Civics,
Government,
and Human
Rights
CPI#
6.3.12.A.1
6.3.12.A.2
B. Geography,
People and the
Environment
6.3.12.B.1
C. Economics,
Innovation, and
Technology
6.3.12.C.1
D. History,
Culture, and
Perspectives
By the end of grade 12
Cumulative Progress Indicator (CPI)
Develop a plan for public accountability and
transparency in government related to a particular
issue(s) and share the plan with appropriate
government officials.
Compare current case studies involving slavery, child
labor, or other unfair labor practices in the United
States with those of other nations, and evaluate the
extent to which such problems are universal.
Collaborate with students from other countries to
develop possible solutions to an issue of
environmental justice, and present those solutions to
relevant national and international governmental
and/or nongovernmental organizations.
Participate in a real or simulated hearing about a
social issue with a related economic impact (e.g.,
growing health care costs, immigration), and justify
conclusions after weighing evidence from multiple
experts and stakeholders.
Analyze current laws involving individual rights and
national security, and evaluate how the laws might be
applied to a current case study that cites a violation of
an individual's constitutional rights.
6.3.12.D.1
39
COURSE PROFICIENCIES
By the end of the course this curriculum aims to cover, the following proficiencies based on the New Jersey
State Core Curriculum Content Standards for Social Studies:
1. First English settlements – risks and motivations
2. The differences between the society, geography, and economics of the NE (New England), Middle, and
Southern colonies
3. Interaction between colonists and Native Americans and slaves
4. Foundations of American democracy
5. *Comparison of Spanish and English systems of colonial governance/native treatment as related to
geography and culture.
6. How did problems between Britain and the colonists first arise?
7. Foundations of American Independence and Democracy
8. *The themes and inspirations for the Declaration of Independence
9. The American Revolution: What were the advantages/disadvantages of the Americans and British in the
war?
10. The American Revolution: Important contributions of foreigners, women, African Americans, and
Native Americans
11. The Failures of the Articles of Confederation
12. The Constitutional Convention
13. The Ratification Debate
14. The Three Branches of Government
15. The Washington Administration and precedents
16. The Birth of Political Parties and Adams Administration
17. *Comparison of French Revolution to American Revolution – Why/how different?
18. Constitutional decisions of the Jefferson administration (Marbury v. Madison and the Louisiana
Purchase)
19. The effects of the Napoleonic Wars on US foreign and domestic policy
20. The War of 1812 and effects on the economy, society, and foreign policy
21. The precedents of the Marshall Supreme Court
22. Economic and Cultural Nationalism during the Era of Good Feelings
23. The increasing economic, cultural, and political divides between North, South, and West from 18201850
24. The expansion of the chattel slavery system and growing importance to Southern culture and politics
25. The growth and development of the Second Party System (Whigs and Democrats)
26. The political, religious, and social reform movements of the early 19th century (special focus on
abolition, women’s rights, and 2nd Great Awakening)
27. Manifest destiny and expansionism – motivations and effects
28. *The birth of populism – the common man, Jackson, and their effect on US politics
29. *The justice of manifest destiny and the Mexican War
30. The problems of 1850: compromise and controversy
31. Radicals North and South: Filibustering and Fugitive Slave Law resistance
32. "Bleeding Kansas": The Kansas Nebraska Act and its effects
33. John Brown and the Dred Scott case
34. The Election of 1860 and Secession
35. *Was the Civil War inevitable or the actions of a few radicals?
36. The Confederacy and the Union: war goals and strategies
37. The Emancipation Proclamation and Foreign Intervention
38. The end of Slavery - from contraband to citizen soldier
40
39. Gettysburg, Vicksburg, and the End of the Confederacy
40. Social and economic effects of the Civil War
41. The successes and failures of Reconstruction
42. *Was Lincoln a Tyrant? What are acceptable "war powers"?
43. Analyze how government policies affected settlement and development of the US economy.
44. *Analyze: How "laissez faire" was the government and economy of the Gilded Age?
45. Differentiate between the opportunities available for the average white, black, immigrant, and Native
American during the 2nd half of the 19th century.
46. Trace the development of the modern industrial economy during the era
47. Describe the benefits and perils of work and life in the new industrial cities
48. Compare the platforms and supporters of the Populist Party and the Republican Party during the 1896
election
49. Analyze: did political machines advocacy for immigrants outweigh their corruption?
50. Analyze: were trusts and their leaders like Rockefeller beneficial "industrial statesmen" or harmful
"robber barons"?
51. Evaluate the social movements of the period. Which were most successful?
52. *Why did the Populist movement fail? Why did not labor radicalize in the US?
53. The Progressive Movement and muckrakers
54. Theodore Roosevelt's domestic policies
55. Taft's administration, break with TR, and the Election of 1912
56. The progressive victories and failures of Wilson's administration
57. The campaign for women's suffrage
58. The campaign for temperance and the 18th Amendment
59. Competing African American leaders and advocacy groups (Washington, DuBois, and Garvey)
60. The rise of imperialism and America's status as a world power (Spanish American War)
61. American neutrality and preparedness
62. The reasons America entered WWI
63. The expansion of government power and violations of civil liberties during the war
64. The Fourteen Points and Versailles Treaty
65. The League of Nations and ratification debate at home
66. Effects of WWI on international relations and conditions in Europe
67. *The Shenck v. US decision and Creel Committee's effects on freedom of speech
68. The first Red Scare and growth of nativism and intolerance at the end of WWI
69. Isolationist and anti-immigrant foreign policy
70. The origins of American prosperity during the 1920s
71. The weakness of the farm economy and failed proposals for farm relief
72. The Great Migration
73. The Harlem Renaissance and US literature and culture
74. *US foreign policy in Latin America
41
STUDENT PROFICIENCIES
Evidence of understanding is indicated on the individual units found within this curriculum guide.
Students will be able to:
1.
2.
3.
4.
5.
Describe the motivations of early explorers
Differentiate between the economics of the New England, Middle, and Southern colonies.
Trace the impact that labor needs had on relations with natives and Africans
Analyze the necessity for democracy in the early colonies
*Evaluate: which was more important in differences between English and Spanish colonies – geography
or culture?
6. Describe the proximate causes of the American Revolution.
7. Explain the motivations (*and political theory) behind the Declaration of Independence
8. Evaluate how the colonists were able to win their independence
9. Assess the weakness of the Articles of Confederation and necessity of the Constitution.
10. Describe the compromises and theories behind the US Constitution
11. Differentiate between the powers and limits of the three branches of government under the Constitution.
12. Describe the important precedents made and actions taken by the Washington Administration
13. Compare the makeup and beliefs of the first two political parties
14. *Trace the impact of the French Revolution on US politics and policy
15. Create a map demonstrating when and how the United States acquired additional territory.
16. Describe several major Constitutional precedents created by the Supreme Court led by John Marshall
17. Demonstrate the effects of the Napoleonic Wars on US trade policy, international relations, domestic
politics, economic development, and other issues.
18. Trace the development of the US into competing economic and cultural “sections”, citing geography,
culture, and economics.
19. Compare nationalist and sectionalist sentiments in the 1820s and 30s. Which was stronger? Why?
20. Compare and contrast the platforms, demographics, and vision of the Jacksonian Democratic Party and
the Whigs.
21. Trace the impact of economic growth and manifest destiny on life for Native Americans and slaves in
the United States.
22. Describe the origins, horrors, and expansion of the slavery system – and African American and
abolitionist resistance to it.
23. *Analyze whether “Manifest Destiny” was a noble, heroic impulse or a imperialistic and racist land grab
24. *Evaluate - how did different interpretations of the Constitution shape government powers and political
parties during the time period?
25. Describe the social, diplomatic, and military impacts of the Emancipation Proclamation
26. Contrast the beliefs and actions of Northern and Southern radicals in the 1850s
27. Trace the major events and legislation, which made secession, happen.
28. *Analyze: Was secession and Civil War inevitable?
29. Differentiate between the parties and platforms of the 1860 campaign.
30. Compare major CSA and Union goals, strategies, and beliefs
31. Trace the contributions and treatment of slaves from the beginnings of the war to emancipation.
32. Analyze why/how the Confederacy lost and/or the Union won the war
33. Connect the events and strains of war to social and economic changes in the US and CSA
34. Evaluate whether Reconstruction was more of a success or a failure
35. *Evaluate whether Lincoln and the Union were constitutionally justified in their use of war powers like
suspending the writ of habeas corpus or passage of the draft.
36. Analyze how government policies affected settlement and development of the US economy.
42
37. *Analyze: How "laissez faire" was the government and economy of the Gilded Age?
38. Differentiate between the opportunities available for the average white, black, immigrant, and Native
American during the 2nd half of the 19th century.
39. Trace the development of the modern industrial economy during the era
40. Describe the benefits and perils of work and life in the new industrial cities
41. Compare the platforms and supporters of the Populist Party and the Republican Party during the 1896
election
42. Analyze: did political machines advocacy for immigrants outweigh their corruption?
43. Analyze: were trusts and their leaders like Rockefeller beneficial "industrial statesmen" or harmful
"robber barons"?
44. Evaluate the social movements of the period. Which were most successful?
45. *Why did the Populist movement fail? Why did not labor radicalize in the US?
46. Describe why and how America became an imperialist power.
47. Define "progressive" and describe several necessary progressive reforms
48. Compare and contrast the progressive actions and ideas of TR, Taft, and Wilson. Who was more
progressive?
49. Describe the continued advocacy and resistance of African American groups despite the setback of
Plessy v. Ferguson
50. Compare and contrast the beliefs and strategies of Booker T. Washington, W.E.B. DuBois, and Marcus
Garvey
51. *Evaluate - why were the Prohibition and suffrage movement successful, but not the child labor or civil
rights movements?
52. *Evaluate -what were the benefits and costs of America becoming an imperial power?
53. Describe why the United States entered WWI
54. Describe how the United States mobilized and prepared for war
55. Trace the expansion of government power during the war
56. Analyze the impact WWI had on US attitudes towards foreign policy and on relations between European
nations
57. Compare the Fourteen Points and the Treaty of Versailles. How and why were they different?
58. *Evaluate whether America should have joined the League of Nations (and whose fault it was the
Versailles Treaty failed in the Senate)
59. *Evaluate: were the war powers claimed by the Wilson administration and supported by the Supreme
Court justified or against the principles of our founders?
60. Summarize the strengths and weaknesses of the 1920s economy.
61. Describe the factors internal and external, which led to the nativism and intolerance of the 1920s.
62. Compare rural and urban 1920s culture focusing on religion, Prohibition, and tolerance
63. Describe the "pushes and pulls" behind the Great Migration and its effects on race relations and America
culture.
64. *Analyze US foreign policy. Was it more isolationist or interventionist?
43
METHODS OF EVALUATION
Based upon grade level and specific objectives, the students will be evaluated in a number of ways, which
include but are not limited to the following formative, summative and self-assessments:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Blog entries
Research paper
Critical Essays
Debates
Document analysis
Exit and entrance polls
Guided discussions
Homework & practice
Quizzes
Unit tests
*Document Based Questions
Alternate ending presentations
Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
Interviews
Journal entries
Multimedia project
Portfolios
Projects
R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
44
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Civics,
Government,
and Human
Rights
Stage 1: Desired Results
Topic: Colonization and Settlement
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Explain how British North American
colonies adapted the British governance
structure to fit their ideas of individual
rights, economic growth, and participatory
6.1.12.A.1.a
government.
6.1.12.A.1.b
Geography,
People, and the
Environment
North American Colonial
societies adapted European
governmental, economic,
and cultural institutions and
ideologies to meet their
needs in the New World.
6.1.12.B.1.a
Economics,
innovation, and
Technology
6.1.12.C.1.a
History,
Culture, and
Perspectives
6.1.12.D.1.a
45
Analyze how gender, property ownership,
religion, and legal status affected political
rights.
Relate regional geographic variations (e.g.,
climate, soil conditions, and other natural
resources) to economic development in the
New World.
Explain how economic ideas and the
practices of mercantilism and capitalism
conflicted during this time period.
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.
Explain the consequences to Native
American groups of the loss of their land
and people.
Essential Questions
Enduring Understandings
1. How do geography, climate, and natural
Students will understand that:
resources affect the ways that people live and
1. Where people live influences how they live.
work?
2. Key geographical and environmental
2. Why do people move?
characteristics of a region impact the history,
3. How does trade affect local, national, and
political, development, economy, and culture
international relationships?
of the community of the region.
4. How do varying perspectives affect how
3. Many cultures, traditions, and heritages
history is recorded and interpreted?
contribute to the creation of a nation’s diversity
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. First English settlements – risks and motivations
2. The differences between the society, geography, and economics of the NE (New England), Middle, and
Southern colonies
3. Interaction between colonists and Native Americans and slaves
4. Foundations of American democracy
5. *Comparison of Spanish and English systems of colonial governance/native treatment as related to
geography and culture.
Learning Expectations/Objectives
Integration of 21st Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
• Set goals with tangible and intangible success
Analyze Media
criteria
• Understand both how and why media messages
• Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
• Examine how individuals interpret messages
• Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
• Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
• Apply a fundamental understanding of the
Be Self-directed Learners
ethical/legal issues surrounding the access and
• Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
• Understand and utilize the most appropriate
• Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
46
•
Demonstrate commitment to learning as a
• Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
• Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
ICT Literacy
SOCIAL AND CROSS-CULTURAL SKILLS
Apply Technology Effectively
• Use technology as a tool to research, organize,
Interact Effectively with Others
• Know when it is appropriate to listen and when
evaluate and communicate information
to speak
• Use digital technologies (computers, PDAs,
• Conduct themselves in a respectable,
media players, GPS, etc.),
professional manner
communication/networking tools and social
networks appropriately to access, manage,
Work Effectively in Diverse Teams
• Respect cultural differences and work
integrate, evaluate and create information to
effectively with people from a range of social
successfully function in a knowledge economy
and cultural backgrounds
• Apply a fundamental understanding of the
• Respond open-mindedly to different ideas and
ethical/legal issues surrounding the access and
values
use of information technologies
• Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
47
•
Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Describe the motivations of early explorers
2. Differentiate between the economics of the New England, Middle, and Southern colonies.
3. Trace the impact that labor needs had on relations with natives and Africans
4. Analyze the necessity for democracy in the early colonies
5. *Evaluate: which was more important in differences between English and Spanish colonies – geography
or culture?
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Multimedia project – Create an advertisement for a new English colony. Why should people settle
there? What is the economy/culture like?
• Portfolios
• Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
• R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
• Journal entries
• Document Based Questions
• Alternate ending presentations
• Interviews
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflect on whether you feel the American Revolution was justified.
o Portfolio – pick best practices
o Editing or corrections
• Interdisciplinary
o Work with Science department to plot out an ideal geographic/environmental location for a new
colony
48
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
• Journals – Why would people colonize America? What struggles were faced? What economic
and political organizations were formed?
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies
• Nonfiction texts
• Online databases
49
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Stage 1: Desired Results
Topic: Revolution and New Nation
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
6.1.12.A.2.a
The war for independence
was the result of growing
ideological, political,
geographic, economic, and
religious tensions resulting
from Britain’s centralization
policies and practices.
6.1.12.A.2.b
6.1.12.A.2.c
Civics,
Government,
and Human
Rights
The United States
Constitution and Bill of
Rights were designed to
provide a framework for the
American system of
government, while also
protecting individual rights.
Debates about individual
rights, states’ rights, and
federal power shaped the
development of the political
institutions and practices of
the new Republic.
Analyze the intellectual origins of the major
ideas expressed in the Declaration of
Independence.
Evaluate the importance of the Declaration
of Independence, the Constitution, and the
Bill of Rights to the spread of democracy
around the world.
Compare and contrast state constitutions,
including New Jersey’s 1776 constitution,
with the United States Constitution, and
determine their impact on the development
of American constitutional government.
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.e
Explain how judicial review made the
Supreme Court an influential branch of
government, and assess the continuing
impact of the Supreme Court today.
6.1.12.A.2.f
Examine the emergence of early political
parties and their views on centralized
government and foreign affairs, and
compare these positions with those of
today’s political parties.
50
Geography,
People, and the
Environment
6.1.12.B.2.b
6.1.12.B.2.b
6.1.12.C.2.a
Analyze the problems of financing the
American Revolutionary War and dealing
with wartime inflation and profiteering.
6.1.12.C.2.b
Explain the effects of inflation, debt, and
attempts by new state and national
governments to rebuild the economy by
addressing issues of foreign and internal
trade, banking, and taxation.
6.1.12.D.2.a
Analyze contributions and perspectives of
African Americans, Native Americans, and
women during the American Revolution.
Economics,
innovation, and
Technology
6.1.12.D.2.b
History,
Culture, and
Perspectives
Essential Questions
1. How does trade affect local, national, and
international relationships?
2. Who should govern/rule?
3. What are the basic human rights and who is
responsible for ensuring them?
4. What is a revolution?
Analyze how the United States has
attempted to account for regional
differences while also striving to create an
American identity.
Evaluate the effectiveness of the Northwest
Ordinance in resolving disputes over
Western lands and the expansion of slavery.
6.1.12.D.2.c
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.
Relate events in Europe to the development
of American trade and American foreign
and domestic policies.
6.1.12.D.2.d
Analyze arguments for new women’s roles
and rights, and explain why 18th-century
society limited women’s aspirations.
6.1.12.D.2.e
Determine the impact of African American
leaders and institutions in shaping free
Black communities in the North.
Enduring Understandings
Students will understand that:
1. Protecting the common good may require
sacrificing individual rights, maintaining that
fragile balance is the collective role of all
citizens.
2. Many cultures, traditions, and heritages
contribute to the creation of a nation’s diversity
3. Key geographical and environmental
characteristics of a region impact the history,
political, development, economy, and culture
of the community of the region.
51
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. How did problems between Britain and the colonists first arise?
2. Foundations of American Independence and Democracy
3. *The themes and inspirations for the Declaration of Independence
4. The American Revolution: What were the advantages/disadvantages of the Americans and British in the
war?
5. The American Revolution: Important contributions of foreigners, women, African Americans, and
Native Americans
6. The Failures of the Articles of Confederation
7. The Constitutional Convention
8. The Ratification Debate
9. The Three Branches of Government
10. The Washington Administration and precedents
11. The Birth of Political Parties and Adams Administration
12. *Comparison of French Revolution to American Revolution – Why/how different?
Learning Expectations/Objectives
Integration of 21st Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
• Set goals with tangible and intangible success
Analyze Media
criteria
• Understand both how and why media messages
• Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
• Utilize time and manage workload efficiently
• Examine how individuals interpret messages
Work Independently
differently, how values and points of view are
• Monitor, define, prioritize and complete tasks
included or excluded, and how media can
without direct oversight
influence beliefs and behaviors
Be Self-directed Learners
• Apply a fundamental understanding of the
• Go beyond basic mastery of skills and/or
ethical/legal issues surrounding the access and
curriculum to explore and expand one’s own
use of media
learning and opportunities to gain expertise
Create Media Products
• Demonstrate initiative to advance skill levels
• Understand and utilize the most appropriate
towards a professional level
media creation tools, characteristics and
• Demonstrate commitment to learning as a
conventions
lifelong process
52
•
Reflect critically on past experiences in order
• Understand and effectively utilize the most
to inform future progress
appropriate expressions and interpretations in
diverse, multi-cultural environments
SOCIAL AND CROSS-CULTURAL SKILLS
Interact Effectively with Others
ICT Literacy
• Know when it is appropriate to listen and when Apply Technology Effectively
to speak
• Use technology as a tool to research, organize,
• Conduct themselves in a respectable,
evaluate and communicate information
professional manner
• Use digital technologies (computers, PDAs,
media players, GPS, etc.),
Work Effectively in Diverse Teams
• Respect cultural differences and work
communication/networking tools and social
effectively with people from a range of social
networks appropriately to access, manage,
and cultural backgrounds
integrate, evaluate and create information to
• Respond open-mindedly to different ideas and
successfully function in a knowledge economy
values
• Apply a fundamental understanding of the
• Leverage social and cultural differences to
ethical/legal issues surrounding the access and
create new ideas and increase both innovation
use of information technologies
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
• Demonstrate integrity and ethical behavior in
using influence and power
53
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Describe the proximate causes of the American Revolution.
2. Explain the motivations (*and political theory) behind the Declaration of Independence
3. Evaluate how the colonists were able to win their independence
4. Assess the weakness of the Articles of Confederation and necessity of the Constitution.
5. Describe the compromises and theories behind the US Constitution
6. Differentiate between the powers and limits of the three branches of government under the Constitution.
7. Describe the important precedents made and actions taken by the Washington Administration
8. Compare the makeup and beliefs of the first two political parties
9. *Trace the impact of the French Revolution on US politics and policy
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Alternate ending presentations- Descriptive story, presentation, or "textbook entry" on one of the
following questions: "What if the British had won the American Revolution? What if the Constitution
had not been ratified?"
• *Document Based Questions – Read selections of the Federalist papers, Cato’s letters, and other
newspaper publications during the Ratification debate. Was the United States united behind the idea of
a new Constitution?
• Portfolios
• Facebook profile
• Multimedia projects - presentations integrating student-created or internet video, picture, and music
resources to explain a historical event, theme, or person
• R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
• Journal entries
• Interviews
54
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflect on whether you feel the American Revolution was justified.
o Portfolio – pick best practices
o Corrections of earlier work by applying acquired skills and knowledge
• Interdisciplinary
o Work with the English department to analyze the editing/changes and influences of the
Declaration of Independence.
o Work with the Science department to study the physics of different Revolutionary War weapons
and their impact on tactics.
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
• Facebook profile – Create a profile of a Constitutional delegate. Be sure to include their history
of service in the US, their state of origin, their major beliefs and theories on the size and power
of the federal government, and parts of the Constitution they influenced (if able).
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies – clips of The Patriot and John Adams
• Nonfiction texts
• Online databases
• Primary documents - The Declaration of Independence, Constitution, *Federalist Papers
55
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Civics,
Government,
and Human
Rights
Stage 1: Desired Results
Topic: Expansion and Reform
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Assess the influence of Manifest Destiny on
6.1.12.A.3.a
foreign policy during different time periods
in American history.
Determine the extent to which America’s
foreign policy (i.e., Tripoli pirates, the
Louisiana Purchase, the War of 1812, the
6.1.12.A.3.b
Monroe Doctrine, the War with Mexico,
Multiple political, social,
and Native American removal) was
and economic factors caused
influenced
by perceived national interest.
American territorial
Assess the role of geopolitics in the
expansion.
6.1.12.A.3.c
development of American foreign relations
during this period.
The rapid expansion and
transformation of the
Describe how the Supreme Court increased
American economy
the power of the national government and
6.1.12.A.3.d
contributed to regional
promoted national economic growth during
tensions, social reform,
this era.
political compromises, and
Judge the fairness of government treaties,
an expansion of democratic
6.1.12.A.3.e
policies, and actions that resulted in Native
practices.
American migration and removal.
Compare and contrast the successes and
failures of political (i.e., the 1844 State
Constitution) and social (i.e., abolition,
6.1.12.A.3.f
women’s rights, and temperance) reform
movements in New Jersey and the nation
during the Antebellum period.
56
6.1.12.A.3.g
Determine the extent to which state and
local issues, the press, the rise of interestgroup politics, and the rise of party politics
impacted the development of democratic
institutions and practices.
6.1.12.A.3.h
Analyze the various rationales provided as a
justification for slavery.
6.1.12.A.3.i
Geography,
People, and the
Environment
6.1.12.B.3.a
6.1.12.C.3.a
Economics,
innovation, and
Technology
6.1.12.C.3.b
Relate the wealth of natural resources to the
economic development of the United States
and to the quality of life of individuals.
6.1.12.D.3.a
Determine how expansion created
opportunities for some and hardships for
others by considering multiple perspectives.
6.1.12.D.3.b
History,
Culture, and
Perspectives
Relate the impact of the Supreme Court
decision regarding the Amistad to the
antislavery movement.
Assess the impact of Western settlement on
the expansion of United States political
boundaries.
Analyze how technological developments
transformed the economy, created
international markets, and affected the
environment in New Jersey and the nation.
6.1.12.D.3.c
Explain how immigration intensified ethnic
and cultural conflicts and complicated the
forging of a national identity.
Assess how states' rights (i.e., Nullification)
and sectional interests influenced party
politics and shaped national policies (i.e.,
the Missouri Compromise and the
Compromise of 1850).
6.1.12.D.3.d
Analyze the role education played in
improving economic opportunities and in
the development of responsible citizens.
6.1.12.D.3.e
Determine the impact of religious and social
movements on the development of
American culture, literature, and art.
Essential Questions
1. How do geography, climate, and natural
resources affect the ways that people live and
work?
2. Why do people move?
3. How does trade affect local, national, and
international relationships?
Enduring Understandings
Students will understand that:
1. Where people live influences how they live.
2. Key geographical and environmental
characteristics of a region impact the history,
political, development, economy, and culture
of the community of the region.
57
3. The understanding of the historical foundations
of civics, politics, and government, prepares
one to make informed responsible decisions as
citizens and to value participation as citizens of
a global society.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. Constitutional decisions of the Jefferson administration (Marbury v. Madison and the Louisiana
Purchase)
2. The effects of the Napoleonic Wars on US foreign and domestic policy
3. The War of 1812 and effects on the economy, society, and foreign policy.
4. The precedents of the Marshall Supreme Court
5. Economic and Cultural Nationalism during the Era of Good Feelings
6. The increasing economic, cultural, and political divides between North, South, and West from 18201850
7. The expansion of the chattel slavery system and growing importance to Southern culture and politics
8. The growth and development of the Second Party System (Whigs and Democrats)
9. The political, religious, and social reform movements of the early 19th century (special focus on
abolition, women’s rights, and 2nd Great Awakening)
10. Manifest destiny and expansionism – motivations and effects.
11. *The birth of populism – the common man, Jackson, and their effect on US politics
12. *The justice of manifest destiny and the Mexican War
Learning Expectations/Objectives
Integration of 21st Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
• Set goals with tangible and intangible success
Analyze Media
criteria
• Understand both how and why media messages
• Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
• Examine how individuals interpret messages
• Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
• Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
• Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of media
58
Be Self-directed Learners
Create Media Products
• Go beyond basic mastery of skills and/or
• Understand and utilize the most appropriate
curriculum to explore and expand one’s own
media creation tools, characteristics and
learning and opportunities to gain expertise
conventions
• Demonstrate initiative to advance skill levels
• Understand and effectively utilize the most
towards a professional level
appropriate expressions and interpretations in
• Demonstrate commitment to learning as a
diverse, multi-cultural environments
lifelong process
ICT Literacy
• Reflect critically on past experiences in order
Apply Technology Effectively
to inform future progress
• Use technology as a tool to research, organize,
evaluate and communicate information
SOCIAL AND CROSS-CULTURAL SKILLS
• Use digital technologies (computers, PDAs,
Interact Effectively with Others
• Know when it is appropriate to listen and when
media players, GPS, etc.),
to speak
communication/networking tools and social
• Conduct themselves in a respectable,
networks appropriately to access, manage,
professional manner
integrate, evaluate and create information to
successfully function in a knowledge economy
Work Effectively in Diverse Teams
• Respect cultural differences and work
• Apply a fundamental understanding of the
effectively with people from a range of social
ethical/legal issues surrounding the access and
and cultural backgrounds
use of information technologies
• Respond open-mindedly to different ideas and
values
• Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
59
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
• Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Create a map demonstrating when and how the United States acquired additional territory.
2. Describe several major Constitutional precedents created by the Supreme Court led by John Marshall
3. Demonstrate the effects of the Napoleonic Wars on US trade policy, international relations, domestic
politics, economic development, and other issues.
4. Trace the development of the US into competing economic and cultural “sections”, citing geography,
culture, and economics.
5. Compare nationalist and sectionalist sentiments in the 1820s and 30s. Which was stronger? Why?
6. Compare and contrast the platforms, demographics, and vision of the Jacksonian Democratic Party and
the Whigs.
7. Trace the impact of economic growth and manifest destiny on life for Native Americans and slaves in
the United States.
8. Describe the origins, horrors, and expansion of the slavery system – and African American and
abolitionist resistance to it.
9. *Analyze whether “Manifest Destiny” was a noble, heroic impulse or a imperialistic and racist land grab
10. *Evaluate - how did different interpretations of the Constitution shape government powers and political
parties during the time period?
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Multimedia project
• Portfolios
• Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
60
•
R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
• Journal entries
• Document Based Questions o Analyze US newspaper articles and speeches from the era of the French Revolutionary Wars to
observe (and comment on) political bias and policy changes.
o *Analyze pro and anti Mexican War speeches and propaganda - for partisan and regional
patterns.
• Alternate ending presentations - "What if the US had lost the War of 1812?"
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflect on whether you feel the American Revolution was justified.
o Portfolio – pick best practices
o Editing or corrections
• Interdisciplinary
o Work with the mathematics department to analyze trade data during the Napeolonic Wars or to
investigate links between the price of slaves and the price of cash crops
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
• Create a Southern Journal - a Southern newspaper or magazine that focuses on the history,
culture, and economics of the region. It should highlight major events like tariff battles or slave
revolts and be written with an obvious Southern bias - echoing the many Southern newspapers
and journals that were founded during the time period.
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
61
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies
• Nonfiction texts
• Online databases
• Primary documents – the Monroe Doctrine and Marshall Court decisions
62
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Civics,
Government,
and Human
Rights
Stage 1: Desired Results
Topic: Civil War and Reconstruction
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Analyze the ways in which prevailing
attitudes, socioeconomic factors, and
government actions (i.e., the Fugitive Slave
6.1.12.A.4.a
Act and Dred Scott Decision) in the North
and South (i.e., Secession) led to the Civil
War.
Analyze how ideas found in key documents
(i.e., the Declaration of Independence, the
Seneca Falls Declaration of Sentiments and
6.1.12.A.4.c
Resolution, the Emancipation Proclamation,
The Civil War was caused
and the Gettysburg Address) contributed to
by ideological, economic,
demanding equality for all.
and political differences
Evaluate how political and military
about the future course of
6.1.12.A.4.c
leadership
affected the outcome of the Civil
the nation.
War.
Efforts to reunite the country
through Reconstruction were
contested, resisted, and had
long-term consequences.
6.1.12.A.4.d
Judge the effectiveness of the 13th, 14th,
and 15th Amendments in obtaining
citizenship and equality for African
Americans.
6.1.12.B.4.a
Use maps and primary sources to assess the
impact that geography, improved military
strategies, and new modes of transportation
had on the outcome of the Civil War.
6.1.12.B.4.b
Analyze the impact of population shifts and
migration patterns during the
Reconstruction period.
Geography,
People, and the
Environment
63
Economics,
innovation, and
Technology
History,
Culture, and
Perspectives
Essential Questions
1. Why do people work?
2. How do varying perspectives affect how
history is recorded and interpreted?
3. What are the basic human rights and who is
responsible for ensuring them?
4. What are the roles and responsibilities of
government?
5. How can be abuse of power be avoided?
6.1.12.C.4.a-c
Assess the role that economics played in
enabling the North and South to wage war.
6.1.12.C.4.b
Compare and contrast the immediate and
long-term effects of the Civil War on the
economies of the North and South.
6.1.12.C.4.c
Explain why the Civil War was more costly
to America than previous conflicts were.
6.1.12.D.4.a
Compare and contrast the roles of African
Americans who lived in Union and
Confederate states during the Civil War.
6.1.12.D.4.b
Compare and contrast the impact of the
American Civil War and the impact of a
past or current civil war in another country
in terms of the consequences for people’s
lives and work.
6.1.12.D.4.c
Analyze the debate about how to reunite the
country, and determine the extent to which
enacted Reconstruction policies achieved
their goals.
6.1.12.D.4.d
Relate conflicting political, economic,
social, and sectional perspectives on
Reconstruction to the resistance of some
Southern individuals and states.
6.1.12.D.4.e
Analyze the impact of the Civil War and the
14th Amendment on the development of the
country and on the relationship between the
national and state governments.
Enduring Understandings
Students will understand that:
1. Many cultures, traditions, and heritages
contribute to the creation of a nation’s diversity
2. The understanding of the historical foundations
of civics, politics, and government, prepares
one to make informed responsible decisions as
citizens and to value participation as citizens of
a global society.
3. Protecting the common good may require
sacrificing individual rights, maintaining that
fragile balance is the collective role of all
citizens.
4. Connections between the events of past and
present help us to understand and shape the
world we live in.
64
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. The problems of 1850: compromise and controversy
2. Radicals North and South: Filibustering and Fugitive Slave Law resistance
3. "Bleeding Kansas": The Kansas Nebraska Act and its effects
4. John Brown and the Dred Scott case
5. The Election of 1860 and Secession
6. *Was the Civil War inevitable or the actions of a few radicals?
7. The Confederacy and the Union: war goals and strategies
8. The Emancipation Proclamation and Foreign Intervention
9. The end of Slavery - from contraband to citizen soldier
10. Gettysburg, Vicksburg, and the End of the Confederacy
11. Social and economic effects of the Civil War
12. The successes and failures of Reconstruction
13. *Was Lincoln a Tyrant? What are acceptable "war powers"?
Learning Expectations/Objectives
st
Integration of 21 Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
• Set goals with tangible and intangible success
Analyze Media
criteria
• Understand both how and why media messages
• Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
• Examine how individuals interpret messages
• Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
• Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
• Apply a fundamental understanding of the
Be Self-directed Learners
ethical/legal issues surrounding the access and
• Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
• Understand and utilize the most appropriate
• Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
• Demonstrate commitment to learning as a
• Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
• Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
65
SOCIAL AND CROSS-CULTURAL SKILLS
ICT Literacy
Interact Effectively with Others
Apply Technology Effectively
• Know when it is appropriate to listen and when
• Use technology as a tool to research, organize,
to speak
evaluate and communicate information
• Conduct themselves in a respectable,
• Use digital technologies (computers, PDAs,
professional manner
media players, GPS, etc.),
communication/networking tools and social
Work Effectively in Diverse Teams
• Respect cultural differences and work
networks appropriately to access, manage,
effectively with people from a range of social
integrate, evaluate and create information to
and cultural backgrounds
successfully function in a knowledge economy
• Respond open-mindedly to different ideas and
• Apply a fundamental understanding of the
values
ethical/legal issues surrounding the access and
• Leverage social and cultural differences to
use of information technologies
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
• Demonstrate integrity and ethical behavior in
using influence and power
66
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Describe the social, diplomatic, and military impacts of the Emancipation Proclamation
2. Contrast the beliefs and actions of Northern and Southern radicals in the 1850s
3. Trace the major events and legislation, which made secession, happen.
4. *Analyze: Was secession and Civil War inevitable?
5. Differentiate between the parties and platforms of the 1860 campaign.
6. Compare major CSA and Union goals, strategies, and beliefs
7. Trace the contributions and treatment of slaves from the beginnings of the war to emancipation.
8. Analyze why/how the Confederacy lost and/or the Union won the war
9. Connect the events and strains of war to social and economic changes in the US and CSA
10. Evaluate whether Reconstruction was more of a success or a failure
11. *Evaluate whether Lincoln and the Union were constitutionally justified in their use of war powers like
suspending the writ of habeas corpus or passage of the draft.
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Multimedia project –
• Portfolios
• Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
• R.A.F.T. - creative role-playing writing assignment. - Assume the role of a Southerner or Northerner in
January 1861 - just after the secession of South Carolina. Write a letter to a friend from the other
section describing your section's opinion on secession (justified or a horrible injustice). Be sure to cite
the major "injustices" - both legislative and by radicals justify your position.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
• Journal entries - Civil War general after a major battle. Why do you fight? (tie in Northern or Southern
sentiments and cite previous legislation/actions to justify/oppose secession) Describe the battle and
why/how it’s important to the war or your side's war strategy/goals• Document Based Questions -*Analyze newspapers, speeches, and political cartoons to determine
whether Lincoln was a tyrant or justifiably used war powers.
• Alternate ending presentations
• Interviews
67
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflection
o Portfolio – pick best practices
o Corrections of earlier work by applying acquired skills and knowledge
• Interdisciplinary
o Work with Math department to analyze wartime inflation - both its inputs (like supply and
demand and government printing of currency) and its effects on purchasing power for war era
families
Stage 3: Learning Plan
To
show
evidence
students
may
complete
the following assessment:
A
• Alternate ending presentation - EITHER describe how the Civil War could have been lost (and
the repercussions for slaves, US/CSA foreign relations, and US History) or describe how
Reconstruction could have been more successful and its impacts on race relations.
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies – Gettysburg
• Nonfiction texts
• Online databases
• Primary documents – the Emancipation Proclamation, 13th, 14th, and 15th Amendments, “Black codes”
68
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Civics,
Government,
and Human
Rights
Geography,
People, and the
Environment
Stage 1: Desired Results
Topic: The Development of the Industrial United States
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Relate industrial growth to the need for
6.1.12.A.5.a
social and governmental reforms.
Technological developments
Assess the impact of governmental efforts
and unregulated business
6.1.12.A.5.b
to regulate industrial and financial systems
practices revolutionized
in order to provide economic stability.
transportation,
Analyze the effectiveness of governmental
manufacturing, and
policies and of actions by groups and
consumption and changed
individuals to address discrimination
the daily lives of Americans. 6.1.12.A.5.c
against new immigrants, Native Americans,
and African Americans.
The Industrial Revolution
Explain
how the Homestead Act, the
and immigration had a
availability of land and natural resources,
powerful impact on labor
and the development of transcontinental
relations, urbanization, the
6.1.12.B.5.a
railroads and waterways promoted the
environment, and cultural
growth of a nationwide economy and the
values and created tensions
movement of populations.
between ethnic and social
groups.
Assess the impact of rapid urbanization on
6.1.12.B.5.b the environment and on the quality of life in
cities.
69
Economics,
innovation, and
Technology
6.1.12.C.5.a
Analyze the economic practices of various
business organizations (i.e., corporations
and monopolies) regarding the production
and marketing of goods, and explain the
positive or negative impact of these
practices on the nation and on individuals.
6.1.12.C.5.b
Compare and contrast economic
development of the North, South, and West
in the post-Civil War period.
6.1.12.C.5.c
Analyze the cyclical nature of the economy
and the impact of periods of expansion and
recession on businesses and individuals.
6.1.12.D.5.a
Analyze government policies and other
factors that promoted innovation,
entrepreneurship, and industrialization in
New Jersey and the United States during
this period.
6.1.12.D.5.b
Evaluate how events led to the creation of
labor and agricultural organizations that
protect the rights of workers.
6.1.12.D.5.c
Assess the effectiveness of public education
in fostering national unity and American
values and in helping people meet their
economic needs and expectations.
6.1.12.D.5.d
Relate varying immigrants’ experiences to
gender, race, ethnicity, or occupation.
History,
Culture, and
Perspectives
Essential Questions
1. How do geography, climate, and natural
resources affect the ways that people live and
work?
2. Why do people move?
3. What is the purpose of government?
4. Why do people work?
Enduring Understandings
Students will understand that:
1. Key geographical and environmental
characteristics of a region impact the history,
political, development, economy, and culture
of the community of the region.
2. Protecting the common good may require
satisfying individual rights, maintaining that
fragile balance is the collective role of all
citizens.
3. Individuals and groups attempt to satisfy their
basic needs and wants by utilizing scarce
capital, natural, and human resources
70
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. The Homestead Act, railroads, and Western settlement
2. Native American policy - reservations to the Dawes Act and ghost dance
3. the collapse of Reconstruction and Jim Crow South
4. The Gilded Age: Political machines, corruption, and civil service reform
5. Modernization and consolidation: industrialization and trusts
6. Labor movements and strikes
7. Immigration and hardships of life in the industrial city
8. Problems of the West and common man: social movements from the Grange to the Populist Party
9. The Election of 1896 and gold standard
10. *A more in depth look at the social gospel and temperance movement
Learning Expectations/Objectives
st
Integration of 21 Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
• Set goals with tangible and intangible success
Analyze Media
criteria
• Understand both how and why media messages
• Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
• Examine how individuals interpret messages
• Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
• Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
• Apply a fundamental understanding of the
Be Self-directed Learners
ethical/legal issues surrounding the access and
• Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
• Understand and utilize the most appropriate
• Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
• Demonstrate commitment to learning as a
• Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
• Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
71
SOCIAL AND CROSS-CULTURAL SKILLS
ICT Literacy
Interact Effectively with Others
Apply Technology Effectively
• Know when it is appropriate to listen and when
• Use technology as a tool to research, organize,
to speak
evaluate and communicate information
• Conduct themselves in a respectable,
• Use digital technologies (computers, PDAs,
professional manner
media players, GPS, etc.),
communication/networking tools and social
Work Effectively in Diverse Teams
• Respect cultural differences and work
networks appropriately to access, manage,
effectively with people from a range of social
integrate, evaluate and create information to
and cultural backgrounds
successfully function in a knowledge economy
• Respond open-mindedly to different ideas and
• Apply a fundamental understanding of the
values
ethical/legal issues surrounding the access and
• Leverage social and cultural differences to
use of information technologies
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
• Demonstrate integrity and ethical behavior in
using influence and power
72
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Analyze how government policies affected settlement and development of the US economy.
2. *Analyze: How "laissez faire" was the government and economy of the Gilded Age?
3. Differentiate between the opportunities available for the average white, black, immigrant, and Native
American during the 2nd half of the 19th century.
4. Trace the development of the modern industrial economy during the era
5. Describe the benefits and perils of work and life in the new industrial cities
6. Compare the platforms and supporters of the Populist Party and the Republican Party during the 1896
election
7. Analyze: did political machines advocacy for immigrants outweigh their corruption?
8. Analyze: were trusts and their leaders like Rockefeller beneficial "industrial statesmen" or harmful
"robber barons"?
9. Evaluate the social movements of the period. Which were most successful?
10. *Why did the Populist movement fail? Why did not labor radicalize in the US?
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Multimedia project – Create a political cartoon or political advertisement for one of the candidates in the
1896 election. Be sure to differentiate and explain the differences of the candidates on the gold standard
and tailor your advertisement to a specific audience (such as farmers or labor or investors)
• Portfolios
• Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
• R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
• Journal entries
• *Document Based Questions - Analyze legislation, speeches, political cartoons, and graphs. How
important was government policy to the rapid economic growth and modernization from 1860-1900?
• Alternate ending presentations
• Interviews
73
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflect: what was the most interesting new thing you learned about this unit? What was the
concept you had the most trouble with?
o Portfolio – pick best practices
o Corrections of earlier work by applying acquired skills and knowledge
• Interdisciplinary
o Work with Science department to apply climate and geology maps to settlement patterns and
economic activities in the West.
Stage 3: Learning Plan
To
show
evidence
students
may
complete
the following assessment:
A
• Journals – What are some of the hardships faced as a farmer or family on the Great Plains?
Describe your family's motivation for moving to the plains as well as the many problems faced
and any solutions to them (working in legislation and popular movements when able).
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies
• Nonfiction texts
• Online databases
• Primary documents – excerpt of Andrew Carnegie’s “Wealth”, the Populist Party platform, “Cross of
Gold Speech” and 1896 platforms
74
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Civics,
Government,
and Human
Rights
Stage 1: Desired Results
Topic: The Emergence of Modern America - Progressives
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Progressive reform
movements promoted
government efforts to
address problems created by
rapid industrialization,
immigration, and unfair
treatment of women,
children, and minority
groups.
An expanding market for
international trade promoted
policies that resulted in
America emerging as a
world power.
Geography,
People, and the
Environment
6.1.12.A.6.a
Evaluate the effectiveness of Progressive
reforms in preventing unfair business
practices and political corruption and in
promoting social justice.
6.1.12.A.6.b
Evaluate the ways in which women
organized to promote government policies
(i.e., abolition, women’s suffrage, and the
temperance movement) designed to address
injustice, inequality, workplace safety, and
immorality.
6.1.12.A.6.c
Relate the creation of African American
advocacy organizations (i.e., the National
Association for the Advancement of
Colored People) to United States Supreme
Court decisions (i.e., Plessy v. Ferguson)
and state and local governmental policies.
6.1.12.B.6.a
6.1.12.B.6.b
75
Determine the role geography played in
gaining access to raw materials and finding
new global markets to promote trade.
Compare and contrast issues involved in the
struggle between the unregulated
development of natural resources and
efforts to conserve and protect natural
resources during the period of industrial
expansion.
Economics,
innovation, and
Technology
History,
Culture, and
Perspectives
1.
2.
3.
4.
Essential Questions
What happens when cultures compete?
What are the roles and responsibilities of
government?
What is the best use of Earth’s limited
resources?
How can be abuse of power be avoided?
6.1.12.C.6.a
Evaluate the effectiveness of labor and
agricultural organizations in improving
economic opportunities for various groups.
6.1.12.C.6.b
Determine how supply and demand
influenced price and output during the
Industrial Revolution.
Analyze the impact of money, investment,
credit, savings, debt, and financial
6.1.12.C.6.c
institutions on the development of the
nation and the lives of individuals.
Assess the impact of technological
innovation and immigration on the
development of agriculture, industry, and
6.1.12.D.6.a
urban culture during the late 19th century in
New Jersey (i.e., Paterson Silk Strike 1913)
and the United States.
Enduring Understandings
Students will understand that:
1. Many cultures, traditions, and heritages
contribute to the creation of a nation’s diversity
2. Individuals and groups attempt to satisfy their
basic needs and wants by utilizing scarce
capital, natural, and human resources.
3. Protecting the common good may require
sacrificing individual rights, maintaining that
fragile balance is the collective role of all
citizens.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. The Progressive Movement and muckrakers
2. Theodore Roosevelt's domestic policies
3. Taft's administration, break with TR, and the Election of 1912
4. The progressive victories and failures of Wilson's administration
5. The campaign for women's suffrage
6. The campaign for temperance and the 18th Amendment
7. Competing African American leaders and advocacy groups (Washington, DuBois, and Garvey)
8. The rise of imperialism and America's status as a world power (Spanish American War)
76
Learning Expectations/Objectives
Integration of 21 Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
• Set goals with tangible and intangible success
Analyze Media
criteria
• Understand both how and why media messages
• Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
• Examine how individuals interpret messages
• Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
• Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
• Apply a fundamental understanding of the
Be Self-directed Learners
ethical/legal issues surrounding the access and
• Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
• Understand and utilize the most appropriate
• Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
• Demonstrate commitment to learning as a
• Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
• Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
ICT Literacy
SOCIAL AND CROSS-CULTURAL SKILLS
Apply Technology Effectively
Interact Effectively with Others
• Use technology as a tool to research, organize,
• Know when it is appropriate to listen and when
evaluate and communicate information
to speak
• Use digital technologies (computers, PDAs,
• Conduct themselves in a respectable,
media players, GPS, etc.),
professional manner
communication/networking tools and social
Work Effectively in Diverse Teams
networks appropriately to access, manage,
• Respect cultural differences and work
integrate, evaluate and create information to
effectively with people from a range of social
successfully function in a knowledge economy
and cultural backgrounds
• Apply a fundamental understanding of the
• Respond open-mindedly to different ideas and
ethical/legal issues surrounding the access and
values
use of information technologies
• Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
77
st
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
• Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Describe why and how America became an imperialist power.
2. Define "progressive" and describe several necessary progressive reforms
3. Compare and contrast the progressive actions and ideas of TR, Taft, and Wilson. Who was more
progressive?
4. Describe the continued advocacy and resistance of African American groups despite the setback of
Plessy v. Ferguson
5. Compare and contrast the beliefs and strategies of Booker T. Washington, W.E.B. DuBois, and Marcus
Garvey
6. *Evaluate - why were the Prohibition and suffrage movement successful, but not the child labor or civil
rights movements?
7. *Evaluate -what were the benefits and costs of America becoming an imperial power?
78
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Project – Write a muckraking expose or create a muckraking political cartoon exposing corruption or
injustice in government or industry. In the postscript- explain how progressive reformers dealt with (or
failed to deal with) the injustice.
• Portfolios
• Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
• R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
• Journal entries
• *Document Based Questions - Use excerpts of newspapers, speeches, political cartoons, graphs, and
books to evaluate how beneficial and popular imperialism was to the US of the early 20th century.
• Alternate ending presentations
• Interviews
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflection
o Portfolio – pick best practices
o Corrections of earlier work by applying acquired skills and knowledge
• Interdisciplinary
o Work with English department to analyze how the style of "yellow journalism" and
"muckrakers" helped to broaden their appeal and effectiveness.
79
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
• Journals – Create a series of journals describing life as a woman before women's suffrage,
during the campaign for women's suffrage, and how women shaped politics.
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies
• Nonfiction texts
• Online databases
• Primary documents – Booker T. Washington’s “Atlanta Compromise” speech, Plessy v. Ferguson
decision, 1912 presidential platforms, excerpts of “The Jungle”
80
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Stage 1: Desired Results
Topic: The Emergence of Modern America - World War I
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Civics,
Government,
and Human
Rights
6.1.12.A.7.a
Analyze the reasons for the policy of
neutrality regarding World War I, and
explain why the United States eventually
entered the war.
6.1.12.A.7.B
Evaluate the impact of government policies
designed to promote patriotism and to
protect national security during times of war
(i.e., the Espionage Act and the Sedition
Amendment) on individual rights.
6.1.12.A.7.c
Geography,
People, and the
Environment
Economics,
innovation, and
Technology
United States involvement in
World War I affected
politics, the economy, and
geopolitical relations
following the war.
6.1.12.B.7.a
6.1.12.C.7.a
Analyze the Treaty of Versailles and the
League of Nations from the perspectives of
different countries.
Explain how global competition by nations
for land and resources led to increased
militarism.
Determine how technological advancements
affected the nature of World War I on land,
on water, and in the air.
6.1.12.C.7.b
Assess the immediate and long-term impact
of women and African Americans entering
the work force in large numbers during
World War I.
6.1.12.D.7.a
Evaluate the effectiveness of Woodrow
Wilson’s leadership during and immediately
after World War I.
6.1.12.D.7.b
Determine the extent to which propaganda,
the media, and special interest groups
shaped American public opinion and
American foreign policy during World War
I.
History,
Culture, and
Perspectives
81
6.1.12.D.7.c
Essential Questions
1. What is the purpose of government?
2. What are the basic human rights and who is
responsible for ensuring them?
3. How do varying perspectives affect how
history is recorded and interpreted?
Analyze the factors contributing to a rise in
authoritarian forms of government and
ideologies (i.e., fascism, communism, and
socialism) after World War I.
Enduring Understandings
Students will understand that:
1. Protecting the common good may require
sacrificing individual rights, maintaining that
fragile balance is the collective role of all
citizens.
2. The understanding of the historical foundations
of civics, politics, and government, prepares
one to make informed responsible decisions as
citizens and to value participation as citizens of
a global society.
3. Connections between the events of past and
present help us to understand and shape the
world we live in.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. American neutrality and preparedness
2. The reasons America entered WWI
3. The expansion of government power and violations of civil liberties during the war
4. The Fourteen Points and Versailles Treaty
5. The League of Nations and ratification debate at home
6. Effects of WWI on international relations and conditions in Europe
7. *the Shenck v. US decision and Creel Committee's effects on freedom of speech
Learning Expectations/Objectives
st
Integration of 21 Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
• Set goals with tangible and intangible success
Analyze Media
criteria
• Understand both how and why media messages
• Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
• Examine how individuals interpret messages
82
•
Utilize time and manage workload efficiently
differently, how values and points of view are
included or excluded, and how media can
Work Independently
• Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
• Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
Be Self-directed Learners
• Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
• Understand and utilize the most appropriate
• Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
• Demonstrate commitment to learning as a
• Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
• Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
ICT Literacy
SOCIAL AND CROSS-CULTURAL SKILLS
Apply Technology Effectively
• Use technology as a tool to research, organize,
Interact Effectively with Others
• Know when it is appropriate to listen and when
evaluate and communicate information
to speak
• Use digital technologies (computers, PDAs,
• Conduct themselves in a respectable,
media players, GPS, etc.),
professional manner
communication/networking tools and social
networks appropriately to access, manage,
Work Effectively in Diverse Teams
• Respect cultural differences and work
integrate, evaluate and create information to
effectively with people from a range of social
successfully function in a knowledge economy
and cultural backgrounds
• Apply a fundamental understanding of the
• Respond open-mindedly to different ideas and
ethical/legal issues surrounding the access and
values
use of information technologies
• Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
83
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
• Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Describe why the United States entered WWI
2. Describe how the United States mobilized and prepared for war
3. Trace the expansion of government power during the war
4. Analyze the impact WWI had on US attitudes towards foreign policy and on relations between European
nations
5. Compare the Fourteen Points and the Treaty of Versailles. How and why were they different?
6. *Evaluate whether America should have joined the League of Nations (and whose fault it was the
Versailles Treaty failed in the Senate)
7. *Evaluate: were the war powers claimed by the Wilson administration and supported by the Supreme
Court justified or against the principles of our founders?
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Multimedia project
• Portfolios
• Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
• R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
84
•
•
Journal entries
*Document Based Questions - study the Shenck v. US decision and wartime pamphlets, newspapers,
propaganda, and censored materials. Were these war powers justified?
• Alternate ending presentations - What if America had not entered WWI? What would have been the
impacts on the world? On US society? On US foreign policy?
• Interviews
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflection
o Portfolio – pick best practices
o Corrections of earlier work by applying acquired skills and knowledge
• Interdisciplinary
o Work with English department to analyze the propaganda techniques used in posters, videos, and
"four minute man" speeches
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
• Multimedia project – Create a wartime propaganda poster or video emphasizing one part of the
wartime preparedness and mobilization campaigns.
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies
• Nonfiction texts
• Online databases
• Primary documents – Shenck v. US decision, Propaganda posters, excerpts of the Treaty of Versailles
and 14 Points
85
Hackettstown School District
United States History I
Mission Statement: The Hackettstown Public Schools mission for our social studies curriculum is to provide
all learners with the necessary knowledge, skills, and perspectives needed to become active, lifelong informed
citizens and contributing members of local, state, national, and global communities in the digital age.
Standard
Strand
Civics,
Government,
and Human
Rights
Geography,
People, and the
Environment
Economics,
innovation, and
Technology
Stage 1: Desired Results
Topic: The Emergence of Modern America - The Roaring Twenties
Core Content Curriculum Number & Strands
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.
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
Relate government policies to the prosperity
of the country during the 1920s, and
6.1.12.A.8.a
determine the impact of these policies on
business and the consumer.
Compare and contrast the global marketing
practices of United States factories and
6.1.12.A.8.b
farms with American public opinion and
government policies that favored
The 1920s is characterized
isolationism.
as a time of social,
Relate social intolerance, xenophobia, and
economic, technological, and
fear of anarchists to government policies
6.1.12.A.8.c
political change, as well as a
restricting immigration, advocacy, and labor
time of emerging
organizations.
isolationism, racial and
Determine the impact of the expansion of
social tensions, and
agricultural production into marginal
economic problems.
6.1.12.B.8.a
farmlands and other ineffective agricultural
practices on people and the environment.
6.1.12.C.8.a
Analyze the push-pull factors that led to the
Great Migration.
6.1.12.C.8.b
Relate social, cultural, and technological
changes in the interwar period to the rise of
a consumer economy and the changing role
and status of women.
86
6.1.12.D.8.a
Explain why the Great Migration led to
heightened racial tensions, restrictive laws,
a rise in repressive organizations, and an
increase in violence
6.1.12.D.8.b
Assess the impact of artists, writers, and
musicians of the 1920s, including the
Harlem Renaissance, on American culture
and values.
History,
Culture, and
Perspectives
1.
2.
3.
4.
5.
Essential Questions
What are the roles and responsibilities of
government?
How can be abuse of power be avoided?
What are the basic human rights and who is
responsible for ensuring them?
What impact does scarcity have on production,
distribution, and consumption of goods and
services?
What does it mean to make a living?
Enduring Understandings
Students will understand that:
1. Supply and demand is a basic principle in a
capitalist society.
2. Any unit of society needs to respond to three
basic economic questions: What is produced?
How is it produced? For who is, it produced.
3. Protecting the common good may require
sacrificing individual rights, maintaining that
fragile balance is the collective role of all
citizens.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. The first Red Scare and growth of nativism and intolerance at the end of WWI
2. Isolationist and anti-immigrant foreign policy
3. The origins of American prosperity during the 1920s
4. The weakness of the farm economy and failed proposals for farm relief
5. The Great Migration
6. The Harlem Renaissance and US literature and culture
7. *US foreign policy in Latin America
Learning Expectations/Objectives
Integration of 21st Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
• Access and Evaluate Information
• Adapt to varied roles, jobs responsibilities,
• Access information efficiently (time) and
schedules and context
effectively (sources)
• Work effectively in a climate of ambiguity and
• Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
• Incorporate feedback effectively
• Use information accurately and creatively for
• Deal positively with praise, setbacks and
the issue or problem at hand
criticism
• Manage the flow of information from a wide
• Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
• Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
use of information
87
INITIATIVE AND SELF-DIRECTION
Manage Goals and Time
• Set goals with tangible and intangible success
criteria
• Balance tactical (short-term) and strategic
(long-term) goals
• Utilize time and manage workload efficiently
Work Independently
• Monitor, define, prioritize and complete tasks
without direct oversight
Be Self-directed Learners
• Go beyond basic mastery of skills and/or
curriculum to explore and expand one’s own
learning and opportunities to gain expertise
• Demonstrate initiative to advance skill levels
towards a professional level
• Demonstrate commitment to learning as a
lifelong process
• Reflect critically on past experiences in order
to inform future progress
SOCIAL AND CROSS-CULTURAL SKILLS
Interact Effectively with Others
• Know when it is appropriate to listen and when
to speak
• Conduct themselves in a respectable,
professional manner
Work Effectively in Diverse Teams
• Respect cultural differences and work
effectively with people from a range of social
and cultural backgrounds
• Respond open-mindedly to different ideas and
values
• Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
• Set and meet goals, even in the face of
obstacles and competing pressure
• Prioritize, plan and manage work to achieve
the intended result
Produce Results
• Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
Media Literacy
Analyze Media
• Understand both how and why media messages
are constructed, and for what purposes
• Examine how individuals interpret messages
differently, how values and points of view are
included or excluded, and how media can
influence beliefs and behaviors
• Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of media
Create Media Products
• Understand and utilize the most appropriate
media creation tools, characteristics and
conventions
• Understand and effectively utilize the most
appropriate expressions and interpretations in
diverse, multi-cultural environments
ICT Literacy
Apply Technology Effectively
• Use technology as a tool to research, organize,
evaluate and communicate information
• Use digital technologies (computers, PDAs,
media players, GPS, etc.),
communication/networking tools and social
networks appropriately to access, manage,
integrate, evaluate and create information to
successfully function in a knowledge economy
• Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of information technologies
88
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
• Use interpersonal and problem-solving skills to
influence and guide others toward a goal
• Leverage strengths of others to accomplish a
common goal
• Inspire others to reach their very best via
example and selflessness
• Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
• Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Summarize the strengths and weaknesses of the 1920s economy.
2. Describe the factors internal and external, which led to the nativism and intolerance of the 1920s.
3. Compare rural and urban 1920s culture focusing on religion, Prohibition, and tolerance
4. Describe the "pushes and pulls" behind the Great Migration and its effects on race relations and America
culture.
5. *Analyze US foreign policy. Was it more isolationist or interventionist?
Assessment Methods:
Formative: (On-going)
• Quizzes
• Exit and entrance polls
• Guided discussions
• Debates
• Document analysis
• Homework & practice
• Blog entries
• Unit tests
Summative: (Culminating)
• Multimedia project –
• Portfolios
• Facebook – create a Facebook profile for a famous person describing their history, personality, beliefs,
and important “friends/relations”
89
•
R.A.F.T. - creative role-playing writing assignment.
o Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President?
o Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
o Format: In what format are you writing? A letter? A poem? A speech?
o Topic and strong verb: What are you writing about? Why? What is the subject or the point?
• Journal entries - Assume the persona of a rural-raised young adult who just moved to the Big City. How
do the culture, entertainment, and technology differ dramatically from life in the country?
• *Document Based Questions - Use legislation and proposals like the Kellogg-Briand Pact and
newspaper clippings from the time to analyze whether the US was more isolationist or interventionist
during the 1920s.
• Interviews
Other Evidence and Student Self-Assessment:
• Student Self-Assessment
o Reflection
o Portfolio – pick best practices
o Corrections of earlier work by applying acquired skills and knowledge
• Interdisciplinary
o Work with the English department to analyze song lyrics, poetry, and literature of the 1920s.
Why was it such a prolific time for art? What were the cultural influences to the writing?
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
• Acting assignment - Assign students varied roles from the 1920s, urban and rural, male and
female, black and white, rich and poor and a variety of professions. Have them discuss their
opinions with their "contemporaries" on the issues of the day such as Prohibition, the KKK, the
Scopes Monkey Trial, the Immigration Quotas, the Red Scare, and others
Instructor will provide differentiated instruction through any and all of the following strategies:
B
• Readiness/ability
• Adjusting questions
• Compacting Curriculum
• Extending curriculum
• Tiered Assignments
• Acceleration/Deceleration
• Peer teaching
Students will reflect, rethink, revise, and refine by:
C
• Reconsidering key assumptions
• Reflection logs
• Peer Critiquing
Resources:
Student Materials:
• Study guides
• Guided handouts
• Notes
• PowerPoint
Technology:
• Computer
• SmartBoard
• Projector and speakers
90
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition),
Teaching Resources:
• Video clips of documentaries and movies
• Nonfiction texts
• Online databases
• Jazz music (Louis Armstrong) and excerpts of Langston Hughes poems
• The Kellogg-Briand Pact and other legislation international agreements
91
Resources
Student Materials:
• Guided handouts
• Notes
• PowerPoint
• Study guides
•
Technology:
• Computer
• SmartBoard
• Projector and speakers
• Computer
• SmartBoard
• Projector and speakers
Teaching Materials:
• The Americans: Reconstruction to the 21st Century (2011 edition)
Teaching Resources:
• Jazz music (Louis Armstrong) and excerpts of Langston Hughes poems
• Nonfiction texts
• Online databases
• Primary documents
o Booker T. Washington’s “Atlanta Compromise” speech, Plessy v. Ferguson decision, 1912
presidential platforms, excerpts of “The Jungle”
o Excerpt of Andrew Carnegie’s “Wealth”, the Populist Party platform, “Cross of Gold Speech”
and 1896 platforms
o Shenck v. US decision, Propaganda posters, excerpts of the Treaty of Versailles and 14 Points
o The Declaration of Independence, Constitution, *Federalist Papers
o The Emancipation Proclamation, 13 th, 14th, and 15th Amendments, “Black codes”
o The Monroe Doctrine and Marshall Court decisions
o The Kellogg-Briand Pact and other legislation international agreements
• Video clips of documentaries and movies
o The Patriot
o John Adams
o Gettysburg
92