North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
UNIT 1: Give Me Liberty or Give Me Death! (10 Weeks)
Topic 1: Road to Revolution
Massachusetts Frameworks
USI.1 Explain the political and economic factors that
contributed to the American Revolution.
(H, C)
A. the impact on the colonies of the French and Indian
War, including how the war led to an overhaul of British
imperial policy from 1763 to 1775
B. how freedom from European feudalism and
aristocracy and the widespread ownership of property
fostered individualism and contributed to the Revolution
USI.4 Analyze how Americans resisted British policies
before 1775 and analyze the reasons for the American
victory and the British defeat during the Revolutionary
war. (H)
Notes
Vocabulary
Expectations
1.
Analyze the phases of a Revolution based on Crane Brinton’s
Anatomy of a Revolution.
2.
Identify the cause and effects (short term and long term) of
the French and Indian War.
3.
Evaluate the impact of British policies on the colonists.
4.
Analyze primary source documents using SOAPSTone.
5.
Compare British and colonial perspectives on major events
(Ex. Massacre and Tea Party).
6.
Identify the various organizations that developed in response
to the political tensions.
7.
Describe the creation of a “new” American identity.
Skills
USI.5 Explain the role of Massachusetts in the revolution,
Reinforce previously taught skills: organizational skills,
including important events that took place in
identifying main ideas and details, and research skills.
Massachusetts and important leaders from Massachusetts.
New skills to emphasize:
(H)

document analysis
A.
the Boston Massacre
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analyzing cause and effect
B.
the Boston Tea Party
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Common Core
9-10.RI.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of how key events or ideas develop over the
course of the text.
comparing viewpoints.
Required
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French and Indian
War
Albany Plan of
Union
guerilla warfare
George
Washington
Battle of Quebec
Treaty of Paris
Proclamation of
1763
King George III
Stamp Act
Stamp Act
Congress
repeal
Sons of Liberty
Quartering Act
Boston Massacre
Boycott
Tea Act
Boston Tea Party
Intolerable Acts
Assessment

Common
CEPA

Unit 1 Exam
Materials
Brinton, Crane. Anatomy of a Revolution.
Franklin, Benjamin. Join or Die political carton (1754)
Revere, Paul. Engraving of the Massacre. (primary)
Zinn, Howard. A People’s History of the United States
1
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
UNIT 1: Give Me Liberty or Give Me Death! (10 Weeks)
Topic 2: Revolutionary Ideas
Notes
Vocabulary
Expectations
Massachusetts Frameworks
USI.2 Explain the historical and intellectual
influences on the American Revolution and the
formation and framework of the American
government. (H, C)
1.
2.
Evaluate the significance of Thomas Paine’s Common
Sense.
B.the political theories of such European
philosophers as Locke and Montesquieu
3.
Analyze how the Declaration of Independence uses
structure to emphasize key points or advance an
explanation.
USI.3 Explain the influence and ideas of the
Declaration of Independence and the political
philosophy of Thomas Jefferson. (H, C)
4.
Recognize marginalized groups that would not benefit
from the liberal ideals of the Revolution.
Common Core
9-10.WHST.1 Write arguments focused on
discipline-specific content.
9-10. RH.5 Analyze how a text uses structure to
emphasize key points or advance an explanation or
analysis
Describe the influence of Hobbes, Locke and
Montesquieu in regard to American political views.
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Skills
Reinforce previously taught skills: organizational skills,
identifying main ideas and details, and research skills.
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
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Required
Patrick Henry
democracy
Thomas Paine
Common Sense
Locke
Hobbes
Montesquieu
natural rights
(life, liberty, and
property)
Jefferson
Declaration of
Independence
preamble
grievances
Remember the
Ladies
Frederick
Douglass
What to the slave
is the 4th of July
Assessment

Common
CEPA

Unit 1 Exam
Materials
Thomas Paine’s Common Sense
Patrick Henry’s Give me Liberty or Give me Death speech
Declaration of Independence
Narratives from Natives, Slaves, Indentured Servants, and
women in America
Abigail Adams’ Remember the Ladies letters
2
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
UNIT 1: Give Me Liberty or Give Me Death! (10 Weeks)
Topic 3: The Revolutionary War
Notes
Massachusetts Frameworks
USI.4 Analyze how Americans resisted British
policies before 1775 and analyze the reasons for the
American victory and the British defeat during the
Revolutionary war. (H)
USI.5 Explain the role of Massachusetts in the
revolution, including important events that took
place in Massachusetts and important leaders from
Massachusetts. (H)
A. the Battles of Lexington and Concord and
Bunker Hill
Vocabulary
Expectations
1.
Summarize the events of Lexington and Concord and the
significance of Massachusetts at the start of the War.
2.
Compare and contrast the British and Continental Armies
at the start of the War.
3.
Create a timeline of battles that piece together the picture
of the War.
4.
Distinguish the Battle of Saratoga as the turning point and
explain how it contributed to the overall victory of war.
5.
Evaluate the terms of surrender at Yorktown and the
subsequent Treaty of Paris 1763.
6.
Explain the new role of America in a global context.
Common Core
9-10.RH.3 Analyze in detail a series of events
described in a text; determine whether earlier events
caused later ones or simply preceded them.
Skills
Reinforce previously taught skills: organizational skills,
identifying main ideas and details, and research skills.
Assessment
Required
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 Lexington and
Concord
 Loyalists
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 Patriots
 Paul Revere
 militia
 Continental
Army
 morale
 Lord Cornwallis
 Bunker Hill
 Saratoga
 Trenton and
Princeton
 Yorktown
 Treaty of Paris
1783
Common
CEPA
Unit 1 Exam
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
Materials
Henry Wadsworth Longfellow’s Midnight Ride of Paul Revere
Emanuel Leutze’s Crossing of the Delaware painting
Thomas Paine’s The Crisis
The World Turned Upside Down song
3
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
Unit 2: Creating an American Government (12 Weeks)
Topic 1: Government and Articles of Confederation
Massachusetts Frameworks
USI.6 Explain the reasons for the adoption of the Articles
of Confederation in 1781, including why its drafters
created a weak central government; analyze the
shortcomings of the national government under the
Articles; and describe the crucial events (e.g., Shays’s
rebellion) leading to the Constitutional Convention. (H,
C)
USI.14 Explain the characteristics of American
democracy, including the concepts of popular sovereignty
and constitutional government, which includes
representative institutions, federalism, separation of
powers, shared powers, checks and balances, and
individual rights. (H, C)
Common Core
9-10.RI.4 Determine the meaning of words and phrases
as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social
studies.
9-10.RI.5 Analyze how a text uses structure to emphasize
key points or advance an explanation or analysis.
Notes
Expectations
1. Compare and contrast various forms of
government.
2. Evaluate the Articles of Confederation.
3. Summarize the impact of Shays’ Rebellion.
Skills
Reinforce previously taught skills:
organizational skills, identifying main ideas and
details, and research skills.
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
Materials
Vocabulary
Required
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government
monarchy
constitutional
monarchy
republic
democracy
oligarchy
communism
fascism
dictatorship
Articles of
Confederation
legislative
executive
taxes
Northwest
Ordinance of
1787
Shays’
Rebellion
Assessment

CEPA:
Delegate
Research
Portfolio

Unit 2 Exam
Articles of Confederation
10 Days that Unexpectedly Changed the WorldShays’ segment (you tube video)
9-10.W.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes. (A-F)
4
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
Unit 2: Creating an American Government (12 Weeks)
Topic 2: Constitutional Convention
Massachusetts Frameworks
USI.7 Explain the roles of various founders at the
Constitutional Convention. Describe the major
debates that occurred at the Convention and the
“Great Compromise” that was reached. (H, C)
USI.14 Explain the characteristics of American
democracy, including the concepts of popular
sovereignty and constitutional government, which
includes representative institutions, federalism,
separation of powers, shared powers, checks and
balances, and individual rights. (H, C)
Common Core
9-10.W.1 Write arguments focused on disciplinespecific content. (A-E)
9-10.RI.9 Compare and contrast treatments of the
same topic in several primary and secondary
sources.
Notes
Expectations
1. Research key participants at the convention held
in Philadelphia.
2. Act out the major debates that occurred at the
Constitutional Convention.
3. Compare the outcome of the mock convention to
the actual Constitutional Convention.
Skills
Reinforce previously taught skills: organizational
skills, identifying main ideas and details, and research
skills.
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
Materials
9-10.W.8 Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the usefulness
of each source in answering the research question;
integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
Founding Brothers
Vocabulary
Required
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delegate
George
Washington
Ben Franklin
Alexander
Hamilton
James Madison
Gouveneur
Morris
Virginia Plan
New Jersey
Plan
compromise
Great
Compromise
popular
sovereignty
executive
legislative
judicial
federalism
separation of
powers
checks and
balances
3/5
Compromise
Assessment

CEPA:
Delegate
Research
Portfolio

Unit 2 Exam
5
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
Unit 2: Creating an American Government (12 Weeks)
Topic 3:The Constitution
Massachusetts Frameworks
USI.8 Describe the debate over the ratification of the
Constitution between Federalists and AntiFederalists and explain the key ideas contained in
the Federalist Papers on federalism, factions, checks
and balances, and the importance of an independent
judiciary. (H, C)
USI.9 Explain the reasons for the passage of the Bill
of Rights. (H, C)
the particular ways in which the Bill of Rights
protects basic freedoms, restricts government power,
and ensures rights to persons accused of crimes
USI.20 Explain the evolution and function of
political parties, including their role in federal, state,
and local elections. (H, C)
Common Core
9-10.RI.4 Determine the meaning of words and
phrases as they are used in a text, including
vocabulary describing political, social, or economic
aspects of history/social studies.
9-10.RI.9 Draw evidence from informational texts to
support analysis, reflection, and research
Notes
Vocabulary
Assessment
Expectations
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1. Analyze the Constitution in regard to the six basic
principles: popular sovereignty, separation of
powers, checks and balances, federalism, limited
government, and judicial review.

CEPA:
Delegate
Research
Portfolio

Unit 2 Exam
2. Compare the arguments of the Federalists and the
Anti-Federalists during the ratification debate.
3. Examine the development of political parties.
4. Evaluate the Bill of Rights and its passage.
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Skills
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Reinforce previously taught skills: organizational
skills, identifying main ideas and details, and research
skills.
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New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
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Materials
The
Constitution
popular
sovereignty
separation of
powers
checks and
balances
federalism
limited
government
judicial review
Marbury vs.
Madison
Federalist
Anti-Federalist
Federalist
Papers
ratification
political parties
Democrat
Republican
amendments
Bill of Rights
The Constitution
Federalist Papers
The Bill of Rights
6
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
Unit 3: The Civil War and Reconstruction (18 Weeks)
Topic 1: The Abolitionist Movement
Massachusetts Frameworks
USI.31 Describe the formation of the abolitionist
movement, the roles of various abolitionists, and the
response of southerners and northerners to
abolitionism. (H)
A. Frederick Douglass
B. William Lloyd Garrison
C. Sojourner Truth
D. Harriet Tubman
E. Theodore Weld
Common Core
9-10.RI.4 Determine the meaning of words and
phrases as they are used in a text, including
vocabulary describing political, social, or economic
aspects of history/social studies
9-10.W.6 Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products, taking advantage of technology’s
capacity to link to other information and to display
information flexibly and dynamically
Notes
Expectations
1. Identify New England as the heart of the
abolitionist movement.
2. Describe the achievements of major
abolitionists
3. Compare abolitionist and pro-slavery
arguments.
4. Evaluate arguments based on bias.
Skills
Reinforce previously taught skills:
organizational skills, identifying main ideas and
details, and research skills.
Vocabulary
Required
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bias
abolition
abolitionist
Frederick
Douglass
William Lloyd
Garrison
The Liberator
Sojourner Truth
Ain’t I a
Woman
Harriet Tubman
Underground
Railroad
Theodore Weld
American
Slavery As It Is
Assessment
 CEPA:
Comparison
Essay on the
North and
South

Unit 3 Exam
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
Materials
Various abolitionist primary source documents
DBQ: Slavery and its Defenders
7
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
Unit 3: The Civil War and Reconstruction (18 Weeks)
Topic 2: The Road to the Civil War
Massachusetts Frameworks
USI.35 Describe how the different economies and cultures of
the North and South contributed to the growing importance of
sectional politics in the early 19th century. (H)
USI.36 Summarize the critical developments leading to the
Civil War. (H)
A. the Missouri Compromise (1820)
B. the Compromise of 1850
C. the publication of Harriet Beecher Stowe’s Uncle
Tom’s Cabin (1851-1852)
D. the Kansas-Nebraska Act (1854)
E. the Dred Scott Supreme Court case (1857)
F. the Lincoln-Douglas debates (1858)
G. John Brown’s raid on Harper’s Ferry (1859)
H. the election of Abraham Lincoln (1860)
Common Core
9-10.RI.3 Analyze in detail a series of events described in a
text; determine whether earlier events caused later ones or
simply preceded them.
9-10.RI.9 Compare and contrast treatments of the same topic in
several primary and secondary sources.
9-10.W.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation
Notes
Expectations
1. Compare and contrast the North and South in
terms of culture, economy, and sectional politics.
2. Summarize the critical developments leading to
the Civil War.
3. Identify the cause and effect of shifting politics
leading to the secession of South Carolina.
Skills
Reinforce previously taught skills: organizational
skills, identifying main ideas and details, and research
skills.
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
Materials
Excerpt from Uncle Tom’s Cabin
To Purge This Land with Blood – Article on John
Brown
Fugitive Slave Act – primary source
Election of 1860 maps
Lincoln speeches
Vocabulary
Required
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sectionalism
economy
plantation
industrial
rural
urban
cash crops
cotton gin
Missouri
Compromise
Compromise of
1850
Henry Clay
Uncle Tom’s Cabin
Harriet Beecher
Stowe
Kansas-Nebraska
Act
Dred Scott decision
Roger Taney
Abraham Lincoln
Stephen A.
Douglas
Lincoln-Douglas
debates
John Brown
Harper’s Ferry
Election of 1860
secede
Assessment
 CEPA:
Comparison
Essay on the
North and
South

Unit 3 Exam
8
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
Unit 3: The Civil War and Reconstruction (18 Weeks)
Topic 3: The Civil War
Massachusetts Frameworks
USI.38 Analyze Abraham Lincoln’s presidency, the
Emancipation Proclamation (1863), his views on
slavery, and the political obstacles he encountered.
(H, C)
USI.39 Analyze the roles and policies of various
Civil War leaders and describe the important Civil
War battles and events. (H)
USI.40 Provide examples of the various effects of
the Civil War. (H, E)
A. physical and economic destruction
B. the increased role of the federal government
C. the greatest loss of life on a per capita basis
of any U.S. war before or since
Common Core
9-10.RI.1 Cite specific textual evidence to support
analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
9-10.RI.5 Analyze how a text uses structure to emphasize
key points or advance an explanation or analysis.
9-10.W.9 Draw evidence from informational texts to
support analysis, reflection, and research.
Notes
Expectations
1.
Assess the primary causes of the Civil War regarding
states’ rights and the issue of slavery
2.
Compare and contrast the Union and Confederate
armies, strategies and leadership.
3.
Determine what led to the Union victory during the
Civil War.
4.
Evaluate the short term and long term impact of the
Civil War.
Skills
Reinforce previously taught skills: organizational skills,
identifying main ideas and details, and research skills.
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
Materials
Cayton, A. America: Pathways to the Present.
Prentice Hall, 2004. (Chapter 11)
Lincoln’s Gettysburg Address (1863)
Lincoln’s Emancipation Proclamation (1863)
Lincoln’s “House Divided” speech (1858)
DBQ: What Caused Secession?
Shaara’s Killer Angels
Vocabulary
Assessment
Required
 CEPA:
 civil war
Character
Profile based
 state’s rights
on Killer
 secession
Angels novel
 Ft. Sumter
 Jefferson Davis
 Abraham Lincoln  Unit 3 Exam
 Army of the
Potomac
 Army of
Northern Virginia
 Confederacy
 Union
 Robert E. Lee
 trench warfare
 total war
 draft
 conscription
 Gettysburg
 Pickett’s Charge
 Gettysburg
Address
 emancipation
 Emancipation
Proclamation
 Anaconda Plan
 ironclads
 Ulysses S. Grant
 Appomattox
Courthouse
9
North Adams Public Schools Curriculum Map
9th Grade United States History I
2015 - 2016
Unit 3: The Civil War and Reconstruction (18 Weeks)
Topic 4: Reconstruction
Massachusetts Frameworks
USI.41 Explain the policies and consequences of
Reconstruction. (H, C)
A. Presidential and Congressional
Reconstruction
B. the impeachment of President Johnson
C. the 13th, 14th, and 15th Amendments
D. the opposition of Southern whites to
Reconstruction
E. the accomplishments and failures of Radical
Reconstruction
F. the presidential election of 1876 and the end
of Reconstruction
G. the rise of Jim Crow laws
H. the Supreme Court case, Plessy v. Ferguson
(1896)
USII.9 Analyze the post-Civil War struggles of
African Americans and women to gain basic civil
rights. (H)
Common Core
9-10.RI.3 Analyze in detail a series of events
described in a text; determine whether earlier events
caused later ones or simply preceded them.
9-10.W.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
10
Notes
Expectations
1. Summarize the impact of Lincoln’s
assassination on the end of the Civil War and
rebuilding of the nation.
2. Analyze the accomplishments and failures of
Radical Reconstruction.
3. Analyze struggles of African Americans to
gain basic civil rights.
Skills
Reinforce previously taught skills:
organizational skills, identifying main ideas and
details, and research skills.
New skills to emphasize:
 document analysis
 analyzing cause and effect
 comparing viewpoints.
Materials
Edmon and Mary S. Kinney Petition (Primary Source)
How Effective were the Efforts of the Freedman’s
Bureau? Activity (docsteach.org/activities/28)
Jim Crow Political Cartoons
Vocabulary
Required
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10 % Plan
Reconstruction
Act of 1867
assassination
John Wilkes
Booth
Andrew
Johnson
Impeachment
Radical
Republicans
carpetbaggers
scallywags
Black Codes
Reconstruction
Amendments
Freedmen’s
Bureau
Jim Crow laws
civil rights
sharecropping
Plessy vs.
Fergusen
Ruhtherford B.
Hayes
Compromise of
1877
Assessment
 CEPA:
Character
Profile based
on Killer
Angels novel

Unit 3 Exam