U.S. History
Curriculum Map
Unit 4:
Expansion and Reform
Enduring Themes:
Movement/Migration
Location
Human Environmental Interaction
Conflict and Change
Culture
Governance
Technological Innovation
Production, Distribution, Consumption
Individuals, Groups, and Institutions
Time Frame:
7 Days
Standards:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this
growth in the early decades of the new nation.
a. Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public
education, and the addition of new states.
b. Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration
by Lewis and Clark.
c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity.
d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s
infrastructure.
e. Describes the reasons for an importance of the Monroe Doctrine
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of
the 19th century, and the different responses to it.
a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his
development of interchangeable parts for muskets.
b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.
c. Describe reform movements, specifically temperance, abolitionism and public school.
d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.
e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of
American nationalism.
Unit Essential Question:
How did territorial expansion, population growth, and economic growth impact the U.S. in the first half of the 19th
century?
Unit Resources:
Unit 4 Student Content Map
Unit 4 Vocabulary
US Map Foldable (Directions/PPT)
US Map Foldable (Review activity)
Unit 4 Assessment Items by Standard
Concept 1
Westward Expansion
Concept 6
Jacksonian Democracy
Concept 2
War of 1812
Concept 7
Concept 3
Monroe Doctrine
Concept 8
Concept 4
Economic Growth
Concept 9
Concept 5
Reform Movements
Concept 10
Concept 1: Westward Expansion
Standard:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact
of this growth in the early decades of the new nation.
a. Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery,
public education, and the addition of new states.
b. Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s
exploration by Lewis and Clark.
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first
half of the 19th century, and the different responses to it.
b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.
Lesson EQ: How did westward growth and the acquisition of the Louisiana Purchase impact the U.S.?
Know
Understand
Be Able To Do (DOK 2-3)
 Northwest Ordinance
 Review Northwest Ordinance
 Analyze the impact of
(review)
with students; the law
territorial expansion
demonstrated to Americans
and population growth
 President Jefferson
that
their
national
 Explain the Northwest
 Louisiana Purchase
government intended to
Ordinance’s importance
 Lewis and Clark
encourage
westward
in the westward
Expedition
expansion.
The
laws
of
the
migration of Americans.
 Manifest Destiny
nation would follow its
 Describe Jefferson’s
citizens across the continent
diplomacy in obtaining
and new states would be
the Louisiana Purchase
admitted as equal members
from France
of the Union.
 Analyze the ideological
 Jefferson sent diplomats to
conflict Jefferson faced
France to inquire about the
in his decision to
purchase of New Orleans for
purchase the Louisiana
the U.S. in order to secure a
Territory
permanent port on the
 Describe the Louisiana
Mississippi River. Napoleon
Territory’s exploration
needed money to finance his
by Lewis and Clark.
conflicts in Europe and
 Describe the westward
agreed to sell the entire
growth of the United
Louisiana territory. This
States
doubled the size of the U.S.
 Describe the emerging
This was crucial for future
concept of Manifest
expansion and American
Destiny
trade.
 Even though Jefferson was a
strict constructionist, the
Louisiana Purchase greatly
expanded the power of the
Presidency (loose
interpretation = power to
make treaties).
 Jefferson sent Lewis and
Clark to explore the new
territory. They recorded
I Do (Teacher Point)
Use Unit 4 Student Content
Map to introduce the Essential
Question, Standards, and
Vocabulary for the Lesson
(EQ#1). A corresponding
PowerPoint for Vocabulary is
linked under Unit Resources,
above.
Jefferson’s Presidency
PowerPoint
Jefferson’s Presidency Guided
Notes
information about the land,
plants and animals, and
Native Americans. They
reached the Pacific Ocean
and established a legal claim
to the region along the
Columbia River. This would
allow for future expansion.
 Manifest Destiny describes
the belief that America was
to expand and settle the
entire continent of North
America.
 Westward Movement:
o After American
Revolution, settlers
began to move in
Ohio River Valley and
into western GA and
AL.
o Louisiana Purchase
in 1803 brought
opportunity to move
in Miss. River Valley.
o Florida was acquired
in 1819.
o By 1850, Americans
had settled in
California, Oregon as
Washington.
Resources
We Do (Guided/Differentiated
Instruction)
Louisiana Purchase Docs and Letter
(for the “We Do” portion of the
assignment, students would
complete the guided reading or
documents with a partner).
Lewis and Clark Expedition Journals
Group Activity (includes an activator
for this activity, as well).
You Do (Independent Practice)
Louisiana Purchase Docs and
Letter (for the “I Do” portion of
the assignment, students would
complete the writing task or
letter at the end of the
assignment on their own).
Answer EQ#1 on Unit 4 Student
Content Map. Answer in
complete sentences using
vocabulary from the standards.
Concept 2: War of 1812 and the Development of a National Identity
Standard:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact
of this growth in the early decades of the new nation.
c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national
identity.
Lesson EQ: What were the reasons for the War of 1812 and how was it significant in the development of a
national identity?
Know
Understand
Be Able To Do (DOK 2)
 War of 1812
 The major reasons for the War of
 Explain major
1812:
reasons for the War
 Nationalism
o Americans objected
of 1812
 Andrew Jackson
from the British
 Explain the war’s
 Battle of New Orleans
attempted to prevent
significance in the
 War Hawks
U.S. trade with France
development of a
 Impressment
o Impressment (American
national identity
sailors being forced
against their will to serve
in the British navy)
o British refused to turn
over forts along the
Great Lakes; Americans
suspected they were
supporting Native
Americans fight against
American settlers
o Americans wanted to
drive the British out of
North American
altogether
 Results of the War of 1812:
o America’s army and navy
gained respect because
they stood up to
Europe’s most powerful
nation
o War ended Native
American hopes of
driving Americans out of
Ohio River Valley
o End of the Federalist
Party (failed to support
the war)
o Stimulated America’s
economic growth
o Brought Americans
together and helped
forge a national identity
and helped to create a
Use Unit 4 Student Content
Map to introduce the Essential
Question, Standards, and
Vocabulary for the Lesson
(EQ#2). A corresponding
PowerPoint for Vocabulary is
linked under Unit Resources,
above.
spirit of nationalism
(Battle of New Orleans;
Andrew Jackson
becomes national hero)
Resources
We Do (Guided/Differentiated
Instruction)
War of 1812 Formative Assessment
(Multiple Choice Version) (give to
students as summarizer/Ticket out the
Door after completing notes).
War of 1812 Formative Assessment
(Short Answer Version) (give to students
as summarizer/Ticket out the Door after
completing notes).
War of 1812 PowerPoint
War of 1812 Guided Notes
(goes with War of 1812
PowerPoint above)
Using student responses from the
formative assessment, divide students
into “Got It” and “Needs Help/Did Not
Get it” Groups.
Madison and the War of 1812
PowerPoint
Students that “Got It” complete Events
of War of 1812 Extension Activity on
their own.
I Do (Teacher Point)
Place students that need help together in
a group. Go back over notes and review
graphic organizer on the War of 1812
with the students (have them make
additional notes on their graphic
organizer). You can even give students
another blank copy of the War of 1812
Web to fill in as you review. Then, work
with these students to write a draft
answer for EQ#2 together.
You Do (Independent
Practice)
War of 1812 Nationalistic
Mural
Answer EQ#2 on Unit 4
Student Content Map.
Answer in complete
sentences using vocabulary
from the standards.
Concept 3: Monroe Doctrine
Standard:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact
of this growth in the early decades of the new nation.
e. Describes the reasons for and importance of the Monroe Doctrine
Lesson EQ: What are the reasons for and importance of the Monroe Doctrine?
Know
Understand
Be Able To Do (DOK 2)
 Reasons for Monroe Doctrine:
o Describe reasons for
 Monroe Doctrine
o After the Napoleonic
Monroe Doctrine
Wars, and European
o Describe importance of
countries losing their
the Monroe Doctrine

I Do (Teacher Point)
Use Unit 4 Student Content
Map to introduce the Essential
Question, Standards, and
Vocabulary for the Lesson
(EQ#3). A corresponding
PowerPoint for Vocabulary is
linked under Unit Resources,
above.
Monroe Doctrine PowerPoint
Monroe Doctrine Guided Notes
colonial holdings in the
western hemisphere,
Americans feared a
European alliance to
regain colonies that
had gained
independence.
Importance of the Monroe
Doctrine:
o President Monroe
warned European
nations not interfere in
North and South
American politics
o Monroe announced the
U.S. would prevent
European nations from
interfering in the
western hemisphere
o He also said that the
U.S. would remain
neutral in European
wars and not interfere
with remaining
colonies
o Defined a key aspect of
American foreign policy
which still exists today
Resources
We Do (Guided/Differentiated
Instruction)
Monroe Doctrine Reviewing the
Basics PowerPoint
Monroe Doctrine Reviewing the
Basics Handout
You Do (Independent Practice)
Answer EQ#3 on Unit 4 Student
Content Map. Answer in
complete sentences using
vocabulary from the standards.
Concept 4: Economic Growth (Infrastructure and Industrial Revolution)
Standard:
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact
of this growth in the early decades of the new nation.
d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the
nation’s infrastructure.
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first
half of the 19th century, and the different responses to it.
a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and
his development of interchangeable parts for muskets.
Lesson EQ: How did population and economic growth impact the U.S. in the early 19th century?
Know
Understand
Be Able To Do (DOK 2-3)
 Erie Canal
 People moving west
 Analyze the impact of
faced a difficult
territorial expansion and
 rise of New York City
journey.
As
more
population growth
 infrastructure
people moved west,
 Describe the construction
 Industrial Revolution
more
roads
and
of the Erie Canal
 Eli Whitney
waterways
were
built.
 Describe the rise of New
 Cotton gin
Barges
were
used
to
York City
 Interchangeable parts
carry people and goods
 Describe the development
up rivers where roads
of the nation’s
could not be built.
infrastructure
Steamboat enabled
 Explain the process of
people to travel either
economic growth
direction. Canals were
 Explain the regional and
built where roads and
national impact of
rivers did not exist.
economic growth
 Erie Canal connects the
 Explain the impact of the
Great Lakes to the
Industrial Revolution
Atlantic Ocean. It took
 Explain Eli Whitney’s
8 years to build, mostly
invention of the cotton gin
be immigrants. Opened
 Explain Eli Whitney’s
up regions to new
development of
settlements and united
interchangeable parts for
the region.
muskets
 Increased trade due to
the Erie Canal would
make New York City the
leading commercial city
in the U.S.
 The Industrial
Revolution transformed
the U.S. from a purely
agricultural society to a
modern industrial and
commercial economy.
 Expansion of
transportation, new
power sources,
improvements to
industrial processes and
I Do (Teacher Point)
Use Unit 4 Student Content Map
to introduce the Essential
Question, Standards, and
Vocabulary for the Lesson (EQ#4).
A corresponding PowerPoint for
Vocabulary is linked under Unit
Resources, above.
Developing a National Identity
(Infrastructure) PowerPoint
Developing a National Identity
(Infrastructure) Guided Notes
Era of Good Feelings – Industrial
Revolution PowerPoint
government aid to
American
manufacturers through
tariffs helped aid the
success of the Industrial
Revolution.
 Eli Whitney’s cotton gin
reduced the cost and
raised the profit in
growing cotton. This
also increases the need
for slaves in the South.
 Eli Whitney’s invention
of interchangeable
parts for muskets made
mass production of
mechanical parts
possible.
Resources
We Do (Guided/Differentiated
Instruction)
Industrial Revolution Carousel
Student Handout
Industrial Revolution Placards
(goes with Carousel)
For the carousel: students can
work together (pairs works
best, 3 at the most) to complete
the carousel. After they
complete their notes using the
wall placards, they should go
back to their desks and answer
the summarizing questions for
each section and at the end.
Guided Instruction: Throughout
this activity, the teacher should
actively monitor and assist
students that need it, then after
students are finished, review
the carousel as a whole group
to clarify and make any needed
corrections.
You Do (Independent Practice)
Answer EQ#4 on Unit 4 Student
Content Map. Answer in complete
sentences using vocabulary from
the standards.
Industrial Revolution Formative
Assessment (Short Answer and
Multiple Choice Practice)
Concept 5: Reform Movements
Standard:
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first
half of the 19th century, and the different responses to it.
c. Describe reform movements, specifically temperance, abolitionism and public school.
d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls
Conference.
Lesson EQ: How did reform movements develop in the first half of the 19th century?
Know
Understand
Be Able To Do (DOK 2 )
 Reform
 Economic growth and
 Explain the process of
prosperity and changes
economic growth and its
 Temperance movement
due
to
a
more
industrial
regional and national
 Abolitionism
th
society in the 19
impact in the first half of
 Public school movement
century
lead
many
the 19th century
 Women’s suffrage
Americans to reflect on
 Describe temperance
 Elizabeth Cady Stanton
social problems and to
movement
 Seneca Falls Conference
seek reforms.
 Describe abolitionism in
 Second Great
the early 19th century
Awakening arose in
 Describe the public school
America in the 1820s
movement
and encouraged
 Explain women’s efforts to
Christians to address
gain suffrage
perceived social
 Explain the Seneca Falls
problems in 19th
Conference and who
century America.
Elizabeth Cady Stanton
 The temperance
was
movement originally
wanted people to just
drink less, but soon
wanted to get rid of
alcohol all together.
The American
Temperance Society
worked to abolish
drinking due to a desire
to protect women and
children from abuse
and poverty associated
with alcoholism.
 Interest in abolition of
slavery began to rise in
the 1830s. American
Colonization Society
called for emancipation
and sending freed
slaves back to Africa.
The American AntiSlavery Society led by
William Lloyd Garrison
called for immediate
emancipation by any
I Do (Teacher Point)
means necessary. The
Liberty Party was more
moderate and pledged
to end slavery through
political and legal
means.
 Horace Mann led the
public school
movement. He argued
that for a democracy to
work, everyone needed
an education not just
the wealthy. His model
is basically the one that
is used today.
 Women’s rights
movement developed
out of other reform
movements. Women
played a crucial role in
temperance and
abolitionist
movements. When
women were prevented
from attending an
important Abolitionism
meeting in London,
Elizabeth Cady Stanton,
Lucretia Mott and the
Grimke sisters became
outspoken about
women’s equality.
 In 1848, Elizabeth Cady
Stanton and Lucretia
Mott organized the
Seneca Falls
Conference. Stanton
wrote the Declaration
of Sentiments, which
was modeled after the
Declaration of
Independence and
called for the right to
vote for women. 100
women and men
(including Fredrick
Douglass) signed it. This
conference marked the
beginning of the
Women’s Rights
Movement.
Resources
We Do (Guided/Differentiated
You Do (Independent Practice)
Use Unit 4 Student Content Map
to introduce the Essential
Question, Standards, and
Vocabulary for the Lesson (EQ#5).
A corresponding PowerPoint for
Vocabulary is linked under Unit
Resources, above.
Reform Movements of the 19th
Century PowerPoint
Instruction)
Social Reform Movements
Congressional Appropriations
Presentation Directions |
Presentation Information Sheet
Speech Outline
Abolition Information
Women’s Rights Information
Prison and Mental Health Info
Temperance Information
(**this activity can be
completed either as a
differentiated/guided lesson in
groups or as independent
practice depending on how you
decide to structure it)
Declaration of Sentiments
Analysis Handout
Declaration of Sentiments
(NOTE: You could differentiate
this lesson by pulling students
who struggle to analyze primary
source documents into a group
or groups that you could work
with more closely and help
them breakdown the document
and analysis handout.)
Answer EQ#5 on Unit 4 Student
Content Map. Answer in complete
sentences using vocabulary from
the standards.
Concept 6: Jacksonian Democracy
Standard:
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first
half of the 19th century, and the different responses to it.
e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the
development of American nationalism.
Lesson EQ: How did Jacksonian Democracy impact the U.S. in the early 19th century?
Know
Understand
Be Able To Do (DOK 2-3)
 The development of American
 Andrew Jackson
 Explain Jacksonian
nationalism
following
the
War
Democracy
 Jacksonian Democracy
of 1812 resulted from several
 Explain expanding
 Expanding suffrage
factors:
suffrage
 Popular political culture
o Politics dominated by

Explain the rise of
 American nationalism
one party
popular political culture
 Spoils system
(Democratic
Explain the development
Republicans)
of American nationalism
o The country was


expanding westward,
and improvements in
infrastructure made
traveling and
business easier and
connected the
country
o “Era of Good
Feelings” was also
influenced by
growing economy;
American
manufacturers were
bolstered by
protective tariffs
o National currency
was created through
the national bank
The Election of 1824 gave rise
once again to two party
system – Jacksonian
Democrats and the National
Republicans. Andrew Jackson
lost the election after it was
sent to the House of
Representatives were Henry
Clay struck the “corrupt
bargain” and gave the
election to John Quincy
Adams. Popular political
culture really began during
this election. The campaign
was full of accusations from
both sides, and for the first
time candidates held rallies.
Andrew Jackson and the
Jacksonian Democrats
believed in a strong president
(example: Tariff of 1828) and
a weaker Congress and


I Do (Teacher Point)
Use Unit 4 Student Content Map
to introduce the Essential
Question, Standards, and
Vocabulary for the Lesson
(EQ#6). A corresponding
PowerPoint for Vocabulary is
linked under Unit Resources,
above.
Age of Jackson PowerPoint
Age of Jackson Guided Notes
Jackson’s Actions PowerPoint
Jackson’s Actions Graphic
Organizer
(See corresponding documents
on Indian Removal under Guided
Instruction)
represented the “common
man”. Expanding voting rights
(expanding suffrage) during
this era meant that all white
males could now vote, not
just landowners. Andrew
Jackson appealed to the
“common man” and did win
the election of 1828.
Another trait of Jacksonian
Democracy was the Spoils
System. To limit the power of
elite groups, Andrew Jackson
sought to replace government
workers with his own
supporters when he took
office.
Jacksonian Democrats also
believed in Manifest Destiny
and supported westward
expansion (example: Indian
Removal Act).
Resources
We Do (Guided/Differentiated
Instruction)
Era of Jackson Video Carousel
Graphic Organizer/Data Retrieval
Chart
1. Election of 1828 Clip
2. Intro – Andrew Jackson Clip
3. Indian Removal Act Clip
4. The Trail of Tears Clip
5. The Bank of the US and
Nullification Clip
Andrew Jackson’s Speech to
Congress on Indian Removal, 1830
Letter from the Ladies of
Steubenville, 1830
**These documents correspond to the
Jackson’s Actions Graphic Organizer
and PowerPoint. They can be used to
break up instruction and have students
work through primary sources
together. You could first use a
“Thinking Aloud” method to walk
through Jackson’s Speech together,
then have students look at the
document from an opposing viewpoint
on their own (or vice versa). You could
also differentiate this lesson by
breaking down the documents,
working with some students and
challenging others to work on their
own, etc.)
You Do (Independent Practice)
Answer EQ#6 on Unit 4 Student
Content Map. Answer in
complete sentences using
vocabulary from the standards.
Legacy of Andrew Jackson Four
Course Meal