Curriculum Map - BHS - Social Studies - US History I
Unit 1: Origins of the Revolution and the Constitution
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Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
Students will be able to independently use their learning to… (US1.T1.1) Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution. (US1.T1.2) Explain the reasons for the French and Indian War (1754-1763), the North American component of the global Seven Years’ War between Great Britain and France (1756-1763), and analyze how the war affected colonists and Native Peoples. (US1.T1.3) Explain Britain’s policies in the North American colonies (e.g., The Proclamation of 1763, the Sugar Act, The Stamp Act, the Townshend Acts, The Tea Act, and the Intolerable Acts) and compare the perspectives of the British Parliament, British colonists, and Native Peoples in North America on these policies. (US1.T1.1) Describe Patriot’s responses to increased British taxation (e.g. the slogan, “No taxation without representation,” the actions of the Stamp Act Congress, the Sons of Liberty, the Boston Tea Party, The Suffolk Resolves) and the role of Massachusetts people (e.g., Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Judith Sargent Murray, Phyllis Wheatley, Peter Salem and Prince Estabrook.) (US1.T1.5) Explain the main argument of the Declaration of Independence, the rationale for seeking independence, and its key ideas on equality, liberty, natural rights, and the rule of law. (US1.T1.6) Describe the key battles of the Revolution (e.g. Lexington, Concord, Bunker Hill, Trenton, Saratoga, Yorktown); the winter encampment at Valley Forge; and key leaders and participants of the Continental Army (US1.T1.7) Explain the reasons for the adoption of the Articles of Confederation in 1781 and evaluate the weaknesses of the Articles as a plan for government, the reasons for their failure and how events such as Shays’ Rebellion of 1786-1787 led to the Constitutional Convention. (US1.T1.8) Describe the Constitutional Convention, the roles of specific individuals (e.g. Benjamin Franklin, Alexander Hamilton, James Madison, George Washington, Roger Sherman, Edmund Randolph), and the conflicts and compromises (e.g., compromises over representation, slavery, the executive branch, and ratification). Practices: 1. Demonstrate civic knowledge, skills, and dispositions. 6. Argue or explain conclusions, using valid reasoning and evidence. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… Democratic societies balance the rights of the individuals and the needs of society. Government both influences and is influenced by the people. Motivations for foundation and development inform the creation of community and identity. | ||
ESSENTIAL QUESTIONS In what ways do revolutions affect society? To what extent are people justified in challenging their government? In what ways do multiple perspectives better inform our understanding of history? | ||
Acquisition | ||
Students will know
American Revolution, French and Indian War/ Seven Years War, global, Great Britain, France, Colonists, Native Peoples, Proclamation of 1763, Sugar Act, Stamp Act, Townshend Duties, The Tea Act, Intolerable acts, Parliament, Declaration of Independence, Independence, Equality, Liberty, Natural Rights, Rule of Law, Battles- Lexington, Concord, Bunker Hill, Trenton, Saratoga, Yorktown, Valley Forge, Leaders in the Continental Army, Constitutional Convention, Benjamin Franklin, Alexander Hamilton, James Madison, George Washington, Roger Sherman, Edmund Randolph, Conflicts, Compromises, Representation, Slavery, Executive branch, Ratification | ||
Students will be skilled at…
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Stage 2 - Evidence | ||
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Summary of Key Learning Events and Instruction *Archeological Dig: *British Taxation Chart *Mercantilism Reading (digital history) *Patriot Social Network Activity *Effects of French and Indian War (Changing Attitudes) *Common Sense & Crisis *Rev. War Cartoon Analysis *Analyze strength and weakness of both British and Colonists *Google Mapping Activity: Rev. Battle Summaries *Mini Debates of Philadelphia *Constitutional Convention Speed Dating * Rank the Bill of Rights and defend your ranking. *Compromises of the Constitutional Convention | ||
Unit 2: Democratization and expansion
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(US1.T2.1) Evaluate the major policies and political developments of the presidencies of George Washington, John Adams, and Thomas Jefferson, and their implications for the expansion of Federal power and foreign policy (e.g., the origins of the Federalist and Democratic-Republican parties in the conflicting ideas of Thomas Jefferson and Alexander Hamilton on topics such as foreign policy, the Alien and Sedition Acts, and the National Bank; the establishment of the concept of judicial review in Marbury v. Madison). (US1.T2.2) Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto, and the policy of Indian removal, and the Nullification Crisis. (US1.T2.3) Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California). | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… Change in values and demographics often leads to fundamental changes in society. Local, national, and international relationships are affected by economic interactions. Actions have intended and unintended consequences. | ||
ESSENTIAL QUESTIONS How has the role of the federal government evolved over time? To what extent does geography impact society? What is the impact of competition on society? | ||
Acquisition | ||
Students will independently be able to use their learning for <type here> | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
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Summary of Key Learning Events and Instruction
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Unit 3: Economic growth in the North, South, and West
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(US1.T3.1) Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy). (US1.T3.2) Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce. a. the technological improvements and inventions that contributed to industrial growth and maritime commerce b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S.) d. the rise of a business class of merchants and manufacturers e. the role of women as the primary workforce in New England textile factories and female workers’ activism in advocating for reform of working conditions (US1.T3.3) Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor. (US1.T3.4) Research primary sources such as antebellum newspapers, slave narratives, accounts of slave auctions, and the Fugitive Slave Act, to analyze one of the following aspects of slave life and resistance (e.g., the Stono Rebellion of 1739, the Haitian Revolution of 1791–1804, the rebellion of Denmark Vesey of 1822, the rebellion of Nat Turner in 1831; the role of the Underground Railroad; the development of ideas of racial superiority; the African American Colonization Society movement to deport and resettle freed African Americans in a colony in West Africa). Practices: 3. Organize information and data from multiple primary and secondary sources. 6. Argue or explain conclusions, using valid reasoning and evidence. | ||
Meaning | ||
UNDERSTANDINGS
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ESSENTIAL QUESTIONS How do reform movements in one era or area have connections to other aspects of reform in other times and realms? Were early 18th Century reform movements necessary? Assess the success of the reform movements? | ||
Acquisition | ||
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Unit 4: Social, political, and religious change
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(USI.T4.1) Describe important religious and social trends that shaped America in the 18th and 19th centuries (e.g., the First and Second Great Awakenings; the increase in the number of Protestant denominations; the concept of “Republican Motherhood;” hostility to Catholic immigration and the rise of the Native American Party, also known as the “Know-Nothing” Party). (USI.T4.2) Using primary sources, research the reform movements in the United States in the early to mid-19th century, concentrating on one of the following and considering its connections to other aspects of reform: a. the Abolitionist movement, the reasons individual men and women (e.g., Frederick Douglass, Abbey Kelley Foster, William Lloyd Garrison, Angelina and Sarah Grimké, Charles Lennox Remond, Harriet Beecher Stowe, Sojourner Truth, Harriet Tubman, David Walker, Theodore Weld) fought for their cause, and the responses of southern and northern white men and women to abolitionism. b. the women’s rights and suffrage movements, their connections with abolitionism, and the expansion of women’s educational opportunities (e.g., Susan B. Anthony, Margaret Fuller, Lucretia Mott, Elizabeth Cady Stanton, the 1848 Seneca Falls Convention, Mary Lyon and the founding of Mt. Holyoke Female Seminary, later Mt. Holyoke College). c. Horace Mann’s campaign for free compulsory public education, increased literacy rates, and the growth of newspaper and magazine publishing d. the movement to provide supports for people with disabilities, such as the founding of schools for students with cognitive, hearing, or vision disabilities; and the establishment of asylums for people with mental illness e. the Transcendentalist movement (e.g., the writings of Ralph Waldo Emerson, Henry David Thoreau and Margaret Fuller, and the concepts of materialism, liberty, appreciation of the natural world, self-reliance, abolitionism, and civil disobedience). Practices: 4. Analyze the purpose and point of view of each source; distinguish opinion from fact. 6. Argue or explain conclusions, using valid reasoning and evidence. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that…
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ESSENTIAL QUESTIONS
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Acquisition | ||
Students will know...
Academic vocabulary:
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Students will be skilled at…
making connections between reform movements in the United States in the early to mid-19th century to other aspects of reform. | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
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Unit 5: The Civil War and Reconstruction
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Students will be able to independently use their learning to… (MA Curriculum Frameworks Standards) (US1.T5.1) Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government. (US1.T5.2) Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the Kansas-Nebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harpers Ferry, the election of Abraham Lincoln). (US1.T5.3) Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation, his views on slavery and national unity, and the political obstacles he encountered). (US1.T5.4) Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Fort Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox). (US1.T5.5) Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War. (US1.T5.6) Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15th Amendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction). (US1.T5.7) Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka). (US1.T5.8) Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century). Practices: 3. Organize information and data from multiple primary and secondary sources. 1. Demonstrate civic knowledge, skills, and dispositions. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… Students will understand that…
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ESSENTIAL QUESTIONS Students will keep considering...
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Acquisition | ||
Students will independently be able to use their learning for KNOWLEDGE (K) Students will know…
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Students will be skilled at… SKILLS (S) Students will be skilled at…
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Stage 2 - Evidence | ||
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Summary of Key Learning Events and Instruction
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Unit 6: Rebuilding the United States: Immigration and Industry
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Students will be able to independently use their learning to… [USI.T6.1] Explain the various causes of the Industrial Revolution (e.g., the economic impetus provided by the Civil War; important technological and scientific advances, such as the expansion of the railroad system; the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt). [USI.T6.2] Make connections among the important consequences of the Industrial Revolution (e.g., economic growth and the rise of big business; environmental impact of industries; the expansion of cities; the emergence of labor unions such as the Knights of Labor and the American Federation of Labor under Samuel Gompers; workers’ distrust of monopolies; the rise of the Populist Party under the leadership of William Jennings Bryan or the rise of the Socialist Party under Eugene Debs). [USI.T6.3] Evaluate the effects of the entry of women into the workforce after the Civil War and analyze women’s political organizations, researching one of the following topics: the opening of teaching and nursing professions to women; new employment opportunities in clothing manufacture as a result of the invention of the sewing machine; in office work as the result of the invention of the typewriter, and in retail sales as the result of the creation of department stores; the formation of the Women’s Suffrage Association in 1869 and the Women’s Christian Temperance Union in 1874. [USI.T6.4] Using primary source images, data, and documents, describe the causes of the immigration of Germans, the Irish, Italians, Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and the major roles of these immigrants in industrialization and the building of railroads. [USI.T6.5] Analyze the consequences of the continuing westward expansion of the American people after the Civil War and evaluate the impact of the 14th Amendment on Native Peoples and Asian and European immigrant men and women. Examples of research materials: the Treaty of Fort Laramie (1868), the Navajo Treaty (1868), the Chinese Exclusion Act (1882), the Dawes Act (1887), cartoons by Thomas Nast on immigration, Native Peoples, and politics for Harper’s Weekly Magazine in the 1870s–1880s. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that…
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ESSENTIAL QUESTIONS
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Acquisition | ||
Students will independently be able to use their learning for <type here> | ||
Students will be skilled at…
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): Immigration and Industry Summative Gilded Age Project - Changes & Impacts in US Society after the Civil War | |
<type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction
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Unit 7: Progressivism
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ESTABLISHED GOALS | ||
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Students will be able to independently use their learning to… (US1.T7.1) Explain what Progressivism meant in the early 20th century and analyze a text or images by a Progressive leader (e.g., Jane Addams, William Jennings Bryan, John Dewey, Robert La Follette, Theodore Roosevelt, Margaret Sanger, Upton Sinclair, Lewis Hine, William H. Taft, Ida Tarbell, Woodrow Wilson). (US1.T7.2) Research and analyze one of the following governmental policies of the Progressive Period, determine the problem it was designed to solve, and assess its long and short-term effectiveness: bans against child labor, the development of Indian boarding schools, the Sherman Anti-Trust Act (1890), the Pure Food and Drug Act (1906), the Meat Packing Act (1906), the Federal Reserve Act (1913), the Clayton Anti-Trust Act (1914), the Indian Citizenship Act (1924). (US1.T7.3) Analyze the campaign for, and the opposition to, women’s suffrage in the late 19th and early 20th centuries; describe the role of leaders and organizations in achieving the passage of the 19th Amendment (e.g., Carrie Chapman Catt, Alice Paul, Ida B. Wells-Barnett the National Woman Suffrage Association, National Women’s Party, League of Women Voters). (US1.T7.4) Analyze the strategies of African Americans to achieve basic civil rights in the early 20th century, and determine the extent to which they met their goals by researching leaders and organizations (e.g., Ida B. Wells-Barnett, W. E. B. DuBois, Marcus Garvey, Booker T, Washington, and the National Association for the Advancement of Colored People). (US1.T7.5) Analyze the causes and course of growing role of the United States in world affairs from the Civil War to World War I, researching and reporting on one of the following ideas, policies, or events, and, where appropriate, including maps, timelines, and other visual resources to clarify connections among nations and events, a. the purchase of Alaska from Russia (1867) b. the influence of the United States in Hawaii leading to annexation (1898) c. the Spanish-American War (1898) and resulting changes in sovereignty for Cuba, Guam, Puerto Rico and the Philippines; the Philippine-American War (1899–1902) d. U.S. expansion into Asia beginning in 1899 under the Open Door policy e. Theodore Roosevelt’s Corollary to the Monroe Doctrine (1904) and his “big stick” diplomacy in the Caribbean f. The Platt Amendment describing the role of the United States in Cuba (1901) and the subsequent occupation of Cuba (1903, 1906–1909) g. the role of the United States in the building of the Panama Canal (1904–1914) h. William Howard Taft’s foreign policy of Dollar Diplomacy i. United States involvement in the Mexican Revolution (1910–1920) k. the global influenza pandemic (1918–1920) Practices: 5. evaluate the credibility, accuracy, and relevance of each source. 2. Develop focused questions or problem statements and conduct inquiries. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that…
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ESSENTIAL QUESTIONS
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Acquisition | ||
Students will know...
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Students will be skilled at…
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): Muckraker Magazine Project Progressive Summative
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<type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction
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Students will be able to independently use their learning to… <type here> | ||
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UNDERSTANDINGS Students will understand that… <type here> | ||
ESSENTIAL QUESTIONS <type here> | ||
Acquisition | ||
Students will independently be able to use their learning for <type here> | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): <type here> | |
<type here> | OTHER EVIDENCE: <type here> | |
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Summary of Key Learning Events and Instruction Mapping europe pre and post war Rise of hitler PPT Hitler’s Speeches primary source analysis Rise of Dictators activity Pearl Harbor reading packet (different perspectives of US, Japanese and Washington DC) Charles Lindebergh US isolationism essay analysis American homefront PPT and primary source analysis Kristallnacht reading | ||
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ESTABLISHED GOALS <type here> | ||
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Students will be able to independently use their learning to… <type here> | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… <type here> | ||
ESSENTIAL QUESTIONS <type here> | ||
Acquisition | ||
Students will independently be able to use their learning for <type here> | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): <type here> | |
<type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction <type here> | ||
Stage 1 Desired Results | ||
ESTABLISHED GOALS Students begin their study of United States history with a review of the origins and main events of the American Revolution, Constitutional principles, and events of the early Republic. They examine the causes and consequences of the Civil War, industrialization,immigration, Progressivism and the role of the United States in World War I. They explore guiding questions such as, “What are some examples of continuity and change in the first 150 years of United States history?” Additional supporting questions appear under each topic. The questions are included to stimulate teachers’ and students’ own questions for discussion and research. | ||
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Meaning | ||
UNDERSTANDINGS Students will understand that…
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ESSENTIAL QUESTIONS | ||
Acquisition | ||
Students will know…
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Students will be skilled at… | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): | |
<type here> | OTHER EVIDENCE: | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction <type here> | ||