Essential Knowledge - Kevin R. Jordan



Title of Course: High School American History (Grade 11)Learning Designers: Kevin Jordan and Tommy FothergillDescription of Learners: Since this lesson is geared for a typical 11th Grade High School American History class, a wide variety of students will be seen throughout the class. Due to recent Arizona legislation, a number of IEP and ESL students will be present in the room. This will force the teacher to work in coordination with various special education teachers in order to develop a curriculum that adheres to the various learning needs of those students who are labeled as “special education”. Furthermore, while the class will be predominantly middle class Caucasian students, a number of Latin-American, African-American, and Asian-American students, ranging from lower class to upper-middle class, will be enrolled within this class also. It is very plausible that some of the 30 or so students in each class will have various learning, emotional, or physical disabilities (i.e., ADHD, autism, PTSD, depression, confined to a wheelchair, unable to work in groups, etc.), and it is the teacher’s job to identify these disabilities and present students with not only equal access to materials, buildings, field trips, homework, etc., but also to grant each student an equal chance to succeed at the presented tasks.Description of Learning Environment: The classroom that this American History course will be taught in will reflect a very low tolerance for any negative inter-student interactions. Regardless of a student’s socioeconomic status, intellect, opportunities for success, or disability, every student will have a right to feel welcome, safe, and respected within the classroom. Therefore, the teacher will give each student the respect that he or she wants and deserves. However, the teacher will also expect that his students return that respect and treat him just as he has treated them. The teacher will also do his best to address the needs of each individual student, taking into account the fact that every student comes from a different cultural, linguistic, and socioeconomic background. Knowing this, he will allow every student access to all materials. This will be accomplished by providing a basic template for note-taking to all students, keeping the week’s assignments in a filing system in the back of the classroom; easily accessible to students, keeping the calendar of the week and weeks to come both in class and on the class website. He will also post all necessary material online and present all forms of media with audio, captioning, video, and other aspects needed by his various students.Enduring understandings for the year-long plan:Students will understand that The United States of America was not always a world superpower. The country had very humble origins, and through a case of numerous pivotal events(some would say divine providence); that still have long-lasting effects to this day, shaped the country to where it is currently at and will continue to drive the country towards its future existence.Students will be able to formulate an argument of key aspects of American history, of their choice, based on historical fact, and be able to present their findings in a cohesive and professional manner that is indicative of well-educated, intelligent, and motivated young men and women.Essential questions that will drive the year-long plan:Is the United States of America an exceptional country, or is it just another typical country in the grand scheme of things?What events have had the longest-lasting impacts on American society as a whole, and how have those events impacted the nation today? Will they continue to impact The United States of America well into the future?American History Curriculum MapTeachers: Kevin Jordan and Tommy Fothergill Course & Grade/Level: 11thWeek: 1 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit/Focus:Early American History (Pre-1500)Enduring Understandings:Prior to colonization, various societies existed within the American continentEach tribe within the American continent was unique in and of itself, offering many aspects of its society that were not seen in othersEssential or Guiding Question/s:How did the Native Americans live prior to colonization?What was the state of inter-tribal relations up to colonization?Arizona State Standards:Concept 2: Early Civilizations:PO 1: Describe Prehistoric cultures of the North American ContinentPaleo-Indians: Including Clovis, Folsom, and PlanoMoundbuilders: Including Adena, Hopewell, and MississippianSouthwestern: Including Mongollan, Hohokam, and Ancestral Puebloans (Anasazi)NCSS Standards:CulturePeople, Places, and EnvironmentsKnowledge Objective:Students will generally understand that Native Americans lived within the American continent prior to European colonization.Skills Objective:Students will be able to discern between the different major tribes of the American continent prior to 1500.Week: 2 - 4 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit/Focus:Colonization of the “New World”Enduring Understandings:During European exploration, different tribes were variously affected by colonizationThe reasons behind the colonization of America were cosmicEssential or Guiding Question/s:What was the interaction between Native Americans and Europeans like during colonization?What factors played a role in the different characteristics of the various American colonies?Arizona State Standards:Concept 3: Exploration and Colonization:PO 1: Review the reciprocal impact resulting from early European contact with indigenous peoples:Religious (e.g., conversion attempts)Economic (e.g., land disputes, trade)Social (e.g., spread of disease, partnerships)Food (e.g., corn)Government (e.g., Iroquois Confederacy, Matriarchal Leadership, Democratic Influence)PO 2: Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life)PO 3: Compare the characteristics of the New England, Middle, and Southern ColoniesColonial governmentsGeographic influences, resources, and economic systemsReligious beliefs and social patterns PO 4: Describe the impact of key colonial figures (e.g., John Smith, William Penn, Rodger Williams, Anne Hutchinson, John Winthrop) NCSS Standards:CultureTime, Continuity, and ChangePeople, Places, and EnvironmentsIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionCivic Ideals and PracticesKnowledge Objective:Students will understand the interactions between Native Americans and Europeans colonists and their various consequencesSkills Objective:Students will be able to describe the factors behind European expansion, culminating in the American coloniesInstructional Practice:Tech-Based Instructional Activity:Students will select a key colonial figure from a set list and be tasked with creating a facebook account for their individual figure. The account should include an accurate picture (if possible) of the figure, and include any relevant information (i.e., date of birth, address while living, parents, siblings, families, friends, hobbies, physical appearance, etc.). Furthermore, students will be required to submit a predetermined number of posts mentioning key moments in the figure’s life and how the individual felt about these events. This activity will not only allow students the opportunity to learn and utilize a popular piece of technology, but will also demonstrate their understanding of their chosen colonial figure and subsequent importance.Week: 5 - 6 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit/Focus:The American RevolutionEnduring Understandings:Reasons for the revolution.Important people of the revolution.Essential or Guiding Question/s:Why was there a revolution in the American colonies?Who were the people involved in this revolution?Arizona State Standards:Concept 4: Revolution and a New NationPO 1: Assess the economic, political, and social reasons for the American RevolutionBritish attempts to tax and regulate colonial trade as a result of the French and Indian WarColonists’ reaction to British policy ideas expressed in the Declaration of IndependencePO 2: Analyze the effects of European involvement in the American Revolution on the outcome of the warPO 3: Describe the significance of major events in the Revolutionary WarLexington and ConcordBunker HillSaratogaWriting and Ratification of the Declaration of IndependenceYorktownNCSS Standards:Time, Continuity, and ChangePeople, Places, and EnvironmentsIndividual Development and IdentityIndividuals, Groups and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand the reasons behind the outcome of important battles from the Revolutionary War.Students will understand the reasons for the revolution.Skills Objective:Students will be able to describe and interpret sources from the Revolutionary War in order to gain a better understanding of people’s attitudes and emotions of the period.Week: 7 - 9 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit or Focus:The Formation of a New Nation.Enduring Understandings:The importance of the Founding DocumentsThe roles of the Founding Fathers and MothersEssential or Guiding Question/s:What was wrong with the Articles of Confederation?What were some of the reservations about the Constitution?What role did the Founding Mothers play in the formation of America?What were some compromises that were made during the drafting of the Constitution?Was George Washington’s presidency important? If so, how/why? If not, how/why not?Arizona State Standards:Concept 4: Revolution and a New NationPO 4: Analyze how the new national government was createdAlbany plan of Union influenced by the Iroquois FederationArticles of ConfederacyConstitutional ConventionStruggles over ratification of the ConstitutionCreation of the Bill of RightsPO 5: Examine the significance of the following in the formation of a new nation:Presidency of George WashingtonEconomic Policies of Alexander HamiltonCreation of political parties under Thomas Jefferson and Alexander HamiltonThe establishment of the Supreme Court as a third equal branch of government under John Marshall with cases such as Marbury v. MadisonPO 6: Examine the experiences and perspectives of the following groups in the new nation:Property ownersAfrican AmericansWomenNative AmericansIndentured servantsNCSS Standards:Time, Continuity, and ChangePeople, Places, and EnvironmentsIndividual Development and IdentityIndividuals, Groups and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand the problems with the Articles of Confederation.Students will understand the reservations with the Constitution.Students will understand the roles of certain people in forming the nation.Students will understand the importance of George Washington’s presidency.Skills Objective:Students will be able to describe, from as close to firsthand experience as possible, the compromises that were reached to get to the Constitution.Instructional Activities:Mock Constitutional Convention/simulation:a. This is to occur at the beginning of the unit. Students will be given a colony/state with information about that place; e.g., political, economic, demographics, people, etc. They will use this information and primary sources from the time period to make decisions/compromises, which will lead either to the Articles of Confederation then to the Constitution or just the Constitution based on these decisions. Students will understand and gain empathy for the process of a Constitutional Convention and the decisions that needed to be and were made to get to where the Founding Fathers did.Week: 10 - 12 of 36Essential Knowledge(NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit/Focus:Westward ExpansionEnduring Understandings:Manifest DestinyIndustrial RevolutionEssential or Guiding Question/s:What were the reasons people wanted to move westward?What were the consequences of westward expansion?Where does Manifest Destiny hold when it comes to the founding principles and virtues?Who were the different types of people that were moving westward?What were the consequences of Andrew Jackson’s presidency?What role did the War of 1812 play in the American Government’s view of its power over the region?Arizona State Standards:Concept 5: Westward ExpansionPO 1: Trace the growth of the American nation during the period of Westward expansionNorthwest territoryLouisiana TerritoryFloridaTexasOregon CountryMexican CessionGadsden PurchaseAlaskaPO 2: Analyze how the following events affected the political transformation of the developing nation:Jefferson’s presidencyWar of 1812Jackson’s presidencyPO 3: Identify how economic incentives in geography influenced early American explorations:ExplorersFur tradersMinersMissionariesPO 4: Describe the impact of European-American expansion on Native peoplesPO 5: Describe the impact of the following aspects of the Industrial Revolution on the United States:Transportation improvementsFactory system manufacturingUrbanizationInventionsNCSS Standards:CultureTime, Continuity, and ChangePeople, Places, and EnvironmentsIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyCivic Ideals and PracticesKnowledge Objective:Students will understand the consequences of westward expansion.Students will understand what types of people were involved in westward expansion.Skills Objective:Students will be able to describe and interpret Manifest Destiny.Students will be able to describe and interpret primary and secondary sources from this time period.Students will be able to discern between Jackson’s Presidency (e.g., Manifest Destiny) and the founding principles and values.Assessment:Intervention Assessment:a. During this unit, the students will be given two or three books to choose from to read of which they will write a paper at the end of the unit which answers a prompt which will be a summary of a sorts of all of the information covered during the unit. There will be multiple one-on-one meetings between student and teacher to discuss the progress of the paper per the content and writing in order to correct any issues or steer towards finding what is correct.Week: 13 - 15 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit or Focus:Civil WarEnduring Understandings:States’ RightsSlavery v. AbolitionismEssential or Guiding Question/s:Why was slavery so prominent in the South but not the North?What were the consequences of the different compromises that were reached?What role did the west and other states/territories play in the debate over slavery?What were the arguments of abolitionists and pro-slavery people respectfully?What made the Civil War different from the wars America previously fought in?What was the Emancipation Proclamation and was there a predecessor of it?What role did Abraham Lincoln and the Republican Party play prior to and during the Civil War?Arizona State Standards:Concept 6: Civil War and ReconstructionPO 1: Explain the economic, social, and political causes of the Civil WarEconomic and social differences between the North, South, and WestBalance of power in the Senate (e.g., Missouri and 1850 Compromises)Extension of slavery into the territories (e.g., Dred Scott decision, the Kansas-Nebraska Act)Role of abolitionistsDebate over popular sovereignty/states’ rightsPresidential election of 1860PO 2: Analyze aspects of the Civil WarChanges in TechnologyImportance of ResourcesTurning PointsMilitary and civilian leadersEffect of the Emancipation ProclamationEffect on the civilian populationsPO 3: Analyze immediate and long-term effects of Reconstruction in post-Civil War AmericaVarious plans for Reconstruction of the SouthLincoln’s assassinationJohnson’s impeachment13th, 14th, and 15th AmendmentsResistance to and end of ReconstructionNCSS Standards:CultureTime, Continuity, and ChangeIndividual Development and IdentityIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand the reasons for the Civil War.Students will understand the effect the Emancipation Proclamation had on America.Students will understand the effect of the Abraham Lincoln and the Republican Party on America before and during the Civil War. Skills Objective:Students will be able to distinguish the arguments of the abolitionists from the arguments of pro-slavery people.Students will be able to describe the effect the different compromises had before the Civil War.Week: 16 - 18 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit or Focus:ReconstructionEnduring Understandings:Republican PartyJim CrowEssential or Guiding Question/s:What was reconstruction?When did it begin and end?What were the different sides of the reconstruction debate?What were the 13th, 14th, and 15th amendments?What were their consequences separately?Arizona State Standards:Concept 6: Civil War and ReconstructionPO 1: Explain the economic, social, and political causes of the Civil WarEconomic and social differences between the North, South, and WestBalance of power in the Senate (e.g., Missouri and 1850 Compromises)Extension of slavery into the territories (e.g., Dred Scott decision, the Kansas-Nebraska Act)Role of abolitionistsDebate over popular sovereignty/states’ rightsPresidential election of 1860PO 2: Analyze aspects of the Civil WarChanges in TechnologyImportance of ResourcesTurning PointsMilitary and civilian leadersEffect of the Emancipation ProclamationEffect on the civilian populationsPO 3: Analyze immediate and long-term effects of Reconstruction in post-Civil War AmericaVarious plans for Reconstruction of the SouthLincoln’s assassinationJohnson’s impeachment13th, 14th, and 15th AmendmentsResistance to and end of ReconstructionNCSS Standards:CultureTime, Continuity, and ChangeIndividual Development and IdentityIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand the power of the majority that the Republican Party had in congress.Students will understand the Jim Crow laws and how some say that the Civil War did not truly end slavery in America.Skills Objective:Students will be able to describe and interpret the 13th, 14th, and 15th amendments and their importance and consequences to reconstruction.Student will able to discern between the different arguments during reconstruction.Assessment:Summative Assessment:a. Over the course of this and the previous unit, the students will be given student made and teacher made assessments (e.g., writing assignments, Civil War journal assignment, multiple choice quiz, essay assessments, etc.) to garner an understanding of what the students are retaining and what things need work. After the Reconstruction unit, students will be given a multiple essay assessment in order to judge how well and how much knowledge they retained over the course of these units.Week: 19 - 22 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit or Focus:Industrialization and the Roaring TwentiesEnduring Understandings:Beginning in the late 19th century, the industrialization of America allowed the country, as a whole, to be an economic powerhouseAs economic policy and philosophies began to change, so too did many social and domestic policies that would help shape the country for major coming eventsEssential or Guiding Question/s:What role did industrialization play in improving the economic aspects of The United States of America?What were some of the more important social and domestic policy changes that occurred during the late 19th and early 20th centuries that were pivotal turning points for the country?Arizona State Standards:Concept 7: Emergence of the Modern U.S.PO 1: Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century:Mass productionMonopolies and trustsEconomic philosophiesLabor MovementsTradePO 2: Assess how the following social developments influenced American society in the late 19th and early 20th centuries:Civil Rights issuesChanging patterns in immigrationUrbanization and social reformMass mediaConsumerismRoaring TwentiesPO 3: Analyze the events which caused a transformation of the United States during the late 19th and early 20th centuries:Indian WarsImperialismProgressive MovementTeddy RooseveltCorruptionWorld War IRed Scare/SocialismPopulismNCSS Standards:Time, Continuity, and ChangePeople, Places, and EnvironmentsIndividual Development and IdentityIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand the effect that industrialization had upon The United States of America, not only upon the economic aspects of the country, but upon the social and domestic policies of the country as well.Skills Objective:Students will be able to recognize how certain events of the late 19th and early 20th centuries relate to changing social and economic movements as the result of industrialization and mass media.Week: 23 – 28 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit/Focus:America Leading up to, and During, World War IIEnduring Understandings:The suddenness of the Great Depression had widespread negative impacts across virtually every aspect of American societyAmerica’s involvement in World War II aided the country in recovering from the Great Depression and also had worldwide effects upon a number of nationsEssential or Guiding Question/s:How did the Great Depression happen, and what were some of the more serious resulting consequences?With a great majority of able-bodied young men off fighting the war, how did the duties and responsibilities of those still in the country change, and what did they change to?Arizona State Standards:Concept 8: Great Depression and World War IIPO 1: Describe causes and consequences of the Great DepressionEconomic causes of the DepressionDust BowlEffects on societyChanges in expectations of governmentPO 2: Describe the impact of American involvement in World War IIMovement away from isolationismEconomic recovery from the Great DepressionHomefront transformations in the roles of women and minoritiesJapanese, German, and Italian internment and POW campsWar mobilization Turning points such as: Pearl Harbor, D-Day, Hiroshima/NagasakiNCSS Standards:CultureTime, Continuity, and ChangeIndividual Development, and IdentityIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand that the Great Depression, and subsequent World War, had vast impacts upon America as a whole, shaping the country for later generations.Skills Objective:Students will be able to identify key events that occurred within American society during the Great Depression and World War II, and explain how these events were pivotal in American society.Assessment:Formative Assessment:During the unit plan covering the Great Depression, students will participate in a simulation that resembles the event. Students will be given “fake money,” (usually in the form of small rectangles of butch paper with a value written on them). The students will then invest in various stocks, similar to those in the stock market, and attempt to make a profit. Near the end of the simulation, the teacher will decide when the Great Depression will strike. This simulation will allow students to gain a better grasp of the diverse effects the Great Depression had upon families, allowing them to develop empathy. Furthermore, students will be able to demonstrate whether they understand the negative impacts it had on society.Week: 29 - 32 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit/Focus:The Effect of World War II Upon The United States of AmericaEnduring Understandings:After World War II, The United States of America underwent vast changes in every aspect of its societyBoth negative and positive events transpired within The United State of America following the end of World War IIEssential or Guiding Question/s:Why did such a large wave of immigration from Latin America and Asia begin following the conclusion of World War II?Why was the Civil Rights movement one of the most important and well-recognized protests in American history?Arizona State Standards:Concept 9: Postwar U.S.PO 1: Analyze aspects of America’s post-World War II foreign policyInternational activismCold WarArms Race United States as a Superpower PO 2: Describe aspects of American post-World War II domestic policyMcCarthyismCivil RightsSupreme Court decisionsExecutive PowerSocial Reforms, Great Society, and War on PovertySpace Race and technological developmentsPO 3: Describe aspects of post-World War II American societyPostwar prosperity Popular culture Protest Movements Assassinations Shift to increased immigration from Latin America and AsiaNCSS Standards:Time, Continuity, and ChangePeople, Places, and EnvironmentsIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand that following the conclusion of World War II, America experienced a vast number of both positive and negative changes throughout every aspect of its society.Skills Objective:Students will be able to identify reasons behind the changes America underwent after World War II and be able to explain why they were important to American society in general.Week: 33 - 34 of 36Essential Knowledge (NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities, Assessments, etc.Unit/Focus:The Current State of the CountryEnduring Understandings:Every event in American history has had, and still has, a profound effect upon the society in generalConflict has the ability to greatly shape a nation, even the world superpower, AmericaEssential or Guiding Question/s:How do various events (e.g., Watergate, the end of the Cold War, etc.) still affect the United States as a whole to this day?How has the United States of America responded to these events?Arizona State Standards:Concept 10: Contemporary U.S.PO 3: Describe how key political, social, environmental, and economic events of the late 20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue to affect the United StatesNCSS Standards:Time, Continuity, and ChangePeople, Places, and EnvironmentsIndividuals, Groups, and InstitutionsPower, Authority, and GovernanceProduction, Distribution, and ConsumptionScience, Technology, and SocietyGlobal ConnectionsCivic Ideals and PracticesKnowledge Objective:Students will understand that events are omnipresent. They do not simply happen and fade over time. Such events have profound, lasting effects upon societySkills Objective:Students will be able to identify key events in America’s history and be able to explain how they have adversely affected the country, even to this day.Assessment:Pre-Assessment:Upon the introduction of the unit, students will engage in a class-wide discussion on various events that have occurred throughout American history. They will discuss how these events have shaped various aspects of American society, as well as the lasting impact that they have had on the country. Any confusion or misinterpretations will be corrected by the teacher, as he will be serving as the mediator of the discussion, and will provide correct input and clarify any questions or confusion when possible. This Pre-assessment will enable the teacher to understand what topics the students already have a firm grasp on and the events in American history the kids are not so sure of, allowing the teacher to properly prepare the unit to better suit the students’ needs.BibliographyNational Council for the Social Studies, “National Curriculum Standards for Social Studies: Chapter 2—The Themes of Social Studies,” The National Council for the Social Studies, (accessed March 20, 2012).Arizona Department of Education, “Social Studies Strand Articulated by Grade Level Strand 1: American History,” Arizona Department of Education, (accessed March 20, 2012). ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download