Course Name________________________ Grade Level___________



8th Grade U.S. History to 1877

Interactive Instructional Calendar 2013 - 2014

*All websites were live at the time this document was created.

|Common Core Standards in Reading and Writing Literacy |Resources, Websites, and Activities |

|In History and Social Studies | |

|Reading |Graphic Organizers |Links from Tolland Middle School |

|A. Key Ideas and Details |Interactive Graphic Organizers | |

|1. Cite specific textual evidence to support analysis of primary and |Graphic Organizers Print Outs |Website Collection from SDE |

|secondary sources. | | |

|2. Determine the central ideas or information of a primary or secondary |Reading:  Key Ideas and Details  |District Common Core Literacy Strategies and Activities |

|source; provide an accurate summary of the source distinct from prior |         Engaging Students with Primary Source Documents | |

|knowledge or opinions. |         GIST |District U.S. History Power Point Website |

|3. Identify key steps in a text’s description of a process related to |         History Frames | |

|history/social studies (e.g., how a bill becomes law, how interest rates are |         History Frame Form |District Government Power Point Website |

|raised or lowered). |         History Frame Pyramid | |

|B. Craft and Structure |        Mind Maps |Power Point Palooza |

|4. Determine the meaning of words and phrases as they are used in a text, |        Mind Maps History Examples | |

|including vocabulary specific to domains related to history/social studies. |        Mind Map Examples for Geography |Mr. Nussbaum’s Interactive History |

|5. Describe how a text presents information (e.g., sequentially, |        Mind Map Forms | |

|comparatively, causally). |        One Sentence Summary |Use a variety of information delivery strategies as listed in the Common |

|6. Identify aspects of a text that reveal an author’s point of view or |        One Sentence Summary Frames |Correlation Chart and the District’s Skills for Success |

|purpose (e.g., loaded language, inclusion or avoidance of particular facts). |        One Word Summary |Decision Making in U.S. History |

|C. Integration of Knowledge and Ideas |        Power Thinking |Literary Selections/Books correlated to curriculum (district purchase) |

|7. Integrate visual information (e.g., in charts, graphs, photographs, |        Power Thinking Chart |Websites: |

|videos, or maps) with other information in print and digital texts. |        Power Thinking Chart for Geography |100 Milestone Documents |

|8. Distinguish among fact, opinion, and reasoned judgment in a text. |        Prediction with Evidence |History & Social Studies | EDSITEment |

|9. Analyze the relationship between a primary and secondary source on the |        Problem-Solution Chart |The Founders of the Constitution |

|same topic. |        Think Pair Share |The Annenberg Learner for History and Social Studies |

| |        Three Minute Pause |The Online Library of Liberty |

|Writing |        Three Minute Pause Chart |U.S. Department of State—Office of the Historian |

|A. Text Types and Purposes |        |The American Presidency Project |

|1. Write arguments focused on discipline-specific content. |Reading Craft/Structure |Hippo Campus—Teaching with Digital Media |

|a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the|         Analyzing an Historic Event |The History Place |

|claim(s) from alternate or opposing claims, and organize the reasons and |         APPARTS |Legends of America |

|evidence logically. |         APPARTS for The Federalists Papers |American History by Era | The Gilder Lehrman Institute of American History|

|b. Support claim(s) with logical reasoning and relevant, accurate data and |         Dump and Clump |Library of Congress—The American Memory |

|evidence that demonstrate an understanding of the topic or text, using |         Five Themes Analysis for Geography |Landmark Supreme Court Cases |

|credible sources. |         Five Themes Note-taking for Geography |Chronology of US Historical Documents -- OU College of Law |

|c. Use words, phrases, and clauses to create cohesion and clarify the |         H Diagram |Yale Law -- Documents in Law, History and Diplomacy |

|relationships among claim(s), counterclaims, reasons, and evidence. |         PERSIA |Archiving Early America: Primary Source Material from 18th Century America|

|d. Establish and maintain a formal style. |         Poem for Two Voices |History Wiz: American History |

|e. Provide a concluding statement or section that follows from and supports |         SOAPS |National Archives: Teaching With Documents |

|the argument presented. |        Venn Diagram | Index |

|2. Write informative/explanatory texts, including the narration of historic |        Venn Variation |American History [] |

|events, scientific procedures/ experiments, or technical processes. |        Venn Diagram Alternative Forms |History Animated |

|a. Introduce a topic clearly, previewing what is to follow; organize ideas, |        Vocabulary Word Map |National Constitution Center |

|concepts, and information into broader categories as appropriate to achieving|         Word Splash |We The People | EDSITEment |

|purpose; include formatting (e.g., headings), graphics (e.g., charts, |         Word Walls |Picturing America Art Gallery | EDSITEment |

|tables), and multimedia when useful to aiding comprehension. |   |wiseGEEK: History and Government |

|b. Develop the topic with relevant, well-chosen facts, definitions, concrete |Writing Literacy: |Cagle Post » Daily Cartoons |

|details, quotations, or other information and examples. |        One Sentence Summary | |

|c. Use appropriate and varied transitions to create cohesion and clarify the |        One Sentence Summary Frames |USA Test Prep |

|relationships among ideas and concepts. |        One Word Summary |Use Graphic Novel from Glencoe |

|d. Use precise language and domain-specific vocabulary to inform about or |        Quick Writes |Chester the Crab Graphic Novel |

|explain the topic. |        Ticket-Out-the-Door |Nystrom United States History Atlas including the district website copy |

|e. Establish and maintain a formal style and objective tone. |        Tweet It! | |

|f. Provide a concluding statement or section that follows from and supports |  RAFT Writing | |

|the information or explanation presented. |RAFT Form | |

|B. Production and Distribution of Writing | | |

|4. Produce clear and coherent writing in which the development, organization,| | |

|and style are appropriate to task, purpose, and audience. | | |

|7. Conduct short research projects to answer a question (including a | | |

|self-generated question), drawing on several sources and generating | | |

|additional related, focused questions that allow for multiple avenues of | | |

|exploration. | | |

|8. Gather relevant information from multiple print and digital sources, using| | |

|search terms effectively; assess the credibility and accuracy of each source;| | |

|and quote or paraphrase the data and conclusions of others while avoiding | | |

|plagiarism and following a standard format for citation. | | |

|9. Draw evidence from informational texts to support analysis reflection, and| | |

|research.. | | |

1st - Nine Week Period – End Date October 16

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 1: The student will analyze the foundations of the United States by |Albany Plan of Union as early attempt to unify |25 Days – All Chapter 5|Chapter 5 Section 1, pages 140-146 |

|examining the causes, events, and ideologies which led to the American |colonies | |Chapter 5 Section 2 |

|Revolution. |Empire and Identity in the American Colonies |August 16-Sept. 24 | |

| |French and Indian War | |Colonial Broadsides and the American Revolution |

|Summarize the political and economic consequences of the French and |Images |(includes beginning of | |

|Indian War on the 13 colonies including the imperial policies of |French and Indian War - YouTube |the year activities and|District Common Core Literacy Strategies and Activities |

|requiring the colonies to pay a share of the costs of defending the |Strengths and weaknesses of each side |review) | |

|British Empire and the precedent of the Albany Plan of Union as an early |Result of war – impact of imperial policies of | |District U.S. History Power Point Website |

|attempt to unify the colonies. |requiring colonies to pay share of cost for defending | | |

| |them | |District Government Power Point Website |

| |Who was involved | | |

|Essential Questions |Why did it occur | |Power Point Palooza |

|What was the Albany Plan of Union and why was it important? |Treaty of Paris 1763 | | |

|What led to the clashes between France and Britain? |Images--Treaty of Paris | |U.S. Department of State—Office of the Historian |

|What methods did the British government use to exercise their power in |Role of Native Americas | | |

|the new world from 1754-1763. |Proclamation of 1763 | |Activities |

|What was the impact of the Treaty of Paris, 1763? |Images -- Proclamation of 1763 | |Writing Prompt: |

|Why was the Proclamation of 1763 viewed by the colonist as a “choke hold”| | |As a member of Parliament, write a speech convincing your |

|on their growth? | | |colleagues why the colonies should pay their fair share in |

| | | |support of the crown. (RAFT format) |

| | | |Create a map of North American and Colon code sections that are |

| | | |controlled by world powers of the time |

| | | |Create a foldable of Facts on the French and Indian War |

| | | |Interactive Graphic Organizers |

| | | |Graphic Organizers Print Outs |

| | | | |

| | | | |

| | | | |

| | | | |

1st - Nine Week Period – End Date October 16

*United States Atlas pg. 37 Teapots

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 1.2 Cite textual evidence to summarize the significance of British |Writs of Assistance | |Chapter 5 Section 2, pages 146-153 |

|attempts to regulate colonial rights, as well as the colonial responses |Sugar Act | |Chapter 5 Section 3 |

|to these measures including |Restrictions of colonial rights as British subjects | | |

|The restriction of colonial rights as British subjects including colonial|Taxation without representation | |American Revolution Animation |

|opposition and protests against taxation without representation, the |Boycott of British goods | | |

|boycotts of British goods, Patrick Henry’s Stamp Act Resolves and the |Patrick Henry’s Stamp Act Resolves | |Causes of the American Revolution: Common Core Type Activities |

|Committees of Correspondence, |Patrick Henry -- Voice of the American Revolution | | |

| |Virginia Resolves | |The American War for Independence: Common Core Type Activities |

|Essential Questions |Samuel Adams—Committee of Correspondence | | |

|Why did the British face problems in North America after the French and |Sons of Liberty: purpose and activities – page 155 | |Writing Prompt: Do you think Britain had the right to tax the |

|Indian War? |Declaratory Act | |colonies? Write an essay to defend your position. |

|Why did the American colonists object to the new British laws? |Quartering Act | | |

|State two reasons why the relations between the British and the colonists|Townshend Acts | |Teaching With Documents: |

|began to deteriorate. |Declaratory Acts | |Images of the American Revolution |

|Compare and contrast various methods of protest used by the colonists |Daughters of Liberty | | |

|against the King and Parliament. |Salutary Neglect – page 146 —description without use | |All Things John Adams |

| |of the term under heading: British Rule Leads to | | |

| |Conflict | |AP U.S. History -- EDSITEment |

| | | | |

| |With the prospect of war against the French looming, | |We the People - EDSITEment |

| |the British employed salutary neglect to maintain the | | |

| |colonists’ loyalty. | |The National Park Service—American Revolution |

| | | | |

| | | | |

| | | | |

| | | |Activities |

| | | |Interactive Graphic Organizers |

| | | |Graphic Organizers Print Outs |

| | | |Create a poster that would simulate a protest against the king |

| | | |From colonial point of view |

| | | |Create a chart of the various acts against the colonist and the |

| | | |effect that particular act had on the colonist and their |

| | | |existence |

| | | |Student debate on acts of Parliament and points of view: |

| | | |British and Colonial |

1st - Nine Week Period – End Date October 16

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 1.2 Cite textual evidence to summarize the significance of British |Boston Massacre | |Chapter 5 Section 2 |

|attempts to regulate colonial rights, as well as the colonial responses |Use of Propaganda | |Chapter 5 Section 3, pages 145-152 |

|to these measures including |Crispus Attucks | | |

|B. The Coercive Acts of 1774 (the Intolerable Acts) as British |Paul Revere | |American Revolution Animation |

|punishment for the Boston Tea Party and the convening of the First |Tea Act | | |

|Continental Congress as a colonial response, |Boston Tea Party | |District Common Core Literacy Strategies and Activities |

|CS 1.3 Cite textual evidence to analyze the ideological and propaganda |Revolutionary Tea Parties and the Reasons for | | |

|war between Great Britain and her North American colonies including the |Revolution | |District U.S. History Power Point Website |

|C. Use of Paul Revere’s engraving of the Boston Massacre, | | | |

| |The Boston Tea Party: Costume Optional? | |District Government Power Point Website |

|Essential Questions | | | |

|Why did Boston colonists and British soldiers clash in the Boston |King George III | |Power Point Palooza |

|Massacre? |Coercive Acts 1774 (Intolerable Acts) | | |

|How did the British government try to maintain its control over the | | |U.S. Department of State—Office of the Historian |

|colonies? | | | |

|How did colonist use propaganda to convey information about the Boston | | |Activities |

|Massacre? | | |Interactive Graphic Organizers |

|How did the Boston Tea Party lead to the Intolerable Acts? | | |Graphic Organizers Print Outs |

|What was the British intent and colonial reaction to the Coercive Acts? | | |Create a time-line of events |

| | | |Create a political cartoon over Boston Massacre Propaganda |

| | | |Clips from John Adams DVD |

| | | |Boston Massacre scene |

| | | | |

| | | |Common Core |

| | | |RH 8 (Boston Massacre) |

1st - Nine Week Period – End Date October 16

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 1.2 Cite textual evidence to summarize the significance of British |First Continental Congress as a colonial response | |Chapter 5 Section 3 pg. 152-157 |

|attempts to regulate colonial rights, as well as the colonial responses |John Adams | |Chapter 5 Section 4 |

|to these measures including |Patrick Henry--Give Me Liberty or Give Me Death page | | |

|C. The Battles of Lexington and Concord as a rallying point of armed |162 and 616 | |American Revolution Animation |

|colonial resistance, and |Minutemen | | |

|D. Patrick Henry’s Give Me Liberty or Give Me Death speech … |Lexington/Concord | |District Common Core Literacy Strategies and Activities |

|CS 1.3 Cite textual evidence to analyze the ideological and propaganda |CC Type Lesson Plan/Documents | | |

|war between Great Britain and her North American colonies including the |Bunker Hill | |District U.S. History Power Point Website |

|Points of views of the Patriots and the Loyalists about independence, |Loyalists and Patriots pg. 154-155 | | |

| |Loyalists, Fence-sitters, and Patriots | |District Government Power Point Website |

|Essential Questions | | | |

|What happened at the first continental congress in Philadelphia? | | |Power Point Palooza |

|Identify the importance of the battles of Lexington/Concord and Breeds | | | |

|Hill/Bunker Hill. | | |U.S. Department of State—Office of the Historian |

|What were the Central messages of Thomas Paine’s pamphlet Common Sense | | | |

|and Patrick Henry’s speech Give Me Liberty or Give Me Death? | | |Activities |

| | | |Interactive Graphic Organizers |

| | | |Graphic Organizers Print Outs |

| | | |Student’s write a headline article from British point of view |

| | | |over Bunker Hill |

| | | | |

| | | |Colonists Divided: Revolution and a Civil War |

| | | | |

1st - Nine Week Period – End Date October 16

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 1.3 Cite textual evidence to analyze the ideological and propaganda |Second Continental Congress—grievances which led to | |Chapter 5 Sec 4 |

|war between Great Britain and her North American colonies including the |the DOI | |Connecting to the Past—The American Revolution |

|Writings of Mercy Otis Warren and Phyllis Wheatley, |John Hancock | | |

|Rejection of the Olive Branch Petition by King George III … |Olive Branch Petition | |Activities |

| |Writings of Mercy Otis Warren (also page 154) | |Have students create their own preamble |

|CS 2: The student will examine the foundations of the American nation |Writings of Phyllis Wheatley (also page 120) | |Create an “Olive Brand Petition” to the current president on a |

|laid during the Revolutionary Era through the contributions of |Letter to Rev Samson Occum | |topic of modern day discussion |

|significant individuals and groups involved in the key military and |(encouragement to Patriots) | |Show video (movie) titled “1776” |

|diplomatic events of the Revolutionary War that resulted in an | | |Common Sense and Persuasive Writing |

|independent nation. | | |Closure Reading: Why Can’t you Make Them Behave George?” |

|Compare and contrast the different motivations and choices confronting | | |Clips from John Adams DVD |

|various colonial populations regarding the war for independence including| | |Debate on the Declaration |

| | | |Too Late to Apologize: A Declaration - YouTube |

|B. The choices that free and enslaved African Americans had of escaping | | |Declaration as “Break Up Letter” |

|to freedom or joining the British or Colonial forces, | | |Writing Prompt: Interpret the following phrase in a letter from|

| | | |Abigail Adams to her husband John Adams as Congress considered a|

|Essential Questions | | |declaration of independence. She teasingly—but seriously—wrote: |

|What were the accomplishments of the Second Continental Congress? | | |I long to hear that you have declared an independency…I desire |

|What was the Olive Branch Petition and why was it important? | | |you would Remember the Ladies, and be more generous and |

|Analyze John Locke’s Natural Rights Theory; concept of social contract. | | |favorable to them than your ancestors. |

| | | |Writing Prompt: Interpret the following phrase in another |

|Essential Questions Relating to the Roots of the Revolution | | |letter from Abigail Adams to her husband John. Is the tone |

|Was colonial America a democratic society? | | |different from the previous quote from Chapter 5? |

|Were the colonists justified in resisting British policies after the | | |I cannot say that I think you are very generous to the ladies, |

|French and Indian War (1754–1763)? | | |for, whilst you are proclaiming peace and good will to men, |

|Were the colonists’ responses to the Stamp Act (1765) justified? | | |emancipating all nations, you insist upon retaining an absolute |

|How did the Stamp Act Congress pave the road for American independence? | | |power over wives. |

|Is violence a sound strategy to bring about significant political and | | | |

|social change? | | |Common Core: |

|Case studies to help examine this question could include: the Stamp Act | | |for Declaration of Independence |

|riots (1765), the Boston Massacre (1770), the Boston Tea Party (1773), | | |RH 4 |

|and the battles of Lexington and Concord (1775). | | |W.Hst 1.c |

1st - Nine Week Period – End Date October 16

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 1.2 Cite textual evidence to summarize the significance of British |Thomas Paine |15 Days for all of |Chapter 6 Section 1-4 |

|attempts to regulate colonial rights, as well as the colonial responses |Common Sense -- Pamphlet advocating the defense of |Chapter 6 | |

|to these measures including |colonial rights and independence | |District U.S. History Power Point Website |

|D. Thomas Paine’s pamphlet Common Sense advocating the defense of |Thomas Jefferson and Committee of Five contributions |Sept. 25 – Oct. 15 | |

|colonial rights and independence. |to drafting Declaration of Independence (DOI) | |Power Point Palooza |

| |CC Type Lesson Plan | | |

|CS 1.3 Cite textual evidence to analyze the ideological and propaganda |Thomas Jefferson | |Activities |

|war between Great Britain and her North American colonies including the |John Adams | |Use Venn Diagram to compare Loyalists and Patriots |

|Grievances which motivated the Second Continental Congress to make |Benjamin Franklin | | |

|arguments for and to declare independence from Great Britain thus |Robert Livingston | |The Crisis and Persuasive Writing |

|creating the United States of America. |Roger Sherman | | |

| |King George III | |George Washington Reading The Crisis to the Continental Army |

|CS 1.4 Determine the central ideas and grievances expressed in the |John Locke’s theory of natural rights | |George Washington found Paine’s The Crisis so empowering that he|

|Declaration of Independence and their intellectual origin including |Concept of social contract | |had it read to his troops. |

|John Locke’s theory of natural rights, |Key principles of DOI | |Ask students to work in small groups to identify 8-10 statements|

|The concept of the social contract, |Abigail Adams | |by Paine that they think would inspire the Continental soldiers.|

|The ideals established in the American society of equality, inalienable |Letter to her Husband | |Students need to explain why they consider each statement |

|rights, and the consent of the governed; and |War for Independence | |inspirational. |

|Evaluate the contributions of Thomas Jefferson and the Committee of Five |Military leadership of George Washington | | |

|in drafting the Declaration of Independence. |Patriots and Loyalist | |Writing Prompt: Consider the following four events: |

| |Role of Women | |American victory at Saratoga |

|CS 2: The student will examine the foundations of the American nation |African Americans—whether to escape to escape to | |French entry into the war against Britain |

|laid during the Revolutionary Era through the contributions of |freedom, join British or Colonial forces | |British defeat at Yorktown |

|significant individuals and groups involved in the key military and |Native Americans—which side to support to protect | |Signing of the Treaty of Paris |

|diplomatic events of the Revolutionary War that resulted in an |their culture and property | |Explain how each event helped to cause the next event. |

|independent nation. |Victories at Trenton and Saratoga | | |

|2. Compare and contrast the different motivations and choices |Thomas Paine’s The Crisis | | |

|confronting various colonial populations regarding the war for |Political advantages and disadvantages of each side | | |

|independence including |Economic advantages and disadvantages of each side | | |

|A. Whether to fight for independence (Patriot), remain loyal to the king |French Alliance with Americans | | |

|(Loyalist), or to be neutral, |Valley Forge Encampment | | |

|B. The choices that free and enslaved African Americans had of escaping |Significance of the war in the south | | |

|to freedom or joining the British or Colonial forces, |Defeat of Lord Cornwallis | | |

|C. The decisions Native Americans made as to which side to support in |Siege of Yorktown | | |

|hopes of protecting their traditional cultures and native territories. |Treaty of Paris of 1783 | | |

|Cite textual evidence to summarize the impact of key military and | | | |

|diplomatic events including the | | | |

|Military leadership of George Washington, | | | |

|Victories at Trenton and Saratoga, | | | |

|French Alliance, | | | |

|Publication of Thomas Paine’s The Crisis, | | | |

|Valley Forge Encampment, and | | | |

|Defeat of Lord Cornwallis’s army at the Siege of Yorktown. | | | |

| | | | |

|Essential Questions | | | |

|Why did the delegates draft the Declaration of Independence? | | | |

|What role did Thomas Paine have on the call for independence? | | | |

|Should the British Parliament’s response to colonial violence be viewed | | | |

|as “coercive” or “intolerable”? | | | |

|Was the American colonists’ movement for independence “common sense”? | | | |

|Would you have been a revolutionary in 1776? | | | |

|How was the Preamble to the Declaration of Independence a reflection of | | | |

|Enlightenment philosophy? | | | |

|How did ideas of John Locke and Thomas Paine influence Jefferson’s | | | |

|writings in the Declaration of Independence? | | | |

|Analyze John Locke’s Natural Rights Theory; concept of social contract. | | | |

|Were the origins of the American Revolution primarily economic or | | | |

|ideological? | | | |

|Recognize the comparative strengths and weaknesses of the British and | | | |

|Patriot forces during the American Revolution. | | | |

|What were the political, economic, geographic and social advantages and | | | |

|disadvantages of both sides in the American Revolution? | | | |

|What were the arguments made for and against the separation from Britain?| | | |

|Discuss the pros and cons of an alliance with a foreign nation. | | | |

|Why was Valley Forge important to eventual patriot success? | | | |

|What was the significance of the Battle of Saratoga and the Battle of | | | |

|Yorktown? | | | |

|Why was the Treaty of Paris a triumph for the Americans? | | | |

|Writing or Group Activity: Comparing Excerpts from Two Documents |from Two Treatises on Civil Government |from Declaration of Independence |

| |--John Locke (1690) |---Thomas Jefferson (1776) |

|Directions: |“The reason men enter into society is to protect their property. And the |“We hold these truths to be self-evident, that all men are created |

|Read the excerpts listed, and then answer the question below. |reason they choose a government is to make laws to guard that property. . |equal, that they are endowed by their creator with certain inalienable |

| |. . Certainly society does not want to give the government the power to |rights, that among these are life, liberty, and the pursuit of |

|Question: |destroy the very property which it was chosen to protect. Therefore, |happiness. That to secure these rights, governments are instituted among|

|Cite textual evidence to identify ideas that Thomas Jefferson used |whenever government tries to take away and destroy the property of the |men, deriving their just powers from the consent of the governed. That |

|from John Locke. |people, or reduce the people to slavery, it puts itself in a state of war |whenever any form of government becomes destructive of |

| |with the people. The people are freed from any further obedience to that |these ends, it is the right of the people to alter or abolish it, and to|

| |government . . . and have the right to establish a new government.” |institute new government.” |

2nd - Nine Week Period – End Date December 20

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 2.1 Analyze the formation of the first American national system of |Republic |6 Days –all Chapter 7 |Chapter 7 Section 1 |

|government under the Articles of Confederation including the success of |Articles of Confederation: strengths and weaknesses | | |

|conducting and winning the Revolutionary War. |State Constitutions |October 21-29 |District Common Core Literacy Strategies and Activities |

| |Land Ordinance of 1785 | | |

|CS 3: The student will examine the formation of the American system of |Northwest Ordinance 1787 | |District U.S. History Power Point Website |

|government following the Revolutionary War that led to the creation of | |Curriculum Map pages | |

|the United States Constitution. | |11-19 |District Government Power Point Website |

|Examine and summarize the issues encountered by the young nation that led| | | |

|to the Constitutional Convention in Philadelphia in 1787 including the | | |Power Point Palooza |

|Strengths and weaknesses of the Articles of Confederation, | | | |

|Lack of a common national currency, | | |U.S. Department of State—Office of the Historian |

|Lack of a common defense, | | | |

|Management of the war debts, | | |Activities |

|Disputes over the western territories as resolved by the Northwest | | |Interactive Graphic Organizers |

|Ordinance, and | | |Graphic Organizers Print Outs |

| | | |Compare/contrast activity concerning British abuses toward the |

|Essential Questions | | |colonies and colonial reaction as stated in the Articles of |

|What weaknesses of the Articles of the Confederation led to the effort to| | |Confederation |

|draft a new constitution? | | | |

|Why did most American favor a weak central government? | | |Decision Making—by Kevin O’Reilly |

|Explain why the founding fathers wanted a republic form of government. | | |Articles of Confederation and the Constitution |

|What did the Northwest Ordinance say about the spread of slavery? | | | |

|What were the purposes of the Ordinance of 1785 and the Northwest | | | |

|Ordinance? | | | |

| | | | |

2nd - Nine Week Period – End Date December 20

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 3.1.F: Civil unrest as typified in Shays’ Rebellion. |Creating a New Government | |Chapter 7 Section 2 |

| |Economic Depression: postwar economy | | |

|CS 3.2: Analyze the significance of the Constitutional Convention, its |Shays’ Rebellion | |District Common Core Literacy Strategies and Activities |

|major debates and compromises including the Virginia Plan, the New Jersey|CC Type Lesson Plan | | |

|Plan, the Great Compromise, the Three-fifths Compromise and the key |Slavery/slave trade and the constitution | |District U.S. History Power Point Website |

|contributions of George Washington, James Madison, George Mason, and |Constitutional Convention: debates and compromises | | |

|Gouverneur Morris. |The Constitutional Convention: Four Founding Fathers | |District Government Power Point Website |

| |You May Never Have Met | | |

| |The Virginia Plan | |Power Point Palooza |

| |The New Jersey Plan | | |

| |Comparison of Virginia and New Jersey Plan | |U.S. Department of State—Office of the Historian |

|Essential Questions |Great Compromise | | |

|Why was it necessary to draft a new Constitution? |Three-fifths Compromise | | |

|What compromises had to be made in order to draft a new Constitution? |Contributions of George Washington, James Madison. | |Activities |

|Why did the states fear a strong central government? |George Mason, and Gouverneur Morris | |Interactive Graphic Organizers |

|What was the cause of Shay’s Rebellion? What weaknesses in the Articles |Mason’s Virginia Declaration of Rights | |Graphic Organizers Print Outs |

|of the Confederation did it expose? |Influence on Bill of Rights | |List the needs of the colonies in one column then list how the |

|Explain the different plans of government proposed at the Constitutional | | |Articles either met or failed to meet those needs. |

|Convention including: Virginia Plan, New Jersey, Great Compromise, |James Madison’s The Structure of the Government | |Make Political cartoon over 3/5 compromise. |

|Three-fifths Compromise. |Must Furnish the Proper Checks and Balances between | |VENN Diagram for the Virginia, New Jersey, and the Great |

|Why was it necessary to add a Bill of Rights to the Constitution? |the Different Departments (Federalists No. 51) 1788 | |Compromise |

| | | | |

| | | |The Constitution Convention 1787: |

| | | |Common Core Type Activities |

| | | | |

| | | |The Issue of Slavery: Common Core Type Activities |

| | | | |

| | | |Writing Prompt: Thomas Jefferson and his supporters believed |

| | | |that a Bill of Rights was absolutely crucial to the protection |

| | | |of liberty. Do you think this conclusion has proven to be |

| | | |correct? Site examples from history or from the present to show|

| | | |your reasoning. |

| | | | |

| | | |Annenberg Classroom: Creating the Constitution |

| | | |This three-part documentary discusses the creation of the |

| | | |Constitution and explores the protection of individuals’ rights |

| | | |(Gideon v. Wainwright) and checks and balances (Youngstown v. |

| | | |Sawyer).  (each segment is about 20 min)  |

| | | |Lesson guides (pdfs) |

| | | |Creating a Constitution |

| | | |One Man Changes the Constitution: The Right to Counsel |

| | | |Checks and Balances: Presidential Power |

| | | |Sixth Amendment timeline (pdf) |

| | | | |

| | |

|WEAKNESSES OF THE ARTICLES OF |CORRECTION BY THE CONSTITUTION |

|CONFEDERATION | |

| | |

|There was no separate executive branch to carry out the laws of Congress. |A separate executive department was created, headed by the President. Its job was to enforce the |

| |Constitution and laws enacted under it and to conduct foreign relations. |

| | |

|There was no national judiciary to handle offenses against the central government's laws and to settle |A judicial department was created, headed by a Supreme Court, to handle offenses against federal laws, |

|disputes between states. |disputes between states, and cases involving foreign diplomats. |

| | |

| | |

|Congress did not have the power to levy taxes. It could only requisition, or request, contributions from the|Congress was given the power to levy and collect taxes, thus freeing it from dependence upon financial |

|states. |contributions by the states. |

| | |

|Congress could not regulate interstate and foreign commerce. |Congress was given the power to regulate commerce between the states and with foreign nations, thus enabling |

| |it to make enforceable trade treaties with foreign nations. |

| | |

|The states, as well as Congress, had the power to coin money. |Only Congress was given the right to coin money and regulate its value, in order to provide a single national|

| |monetary standard. |

| | |

| | |

|Congress was in no position to support an army and navy, since it could not collect taxes. It had to depend |Congress, with power to tax, could afford to create a national army and navy, thereby freeing the central |

|on the support of state militias. |government from dependence upon state militias. In addition state militias were put under the control of |

| |Congress. |

| | |

| | |

|It was difficult to pass laws under the Articles, since at least nine states had to approve each proposal. |Under the Constitution the process of lawmaking was made easier. Bills needed only a simple majority vote of|

| |Congress to become laws. |

| | |

| | |

|The requirement of unanimous consent of all the states made amendment of the Articles almost impossible. |The Constitution provided for amendment by two-thirds of Congress and three-fourths of the states. This made|

| |change more possible, although still difficult. |

2nd - Nine Week Period – End Date December 20

| |

|Constitutional Convention |

|Key Issues and Their Resolutions |Key Leaders |

|Made federal law the supreme law of the land when constitutional, but otherwise gave the states considerable|1. George Washington, President of the Convention |

|leeway to govern themselves. |– Washington presided at the Convention and, although seldom participating in the debates, lent his enormous|

| |prestige to the proceedings. |

|Balanced power between large and small states by creating a Senate (where each state gets two senators) and | |

|a House of Representatives (with membership based on population). |2. James Madison, ―Father of the Constitution |

| |– Madison, a Virginian and a brilliant political philosopher, often led the debate and kept copious notes of|

|Placated the Southern states by counting the slaves as three-fifths of the population when determining |the proceedings—the best record historians have of what transpired at the Constitutional Convention. |

|representation in the U.S. House of Representatives. | |

| |– At the Convention, Madison authored the Virginia Plan, which proposed a federal government of three |

|Avoided a too-powerful central government by establishing three co-equal branches—legislative, executive, |separate branches (legislative, executive, judicial) and became the foundation for the structure of the new |

|and judicial—with numerous checks and balances among them. |government. |

| | |

|Limited the powers of the federal government to those identified in the Constitution. |– He later authored much of the Bill of Rights. |

| | |

| | |

2nd - Nine Week Period – End Date December 20

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 3.3: Cite textual evidence to examine the arguments for and against |Magna Carta |Civics – |Chapter 7 Section 3 |

|the ratification of the Constitution as expressed in the Federalist |Summary |16 Days |Civics in Action Handbook |

|Papers Number 10 and 51, as well as Anti-Federalist concerns over a |English Bill of Rights | | |

|strong central government and the omission of a bill of rights. |Comparison of American and English Bill of Rights |October 30 – November 20|The Federalist and Anti-federalist Debates on Diversity and the |

|CS 3.4: Explain the constitutional principles of popular sovereignty, |John Locke | |Extended Republic: Common Core Type Activities |

|consent of the governed, separation of powers, checks and balances, |Enlightenment | | |

|federalism, and judicial review. |Montesquieu | |District Common Core Literacy Strategies and Activities |

|CS 3.5: Cite textual evidence and summarize the rights and |Federalist -- Anti-Federalist | | |

|responsibilities all Americans possess under the U.S. Constitution as |CC Type Lesson Plan | |District U.S. History Power Point Website |

|guaranteed in the Bill of Rights including the freedoms of religion, |Federalist Paper Number 10 Federalist Paper Number 51| | |

|speech, press, assembly, petition, and the rights to due process and | | |District Government Power Point Website |

|trial by jury. |Anti-Federalist concerns | | |

|CS 1.5: Commemorate Celebrate Freedom Week by recognizing the sacrifices |Anti-Federalist Papers | |Power Point Palooza |

|and contributions to American freedom by veterans and by reciting the |Omission of a bill of rights | | |

|social contract selection from the Declaration of Independence: |Mercy Otis Warren writings | |U.S. Department of State—Office of the Historian |

|We hold these truths to be self-evident, that all men are created equal, |Letter from Mercy Otis Warren to Catharine Macaulay | | |

|that they are endowed by their Creator with certain unalienable Rights, |Principles of Popular Sovereignty | |Activities |

|that among these are Life, Liberty and the pursuit of Happiness. – That |Consent of the Governed | |Writing Prompt: If you lived in the U.S. during the late 18th |

|to secure these rights, Governments are instituted among Men, deriving |Federalism | |century, would you have been a Federalist or Anti-Federalist? |

|their just powers from the consent of the governed. |Separation of Powers | |Why? |

| |Checks and Balances | |Page 206 Skillbuilder |

|Essential Questions – Chapter 7 |Judicial Review: Marbury v. Madison | |Page 211 Great Seal of United States. |

|How did the Federalists and Anti-Federalist view the Constitution? |Rights and Responsibilities | |Students construct an essay describing two areas of citizens |

|What is the role of checks and balances in our government? |Bill of Rights | |lives with which they think the government should not interfere.|

|How did the ideas of John Locke and Baron de Montesquieu affect the | | |Students should explain why they think the government should not|

|Constitution of the United States? | | |intrude in these areas. Students should describe the terms that|

|Essential Questions – Civics | | |concern the specific area. |

|What is Federalism? | | |We The People Workbooks |

|Describe how the separation of powers limits the branches of government. | | |Debate between Federalist vs. Anti-federalist |

|How does the system of checks and balances prevent an abuse of power | | |Federalist Papers #10 and #51 page 614 |

|within the government? | | |Magna Carta page 611 |

|Explain how the First Amendment protects individual liberties. | | |Marbury v. Madison page 625 and Supreme Court Case Book |

|What would be some reasons for placing limits on freedom of expression? | | |(textbook resources) |

|Foundation for the Bill of Rights |

|Writing or Group Activity: Comparing Excerpts from Two Documents |from the Magna Carta |from the English Bill of Rights |

|Directions: |“1. We [the monarch] have granted that the English church shall be free,|“That levying money [taxing] without grant of parliament . . . is |

|Our Bill of Rights is based largely on earlier lists of rights, |and shall hold its rights entire and its liberties uninjured. . . . |illegal. |

|especially two sources from England: The Magna Carta (1215) and the | | |

|English Bill of Rights (1689). As you read, picture what the English |12. No tax shall be imposed in our kingdom except by the common council |That it is the right of the subjects to petition the King. . . . |

|monarchs were able to do before these documents limited their power. |of our kingdom, except for ransoming of our body, for making of our | |

|Look for ideas that grew into our Bill of Rights, then answer the |oldest son a knight, and for once marrying our oldest daughter. . . . |That the freedom of speech, and debates or proceedings in parliament, |

|questions that follow. | |ought not to be [challenged or questioned] in any court or place out of |

| |20. A free man shall not be fined for a small offense, except in |parliament.” |

|Questions: |proportion to the measure of the offense; and for a great offense he | |

|What are three of the ways English monarchs could have treated people |shall be fined in proportion to the magnitude of the offense, and none | |

|unfairly before King John signed the Magna Carta? |of the fines shall be imposed except by the oaths of honest men of the | |

| |neighborhood. . . | |

|Explain which protections in our Bill of Rights have roots in the listed| | |

|selections from the Magna Carta, and which have roots in the listed |39. No free man shall be taken or imprisoned or dispossessed, or | |

|selections from the English Bill of Rights. |outlawed, or banished, or in any way destroyed except by the legal | |

| |judgment of his peers or by the law of the land. | |

| | | |

| |40. To no one will we sell, to no one will we deny, or delay right or | |

| |justice.” | |

2nd - Nine Week Period – End Date December 20

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 3.1: Examine and summarize the issues encountered by the young nation|Whiskey Rebellion |7 Days for all of |Chapter 8 Section 2, 3 |

|that led to the Constitutional Convention in Philadelphia in 1787 |Geographic Changes in West |Chapter 8 | |

|including the |Washington’s Farewell Address | |District Common Core Literacy Strategies and Activities |

|D. Management of the war debts, |Alien and Sedition Acts |Nov. 21– Dec. 4 | |

| |Virginia and Kentucky Resolutions | |District U.S. History Power Point Website |

|CS 4: The student will examine the political, economic, social, and | | | |

|geographic transformation of the United States during the early to |Washington’s Proclamation of Neutrality | |District Government Power Point Website |

|mid-1800s. | | | |

| | | |Power Point Palooza |

|1. Analyze the impact and consequences of major events and issues facing | | | |

|early presidential administrations including | | |U.S. Department of State—Office of the Historian |

|The suppression of the Whiskey Rebellion and establishment of the | | | |

|government’s right to tax, | | |Activities |

|President George Washington’s advice for the new nation in his Farewell | | |Writing Prompt: Which of the following had the most lasting |

|Address, | | |long term effects on the U.S.? Alien and Sedition Acts OR |

|The restriction of individual rights in the Alien and Sedition Acts and | | |Virginia and Kentucky Resolutions? |

|the responses of the Republican-Democrats in the Virginia and Kentucky | | |Bell Ringer Motivational Activity Section #2 |

|Resolutions, | | |Reading a Flow Chart Activity #8 |

| | | |Linking Past and Present Activity #8 |

|Essential Questions | | |Have students construct an essay describing Alexander Hamilton’s|

|What were the causes of the Whiskey Rebellion? | | |economic plan for the United States. Make sure to include the |

|What were the main ideas of Washington’s Farewell Address? | | |role of the national bank, redemption of bonds and protective |

|How did the Aliens & Sedition Acts divide the country? | | |tariffs. |

|What were the causes and effects of the first political parties? | | |Draw a political cartoon over the Whiskey Rebellion (page 265 |

|Explain the importance of the Virginia and Kentucky Resolutions. | | |under differentiated instruction) |

| |Writing Prompt: Read Washington’s Farewell Address and his Proclamation of Neutrality. If the U.S. had not taken the advice of President |

| |Washington and had decided not to stay neutral, then what is an area of possible conflict? With a partner, write a newspaper story from a day |

| |between 1796 and 1808 that describes a possible event that might have occurred in the arena of foreign policy. Also, your partner should write|

| |a letter to the editor expressing your concern that our country did not follow the policy of non-entangling alliances based on the above news |

| |story. You could also use the RAFT writing format for this activity. |

2nd - Nine Week Period – End Date December 20

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 4: The student will examine the political, economic, social, and |Presidential Election 1800 |9 Days before Christmas |Chapter 9 |

|geographic transformation of the United States during the early to |Chief Justice John Marshall |all of Chapter 9 | |

|mid-1800s. |Judicial Review | |District Common Core Literacy Strategies and Activities |

|1. Analyze the impact and consequences of major events and issues facing |Marbury v Madison |Dec. 5 - 18 | |

|early presidential administrations including |Supreme becomes equal branch of the federal | |District U.S. History Power Point Website |

|The impact of the presidential election of 1800 and the peaceful transfer|government | | |

|of political power from one party to another, |Louisiana Purchase | |District Government Power Point Website |

|The acquisition of territory through the Louisiana Purchase and the |CC Type Lesson Plan | | |

|contributions of the explorations of Lewis and Clark, |Contributions of Lewis and Clark exploration | |Power Point Palooza |

|How the Marshall Court’s precedent-setting decisions in Marbury v. |War of 1812 | | |

|Madison and McCulloch v. Maryland interpreted the United States |Nationalism | |U.S. Department of State—Office of the Historian |

|Constitution and established the Supreme Court as an independent and |Elastic Clause | | |

|equal branch of the federal government. | | |Activities |

|The War of 1812 which confirmed American independence and fueled a spirit| | |Writing Prompt: Which president was the best president in early|

|of nationalism, | | |American History and why? George Washington OR Thomas Jefferson?|

| | | |Marbury vs. Madison: We the People |

|Essential Questions | | |Map Lewis and Clark trails |

|What were the important legal issues of the early national period? | | |Writing Prompt: Who was more important to the development of |

|How was the election deadlock resolved? | | |the United States and why? John Marshall OR Lewis and Clark? |

|How did John Marshall strengthen the Supreme Court? | | |Video – Lewis & Clark |

|Analyze the impact of the Marbury v. Madison ruling on the system of | | |Interdisciplinary activity on page 285. |

|checks and balances. | | |Create a political cartoon over an issue of the War of 1812. |

|How did the U.S. expand its territory in the early 1800’s? | | |Students should write the words to the “Star Spangled Banner” |

|What was significant about the Louisiana Purchase and Lewis & Clark’s | | |Primary Source Reading #9 or Enrichments |

|expedition of the Louisiana Territory? | | |The National Park Service-War of 1812 |

|What was the significant about the British attack on Washington, D.C. and| | |9-4 Tecumseh |

|what role did Dolly Madison play? | | |Battle of New Orleans song |

|What were the causes of the War of 1812? | | | |

|Why is the War of 1812 considered by some to be an unnecessary war? | | | |

|How did the ruling in McCulloch v. Maryland explain/demonstrate the | | | |

|elastic clause? | | | |

3rd - Nine Week Period – End Date March 13

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 4: The student will examine the political, economic, social, and |James Monroe |12 Days – All of Chapter|Chapter 10, Sections 1-2 |

|geographic transformation of the United States during the early to |Era of Good Feelings |10 | |

|mid-1800s. |Sectional Tensions | |District Common Core Literacy Strategies and Activities |

|1. Analyze the impact and consequences of major events and issues facing |Expansion of Slavery |Jan. 7 - 24 | |

|early presidential administrations including |Senator John C. Calhoun | |District U.S. History Power Point Website |

|H. The increased sectional tensions as the nation dealt with the expansion |Senator Daniel Webster | | |

|of slavery and attempts to limit it through the Missouri Compromise, and |Representative Henry Clay | |District Government Power Point Website |

|I. The Monroe Doctrine as an attempt to protect American interests and |Missouri Compromise | | |

|territory in the western hemisphere. |McCulloch v. Maryland | |Power Point Palooza |

| |Monroe Doctrine | | |

| |Monroe Seeks Foreign Policy Advise from Jefferson | |U.S. Department of State—Office of the Historian |

|Essential Questions | | | |

|What roles did Daniel Webster, John Calhoun and Henry Clay play in 1820’s | | |Activities |

|politics? | | |Writing Prompt: Of the following court cases, which did the |

|Why did sectional differences grow in the 1820’s? | | |most to strengthen the Federal Government power over state |

|What effect did the Monroe Doctrine have on foreign policy? | | |government power and why? Marbury v. Madison (1803) OR |

|Analyze the Supreme Court case McCulloch v. Maryland. | | |McCulloch v. Maryland? |

| | | |Electronic Field Trip: Lowell Factories have students draw |

| | | |their own factory system. |

| | | |Lowell Mills Video located on YouTube |

| | | |Create a sign that warns European foreign countries about Monroe|

| | | |Doctrine. Page 616 |

| | | | |

| | | | |

3rd - Nine Week Period – End Date March 13

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 4.2: Summarize the significance and impact of the Jacksonian Era |Election of 1828 | |Chapter 10, Sections 3-4 |

|including the |President Andrew Jackson’s victory for the common | | |

|A. Election of Andrew Jackson as a victory for the common man, |man” | |District U.S. History Power Point Website |

|B. Nullification Crisis and the development of the states’ rights debates |Reign of King Mob | | |

|as typified by the arguments put forth by Senator Daniel Webster and |Nullification Crisis and states’ rights | |District Government Power Point Website |

|Senator John C. Calhoun, and |Debates of Senators Daniel Webster and John C. | | |

|C. Impact of government policies, non-adherence to treaties, and |Calhoun | |Power Point Palooza |

|territorial expansion on Native American lands including the resistance and |Indian Removals | | |

|removal of the Five Tribes. |CC Type Lesson Plan | |U.S. Department of State—Office of the Historian |

| |Power Point | | |

|Essential Questions |Treatment of Native Americans | |Ticket Out the Door |

|Why was Andrew Jackson a popular leader? |Impact of white expansion on Native Americans | |How does the following quote from Andrew Jackson describe his |

|What changes did President Jackson bring to the American political system? |Resistance and removal of the Five Tribes | |presidency? |

|Why did South Carolina threaten to withdraw from the U.S. in 1832? |Worcester v. Georgia | | |

|How and why were Native Americans forced off their lands in the Southeast? | | |I was born for a storm and calm does not suit me. |

|How did President Jackson defy the Supreme Court? | | | |

| | | |Activities |

| | | |Interactive Graphic Organizers |

| | | |Graphic Organizers Print Outs |

| | | |Create a newspaper from Jackson’s Presidency. Stories should |

| | | |include Indian Removal. |

| | | |Enrichment 11-2 |

| | | |King or Commoner? Political Cartoon |

| | | |King Andrew Jackson original doc |

| | | |Primary Source 11 Trail of Tears |

| | | |The Trail of Tears |

| | | |Role play a scene from Trail of Tears – Divide class into |

| | | |groups. Groups are to role play a scene from the Trail of Tears|

| | | |which they create themselves. Each group gets a 2 minute scene.|

| | | |Simulation: Move Out |

|Jacksonian Era |

|The changing character of American politics “in the age of the common man” |Spoils System: |Change in Political Parties: |

|was characterized by: |Andrew Jackson personified the “democratic spirit” of the age by |The Federalists Party disappeared and new political parties, the Whigs |

|Heightened emphasis on equality in the political process for adult white |challenging economic elites and rewarding campaign supporters with |and Know-Nothings, were organized in opposition to the Democratic Party.|

|males |public office (Spoils System). | |

|The rise of interest group politics and sectional issues | | |

|A changing style of campaigning | | |

|Increased voter participation | | |

| | | |

3rd - Nine Week Period – End Date March 13

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 4.1 Analyze the impact and consequences of major events and issues |Impact of Industrialization on the North |8 Days |Chapter 11 |

|facing early presidential administrations including |Manufacturing | | |

|H. The increased sectional tensions as the nation dealt with the expansion |Shipping |Jan. 27 – |District Common Core Literacy Strategies and Activities |

|of slavery and attempts to limit it through the Missouri Compromise, … |Development of Railroad system in North |Feb. 5 | |

| |Cotton Gin | |District U.S. History Power Point Website |

|CS 4.3 Cite specific textual and visual evidence to compare the sectional |Plantation system | | |

|economic transformations including the concentration of population, |Economic and social impact of slavery | |District Government Power Point Website |

|manufacturing, shipping, and the development of the railroad system in the |Tenant farming | | |

|North as contrasted to the plantation system, the increased demand for |Immigration: Irish Potato Famine, Railroad | |Power Point Palooza |

|cotton brought about by the invention of the cotton gin, and the reliance on|Construction, German failed revolution, religious | | |

|a slave labor system in the South. |discrimination | |U.S. Department of State—Office of the Historian |

| |Legal Restrictions: Slave Codes | | |

|CS 4.4 Analyze points of view from specific textual evidence to describe the|Resistance to slavery | |Activities |

|variety of African American experiences, both slave and free, including Nat |Slave rebellions: Nat Turner | |Interactive Graphic Organizers |

|Turner’s Rebellion, legal restrictions in the South, and efforts to escape |CC Type Lesson Plan | |Graphic Organizers Print Outs |

|... |13. Missouri Compromise | |Chart new technologies, inventors of the technologies, and the |

| | | |affect the new inventions had upon the lives of Americans. |

|Essential Questions | | |Examine sectional divisions of northern industry and southern |

|What was the impact of the Industrial Revolution on slavery and farming in | | |agriculture. |

|the South? | | |Use Glencoe Teacher Works Resources |

|Explain how advances in technology shaped the US economy. | | |Use a comparison matrix to analyze northern and southern |

|What caused the increased demand for slave labor? | | |economies. |

|What was the psychological impact of the Nat Turner Rebellion? | | |Create a chart or spreadsheet of cultural, economic, and |

| | | |constitutional issues that divided the North and South before the|

| | | |Civil War. |

3rd - Nine Week Period – End Date March 13

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 4.4 Analyze points of view from specific textual evidence to describe the|Second Great Awakening |7 Days |Chapter 12 |

|variety of African American experiences, … and efforts to escape via the |Temperance Movement | | |

|Underground Railroad network including Harriet Tubman. |Education Reform |Feb. 6-14 |District Common Core Literacy Strategies and Activities |

| |Horace Mann | | |

|CS 4.5 Analyze and summarize the significance of the Abolitionist and |Basic Principles of Public Education | |District U.S. History Power Point Website |

|Women’s Suffrage Movements including the influence of the Second Great |Abolitionist Movement | | |

|Awakening and the Declaration of Sentiments, and the leadership of Frederick|William Lloyd Garrison | |District Government Power Point Website |

|Douglass, William Lloyd Garrison, Sojourner Truth, Susan B. Anthony, and |Frederick Douglass | |Power Point Palooza |

|Elizabeth Cady Stanton to the respective movements. |Sojourner Truth | | |

| |Underground Railroad | |U.S. Department of State—Office of the Historian |

|Essential Questions |Seneca Falls Convention: Declaration of Sentiments | | |

|What were the effects of the Second Great Awakening? |Women’s Rights Movement | |Activities |

|What were the main ideas expressed by the abolitionists? |Elizabeth Cady Stanton | |Interactive Graphic Organizers |

|What were the main ideas expressed during the suffrage movement? |Susan B. Anthony | |Graphic Organizers Print Outs |

|How did the movement to abolish slavery contribute to the rise of the | | |Women’s Suffrage |

|women’s suffrage? | | |Bad Romance—Women’s Suffrage |

| | | |Examine selections from The Liberator and Uncle Tom's Cabin. |

| | | |Conduct a critical review that might have been found in |

| | | |advertisements for those works. |

| | | |React as a southern slave owner to abolitionist literature from |

| | | |the North. |

| | | |Prepare a poster for a women's suffrage meeting to be held at |

| | | |Seneca Falls. |

|Writing Prompt: |

|Which of the following was more important for civil rights and why? William Lloyd Garrison OR Frederick Douglas? |

| |

|CC Writing Activity: |

|Compare Abigail Adam’s letter to her husband concerning women and the following Elizabeth Cady Stanton’s quote from the Declaration of Sentiments. |

|The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be |

|submitted to a candid world. |

| |

|Writing Prompt: |

|Rank the following women in importance in the area of women’s rights from the greatest to the least. Why did you choose _____ as the most important? Elizabeth Cady Stanton, Sojourner Truth and Susan B. Anthony |

3rd - Nine Week Period – End Date March 13

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 4.6 Examine the concept of Manifest Destiny as a motivation and |Manifest Destiny |9 Days |Chapter 13 |

|justification for westward expansion, including the |CC Type Lesson Plan | | |

|A. Territorial growth resulting from the annexation of Texas, the Mexican |Power Point |Feb. 17 - 28 |District Common Core Literacy Strategies and Activities |

|Cession, and the Gadsden Purchase, |Westward Expansion | | |

|B. Causes of the rapid settlement of Oregon and California, |Oregon Territory | |District U.S. History Power Point Website |

|C. Impact upon Native American culture and tribal lands, and |Territorial Acquisitions | | |

|D. Growing sectional tensions regarding the expansion of slavery. |CC Type Lesson | |District Government Power Point Website |

| |Graphic Organizer | | |

|Essential Questions |Texas Annexation | |Power Point Palooza |

|How did the idea of Manifest Destiny Contribute to the growth of the U.S.? |Mexican Cession | | |

|Why did problems arise between the Mexican government and the American |Gadsden Purchase | |U.S. Department of State—Office of the Historian |

|settlers regarding Texas? |Mexican War | | |

|How did Texas achieve independence from Mexico and later become a state? |Impact on Native Americans | |Activities |

|Why did California become a source of conflict between the U.S. and Mexico? |Wilmot Proviso and Slavery | |Interactive Graphic Organizers |

|How did the idea of Manifest Destiny contribute to the outbreak of war? |6. Settlement of California | |Graphic Organizers Print Outs |

|How did the U.S. acquire New Mexico and California? |Expansion of Slavery | |Manifest Destiny Poster |

|What is the Gadsden Purchase, and how was it acquired by the USA? | | |Writing Prompt: What was more important in strengthening the |

|Identify each major land acquisition and explain the circumstances that made| | |United States and why? Monroe Doctrine OR Manifest Destiny? |

|it a possession of the United States. | | |Create a slogan to recruit people to Oregon |

|Analyze growth and settlement patterns and identify impact on American | | |Video (A&E Discover) The Alamo |

|Indians | | |Western Expansion Map |

| | | |Writing Prompt: Rank the following land acquisitions/issues in |

| | | |the order of most important to least important. Why did you |

| | | |choose the one that you chose as the most important? |

| | | |Louisiana Purchase |

| | | |Missouri Compromise |

| | | |Texas Annexation |

| | | | |

| | | |Writing Prompt: What do you think were some of the positive and |

| | | |negative effects of Manifest Destiny? |

|Territorial Expansion |

|Expansion resulting from the Louisiana Purchase and War of 1812 |The westward movement and economic development |Impact on the American Indians |

| | | |

|Jefferson as President in 1803 purchased the huge Louisiana Territory |American settlers poured westward from the coastal states into the |The belief that it was America’s ―Manifest Destiny to stretch from |

|from France, which doubled the size of the United States overnight. He |Midwest, Southwest, and Texas, seeking economic opportunity in the form |Atlantic to Pacific provided political support for territorial |

|authorized the Lewis and Clark expedition to explore the new territories|of land to own and farm. |expansion. |

|that lay west of the Mississippi River. Sacajawea, an American Indian | | |

|woman, served as their guide and translator. |The growth of railroads and canals helped the growth of an industrial |During this period of westward migration, the American Indians were |

| |economy and supported the westward movement of settlers. |repeatedly defeated in violent conflicts with settlers and soldiers and |

|The American victory over the British in the War of 1812 produced an | |forcibly removed from their ancestral homelands. They were either forced|

|American claim to the Oregon Territory, and increased migration of |Eli Whitney’s invention of the cotton gin led to the spread of the |to march far away from their homes (the “Trail of Tears,” when several |

|American settlers into Florida, which was later acquired by treaty from |slavery-based “cotton kingdom” in the Deep South. |tribes were relocated from Atlantic Coast states to Oklahoma) or |

|Spain. | |confined to reservations. |

| |American migration into Texas led to an armed revolt against Mexican | |

|The Monroe Doctrine (1823) stated: |rule and a famous battle at the Alamo, in which a band of Texans fought | |

|The American continents should not be considered for future colonization|to the last man against a vastly superior force. The Texans’ eventual | |

|by any European powers. |victory over Mexican forces subsequently brought Texas into the Union. | |

| | | |

|Nations in the Western Hemisphere were inherently different from those |The American victory in the Mexican War during the 1840s led to the | |

|of Europe, republics by nature rather than monarchies. |acquisition of an enormous territory that included the present-day | |

| |states of California, Nevada, Utah, Arizona, and parts of Colorado and | |

|The United States would regard as a threat to its own peace and safety |New Mexico. | |

|any attempt by European powers to impose their system on any independent| | |

|state in the Western Hemisphere. | | |

| | | |

|The United States would not interfere in European affairs. | | |

| | | |

| | | |

| | | |

| | | |

3rd - Nine Week Period – End Date March 13

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 4.6 Examine the concept of Manifest Destiny as a motivation and |Polarization of the North and South |9 Days |Chapter 14 |

|justification for westward expansion, including the |Missouri Compromise | | |

|D. Growing sectional tensions regarding the expansion of slavery. |Map |March 3-14 |The Growing Crisis of Sectionalism in Antebellum America: A House|

|CS 5: The student will analyze the social and political transformation of |Compromise of 1850 | |Dividing: |

|the United States as a result of the causes, course, and consequences of the|Fugitive Slave Act | |Common Core Type Activities |

|American Civil War during the period of 1850 to 1865. |Publication of Uncle Tom’s Cabin | | |

|1. Cite specific textual and visual evidence to summarize the importance of |Harriet Beecher Stowe | |Lincoln: The First Inaugural Address (1861)—Defending the |

|slavery as a principal cause of increased sectional polarization as seen in |Fueled Anti-slavery sentiments | |American Union |

|the following significant events including the |Kansas-Nebraska Act | |Common Core Type Activities |

|A. Compromise of 1850 as a last attempt to reach a compromise regarding |Established Principal of Popular Sovereignty | | |

|slavery, |Repealed the Missouri Compromise | |House Divided Speech Document |

|B. Publication of Uncle Tom’s Cabin as fuel for anti-slavery sentiments, |Bleeding Kansas factional feuds | | |

|C. Kansas-Nebraska Act as it established the principle of popular |Dred Scott Decision | |Power Point Palooza |

|sovereignty in new territories, repealed the Missouri Compromise, and led to|Declared Slaves as Property | | |

|factional feuds in Bleeding Kansas, and |Motivated John Brown’s raid on Harper’s Ferry | |Activities |

|D. Dred Scott v. Sanford case which declared slaves as property and |Lincoln-Douglas Debate | |Writing Prompt: What was the most important reason for the start |

|motivated John Brown’s Raid on the federal arsenal at Harper’s Ferry. |Presidential Election of 1860 | |of the Civil War? Why? |

|2. Cite specific textual and visual evidence to analyze the significance and|Candidates | |Firing on Fort Sumner |

|results of the presidential election of 1860 including the |Issues | |John Brown and Harper’s Ferry |

|A. Secession of South Carolina as expressed in the Ordinance of Secession, |Significance and Results | |Fugitive Slave Act |

|B. Goal of President Abraham Lincoln to preserve the Union, |Secession of South Carolina | |Uncle Tom’s Cabin |

|C. Formation of the Confederate States of America, |Ordinance of Secession | |Election of 1860 |

|D. Opening attack on Fort Sumter … |Attempt to preserve the Union | |Explain the points of view of the North and South over state |

| |Formation of the Confederacy | |rights. |

| |Firing on Fort Sumter | |Create a debate. |

| | | |Explain the points of view of the North and South over state |

| | | |rights. |

|Essential Questions | | |Writing Prompt: Lincoln came to believe that the Union could not|

|How was the debate over slavery related to the admission of new states? | | |survive if slavery were preserved. Site evidence to support his |

|What did the Compromise of 1850 accomplished? | | |conclusion. |

|How did the Kansas-Nebraska Act divide the North and South? | | |Identify significance of Missouri Compromise, Compromise of 1850,|

|Describe how the Dred Scott decision affected the status of slavery in the | | |Kansas-Nebraska Act, and concept of popular sovereignty. Include |

|west. | | |major routes of Underground Railroad. Draw conclusions. |

|What were the sectional reactions to John Brown’s raid on Harper’s Ferry? | | |Create a political cartoon over Lincoln’s speech: “House Divided”|

|What was the main issue of the Lincoln-Douglas debates? | | |Civil War Music—John Brown’s Body |

|How did Abraham Lincoln win the 1860 election without any electors from the | | |Chester the Crab Comics: |

|South? | | |John Brown |

|Explain how secession led to the Civil War. | | |Dred Scott |

4th - Nine Week Period – End Date 2 Weeks Prior to OCCT

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|CS 5.2. Cite specific textual and visual evidence to analyze the |Border States |March 24- |Chapter 15 |

|significance and results of the presidential election of 1860 including the |Importance of Maryland to the Union (from Battle |April 4 |Chapter 16, Section 1, page 549 |

|rising tensions over the strategic Border States. |Cry of Freedom by James McPherson) | | |

|E. Rising tensions over the strategic Border States. |Advantages/Disadvantages of the North and South |Review and testing – |Civil War: A "Terrible Swift Sword" |

|3. Compare the advantages and disadvantages of the Union and the Confederacy|Political Leadership |beginning April 7 |Common Core Type Activities |

|upon the eve of the war including the political/military leadership of |President Lincoln | | |

|President Lincoln to Confederate President Jefferson Davis and the military |Confederate President Davis | |The Gettysburg Address (1863)—Defining the American Union |

|leadership of Union General Ulysses S. Grant to Confederate General Robert |Military Leadership |Testing Window: |Common Core Type Activities |

|E. Lee. |Union General Grant |April 10 - 29 | |

|4. Identify and summarize the consequences of the major turning points of |Confederate General Lee | |Lincoln: The Second Inaugural Address (1865)—Restoring the |

|the war including the |Major Turning Points | |American Union |

|A. Anaconda Plan and Total War Strategy, |Anaconda Plan | |Common Core Type Activities |

|B. Battle of Antietam as a catalyst for the issuance of the Emancipation |Total War Strategy | | |

|Proclamation and its role in expanding the goals of the war to include the |Battle of Antietam | |CC: Ticket Out the Door: |

|ending of slavery, |Emancipation Proclamation: goal to end slavery | |How did Abraham Lincoln understand the relationship between |

|C. Battle of Gettysburg as inspiration for the Gettysburg Address and how |CC Type Lesson Plan | |principles of the Declaration of Independence and the U.S. |

|Lincoln’s speech clarified the Union’s motivations for winning the war, |Battle of Gettysburg | |Constitution? |

|D. Capture of Vicksburg in securing the Union’s control of the Mississippi |Gettysburg Address | |Fragment on the Constitution and Union (1861)—The Purpose of the |

|River, |Clarified Union’s motivations for winning the war | |American Union |

|E. Excerpts from Lincoln’s Second Inaugural Address of President Lincoln, |Capture of Vicksburg: control of the Mississippi: | | |

|calling for national reconciliation, |Completes Anaconda Plan | |Activities |

|F. Generosity of the North in terms of surrender demands as offered to |President Lincolns Second Inaugural Address | |Writing Prompt: What was the most important political turning |

|General Lee at Appomattox Courthouse, and |Call for national reconciliation | |point for the North winning the war? Cite evidence to support |

|G. Impact of Lincoln’s assassination and loss of his leadership on plans for|Surrender at Appomattox Courthouse | |your answer. |

|reconstruction |North’s generous terms of surrender | |1st Battle of Bull Run/Manassas |

|(Chapter 16) (tested) |President Lincoln’s Assassination (page 549) | |Vicksburg |

| |(Impact will be tested.) | |Gettysburg |

|Essential Questions | | |Writing Prompt: Which of the following was the most important |

|What was the importance of the Border States in the War? | | |political turning point for the North winning the war? Cite |

|What caused the decline of the Southern economy and contributed to the | | |evidence to support your answer. |

|expansion of the Northern economy? | | |Gettysburg Address OR the Election of 1864 |

|What was the impact of Lincoln’s Emancipation Proclamation? | | |The National Park Service—The Civil War |

|Describe the final events of the war leading to the surrender at Appomattox.| | |Make a two column note table comparing the advantages and |

|What was the effect of President’s Lincoln’s assassination on the plans for | | |disadvantages of the North and South. Make sure to include |

|reconstruction? | | |resources, economy, and social characteristics. |

| | | |View the school version of the video Glory and give a follow up |

| | | |quiz. |

| | | |Gettysburg Address on YouTube |

| | | |Emancipation Proclamation page 617 |

| | | | |

| | | | |

4th - Nine Week Period – After OCCT

NOT TESTED on State Assessments

|OC³ and Essential Questions |Topics |Instruction |Suggested Resources and Common Core Literacy Connection |

| | |Time | |

|*CS 6: The student will analyze the transformation of politics and society |Loss of leadership on plans for reconstruction | |Chapter 16 |

|during the Reconstruction Era, 1865 to 1877. |Compare/Contrast Reconstruction Plans | | |

|1. Compare and contrast the various policies and plans for the |President Lincoln | | |

|reconstruction of the Confederacy including those proposed by President |President Johnson | | |

|Lincoln, President Andrew Johnson, and the Radical Republicans. |Radical Republicans | |District Common Core Literacy Strategies and Activities |

|2. Cite specific textual and visual evidence to analyze the impact of the |Freedmen’s Bureau | | |

|13th, 14th, and 15th Amendments, the Black Codes, the Freedmen’s Bureau, and|13th Amendment | |District U.S. History Power Point Website |

|Jim Crow laws. |Black Codes | | |

|3. Identify points of view regarding the social changes following the Civil |14th Amendment | |District Government Power Point Website |

|War including the role of carpetbaggers and scalawags, the rise of the Ku |15th Amendment | | |

|Klux Klan, elected Black officials, and sharecroppers. |Role of Elected Black Officials | |Power Point Palooza |

|4. Evaluate the impact of the Homestead Act of 1862 and the resulting |Role of Scalawags and Carpetbaggers | | |

|movement westward to free land including the impact of continued |Rise of Ku Klux Klan | |U.S. Department of State—Office of the Historian |

|displacement of Native Americans. |Sharecroppers | | |

|5. Assess the impact of the presidential election of 1876 as an end to the |Impact of Election of 1876 | |Activities |

|reconstruction of the South. |Jim Crow Laws | |Writing Prompt: What had the most lasting political impact of |

| |Homestead Act of 1862 | |Reconstruction on the United States? Why? |

|Essential Questions: |Impact on Westward Movement to Free Land | |Black Codes |

|Compare Lincoln’s Ten Percent Plan to the Wade-Davis Plan passed by Radical |Impact on displacement of Native Americans | |Reconstruction Plans |

|Republicans in 1864. | | |Johnson’s Impeachment |

|Explain how the 13th Amendment affected the re-entering the Union process | | |13th Amendment |

|for former Confederate states. | | |14th Amendment |

|How did the Black Codes lead to the passing of the Civil Rights Acts of | | |15th Amendment |

|1866? | | | |

|What was the reason for passing the 14th and 15th Amendments? | | |Writing Prompt: What had the most lasting social impact of |

|How did the end of Reconstruction affect racial tension in the United | | |Reconstruction on the United States? Why? |

|States, especially the South? | | |KKK |

|What was the effect of President’s Lincoln’s assassination on the plans for | | |Jim Crow Laws |

|reconstruction? | | |Freeman’s Bureau |

| | | |Civil Rights Act of 1866 |

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