INDIANAPOLIS PUBLIC SCHOOL DISTRICT
|Notes: All chapter references in the “Notes” section are from The American Republic textbook. All indicators listed are Core indicators. |
| |
|Note: Assets designated as GL or ABGL signify grade level or above grade level. |
|QUARTER 1 |
|Theme: American Building Blocks/Government / Revolution/Slave Trade |
|Indicator |Standard | |Notes |
|8.1.4 |Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War | |Chapter 4 & 5 |
| |(1775-1783), including enactment of the Articles of Confederation and the Treaty of Paris. | | |
| |Video: | | |
| |The Revolutionary War: Indian Lands | | |
| |The Proclamation of 1763 | | |
| |The Boston Massacre: What We Know about This Revolutionary Flashpoint | | |
| |The Revolutionary War Begins | | |
| |Revolutionary War: The Declaration of Independence | | |
| |The Role of African-Americans in the American Revolution | | |
| |Slaves and the War | | |
| |The Question of Slavery | | |
| |The American Revolution | | |
| |The Quartering Act and the Stamp Act | | |
| |Segment One: Declaration of Independence | | |
| |The Principles of the Declaration of Independence | | |
| |Applying the Ideas of "The Republic" to the American Republic | | |
| |The Articles of Confederation | | |
| |Taking Issue with the Articles of Confederation | | |
| |Weaknesses of the Articles of Confederation | | |
| |The End of War: Treaty of Paris, Loyalist Exiles, and Tearful Farewells | | |
| | | | |
| |Images: | | |
| |"The Boston Tea Party," December 16, 1773. | | |
| |Colonel Washington on mission to Ohio, May 1754. | | |
| |Robert Dinwiddie, Lt. governor, Virginia 1751-58. | | |
| |The Proclamation Line of 1763. | | |
| |Patrick Henry addressing VA House of Burgess. | | |
| |Washington's HQ at Valley Forge. | | |
| |A 1730 map of the Presidio de San Antonio. | | |
| |Declaration of Independence, July 4th, 1776. | | |
| | | | |
| |Audio: | | |
| |The History of American Literature: Declaring Independence | | |
| |The United States Declaration of Independence | | |
| |Writing Prompts: | | |
| |Freedom and Sacrifice (Nathan Hale) | | |
| |Being Invisible | | |
| |Defending A Belief | | |
| |Articles: | | |
| |Ohio Company | | |
| |Wheatley, Phillis | | |
| |Boston Tea Party | | |
| |Attucks, Crispus | | |
| |Boston Massacre | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Writing the Declaration of Independence | | |
| |Thomas Jefferson Writes the Declaration of Independence | | |
| |Congress Passes the Declaration of Independence and the United States of America Is Born | | |
| |The Secret of American Success | | |
| |Review: Causes of the American Revolution | | |
| |Taxation Without Representation (Revised) | | |
| |The Great Compromise | | |
| |Instructional Images: | | |
| |Surrender of Burgoyne at Saratoga, New York. | | |
| |Jefferson's Draft of the Declaration of Independence | | |
| |Audio: | | |
| |The United States Declaration of Independence | | |
| |U.S. Government: The First 200 Years: Government Structure Is Proposed | | |
| |Articles: | | |
| |United States of America: History--The Growth of the Nation | | |
| | | | |
| | | | |
|8.1.5 |Identify and explain key events leading to the creation of a strong union among the 13 original states and in the establishment of the | |Chapter 5 |
| |United States as a federal republic | | |
| | | | |
| |Example: The enactment of state constitutions, the Constitutional Conventions, ratifying conventions of the American states, and debate | | |
| |by Federalists versus Anti-Federalists regarding approval or disapproval of the 1787 Constitution (1787 – 1788). | | |
| | | | |
| | | | |
| |Video: | | |
| |The Great Compromise: The Two Houses of Congress (Senate and House of Representatives) | | |
| |Footage and Commentary: The Great Compromise and Delegates Sign the Constitution on September 17, 1787 | | |
| |The House of Burgesses and Issues of Slavery | | |
| |The Presidential Cabinet: The Departments of the Executive Branch | | |
| |The History of the Legislative Branch | | |
| |Constructing State Constitutions | | |
| |"The Constitution State" | | |
| |The State Constitutions | | |
| |Drafting the First State Constitution | | |
| |Federalists and Anti-federalists | | |
| | | | |
| |Images: | | |
| |Alexander Hamilton (1757-1804). | | |
| |Conflict in Congress, February 15, 1798. | | |
| | | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Asserting Authority & the Emergence of Political Parties | | |
| | | | |
| |Writing Prompts: | | |
| |Being a Great Leader | | |
| |Decision Makers | | |
| | | | |
| |Articles: | | |
| |Franklin, Benjamin | | |
| |Federalist, The | | |
| |Wythe, George | | |
| |Constitution of the United States (Events Leading to the Drafting) | | |
| |Free-Soil Party | | |
| |Gerry, Elbridge | | |
| |Constitution of the United States (Signers of the Constitution)) | | |
| |Whipple, William | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Checks and Balances | | |
| |Debates in the Constitutional Convention | | |
|8.1.9 |Describe the influence of important individuals on social and political developments of the time such as the Independence movement and | |Chapter 5 & 6 |
| |the framing of the Constitution. | | |
| | | | |
| |Example: James Otis, Mercy Otis Warren, Samuel Adams, Thomas Paine, George Washington, John Adams, Abigail Adams, Patrick Henry, Thomas| | |
| |Jefferson, James Madison, Alexander Hamilton and Benjamin Banneker. | | |
| | | | |
| |Video: | | |
| |Thomas Paine Writes What Many Colonists Are Thinking in | | |
| |The Enlightenment in France: The Rise of Democratic Ideals | | |
| |Benjamin Banneker | | |
| |John Adams | | |
| |Marbury v. Madison | | |
| |General Washington | | |
| |Abigail Smith | | |
| |Individualism Leads to Independence | | |
| |Congress Debates | | |
| |Jefferson and Adams | | |
| |A New Government | | |
| |The National Bank and Hamilton's Competing Vision | | |
| |1791: Conflicting Views on the Role of the Federal Government | | |
| | | | |
| | | | |
| |Images: | | |
| |Title Page To Benjamin Banneker's Almanac | | |
| |Portrait of Abigail Adams after a painting by Benjamin Blythe | | |
| |Franklin, Adams, Rutledge meet with Admiral Howe. | | |
| |James Otis (1725-1783). | | |
| |"Join or Die," The Constitutional Courant. | | |
| |Patrick Henry addressing VA House of Burgess. | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Conflicts of Political Interest (02:27) | | |
| |U.S. Government: The First 200 Years: Government Structure Is Proposed | | |
| | | | |
| |Writing Prompts: | | |
| |An African-American Poet (Phillis Wheatley) | | |
| |Famous Quotes (Benjamin Banneker) | | |
| |Being a Free Citizen | | |
| | | | |
| |Articles: | | |
| |Adams, Abigail Smith | | |
| |Otis, James | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |James Madison and Other Delegates | | |
| |Federalists and Anti-federalists | | |
| |Background Information About the Opposition to the Ratification of the Constitution, The Federalist Papers | | |
| |Instructional Images: | | |
| |John Jay (1745-1829). | | |
| |Alexander Hamilton (1757-1804). | | |
|8.1.30 |Formulate historical questions by analyzing primary sources* and secondary sources* about an issue confronting the United States during | | |
| |the period from 1754 – 1877. | | |
| | | | |
| |Example: Analyze and interpret the Virginia Statute for Religious Freedom (1786), President George Washington’s Farewell Address (1796),| | |
| |the First Inaugural Address by Thomas Jefferson (1801), the Declaration of Sentiments and Resolutions of the Seneca Falls | | |
| |Convention (1848), and the Second Inaugural Address by Abraham Lincoln (1865). | | |
| | | | |
| |Video: | | |
| |Seneca Falls Declaration of Sentiments | | |
| |Lincoln Delivers the Address | | |
| |President Jefferson | | |
| |Washington's Farewell Address | | |
| |Just the Facts: Documents of Destiny: The Revolutionary Era | | |
| |The Virginia Statute for Religious Freedom | | |
| |Washington, March 4, 1865 | | |
| |Might Makes Right | | |
| | | | |
| |Images: | | |
| |Passage From Abraham Lincoln's Second Inaugural Address | | |
| |Susan B. Anthony (1820-1906). | | |
| | | | |
| |Writing Prompts: | | |
| |Your Beliefs (George Washington) | | |
| |Rhetorical Style and Meaning Lincoln's Second Inaugural Address) | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Footage and Commentary: In 1791 First Ten Amendments to the Constitution, the Bill of Rights | | |
| |James Monroe and the Era of Good Feelings | | |
| |The Slavery Question and the Missouri Compromise | | |
| |The Monroe Doctrine | | |
| |Prelude to the Compromise of 1850 | | |
| |Kansas-Nebraska Act & the Doctrine of Popular Sovereignty | | |
| |Instructional Images: | | |
| |Senator Daniel Webster (1782-1852). | | |
| |Sen. Henry Clay, champion of Compromise of 1850. | | |
| |Dred Scott with his wife, Harriet Scott. | | |
| | | | |
|8.2.1 |Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States, | |Chapter 5, 6 & 7 |
| |including the Virginia Declaration of Rights, the Declaration of Independence, the Virginia Statute for Religious Freedom, the | | |
| |Massachusetts Constitution of 1780, the Northwest ordinance, the 1787 U.S. Constitution, the Bill of Rights, the Federalist and | | |
| |Anti-Federalist Papers, Common Sense, Washington’s Farewell (1796) and Jefferson’s First Inaugural Address(1801). | | |
| | | | |
| |Example: The essential ideas include limited government; rule of law; due process of law; separated and shared powers; checks and | | |
| |balances; federalism; popular sovereignty; republicanism; representative government; and individual rights to life, liberty, and | | |
| |property, and freedom of conscience. | | |
| | | | |
| |Video: | | |
| |A Formal Declaration | | |
| |The Anti-Federalists' Bill of Rights | | |
| |The Ideas of the U.S. Constitution | | |
| |The Constitution of the United States | | |
| |Establishing the Bill of Rights | | |
| |Common Sense | | |
| | | | |
| |Images: | | |
| |Signing of the Constitution, September 17, 1787. | | |
| |United States Constitution | | |
| | | | |
| |Audio: | | |
| |The History of American Literature: Benjamin Franklin & the American Constitution | | |
| |The Constitution of the United States of America: Article 6 | | |
| |U.S. Government: The First 200 Years: A Constitution for Yesterday, a Constitution for Today | | |
| | | | |
| |Writing Prompts: | | |
| |Freedom of the Press | | |
| |Freedom | | |
| |Famous Quotes (Paine’s Common Sense) | | |
| | | | |
| |Articles: | | |
| |Constitution of the United States | | |
| |Bill of Rights | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Between a Rock and a Hard Place | | |
| |Turning Points: Separation of Power | | |
| |Articles: | | |
| |Eminent Domain | | |
| |Skill Builder: | | |
| |Distribution of Power in the Federal Government | | |
|8.3.2 |Identify and create maps showing the physical growth and development of the United States from settlement of the original thirteen | |Chapter 4, 5, 6 & 7 |
| |colonies through Reconstruction (1877) including transportation routes used during the period. | | |
| | | | |
| |Video: | | |
| |An Introduction to the Middle Colonies | | |
| |Landing in Virginia and John Smith's Leadership | | |
| |The Colony of Plymouth, Founded in 1620 | | |
| |Introduction to the New England Colonies | | |
| |Introduction to the Southern Colonies | | |
| | | | |
| |Images: | | |
| |A map of "Plimouth Colony" in the spring of 1621. | | |
| |Northern settlements become royal colonies. | | |
| |William Penn gets a land grant from Charles II. | | |
| | | | |
| |Articles: | | |
| |Plymouth Colony | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Now and Then: Growth of a Country | | |
| |Now and Then: America's Physical Size | | |
| | | | |
|8.3.3 |Identify and locate the major climate regions in the United States and describe the characteristics of these regions. | |Chapter 4, 5, 6 & 7 |
| | | | |
| |Video: | | |
| |The Seven Regions of the United States | | |
| |The American South | | |
| |Regional Overview of the Midwest | | |
| |Diverse Topography of the American West | | |
| |Diversity of the Southern Landscape: Resources of the Mountains and Coastal Plains | | |
| |The Pacific Region: Cities | | |
| |Climate (Northeast region of the U.S.) | | |
| | | | |
| |Images: | | |
| |"California is a Vast Playground," SP ad. | | |
| |The Mojave Desert. | | |
| |Map, United States and California. | | |
| | | | |
| |Audio: | | |
| |U.S. Geography, An Overview: A Survey of the Regions & Cities | | |
| |U.S. Geography, An Overview: A Tour of the Land | | |
| |Details of Weather & Climate: Climate Distribution | | |
| |Articles: | | |
| |Climate | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Introduction to U.S. Geography | | |
| |The States of the Pacific West Region | | |
| |The Region's Topography and Climate | | |
| |The Region's Physical Features | | |
| |Regions of the U.S. | | |
| |An Overview of the South Central Region | | |
| |All about American Geography: Southwestern Region of the United States: Part 01: The Texas Gulf Coast and Gulf Coastal Plains | | |
|8.3.9 | Analyze human and physical factors that have influenced migration and settlement patterns and relate them to the economic development | | |
| |of the United States. | | |
| | | | |
| |Example: Growth of communities due to the development of the railroad, development of the west coast due to ocean ports and discovery of| | |
| |important mineral resources, presence of a major waterway influences economic development and the workers who are | | |
| |attracted to that development. | | |
| |primary source: developed by people who experienced the events being studies(i.e., autobiographies, | | |
| |diaries, letters and government documents) | | |
| |secondary source: developed by people who have researched events but did not experience them | | |
| |directly (i.e. articles, biographies, Internet resources and nonfiction books. | | |
| |Video: | | |
| |The Railroad: Connecting the Coasts | | |
| |Large Cities in the Northeast | | |
| |Protecting Natural Resources of the American West Require Protection | | |
| |Native American Cultures of the Pacific Region | | |
| |Relationships within a Place & Movement | | |
| |Eastern Woodlands | | |
| |Moving A Growing Population | | |
| |Early Settlers | | |
| |1821: Florida Becomes a US Territory and Mexico Gains Independence | | |
| |The Lewis and Clark Expedition: 1804-1806 | | |
| |The Railroad Era: Jefferson and the Louisiana Purchase | | |
| |Early Western Settlers | | |
| |Westward Expansion | | |
| |The Americans Cometh | | |
| |The Oregon Trail | | |
| |The Oregon Trail and the American Dream | | |
| |Women in the West | | |
| |The Gold Rush and Native Americans | | |
| | | | |
| |Images: | | |
| |The interior of a Pullman railroad car. | | |
| |Herbert Spencer (1820-1903). | | |
| |Map, expansion of railroads & land grants. | | |
| |Fort Bridger, on the Oregon Trail. | | |
| |Map showing principal routes to the gold area. | | |
| |"Texas Coming In," 1844. | | |
| | | | |
| |Audio: | | |
| |Exploring & Colonizing North America: French Settlement in the New World | | |
| |U.S. Geography, An Overview: A History of the People | | |
| |The American West: Myth & Reality: "Civilizing the West" | | |
| |The American West: Myth & Reality: Women of the West | | |
| |The American West: Myth & Reality: Manifest Destiny | | |
| | | | |
| |Articles: | | |
| |Manifest Destiny | | |
| |Debs, Eugene Victor | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Important Technological Developments During the Era of Jacksonian Democracy, 1828-1837 | | |
| |The Route Westward: Wagon Trains and Treachery | | |
| |The Growth of the American West | | |
| |Instructional Images: | | |
| |Map, the expansion of U.S. railroads. | | |
| |Workmen building the Central Pacific Railroad. | | |
| |Chinese railroad workers on a hand car. | | |
| |African-American cowboys. | | |
| |Audio: | | |
| |The American West: Myth & Reality: Manifest Destiny | | |
| |The American West: Myth & Reality: Mountain Men | | |
| | | | |
|8.4.1 |Identify economic factors contributing to European exploration and colonization in North America, the American Revolution, and the | |Chapter 5, 6 & 7 |
| |drafting of the Constitution of the United States. | | |
| | | | |
| |Example: The search for gold by the Spanish, French fur trade, taxation without representation. | | |
| | | | |
| |Video: | | |
| |A Stamp of Disapproval | | |
| |A British tax stamp, 1765. | | |
| |The Intolerable Acts, 1774 | | |
| |The Spanish Conquest of the New World | | |
| |Spain's Efforts to Expand: The Conquistadors and the New World | | |
| |The Beginnings of European Exploration | | |
| |European Settlements | | |
| |The Third Expedition of Champlain: The Founding of the Colony of New France (1608) | | |
| |The Second Expedition of Champlain: The Founding of the Colony of Acadia (1604-1607) | | |
| |The Charges against King George III | | |
| |Franklin and the Quest for an Alliance | | |
| | | | |
| |Images: | | |
| |Map: Columbus's voyages to America. | | |
| |Engraving of Hernan Cortes and Montezuma II by Gallo Gallina | | |
| |An English map of the Americas, 1670. | | |
| |Native Americans Greet Swedish Settlers | | |
| |Colonial trade routes. | | |
| | | | |
| |Audio: | | |
| |Columbus & the Age of Discovery: Ancient Exploration | | |
| |Columbus & the Age of Discovery: Spanish Exploration of the Americas | | |
| |Exploring & Colonizing North America: Colonial Life | | |
| | | | |
| |Writing Prompts: | | |
| |Acts of Courage | | |
| | | | |
| |Articles: | | |
| |Cortes, Hernan or Cortez, Hernando | | |
| |Champlain, Samuel de | | |
| |Hudson, Henry | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The English Colonies: Why They Were Started and Why People Came | | |
| |European Colonization of North America (1608-1635) | | |
|Notes: All chapter references in the “Notes” section are from The American Republic textbook. All indicators listed are Core indicators. |
|QUARTER 2 A |
|Theme: American Building Blocks / Government / Constitutional Principles / Checks & Balances / Creation of Laws / Political Parties |
|Indicator |Standard | |Notes |
|8.1.6 |Identify the steps in the implementation of the federal government under the United States Constitution, including the First and Second | |Chapter 7 |
| |Congresses of the United States (1789 – 1792). | | |
| |Videos: | | |
| |Composing the Constitution | | |
| |Footage and Commentary: The Aftermath of the Revolutionary War, the Struggle to Unite the Country Under One Constitution, The | | |
| |Constitutional Convention May 25, 1787 | | |
| | The First Continental Congress, September 5-October 26, 1774 | | |
| |The Declaration and Resolves of the First Continental Congress | | |
| |The Continental Congress Meets | | |
| |The Second Continental Congress | | |
| |Turning Points: Establishing Government | | |
| |Ratification of the Constitution | | |
| |Overview of Terms and Introduction to the Birth of the Constitution and the Federal Government in 1787 | | |
| |1791: Conflicting Views on the Role of the Federal Government | | |
| |1789: The First Year of the New U.S. Government | | |
| |Recap of How the Constitution Was Developed, How It Has Adapted, and How the Branches of Federal Government Work | | |
| |Footage and Commentary: The Debate That Led to the Creation of the Constitution and Federal Government, James Madison's Proposal of | | |
| |Checks and Balances, the Three Branches of Government | | |
| |Emergency Powers of the President | | |
| |The House of Representatives | | |
| |The Senate | | |
| |The United States Constitution and the Three Branches of Government | | |
| |Great Men of the Constitutional Convention | | |
| |Turning Points: Rule of Law | | |
| | | | |
| |Images: | | |
| |Journal, Proceedings of the Congress Sept. 1774. | | |
| |Carpenter's Hall, site of Continental Congress. | | |
| |Joseph Galloway (1731- 1803). | | |
| |Charles Thompson (1729-1824). | | |
| |Benjamin Rush, member of the Continental Congress. | | |
| |Connecticut's Roger Sherman (1721-1793). | | |
| |William Paca (1740-1799). | | |
| |Christopher Gadsden of South Carolina. | | |
| |John Hancock (1737-1793) . | | |
| |John Jay (1745-1829). | | |
| |John Dickinson, wealthy Philadelphia lawyer. | | |
| |Washington Presiding in the Convention 1787 Print | | |
| | | | |
| |Articles: | | |
| |Continental Congress | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: A Proposal Debated & Finalized | | |
| |U.S. Government: The First 200 Years: The Political & Social Status of the Early Nineteenth-Century American | | |
| | | | |
|8.1.7 |Describe the origin and development of political parties, the Federalists and the Democratic - Republicans, (1793 – 1801) and examine | |Chapter 8 |
| |points of agreement and disagreement between these parties. | | |
| |Videos: | | |
| |The Philosophic Roots of American Political Parties | | |
| |Federalists and Anti-federalists | | |
| |1791-1792: First Political Parties Are Formed, Bill of Rights Approved | | |
| |Political Parties in the United States | | |
| |Two Parties Emerge | | |
| |The First President | | |
| |Federalists & the Judiciary | | |
| | | | |
| |Images: | | |
| |Alexander Hamilton (1757-1804). | | |
| |Timothy Pickering (1745-1829). | | |
| |Conflict in Congress, February 15, 1798. | | |
| |Map, electoral votes, 1800 election. | | |
| |John Jay (1745-1829). | | |
| | | | |
| |Articles: | | |
| |Federalist Party | | |
| |Democratic-Republican Party | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Asserting Authority & the Emergence of Political Parties | | |
| |U.S. Government: The First 200 Years: Conflicts of Political Interest | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |1791-1792: First Political Parties Are Formed, Bill of Rights Approved | | |
| |Instructional Images: | | |
| |Torchlight meeting of the "Know-Nothings." | | |
|8.1.8 |Evaluate the significance of the presidential and congressional election of 1800 and the transfer of political authority and power to | |Chapter 9 |
| |the Democratic-Republican Party led by the new president, Thomas Jefferson | | |
| |Videos: | | |
| |The First National Elections | | |
| |How the Electoral College Elects the President | | |
| |President Jefferson | | |
| | | | |
| |Images: | | |
| |Map, electoral votes, 1800 election. | | |
| |Aaron Burr, Jefferson's first vice president. | | |
| |Thomas Jefferson, Third President of the United States | | |
| | | | |
| |Articles: | | |
| |Jefferson, Thomas | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Conflicts of Political Interest | | |
| | | | |
|8.1.31 |Obtain historical data from a variety of sources to compare and contrast examples of art, music, and literature during the nineteenth | | |
| |century and explain how these reflect American culture during this time period. (Individuals, Society, and Culture) | | |
| | | | |
| |Example: Art: John James Audubon, Winslow Homer, Hudson River School, Edward Bannister, Edmonia Lewis, Henry Ossawa Tanner; Writers: | | |
| |Louisa May Alcott, Washington Irving, James Fennimore Cooper, Walt Whitman, Frederick Douglass, Paul Dunbar, George | | |
| |Caleb Bingham. | | |
| | | | |
| |Videos: | | |
| |New England Life (Homer) | | |
| |A More Finished Style (Homer) | | |
| |The Fisherman and the Sea (Homer) | | |
| |Romanticism | | |
| |Henry O. Tanner & Edward Bannister | | |
| |Henry O. Tanner | | |
| |The Transcendentalists in Concord, Massachusetts | | |
| |Washington Irving's Life and Work | | |
| |Washington Irving and The Legend of Sleepy Hollow | | |
| |The American Frontier and American Adventure | | |
| |Whitman | | |
| |Frederick Douglass Speaks | | |
| |Frederick Douglass | | |
| |Post Civil War Years (Dunbar) | | |
| |Thoreau's Life on Walden Pond | | |
| | | | |
| |Images: | | |
| |Winslow Homer (1836-1910). | | |
| |"Bell Time." | | |
| |William Keith, one of CA's best-known painters. | | |
| |Portrait of Henry Ossawa Tanner | | |
| |The Annunciation by Henry Ossawa Tanner | | |
| |Novelist Louisa May Alcott | | |
| |Illustration of a Scene from Little Women by Jessie Willcox Smith | | |
| |Illustration Depiction Ichabod Crane Character | | |
| |Illustration from “The Legend of Sleepy Hollow” | | |
| |Walt Whitman (1819-1892). | | |
| |American Writer Frederick Douglass | | |
| |Title Page of Frederick Douglass Book | | |
| |Portrait of Frances Ellen Watkins Harpsaser | | |
| |Lucy Stone, women's rights convention organizer. | | |
| |Paul Laurence Dunbar (1872-1906). | | |
| |Portrait Of Feminist Margaret Fuller | | |
| |Portrait of Frances Ellen Watkins Harper | | |
| |Advertisement for Abolition by the Anti-Slavery Society | | |
| |19th-Century American Print of "Distinguished Colored Men" | | |
| | | | |
| |Audio: | | |
| |Homer, Winslow | | |
| |"The Legend of Sleepy Hollow," Washington Irving | | |
| |The History of American Literature: Washington Irving & William Cullen Bryant: American Literary Influences | | |
| |"Leaves of Grass," Walt Whitman: Book 3: Part One | | |
| |Cultural Contributions of Black Americans: Literature: Frederick Douglass & Abolitionist Writers (inclds: Harriet Tubman, Sojourner | | |
| |Truth) | | |
| | | | |
| |Articles: | | |
| |Hudson River School | | |
| |Allston, Washington | | |
| |Church, Frederick Edwin | | |
| |Alcott, Louisa May | | |
| |Irving, Washington | | |
| |Whitman, Walt | | |
| |Douglass, Frederick | | |
| |Dunbar, Paul Laurence | | |
| |Bingham, George Caleb | | |
| |Fuller, (Sarah) Margaret | | |
| |American Anti-Slavery Society | | |
| | | | |
| |Writing Prompts: | | |
| |Favorite Musical Instrument (Tanner) | | |
| |The Artist (Tanner) | | |
| |The Outsiders (Tanner) | | |
| |Importance of Work (Alcott) | | |
| |Helping Others (Alcott) | | |
| |Cheerfulness (Alcott) | | |
| |Intimidation (Irving) | | |
| |Overcoming Fear (Irving) | | |
| |The Cowboy as Hero (Cooper) | | |
| |What Is an American? (Douglass) | | |
| |Feminism (Margaret Fuller) | | |
| |What Is in a Name? (Lucy Stone) | | |
| | | | |
|8.2.1 *** |Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States, | |Chapter 7, 8, & 9 |
|See Primary |including the Virginia Declaration of Rights, the Declaration of Independence, the Virginia Statute for Religious Freedom, the | | |
|Standard, p. 5 |Massachusetts Constitution of 1780, the Northwest Ordinance, the 1787 U.S. Constitution, the Bill of Rights, the Federalist and | | |
| |Anti-Federalist Papers, Common Sense, Washington’s Farewell Address (1796), and Jefferson’s First Inaugural Address (1801). | | |
| | | | |
| |Example: The essential ideas include limited government, rule of law, due process of law, separated and shared powers, checks and | | |
| |balances, federalism, popular sovereignty, republicanism, representative government, and individual rights to life, liberty, property, | | |
| |and | | |
| |freedom of conscience. | | |
| | | | |
| |Videos: | | |
| |Background Information About the Constitutional Convention: New Jersey Plan and the Virginia Plan Footage and Commentary: The | | |
| |Federalist Opposition to the Constitution, the Inclusion of a Bill of Rights, and the Ratification of the Constitution | | |
| |Background Information About the Opposition to the Ratification of the Constitution, The Federalist Papers | | |
| |Footage and Commentary: The Great Compromise and Delegates Sign the Constitution on September 17, 1787 | | |
| |Establishing the Bill of Rights | | |
| |The Virginia Statute for Religious Freedom | | |
| |A Wall of Separation | | |
| |To The Mississippi: Westward Expansion and the Northwest Ordinance of 1787 | | |
| |James Madison and a Meeting to Revise the Articles of Confederation | | |
| |Composing the Constitution | | |
| |The Stage is Set for the Birth of a Nation | | |
| |1787: Constitutional Convention: Constitution and Bill of Rights are Ratified: George Washington is America's First President | | |
| |Ratification | | |
| |The Federalist Papers | | |
| |The People and States React | | |
| |Common Sense | | |
| |Thomas Paine Writes What Many Colonists Are Thinking in | | |
| |Washington's Farewell Address | | |
| |President Jefferson | | |
| | | | |
| |Images: | | |
| |Jefferson's division of northwest territory. | | |
| |A map of Indiana, shows influence of ordinance. | | |
| |James Madison,"the father of the Constitution." | | |
| |The signing of the U.S. Constitution. | | |
| |Elbridge Gerry (1744-1814). | | |
| |John Jay (1745-1829). | | |
| |John Dickinson, wealthy Philadelphia lawyer. | | |
| |Governeur Morris (1752-1816). | | |
| |Christopher Gadsden of South Carolina. | | |
| |John Jay (1745-1829). | | |
| |Alexander Hamilton (1757-1804). | | |
| |Title Page from Thomas Paine's Common Sense | | |
| |Thomas Paine (1737-1809). | | |
| |Page of text, Common Sense, Paine's pamphlet. | | |
| |George Washington at the end of his presidency. | | |
| |George Washington's birthplace. | | |
| |Washington's home at Mount Vernon. | | |
| |Thomas Jefferson, Third President of the United States | | |
| |The U.S. Capitol in 1806. | | |
| |Map, electoral votes, 1800 election. | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: The Need for a Bill of Rights | | |
| |Expanding Our Nation: Crossing the Appalachian Mountains | | |
| |U.S. Government: The First 200 Years: Conflicts of Political Interest | | |
| | | | |
| |Articles: | | |
| |Constitution of the United States | | |
| |Hamilton, Alexander | | |
| |Paine, Thomas | | |
| |Washington, George | | |
| |Jefferson, Thomas | | |
| | | | |
| |Writing Prompts: | | |
| |Freedom | | |
| |Famous Quotes (Common Sense) | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Creating the Balance | | |
|8.2.3 |Explain how and why legislative, executive, and judicial powers are distributed, shared, and limited in the constitutional government of| |Chapter 7 |
| |the United States. | | |
| | | | |
| |Example: Examine key Supreme Court cases and describe the role each branch of the government played in each of these cases | | |
| | | | |
| |Videos: | | |
| |Defining Government | | |
| |Separation of Powers | | |
| |The Supreme Court's Role in Government | | |
| |The Judiciary Process of the Supreme Court | | |
| |The Federal Judicial System | | |
| |Interpreting the Scope of Federal Jurisdiction | | |
| |The Case of Marbury v. Madison: 1803 | | |
| |Plessy v. Ferguson: Effects | | |
| |Dred Scott v. Sanford | | |
| |Decisions Involving First Amendment Rights | | |
| |Decisions Involving Personhood & Individual Rights | | |
| |Background Information About the Executive, Judiciary, and Legislative Branches | | |
| |Three Branches of Government | | |
| |Why Three Branches of Government and the Bill of Rights? | | |
| |Creation of Congress | | |
| |Roles of Congress | | |
| |The Representational Function of Congress | | |
| |Brown v. Board of Education: The Supreme Court Battle for School Integration | | |
| |The Supreme Court Hears the Amistad Appeal | | |
| |Supreme Court Decisions | | |
| |Today's Supreme Court | | |
| |The Judicial Branch: The Story of the Supreme Court and the Constitution | | |
| |The Shift in Presidential Powers During Times of Crisis | | |
| |The Differences | | |
| |The Power of Commander in Chief | | |
| |The History of the Legislative Branch | | |
| |The System of Checks & Balances | | |
| |Shared Powers in the United States Constitution | | |
| | | | |
| |Articles: | | |
| |Separation of Powers | | |
| |Supreme Court of the United States | | |
| |Miranda v. Arizona Case. See Supreme Court of the United States. | | |
| |Souter, David H. | | |
| |Ginsburg, Ruth Bader | | |
| |Kennedy, Anthony M. | | |
| |Stevens, John Paul | | |
| |O'Connor, Sandra Day | | |
| |Thomas, Clarence | | |
| |Scalia, Antonin | | |
| |Breyer, Stephen G. | | |
| |Amistad Case | | |
| |Dred Scott Case | | |
| | | | |
| |Audio: | | |
| |Integration Crisis at Little Rock Schools President Eisenhower September 23, 1957 (Audio Only) | | |
| |Writing Prompts: | | |
| |Achieving a Goal | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The Principle of Judicial Review | | |
| |Instructional Images: | | |
| |Newspaper About Dred Scott Decision | | |
| |Roger B. Taney (1777-1864). | | |
| |Louis D. Brandeis (1856-1941) . | | |
|8.2.5 |Compare and contrast the powers reserved to the federal and state governments under the Articles of Confederation and the United States | |Chapter 7 |
| |Constitution. | | |
| | | | |
| |Videos: | | |
| |Taking Issue with the Articles of Confederation | | |
| |Weaknesses of the Articles of Confederation | | |
| |The Articles of Confederation | | |
| |The Flawed Articles of Confederation | | |
| |Documents That Created the U.S. Government: Declaration of Independence, Articles of Confederation, and the Constitution | | |
| |Edmund Randolph Presents the Idea of National Government | | |
| |The Constitution | | |
| |Drafting the United States Constitution | | |
| |The Basic Principles of the Constitution | | |
| |State & Local Government | | |
| |Structure of State Governments | | |
| |Drafting the First State Constitution | | |
| |The Role of the Constitution | | |
| |How the New Constitution Will Work | | |
| | | | |
| |Images: | | |
| |The Articles of Confederation, 1777. | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Government Structure Is Proposed | | |
| | | | |
| |Articles: | | |
| |Articles of Confederation | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Debating a Centralized Government | | |
| |The Secret of American Success | | |
| |Instructional Images: | | |
| |Bowdoin pardons Shays's Rebellion participants. | | |
| |Articles: | | |
| |United States of America: History--The Growth of the Nation | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.2.6 |Distinguish among the different functions of national and state government within | | |
| |the federal system by analyzing the United States Constitution and the Indiana | | |
| |Constitution. | | |
| | | | |
| |Example: Identify important services provided by state government, such as | | |
| |maintaining state roads and highways, enforcing health and safety laws, and | | |
| |supporting educational institutions. Compare these services to functions of the | | |
| |federal government, such as defense and foreign policy. | | |
| | | | |
| |Videos: | | |
| |Dustbowl (Federal Government) | | |
| |EOP Agencies | | |
| |Executive Agencies and Commissions | | |
| |Foreign Policy and the Presidential Veto | | |
| |Law Enforcement Duties | | |
| |Public Places are Owned by the Community and Run by the Government | | |
| |Public Schools and Parks | | |
| |Public Zoos and Museums | | |
| |Government Services | | |
| |Government Responses to Market Failure | | |
| |Taxes | | |
| |Counties & States | | |
| |Maintaining, Expanding, and Sharing Production | | |
| |The Government Sector | | |
| |National Government | | |
| |State Government | | |
| | | | |
| |Images: | | |
| |"A Necessary Separation of church and state." | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Response to Uncontrolled Business Profiteering | | |
| | | | |
| |Articles: | | |
| |Postal Service, United States | | |
| |Customs Service, United States | | |
| |Indiana (See “Government and Politics”) | | |
| | | | |
| | | | |
|8.3.2 *** |Identify and create maps showing the physical growth and development of the United States from settlement of the original thirteen | | |
|See Primary |colonies through Reconstruction (1877) including transportation routes used during the period. | | |
|Standard, p. 6 |Videos: | | |
| |The Mighty Map: A Geographer's Most Valuable Tool | | |
| |Location, Natural Resources, and Founding by Quaker, William Penn | | |
| |New Jersey: How it Became A Colony | | |
| |Introduction to the New England Colonies | | |
| |The Growth of America's Cities and Western Territories | | |
| |Diverse Topography of the American West | | |
| |The Oregon Treaty: Expansionism and the Oregon Territory | | |
| |How Geography Affected the Exploration and Settlement of America | | |
| |Westward Expansion | | |
| |North America: Coast to Coast: Across Mountains, Plains, Rivers, and Plateaus | | |
| |The Middle West States | | |
| |Physical Features of the Region | | |
| |The Atlantic and Gulf Coast Plains Region | | |
| |The Pacific Region: Coastal Geography | | |
| |Middle and Southern Colonies | | |
| | | | |
| |Images: | | |
| |This map shows all of U.S.territory 1820. | | |
| |Map, expansion of railroads & land grants. | | |
| |United States of America under the peace of 1783. | | |
| |Map, United States and California. | | |
| | | | |
| |Articles: | | |
| |United States of America: History--The Growth of the Nation | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Westward Expansion: A Glorious Story | | |
| |In the Beginning the West Lay in the East: European Territories 1750-1763 | | |
| |Independence and the Louisiana Purchase: The Changing Face of the United States 1776-1803 | | |
| |Lousiana and Beyond: Early Exploration and Settlement | | |
| |Instructional Images: | | |
| |Map of the Spanish "Corridors of Expansion." | | |
| |Audio: | | |
| |The Civil War: Two Views: Population Growth & Expansion Surrounds the South | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.3.5 |Describe the importance of the major mountain ranges and the major river systems in the development of the United States. | | |
| | | | |
| |Example: Locate major U.S. cities during this time period such as Washington D.C., New York, Boston, Atlanta, Nashville, Charleston, New| | |
| |Orleans, Philadelphia, and Saint Louis and suggest reasons for their location and development. | | |
| |Videos: | | |
| |Major Mountain Ranges of the Pacific Region | | |
| |The Region's Cities | | |
| |Mountain Ranges | | |
| |Coastal Mountain Ranges and Logging | | |
| |Santa Monica: Where the Mountains Meet the Ocean | | |
| |The Rocky Mountains | | |
| |Sierra Nevada Mountains of California | | |
| |Fault Block Mountains | | |
| |Hawaii | | |
| |Mountains of the Southeastern Region | | |
| |North America: Coast to Coast: Across Mountains, Plains, Rivers, and Plateaus | | |
| |The Appalachian Mountain System, Including the Ozark Highlands and the Piedmont Plateau | | |
| |Intermountain Basins, Ranges, and Plateaus and the Pacific Coastlands Regions | | |
| |Geophysical Events Build Dramatic Mountain Landscapes | | |
| |Mt. Rainier, WA: Home to Many Glaciers | | |
| |The Rocky Mountains and the Rio Grande: Colonies and Native Homes | | |
| |America's Heartland: Waterways at Work | | |
| |Large Cities in the Northeast | | |
| |The Great Plains and The Rocky Mountains System: Gradual Increase in Elevation Towards the Continental Divide | | |
| |A Fork in the River: Navigating the Great Falls and Three Forks of the Missouri River | | |
| |Philadelphia | | |
| |City Structure and Culture: Boston, Philadelphia, New York | | |
| |The Mighty Mississippi Delta Habitat: From Marshes to New Orleans | | |
| |New Orleans, Louisiana: A Small City with Big City Problems | | |
| |Along the Southeastern Coastline: Alabama, Mississippi, and Louisiana | | |
| |How Barges Affect the Places They Go | | |
| |The Mississippi River | | |
| |Boston, Massachusetts: A Modern New England City | | |
| |Major Midwestern Cities | | |
| | | | |
| | | | |
| |Images: | | |
| |Bird's-eye view of the city of New Orleans, 1862. | | |
| |Regions of California: the Coast Ranges. | | |
| |Major landforms in California. | | |
| |The Sierra Nevada as described by John Muir. | | |
| |A map of the Sierra Nevada. | | |
| |Map, the Klamath and Cascade Ranges. | | |
| |Mt. Washington, Presidential Range, N.H. | | |
| |Rocky Mountain | | |
| |A topographical map of the Salinas Valley. | | |
| |Mt. Shasta, in far northern California. | | |
| |Mount Whitney. | | |
| |A glacier in the Sierra Nevada. | | |
| |Near Cantwell, a view of the Alaska Range. | | |
| | | | |
| |Articles: | | |
| |New Orleans | | |
| |Boston | | |
| | | | |
| |Writing Prompts: | | |
| |New Orleans: Then and Now | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Notes: All chapter references in the “Notes” section are from The American Republic textbook. All indicators listed are Core indicators. |
|QUARTER 2 B |
|Theme: Government /Political Parties/Westward Expansion |
|Indicator |Standard | |Notes |
|8.1.8 *** |Evaluate the significance of the presidential and congressional election of 1800 | |Chapter 9 |
|See Primary |and the transfer of political authority and power to the Democratic-Republican | | |
|Standard, p.12 |Party led by the new president, Thomas Jefferson (1801). | | |
| |Videos: | | |
| |Video Quiz: America Under Thomas Jefferson: 1800-1808: The Louisiana Purchase and the Lewis and Clark Expedition | | |
| |The United States in 1800 | | |
| |How the Electoral College Elects the President | | |
| |Two Parties Emerge | | |
| | | | |
| |Images: | | |
| |Thomas Jefferson (1743-1826). | | |
| |Benjamin Rush, member of the Continental Congress. | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Jefferson's Bold Move & the Marshall Court | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Scandal | | |
| |Ambitious Plans | | |
| | | | |
| |Presidential Ambitions | | |
| |The Issue of Federal Power | | |
| |Two Parties Emerge | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Conflicts of Political Interest | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.1.9 *** |Describe the influence of important individuals on social and political | |Chapter 7 - 9 |
|See Primary |developments of the time such as the Independence movement and the framing of | | |
|Standard, p. 3 |the Constitution. (Individuals, Society and Culture) | | |
| | | | |
| |Example: James Otis, Mercy Otis Warren, Samuel Adams, Thomas Paine, | | |
| |George Washington, John Adams, Abigail Adams, Patrick Henry, Thomas | | |
| |Jefferson, James Madison, Alexander Hamilton and Benjamin Banneker | | |
| |Videos: | | |
| |1807: Fulton's Steamship, Pike's Expedition, The Embargo Act | | |
| |Individualism Leads to Independence | | |
| |Samuel Adams | | |
| |The Boston Tea Party | | |
| |Crispus Attucks: Double-Loaded Musket Shots | | |
| |Crispus Attucks: Secondary Target | | |
| |Common Problems | | |
| |THOMAS PAINE AND THE AMERICAN REVOLUTION | | |
| |Winter of 1776-77: George Washington, Thomas Paine, Battle Victories for Americans | | |
| |Revolutionary War: Individual Patriots Influence Events | | |
| |Individualism Leads to Independence | | |
| |The American Crisis | | |
| | Ideas from the Age of Reason: New Ways to Improve the Human Race, 1660-1789 | | |
| |The American Colonies: The Movement Toward Political Independence | | |
| |Franklin and Adams in Paris | | |
| |Jefferson and Adams | | |
| |A New Government | | |
| |Independence | | |
| | | | |
| | | | |
| |Images: | | |
| |James Otis (1725-1783). | | |
| |"Join or Die," The Constitutional Courant. | | |
| |Samuel Adams (1722-1803). | | |
| |Thomas Paine (1737-1809). | | |
| |John Adams (1735-1826). | | |
| |John Adams, Washington's vice president. | | |
| | | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Conflicts of Political Interest | | |
| | | | |
| | | | |
| |Articles: | | |
| |Otis, James | | |
| |Adams, Samuel | | |
| |Boston: The Crucible of Revolution | | |
| |Attucks, Crispus | | |
| |Paine, Thomas | | |
| |Adams, John | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |Explain the events leading up to and the significance of the Louisiana Purchase | |Chapter 9 |
|8.1.11 |(1803) and the expedition of Lewis and Clark (1803–1806). | | |
| | | | |
| |Videos: | | |
| |Later Exploration and Trails to the West | | |
| |Purpose of the Lewis and Clark Expedition | | |
| |U.S. Territorial Expansion | | |
| |The Lewis and Clark Expedition | | |
| |Part One: Explorers and Fur Traders | | |
| |Early Western Settlers | | |
| |The Louisiana Purchase | | |
| |Colonizing the American West: Part Two | | |
| |Exploring the West: The Lousiana Purchase and the Lewis and Clark Expedition | | |
| | | | |
| |Images: | | |
| |Meriwether Lewis, co-leader of the expedition. | | |
| | | | |
| |Audio: | | |
| |The American West: Myth & Reality: The Louisiana Purchase & Lewis & Clark | | |
| |Expanding Our Nation: The Louisiana Purchase & Florida | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Jefferson Commissions Lewis and Clark to Explore Western Lands | | |
| |The Lewis and Clark Expedition | | |
| |The Significance of the Lewis and Clark Expedition | | |
| |Instructional Images: | | |
| |Map of the Louisiana Purchase. | | |
| |Upper Louisiana territory transfer to U.S., 1804. | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Jefferson's Bold Move & the Marshall Court | | |
| | | | |
|8.1.13 |Explain the causes and consequences of the War of 1812, including the Rush- | |Chapter 9 |
| |Bagot Agreement (1818). | | |
| |Videos: | | |
| |War of 1812 | | |
| |The Aftermath of the War of 1812 | | |
| |Prelude to the War of 1812 | | |
| |Madison's Presidency: The War of 1812 | | |
| |Rush-Bagot Agreement & Convention of 1818 | | |
| | | | |
| |Images: | | |
| |James Madison, Jefferson's secretary of state. | | |
| |General Hull surrenders to General Brock, 1812. | | |
| |The United States and the Macedonian. | | |
| |Zebulon Montgomery Pike (1779-1813). | | |
| |U.S. General Winfield Scott with his staff. | | |
| |James Wilkinson (1757-1825). | | |
| |Dolly Madison (1768-1849). | | |
| | | | |
| |Articles: | | |
| |War of 1812 | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: The War of 1812 & the Missouri Compromise | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The War of 1812 | | |
| |After the War of 1812 | | |
| |Instructional Images: | | |
| |The Battle of New Orleans, 1815 | | |
| |The battle of Lake Champlain, September 11, 1814. | | |
| |Capture of Washington by British forces, 1814. | | |
| | | | |
| | | | |
|8.1.16 |Describe the abolition of slavery in the northern states, including the conflicts and | |Northwest Ordinance |
| |compromises associated with westward expansion of slavery | | |
| | | | |
| |Example: Missouri Compromise (1820), The Compromise of 1850 and | | |
| |the Kansas-Nebraska Act (1854) | | |
| |Videos: | | |
| |Slavery & Abolition | | |
| |Escaping Slavery | | |
| |The Function and Methods of the Underground Railroad | | |
| |Abraham Lincoln | | |
| |Slave Resistance | | |
| |Antislavery Movement | | |
| |Abolition! | | |
| |The Use of Pamphlets and Writing to Demand Change | | |
| |A Nation Divided | | |
| |Slavery & Enlightenment Thinking | | |
| |Slavery Protected | | |
| |Not Quite a Citizen | | |
| |A New Racism | | |
| |All This For One Man | | |
| |The Debates, The Missouri Compromise, and the Kansas-Nebraska Act | | |
| |The Effects of the Emancipation Proclamation | | |
| |The Kansas-Nebraska Act: John Brown and Harper's Ferry | | |
| |Henry Box Brown | | |
| |America Under Franklin Pierce and James Buchanan, 1853-1860: The Kansas-Nebraska Act, the Utopian Movements, the Dred Scott Decision, | | |
| |and the Election of Lincoln | | |
| | | | |
| |Images: | | |
| |Advertisement for Abolition by the Anti-Slavery Society | | |
| |Arthur Tappan. | | |
| |Frederick Douglass (1817-1895). | | |
| |A manumission document. | | |
| |Nat Turner's rebellion, 1831. | | |
| |John Brown (1800-1859). | | |
| |William Ellery Channing (1780-1842). | | |
| |Henry Clay addressing the Senate, 1850. | | |
| |Slave Emerging From a Mail Crate | | |
| | | | |
| | | | |
| |Audio: | | |
| |African American History: Rationalizing Slavery | | |
| |Staying One Nation: Abolitionists & Reconstruction | | |
| | | | |
| |Articles: | | |
| |American Anti-Slavery Society | | |
| |Lincoln, Abraham | | |
| |Burns, Anthony | | |
| |Brown, John | | |
| |Kansas-Nebraska Act | | |
| |Missouri Compromise | | |
| | | | |
| |Writing Prompts: | | |
| |Unfair Events | | |
| |What Is in a Name? | | |
| |Freedom at All Costs | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The Slavery Question and the Missouri Compromise | | |
| |Compromise of 1850 and the Fugitive Slave Act | | |
| |Instructional Images: | | |
| |United States of America: History--The Debate Over Slavery | | |
| |Audio: | | |
| |The Civil War: Two Views: A Country Physically Divided by Slavery | | |
| |African American History: Rationalizing Slavery | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.2.4 |Examine functions of the national government in the lives of people | |Chapter 8 - 10 |
| | | | |
| |Example: Purchasing and distributing public goods and services, coining | | |
| |money, financing government through taxation, conducting foreign policy, | | |
| |providing a common defense, and regulating commerce | | |
| |Videos: | | |
| |Currency | | |
| |Types of Service: Public and Private | | |
| |Taxes | | |
| |Providing Goods and Services | | |
| |Free Trade | | |
| |Exchange of Goods and Services and Provision of Income | | |
| |The Financial Sector | | |
| |Maintaining, Expanding, and Sharing Production | | |
| |The Foreign Sector | | |
| |Income | | |
| |Changes in Circular Flow & the Role of Government | | |
| |The Government Sector | | |
| |Consumers | | |
| |Wants | | |
| |Resources | | |
| |The Circular Flow of Income | | |
| |Production of Goods and Services from Resources | | |
| |Producers | | |
| |Origin of Supply | | |
| |Goods and Services Not Provided by the Free Market Economy | | |
| | | | |
| |Images: | | |
| |"The Granger Shirt," a color lithograph. | | |
| |Wells Fargo set up a stagecoach express line. | | |
| | | | |
| | | | |
| |Articles: | | |
| |Economics | | |
| |Profit | | |
| |Inflation and Deflation | | |
| |Income | | |
| |Franchise | | |
| |Production | | |
| |Mint (coin) | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.3.2 *** |Identify and create maps showing the physical growth and development of the United States from settlement of the original thirteen | | |
|See Primary |colonies through Reconstruction (1877) including transportation routes used during the period. | | |
|Standard, p. 6 | | | |
|8.3.5 *** |Describe the importance of the major mountain ranges and the major river systems | | |
|See Primary |in the development of the United States. | | |
|Standard, p.21 | | | |
| |Example: Locate major U.S. cities during this time period, such as Washington, | | |
| |D.C.; New York; Boston; Atlanta; Nashville; Charleston; New Orleans; | | |
| |Philadelphia; and Saint Louis, and suggest reasons for their location and | | |
| |development. | | |
| |building: forces that build up Earth’s surface include mountain building and deposit of dirt | | |
| |by water, ice and wind | | |
| |erosion: the process by which the products of weathering* are moved from one place to | | |
| |another | | |
| |weathering: the breaking down of rocks and other materials on Earth’s surface by such | | |
| |processes as rain or wind | | |
| | | | |
|8.3.7 |Using maps identify changes influenced by growth, economic development and | | |
| |human migration in the eighteenth and nineteenth centuries. | | |
| | | | |
| |Example: Westward expansion, impact of slavery, Lewis and Clark exploration, | | |
| |new states added to the union, and Spanish settlement in California and Texas | | |
| |Videos: | | |
| |Introduction | | |
| |Westward Expansion | | |
| |Westward Expansion | | |
| |Westward Ho: Westward Expansion | | |
| |To The Mississippi: Westward Expansion and the Northwest Ordinance of 1787 | | |
| |Westward Expansion: America's Pioneers Encounter the Grassland Biome | | |
| |Jackson's Presidency: The Power of the Federal Government Increases, Westward Expansion is Encouraged | | |
| |Living the Frontier Life | | |
| |An Introduction to Mining and the American West | | |
| |U.S. Territorial Expansion | | |
| |The Gold Rush and Western Expansion | | |
| |Why Is Land Important to People? | | |
| |A New Racism | | |
| |No Sympathy | | |
| |The Railroad Era: Jefferson and the Louisiana Purchase | | |
| |Examining Lewis and Clark's Lower Missouri River Portage Site | | |
| |What Do You Know about the Wild West? | | |
| |From Boomtown to Ghost Town | | |
| |Purpose of the Lewis and Clark Expedition | | |
| |The American Frontier and American Adventure | | |
| |Slavery Government | | |
| |Hardest Working Man in the United States | | |
| |Colonizing the American West: Part Three | | |
| |Colonizing the American West: Part Two | | |
| |American Missionaries and Western Migration | | |
| | | | |
| |Images: | | |
| |The Kentucky frontiersman Daniel Boone. | | |
| |DeWitt Clinton (1769-1828). | | |
| |A 20-star U.S. flag. | | |
| |George Grenville (1712-1770). | | |
| |African-American cowboys. | | |
| |Stephen A. Douglas (1813-1861). | | |
| |"Texas Coming In," 1844. | | |
| | | | |
| |Audio: | | |
| |The American West: Myth & Reality: Mountain Men | | |
| |U.S. Government: The First 200 Years: The Slavery Debate Intensifies | | |
| |The American West: Myth & Reality: The Louisiana Purchase & Lewis & Clark | | |
| | | | |
| |Articles: | | |
| |Log Cabin | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.3.11 |Identify ways people modified the physical environment as the United States | |Chapter 10 |
| |developed and describe the impacts that resulted. | | |
| | | | |
| |Example: Identify urbanization*, deforestation* and extinction* or near | | |
| |extinction of wildlife species; and development of roads and canals | | |
| |urbanization: a process in which there is an increase in the percentage of people | | |
| |living/working in urban places as compared to rural places | | |
| |● deforestation: the clearing of trees or forests | | |
| |extinction: the state in which all members of a group of organisms, such as a species, | | |
| |population, family or class, have disappeared from a given habitat, geographic area or the | | |
| |entire world | | |
| |Videos: | | |
| |The Great Plains | | |
| |Life on the Trail | | |
| |Urbanization and the Rise of Public Parks | | |
| |Urbanization: Changing the Landscape | | |
| |Urbanization & Population Shifts | | |
| |Urbanization and Waste Storage | | |
| |EARLY INDUSTRIAL AMERICA | | |
| |How the Destruction of Rain Forests Affects Planet Earth | | |
| |Cities & Suburbs | | |
| |Deforestation | | |
| |Deforestation | | |
| |Air Pollution, Deforestation, and Global Warming | | |
| |Deforestation: How Human Activities Affect the Rain Forest | | |
| |Deforestation, Pollution, & Habitat Loss | | |
| |Deforestation Makes Monkeys an Endangered Species | | |
| |Deforestation and the Amazon Rain Forest | | |
| |The Threat to Biodiversity | | |
| |Tracking Human Impact on the Environment | | |
| |How Is the Land Threatened? | | |
| |Agriculture | | |
| |Effects | | |
| | | | |
| | | | |
| |Images: | | |
| |A graph showing the urbanization of California. | | |
| |Logs floating in Amazon River | | |
| |Loggers and huge tree; historic stereoscope twin picture | | |
| | | | |
| |Audio: | | |
| |Earth's Natural Resources: Causes of Extinction | | |
| |Florida: Habitats | | |
| | | | |
| |Articles: | | |
| |Environmental Protection Agency | | |
| |Global Warming | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Factories and the Growth of Industrial Cities | | |
| |The Industrial Revolution Comes to America | | |
| |The Impact of Interchangeable Parts | | |
| |
|Notes: All chapter references in the “Notes” section are from The American Republic textbook. All indicators listed are Core indicators. |
|QUARTER 3 A |
|Theme: Economic Banking – Imports & Exports / Urban & Rural Population / Transportation / Agriculture |
|Indicator |Standard | |Notes |
|8.1.14 |Examine the international problem that led to the Monroe Doctrine (1823) and | |Chapter 10 |
| |assess its consequences. | | |
| |Videos: | | |
| |The Monroe Doctrine | | |
| |The Monroe Doctrine, 1823 | | |
| |The Louisiana Purchase, Mexico, and the Monroe Doctrine | | |
| |Monroe's Presidency: Oregon Territory, Missouri Compromise, Monroe Doctrine, Erie Canal | | |
| |Destined | | |
| |World Power | | |
| |Our Changing Nation: From James Monroe to Andrew Jackson | | |
| |World Power | | |
| |Roosevelt Corollary (consequences) | | |
| |Images: | | |
| |The Monroe Doctrine. | | |
| |U.S. President James Monroe (1758-1831). | | |
| |John Quincy Adams at a cabinet meeting. | | |
| |Fort Ross, near Russian River California coast. | | |
| |John Jacob Astor (1763-1848). | | |
| | | | |
| |Audio: | | |
| |Expanding Our Nation: Dealing with Other Nations | | |
| |U.S. Government: The First 200 Years: The Era of Good Feelings | | |
| | | | |
| |Articles: | | |
| |Monroe Doctrine | | |
| |Harrison, Benjamin (1833-1901) | | |
| | | | |
| | | | |
|8.1.15 |Explain the concept of Manifest Destiny and describe its impact on westward expansion of the United States. (Individuals, Society and | |Chapter 12 |
| |Culture) | | |
| | | | |
| |Example: Louisiana Purchase (1803), purchase of Florida (1819), Mexican War and the annexation of Texas (1845), acquisition of Oregon | | |
| |Territory (1846), Native American Indian conflicts and removal, and the California gold rush | | |
| |Videos: | | |
| |Florida Becomes a State | | |
| |The Mexican War, 1846-1848 | | |
| |America at the End of the Mexican War | | |
| |Texas Joins the Union: The Mexican War Begins | | |
| |The Mexican War and Its Consequences | | |
| |Video Quiz: The Mexican War | | |
| |The Mexican War | | |
| |Polk & the Mexican War | | |
| |The Mexican-American War and the Gadsden Purchase | | |
| |Conclusion | | |
| |Manifest Destiny: Starting a War | | |
| |The Wound | | |
| |The Battle at Churubusco River | | |
| |Cerro Gordo | | |
| |The Consequences for Mexico: Territory Lost, An Identity Gained | | |
| |Gadsden Purchase | | |
| |Texas Issue | | |
| |Texas Debates Joining the Union | | |
| |Polk's Expansion | | |
| |Florida and the Seminole Indians | | |
| |Indian Removal Act | | |
| |Old Hickory | | |
| |Meeting with Indians | | |
| |Lakota: A Good Day to Die | | |
| |Clashes between Indians and Settlers in the Great Plains | | |
| |The Black Hills and the Battle of Little Big Horn | | |
| |Indian Resistance in the Southwest | | |
| |In the Words of a Native American: Diary Five | | |
| |The Oregon Trail and the American Dream | | |
| |The General Allotment Act and Relocation Program | | |
| |Native Americans and Manifest Destiny | | |
| | | | |
| |Images: | | |
| |Robert R. Livingston (1746-1813). | | |
| |The U.S. public's reaction to the Mexican war. | | |
| |U.S. President James K. Polk, led Mexican war. | | |
| |Gen. Manuel Micheltorena, last Mexican governor. | | |
| |Vincente Guerrero (1782-1831). | | |
| |The storming of Chapultepec, September 1847. | | |
| |"The People Must Rule," an 1849 poster. | | |
| |The Treaty of Guadalupe Hidalgo, 1848. | | |
| |"Texas Coming In," 1844. | | |
| |Houston house, meeting of first Congress of Texas. | | |
| |This map shows all of U.S.territory 1820. | | |
| |U.S. army of occupation, Texas. | | |
| |Sam Houston (1793-1863). | | |
| |Two emigrant women who were captured by Indians. | | |
| |A map of Indian land cessions, 1814-1820. | | |
| | | | |
| | | | |
| |Audio: | | |
| |Expanding Our Nation: The Louisiana Purchase & Florida | | |
| |The American West: Myth & Reality: Manifest Destiny | | |
| |Expanding Our Nation: Texas Becomes a State | | |
| | | | |
| |Articles: | | |
| |Mexican War | | |
| |Alamo | | |
| |Manifest Destiny | | |
| |Wounded Knee | | |
| |Indian Wars | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Removal of the Cherokees from White Society | | |
| |Trail of Tears | | |
| |The Indian Removal Act | | |
| | | | |
| | | | |
| | | | |
|8.1.16 *** |Describe the abolition of slavery in the northern states, including the conflicts and compromises associated with westward expansion of | |Chapter 10 & 13 |
|See Primary |slavery. | | |
|Standard, p. 26 | | | |
| |Example: Missouri Compromise (1820), The Compromise of 1850 and the Kansas-Nebraska Act (1854) | | |
| |Videos: | | |
| |The Presidency of Millard Fillmore and the Compromise of 1850 | | |
| |Prelude to the Compromise of 1850 | | |
| |California and Statehood: The Compromise of 1850 | | |
| | | | |
| |Images: | | |
| |Map, Compromise of 1850 & the Kansas-Nebraska Act. | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Kansas-Nebraska Act & the Doctrine of Popular Sovereignty | | |
| |Compromise of 1850 and the Fugitive Slave Act | | |
| |Skill Builder: | | |
| |The Confederacy | | |
| | | | |
| | | | |
|8.1.18 |Analyze different interests and points of view of individuals and groups involved | |Chapter 11 & 14 |
| |in the abolitionist, feminist and social reform movements, and in sectional | | |
| |conflicts. (Individuals, Society and Culture) | | |
| |Example: Jacksonian Democrats, John Brown, Nat Turner, Frederick Douglass, | | |
| |Harriet Tubman, William Lloyd Garrison, Harriet Beecher Stowe, Sojourner | | |
| |Truth and the Seneca Falls Convention | | |
| | | | |
| |Videos: | | |
| |Abolition, Slavery, & Other Social Causes | | |
| | Antislavery Movement | | |
| |Women & Civil Rights | | |
| |All Men and Women are Created Equal | | |
| | | | |
| |Images: | | |
| |Illustration of First Women's Rights Convention in 1848 | | |
| |Lucretia Coffin Mott | | |
| |Print of Lucretia Mott Being Protected from Angry Male Mob | | |
| | | | |
| |Articles: | | |
| |National Women's Hall of Fame, Inc. | | |
| | | | |
| |Writing Prompts: | | |
| |Pushing Onward | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Seneca Falls Declaration of Sentiments | | |
| |Early African American Writers | | |
| |Sojourner Truth Delivers Famous Speech | | |
| |Frederick Douglass Publishes My Bondage and My Freedom | | |
| |Dred Scott Decision Helps Trigger The Civil War | | |
| |Writing Prompts: | | |
| |Inherent Rights [Analysis] | | |
|8.1.23 |Describe the conflicts between Native American Indians and settlers of the Great | |Chapter 11 |
| |Plains. (Individuals, Society and Culture) | | |
| |Videos: | | |
| |Conflicts with English Colonists | | |
| |George Rogers Clark Takes British Forts in the Western Frontier | | |
| |George Rogers Clark Retakes Vincennes and Claims Western Lands for Virginia | | |
| |Treaty of Fort Laramie | | |
| |The Migration West | | |
| |The Union Pacific | | |
| |Stewards of the Land | | |
| |Fragile Peace | | |
| |The Mid-1800s: Laying the Groundwork for Homesteading | | |
| |Tough Land | | |
| |The Great Plains | | |
| |The Dawes Act | | |
| |Clashes between Indians and Settlers in the Great Plains | | |
| |The Geography of Hope | | |
| |"Every Foot in Sight Can be Plowed": Getting Settled on the Homestead | | |
| | | | |
| | | | |
| |Images: | | |
| |Cartoon, "The Senatorial Roundhouse." | | |
| |A buffalo hide yard. | | |
| |"The Council Bluffs Ferry." | | |
| |An 1830s caravan departing on the Santa Fe Trail. | | |
| | | | |
| |Audio: | | |
| |Staying One Nation: Cowboys, Ranchers, & Farmers | | |
| | | | |
| |Articles: | | |
| |Indian Wars | | |
| | | | |
| |Writing Prompts: | | |
| |Cultural Importance | | |
| |Family Traditions | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Clashes between Indians and Settlers in the Great Plains | | |
| |Audio: | | |
| |Exploring & Colonizing North America: Forced Removal | | |
|8.1.31 *** |Obtain historical data from a variety of sources to compare and contrast examples | | |
|See Primary |of art, music and literature during the nineteenth century and explain how these | | |
|Standard, p. 12 |reflect American culture during this time period. (Individuals, Society and | | |
| |Culture) | | |
| | | | |
| |Example: Art: John James Audubon, Winslow Homer, Hudson River School, | | |
| |Edward Bannister, Edmonia Lewis and Henry Ossawa Tanner; Music: Daniel | | |
| |Decatur Emmett and Stephen Foster; Writers: Louisa May Alcott, Washington | | |
| |Irving, James Fennimore Cooper, Walt Whitman, Frederick Douglass, Paul | | |
| |Dunbar and George Caleb Bingham | | |
| | | | |
| |primary source: developed by people who experienced the events being studied (i.e., | | |
| |autobiographies, diaries, letters and government documents) | | |
| |secondary source: developed by people who have researched events but did not experience | | |
| |them directly (i.e., articles, biographies, Internet sources and nonfiction books) | | |
| | | | |
| |Videos: | | |
| |Introduction (Foster) | | |
| |Leaving Home | | |
| |Portable Songs | | |
| |The American Frontier and American Adventure | | |
| | Romanticism & Democracy: American Literature | | |
| |The Pioneers' Fear of Native Americans: Diary Four | | |
| |Life on a Wagon: Diary One | | |
| |In the Words of a Native American: Diary Five | | |
| |Words and Numbers | | |
| | | | |
| |Images: | | |
| |Writer and Cultural Critic Albert Murray | | |
| |Frances A. F. Victor wrote dime novels, history. | | |
| |The Cahuenga Capitulation Treaty, 1847. | | |
| | | | |
| |Audio: | | |
| |Understanding Biographies: Important Political Leaders | | |
| | | | |
| |Articles: | | |
| |Emmett, Daniel Decatur | | |
| |Foster, Stephen Collins | | |
| | | | |
| |Writing Prompts: | | |
| |The Cowboy as Hero | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Henry O. Tanner & Edward Bannister | | |
| |Instructional Images: | | |
| |The Annunciation by Henry Ossawa Tanner | | |
| |The Arch by Henry Ossawa Tanner | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.2.4 *** |Examine functions of the national government in the lives of people. | |Chapter 11 |
| | | | |
|See Primary |Example: Purchasing and distributing public goods and services, coining | | |
|Standard, p. 28 |money, financing government through taxation, conducting foreign policy, | | |
| |providing a common defense, and regulating commerce | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Economics & Change | | |
| |Eastern Airlines' Economic Proposals | | |
| |Alan Greenspan Becomes Chairman of Federal Reserve | | |
| | | | |
|8.3.7 *** |Using maps identify changes influenced by growth, economic development and | |Chapter 10, 11 & 12 |
|See Primary |human migration in the eighteenth and nineteenth centuries. | | |
|Standard, p. 30 | | | |
| |Example: Westward expansion, impact of slavery, Lewis and Clark exploration, | | |
| |new states added to the union, and Spanish settlement in California and Texas | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The 1819 Economic Panic and Its Effects | | |
| |Slavery: The Economic Backbone of the South | | |
| |The Industrial Revolution | | |
| | | | |
|8.3.11 *** |Identify ways people modified the physical environment as the United States | |Chapter 12 |
|See Primary |developed and describe the impacts that resulted. | | |
|Standard, p. 31 | | | |
| |Example: Identify urbanization*, deforestation* and extinction* or near | | |
| |extinction of wildlife species; and development of roads and canals | | |
| |urbanization: a process in which there is an increase in the percentage of people | | |
| |living/working in urban places as compared to rural places | | |
| |● deforestation: the clearing of trees or forests | | |
| |● extinction: the state in which all members of a group of organisms, such as a species, | | |
| |population, family or class, have disappeared from a given habitat, geographic area or the | | |
| |entire world | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Environmental Factors | | |
| |Urbanization: Changing the Landscape | | |
|8.4.4 |Explain the basic economic functions of the government in the economy of the | |Chapter 11 |
| |United States. | | |
| | | | |
| |Example: The government provides a legal framework, promotes competition, | | |
| |provides public goods* and services, protects private property, controls the | | |
| |effects of helpful and harmful spillovers*, and regulates interstate commerce. | | |
| |Videos: | | |
| |Free Market Economies | | |
| |Economic Systems: Regulating the Exchange of Goods and Services | | |
| |Reasons for Failure in a Market Economy | | |
| |The Effects of Industry | | |
| |The Breakup of AT&T | | |
| |Factors of Corporate Success: Consumer or Market Acceptance | | |
| |Tools Economists and Governments Use to Control and Manipulate the Economy | | |
| | | | |
| |Images: | | |
| |Gustavus Franklin Swift (1843-1903). | | |
| |Tugboat Pulling Exxon Valdez | | |
| |Tanker Pumps Oil from Exxon Valdez | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Response to Uncontrolled Business Profiteering | | |
| | | | |
| |Articles: | | |
| |Interstate Commerce Commission | | |
| |Interstate Commerce Act | | |
| |Competition | | |
| |Laissez-faire | | |
| |Fair Trade Laws | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The Interstate Commerce Act | | |
| |Regulating the Economy: The Interstate Commerce Act | | |
| |Exchange of Goods and Services and Provision of Income | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: Response to Uncontrolled Business Profiteering | | |
| | | | |
|8.4.6 |Relate technological change and inventions to changes in labor productivity in the | |Chapter 10 |
| |United States in the eighteenth and nineteenth centuries. | | |
| |Example: The cotton gin increased labor productivity in the early nineteenth | | |
| |century. | | |
| | | | |
| |Videos: | | |
| |Mail Delivery and the Pony Express | | |
| |Railroads | | |
| |Workers' Rights: The Triangle Shirtwaist Fire | | |
| |Now and Then: Show and Tell | | |
| |Conclusion | | |
| |Northern & Southern Economies | | |
| |The Cotton Gin and Southern Expansion | | |
| |Inventions before the Civil War | | |
| |The Technological Revolution: Newspapers and Communication Granville T. Woods & Lewis Latimer Inventions and Industry | | |
| |Thomas Edison: The Master Mechanic | | |
| |The Invention of Interchangeable Parts, 1798 | | |
| | | | |
| | | | |
| |Images: | | |
| |Locomotive with riders | | |
| |Eli Whitney's cotton gin. | | |
| |The first telephone. | | |
| | | | |
| |Articles: | | |
| |Cotton Gin | | |
| |Whitney, Eli | | |
| |Otis, Elisha Graves | | |
| |Bell, Alexander Graham | | |
| |Morse, Samuel Finley Breese | | |
| | | | |
| | | | |
|Notes: All chapter references in the “Notes” section are from The American Republic textbook. All indicators listed are Core indicators. |
|QUARTER 3 B |
|Theme: Conflict and Division / Urban & Rural Population /Geography/Civil War |
|Indicator |Standard | |Notes |
|8.1.10 |Compare differences in ways of life in the northern and southern states, including the growth of towns and cities in the North and the | |Chapter 13 ,14, 15 |
| |growing dependence on slavery in the South. (Individuals, Society, and Culture) | | |
| |Videos: | | |
| |America in the Eight Years Before the Outbreak of the Civil War | | |
| |California Gold Rush | | |
| |Southern States Secede: 1861: The Confederate States of America Formed with Jefferson Davis as Leader | | |
| |States' Rights, Slavery, and the Abolitionist Movement | | |
| |1860: Lincoln Is Elected; Southern States Secede | | |
| |A Tour of the Oakley Plantation: Home to John James Audubon | | |
| |The North and South Compared | | |
| |Manmade Disasters: Slavery and War | | |
| |A Nation Divided | | |
| |American Slavery in the Early Nineteenth Century | | |
| |Plantation Life: The Reality | | |
| |All Night Forever | | |
| |The Southern Home Front | | |
| |Life on Southern Plantations | | |
| | | | |
| |Images: | | |
| |"$30 Reward" for capture of runaway NC slave. | | |
| |"Observations on Inslaving...Negroes," 1758. | | |
| |"Texas Coming In," 1844. | | |
| | | | |
| |Audio: | | |
| |African American History: Slavery in North America | | |
| |The Civil War: Two Views: A Country Physically Divided by Slavery | | |
| |Staying One Nation: Life of a Slave | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Northern & Southern Economies | | |
| |Skill Builder: | | |
| |Cotton Production and the Slave Population | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.1.16 *** |Describe the abolition of slavery in the northern states, including the conflicts and | |Chapter 13,14,15 |
|See Primary |compromises associated with westward expansion of slavery. | | |
|Standard, p. 26 | | | |
| |Example: Missouri Compromise (1820), The Compromise of 1850 and | | |
| |the Kansas-Nebraska Act (1854) | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The Anti-slavery Movement | | |
| |Debate within the Anti-slavery Movement | | |
| |An American Slave Girl: Clotee's Diary | | |
|8.1.18*** |Analyze different interests and points of view of individuals and groups involved | |Chapter 13,14,15 |
|See Primary |in the abolitionist, feminist and social reform movements, and in sectional | | |
|Standard, p. 36 |conflicts. (Individuals, Society and Culture) | | |
| | | | |
| |Example: Jacksonian Democrats, John Brown, Nat Turner, Frederick Douglass, | | |
| |Harriet Tubman, William Lloyd Garrison, Harriet Beecher Stowe, Sojourner | | |
| |Truth and the Seneca Falls Convention | | |
| | | | |
| |Videos: | | |
| |The Use of Pamphlets and Writing to Demand Change | | |
| |Harper's Ferry | | |
| |Antislavery Movement | | |
| |Thomas Garrett | | |
| |Compromise of 1850 and the Fugitive Slave Act | | |
| |Are We Free? | | |
| |Ordinary People Achieving Extraordinary Feats | | |
| |Elizabeth Cady Stanton | | |
| |The Press | | |
| |Those for and Against Women's Rights | | |
| |A Women's Convention in Albany | | |
| |Seneca Falls Declaration of Sentiments | | |
| |The Abolitionists | | |
| | Fugitive Slaves: Nat Turner and Harriet Tubman | | |
| |John Brown's Raid on Harpers Ferry | | |
| |Nat Turner's Rebellion | | |
| |Resistance, Rebellion, and Violence | | |
| |Slavery and Women's Rights | | |
| |The Origins of the Whig Party | | |
| |The Presidency of Martin Van Buren: The Panic of 1837 | | |
| |Martin Van Buren & the Democratic Party | | |
| |Jackson's Legacy | | |
| |Andrew Jackson's Legacy | | |
| | | | |
| |Images: | | |
| |Julia Ward Howe (1819-1910). | | |
| |Illustration of Sojourner Truth after a Photograph | | |
| |The locale of John Brown's raid, Harper's Ferry. | | |
| |Nat Turner's rebellion, 1831. | | |
| |William Lloyd Garrison (1805-1879). | | |
| |Masthead of William Lloyd Garrison's newspaper. | | |
| | | | |
| |Audio: | | |
| |African American History: Armed Revolts & Political Protest | | |
| | | | |
| |Articles: | | |
| |Alcott, Louisa May | | |
| |Truth, Sojourner | | |
| |Brown, John | | |
| |Turner, Nat | | |
| |Garrison, William Lloyd | | |
| | | | |
| | | | |
| |Writing Prompts: | | |
| |Women's Equal Rights | | |
| | | | |
|8.1.20 |Analyze the causes and effects of events leading to the Civil War, including | |Chapter 13,14,15 |
| |development of sectional conflict over slavery. | | |
| | | | |
| |Example: The Compromise of 1850, furor over publication of Uncle Tom’s | | |
| |Cabin (1852), Kansas-Nebraska Act (1854), the Dred Scott Case (1857), the | | |
| |Lincoln-Douglas Debates (1858) and the presidential election of 1860 | | |
| | | | |
| |Videos: | | |
| |Walt Whitman's Journey to New Orleans: His First Encounter with Slavery The War Years: 1863-1865 | | |
| |The Election of President Abraham Lincoln and the Establishment of the Confederacy, 1860-1861 | | |
| |April 12, 1861: The First Shots are Fired | | |
| |Tensions Between the North and South | | |
| |America's Civil War | | |
| |North vs. South | | |
| |The Dred Scott Case & the Lincoln-Douglas Debates | | |
| |The North before the War: The Lincoln-Douglas Debates: Abraham Lincoln Gains National Attention | | |
| |Fighting for Freedom | | |
| |The Debates, The Missouri Compromise, and the Kansas-Nebraska Act | | |
| |America Under Franklin Pierce and James Buchanan, 1853-1860: The Kansas-Nebraska Act, the Utopian Movements, the Dred Scott Decision, | | |
| |and the Election of Lincoln | | |
| |The Election of 1860 | | |
| |1860: Lincoln is Elected and Inherits a Mess: The South Secedes | | |
| |United No More | | |
| |The South before the War: The 1860 Election Causes Secession | | |
| |Uncle Tom's Cabin: Politics and the Pen | | |
| |Uncle Tom's Cabin and Dred Scott | | |
| |The North before the War: Antislavery Movements Increase: Uncle Tom's Cabin & the Underground Railroad | | |
| |Blood Is Spilled | | |
| | | | |
| |Images: | | |
| |The Fathers of Confederation, 1867. | | |
| |Distributing rations to the destitute in Richmond. | | |
| |Fifth debate between Lincoln and Douglas. | | |
| |A map of 1860 election results. | | |
| |South Carolina's Ordinance of Secession. | | |
| |Cartoon, "Honest Old Abe on the Stump." | | |
| |Picture from Uncle Tom's Cabin. | | |
| |Title Page of Uncle Tom's Cabin | | |
| |Plate from Uncle Tom's Cabin | | |
| |Plate from | | |
| |Theodore Dwight Weld (1803-1895). | | |
| |Susan B. Anthony (1820-1906). | | |
| | | | |
| |Audio: | | |
| |U.S. Government: The First 200 Years: The Slavery Debate Intensifies | | |
| |The Civil War: Two Views: Secession as a Response to Northern Politics | | |
| |The Civil War: Two Views: A Shift from Abolition to Anti-slavery in the North | | |
| | | | |
| |Articles: | | |
| |Fort Sumter | | |
| |Stowe, Harriet Beecher | | |
| |Stanton, Elizabeth Cady | | |
| | | | |
| | | | |
| |Writing Prompts: | | |
| |Determination | | |
| |Then and Now | | |
| |What Is in a Name? | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.1.24 |Identify the influence of individuals on political and social events and movements | |Chapter 13,14,15 |
| |such as the abolition movement, the Dred Scott case, women rights and Native | | |
| |American Indian removal. (Individuals, Society and Culture) | | |
| | | | |
| |Example: Henry Clay, Harriet Tubman, Harriet Beecher Stowe, Henry Ward | | |
| |Beecher, Roger Taney, Frederick Douglass, John Brown, Clara Barton, Andrew | | |
| |Johnson, Susan B. Anthony, Sitting Bull, Ralph Waldo Emerson and Henry | | |
| |David Thoreau | | |
| |Videos: | | |
| |The Dred Scott Decision | | |
| |Debating the Future of the Nation | | |
| |Harriet Tubman | | |
| |Fugitive Slaves: Nat Turner and Harriet Tubman | | |
| |Heroes of the Underground Railroad: Harriet Tubman, Levi Coffin, and Others | | |
| |William Still, The Eastern Line, and Thomas Garrett | | |
| |The Underground Railroad | | |
| |James Buchanan and the Dred Scott Decision, 1857 | | |
| |Not a Citizen | | |
| |John Brown's Raid on Harpers Ferry | | |
| |Black Churches, Harper's Ferry, and John Brown | | |
| |This Guilty Land | | |
| |The Meteor | | |
| |She Ranks Me | | |
| |Restoration | | |
| |Putting the Country Back Together | | |
| |Radical Republicans | | |
| |Are You a Citizen If You Can't Vote? | | |
| |Involvement in the Abolitionist Movement | | |
| |Sitting Bull and Crazy Horse Lead the Lakota to Victory in the Battle of Little Big Horn | | |
| |The Black Hills and the Battle of Little Big Horn | | |
| |Custer's Last Stand | | |
| |Transcendentalism | | |
| |All About Henry: Henry David Thoreau | | |
| |The Legacy of Henry David Thoreau and "Walden" | | |
| |Thoreau's Life on Walden Pond | | |
| |Author Profile: Henry David Thoreau | | |
| |Antislavery Movement | | |
| | | | |
| |Images: | | |
| |Henry Clay (1777-1852). | | |
| |Sen. Henry Clay, champion of Compromise of 1850. | | |
| |Portrait of Abolitionist Harriet Tubman | | |
| |Roger B. Taney (1777-1864). | | |
| |John Brown (1800-1859). | | |
| |Arraignment of John Brown before Federal court. | | |
| |Clara Barton | | |
| |Ticket To Andrew Johnson's Impeachment | | |
| |Summons served on President Andrew Johnson. | | |
| |Andrew Johnson, 17th president of the U.S. | | |
| |Sitting Bull, Chief of the Oglala Sioux. | | |
| |Ralph Waldo Emerson | | |
| |Home of American Essayist and Poet Ralph Waldo Emerson | | |
| | | | |
| | | | |
| |Audio: | | |
| |Leading Black Americans: Harriet Tubman | | |
| |African American History: Personal Acts of Rebellion | | |
| |African American History: Armed Revolts & Political Protest | | |
| | | | |
| | | | |
| |Articles: | | |
| |Tubman, Harriet | | |
| |Beecher, Henry Ward | | |
| |Harriet Beecher Stowe (1811-1896). | | |
| |Clay, Henry | | |
| |Taney, Roger Brooke | | |
| |Brown, John | | |
| |Barton, Clara | | |
| |Johnson, Andrew | | |
| |Sitting Bull | | |
| |Emerson, Ralph Waldo | | |
| |New Thought | | |
| | | | |
| |Writing Prompts: | | |
| |Inherent Rights | | |
| | | | |
| | | | |
| | | | |
|8.1.30 *** |Formulate historical questions by analyzing primary* and secondary sources* | |Chapter 14, 15 |
|See Primary |about an issue confronting the United States during the period from 1754–1877. | | |
|Standard, p. 4 | | | |
| |Example: The Virginia Statute for Religious Freedom (1786), President George | | |
| |Washington’s Farewell Address (1796), the First Inaugural Address by Thomas | | |
| |Jefferson (1801), the Declaration of Sentiments and Resolutions of the Seneca | | |
| |Falls Convention (1848) and the Second Inaugural Address by Abraham Lincoln | | |
| |(1865) | | |
|8.2.3 *** |Explain how and why legislative, executive and judicial powers are distributed, | | |
|See Primary |shared and limited in the constitutional government of the United States. | | |
|Standard, p.16 | | | |
| |Example: Examine key Supreme Court cases and describe the role each branch | | |
| |of the government played in each of these cases. | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Skill Builder: | | |
| |Separation of Powers | | |
| |Distribution of Power in the Federal Government | | |
|8.2.4 *** |Examine functions of the national government in the lives of people. | | |
|See Primary | | | |
|Standard, p. 28 |Example: Purchasing and distributing public goods and services, coining | | |
| |money, financing government through taxation, conducting foreign policy, | | |
| |providing a common defense, and regulating commerce | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Skill Builder: | | |
| |The Executive Branch | | |
| |Separation of Powers | | |
| |Distribution of Power in the Federal Government | | |
| | | | |
| | | | |
| | | | |
|8.3.6 |Identify the agricultural regions of the United States and be able to give reasons | | |
| |for the type of land use and subsequent land development during different | | |
| |historical periods. | | |
| | | | |
| |Example: Cattle industry in the West and cotton industry in the South | | |
| |Videos: | | |
| |Ideal Climate of the Midwest | | |
| |The Formation and Renewal of the American Prairie | | |
| |Farms of the Midwest | | |
| |An Introduction to Mining and the American West | | |
| |Part One: Explorers and Fur Traders | | |
| |The Growth of the American West | | |
| |A Very Strange Land Indeed! | | |
| | The Wild West Show and the Myth of the American Cowboy | | |
| |Cowboy Life | | |
| |American Cowboys and Cattlemen | | |
| |African-American Cowboys | | |
| |Southern Industry | | |
| |Inevitable Revolutions | | |
| | | | |
| |Images: | | |
| |Cowboys and Covered Wagon | | |
| |Bronco Statue | | |
| |Hauling cotton to market. | | |
| |Eli Whitney (1765-1825). | | |
| |Loading Texas cattle on the Kansas Pacific RR. | | |
| | | | |
| |Audio: | | |
| |The American West: Myth & Reality: Mountain Men | | |
| |The American West: Myth & Reality: Cattle Ranching on the Range | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Cities & Suburbs | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.3.7 *** |Using maps identify changes influenced by growth, economic development and | | |
|See Primary |human migration in the eighteenth and nineteenth centuries. | | |
|Standard, p. 30 | | | |
| |Example: Westward expansion, impact of slavery, Lewis and Clark exploration, | | |
| |new states added to the union, and Spanish settlement in California and Texas | | |
| | | | |
|8.4.3 |Evaluate how the characteristics of a market economy have affected the economic | | |
| |and labor development of the United States. | | |
| | | | |
| |Example: Characteristics include the role of entrepreneurs, private property, | | |
| |markets, competition and self-interest | | |
| | | | |
| |Videos: | | |
| |Internet Entrepreneur | | |
| |Changes in Circular Flow & the Role of Government | | |
| |Small Business Diaries: Start-Up Challenges | | |
| |Defining a Commons: The Difference between Public and Private Properties | | |
| |Private vs. Public Sector Businesses | | |
| |Wall Street Bubble: Market Recovers After Big Slump | | |
| | Individual Decisions Affect Flows in a Market Economy | | |
| |Flows in a Market Economy | | |
| |Price, Supply, and Demand in a Free Market Economy | | |
| |Examining a Real Life Example: A Young Couple's Roles in a Market Economy | | |
| | | | |
| |Articles: | | |
| |Eminent Domain | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.4.6 *** |Relate technological change and inventions to changes in labor productivity in the | |Chapter 13 |
|See Primary |United States in the eighteenth and nineteenth centuries. | | |
|Standard, p. 40 | | | |
| |Example: The cotton gin increased labor productivity in the early nineteenth | | |
| |century. | | |
| |Videos: | | |
| |"I Live Entirely on Food Made of Corn": Agriculture on the Homestead | | |
| |The Region's Economy | | |
| |Family Life | | |
| |An Introduction to Mining and the American West | | |
| |The Great Westward Migration: The Railroad Boom and New Canals | | |
| |Whitney's Invention | | |
| |An Introduction to the American Industrial Revolution | | |
| |The Transformation of the American West: The First Transcontinental Railroad | | |
| |Frontier Life | | |
| |Cotton Gin | | |
| | | | |
|Notes: All chapter references in the “Notes” section are from The American Republic textbook. All indicators listed are Core indicators. |
|QUARTER 4 A |
|Theme: Geography / Agricultural Products / Urban & Rural Population Growth / War Casualties / Civil War / Where Americans Lived |
|Indicator |Standard | |Notes |
|8.1.10 *** |Compare differences in ways of life in the northern and southern states, including | |Chapter 14, 15, 16 |
|See Primary |the growth of towns and cities in the North and the growing dependence on | | |
|Standard, p. 42 |slavery in the South. (Individuals, Society and Culture) | | |
| | | | |
|8.1.16 *** |Describe the abolition of slavery in the northern states, including the conflicts and | |Chapter 14, 15, 16 |
|See Primary |compromises associated with westward expansion of slavery. | | |
|Standard, p. 26 | | | |
| |Example: Missouri Compromise (1820), The Compromise of 1850 and | | |
| |the Kansas-Nebraska Act (1854) | | |
| | | | |
|8.1.21 |Describe the importance of key events and individuals in the Civil War. | |Chapter 14, 15, 16 |
| | | | |
| |Example: Events: The battles of Manassas, Antietam, Vicksburg and | | |
| |Gettysburg; and the Emancipation Proclamation and Gettysburg Address (1861– | | |
| |1865); People: Jefferson Davis, Stephen A. Douglas, Abraham Lincoln, Robert | | |
| |E. Lee, Ulysses S. Grant, William T. Sherman and Thaddeus Stevens | | |
| | | | |
| |Videos: | | |
| |First Battle of Bull Run, Manassas, Virginia (July 21, 1861) | | |
| |Second Battle of Bull Run, Manassas, Virginia (August 29-30, 1862) | | |
| |Manassas | | |
| |The Great Skedaddle | | |
| |The War Years: 1861-1862 ( | | |
| |Antietam | | |
| |Antietam National Battlefield | | |
| |The Civil War: Forever Free 1862 | | |
| |Ulysses S. Grant | | |
| |First Battle of Bull Run: Stonewall Jackson, Robert E. Lee, and the 7 Days Campaign | | |
| |The Last Best Hope of Earth | | |
| |Blood, Wounds, & Death | | |
| |Lincoln Loses a Son and Issues the Emancipation Proclamation | | |
| |Crafting the Gettysburg Address | | |
| |Lincoln Delivers the Address | | |
| |Major Theme: Equality | | |
| |Vicksburg | | |
| |Two Turning Points: The Battles of Vicksburg & Gettysburg | | |
| |Confederate Mistakes at Gettysburg | | |
| |Gettysburg: The First Day | | |
| |Gettysburg: The Second Day | | |
| |Gettysburg: The Third Day | | |
| |Conclusion: Gettysburg's Legacy | | |
| |Gettysburg: First National Cemetery | | |
| |A Union Dissolved | | |
| |The Confederate States of America | | |
| |Last Gasps of the Confederacy | | |
| |A Little Giant and a Big Debate | | |
| |Lincoln Studies Law and Meets Stephen Douglas and Mary Todd | | |
| |Abraham Lincoln | | |
| |Abraham Lincoln is Assassinated | | |
| |Abraham Lincoln's Childhood | | |
| |Abraham Lincoln is Elected to the United States House of Representatives Abraham Lincoln is Elected to the Illinois State Legislature | | |
| | | | |
| |Lincoln's Inauguration and the Beginning of War | | |
| |Grant and Lincoln Finally Meet | | |
| |Lincoln Murdered at Ford's Theatre | | |
| |Robert E. Lee | | |
| |Robert E. Lee: America's Greatest General | | |
| |Grant and Ward | | |
| |Lincoln Appoints Grant Brigadier General | | |
| |The Promised Land | | |
| |War Is All Hell | | |
| |Congress Challenges Presidential Reconstruction | | |
| |Freedom: A History of US: What Is Freedom? | | |
| | | | |
| |Images: | | |
| |The first battle of Bull Run, July 21, 1861. | | |
| |An overturned Federal supply train. | | |
| |Burnside Bridge at Antietam, Civil War battle. | | |
| |Confederate dead in the Sunken Road at Antietam. | | |
| |Lincoln reading Emancipation Proclamation. | | |
| |A map of Eastern Theater of Operations, 1862-1863. | | |
| |Gen. George Gordon Meade (1815-1872). | | |
| |General George Brinton McClellan (1826-1885). | | |
| |Ambrose Everett Burnside (1824-1881). | | |
| |Lincoln's Gettysburg Address | | |
| |Abraham Lincoln at time of the Gettysburg Address. | | |
| |A map of Grant's Vicksburg, Mississippi, campaign. | | |
| |Steamboats on the levee at Vicksburg, Mississippi. | | |
| |Vicksburg before Grant began his operations. | | |
| |Inauguration of Abraham Lincoln, March 4, 1861. | | |
| |Jefferson Davis, President of Confederate States. | | |
| |Abraham Lincoln, 16th President of the United States | | |
| | | | |
| |Visibly aged Abraham Lincoln, April 10, 1865. | | |
| | | | |
| |An 1860s cartoon, slavery vs. Abraham Lincoln. | | |
| |Portrayal of the assassination of Lincoln. | | |
| |General Robert E. Lee (1807-1870). | | |
| |Ulysses S. Grant and Robert E. Lee. | | |
| |General Ulysses S. Grant (1822-1885). | | |
| |Cartoon showing Union General William T. Sherman. | | |
| |Thaddeus Stevens (1792-1868). | | |
| |Thaddeus Stevens closing impeachment debate, 1868. | | |
| | | | |
| |Audio: | | |
| |A Reading of Abraham Lincoln's Gettysburg Address | | |
| |The Civil War: Two Views: Abraham Lincoln's Leadership | | |
| |African American History: Civil War Promises & Realities | | |
| |The Civil War: Two Views: Aggressions Explode at Fort Sumter | | |
| |The Civil War: Two Views: A Bloody War | | |
| | | | |
| |Articles: | | |
| |Manassas | | |
| |Bull Run, Battle of | | |
| |Antietam, Battle of | | |
| |Gettysburg Address | | |
| |Gettysburg | | |
| |Vicksburg | | |
| |Vicksburg, Campaign of | | |
| |Davis, Jefferson | | |
| |Douglas, Stephen Arnold | | |
| |Lincoln, Abraham | | |
| |Lee, Robert E(dward) | | |
| |Five Forks, Battle of | | |
| |Grant, Ulysses S(impson) | | |
| |Stevens, Thaddeus | | |
| | | | |
| |Writing Prompts: | | |
| |Words of Encouragement | | |
| |Being a Great Leader | | |
| |Rhetorical Style and Meaning | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.1.30 *** |Formulate historical questions by analyzing primary* and secondary sources* | |Chapter 15, 16 |
|See Primary |about an issue confronting the United States during the period from 1754–1877. | | |
|Standard, p. 4 | | | |
| |Example: The Virginia Statute for Religious Freedom (1786), President George | | |
| |Washington’s Farewell Address (1796), the First Inaugural Address by Thomas | | |
| |Jefferson (1801), the Declaration of Sentiments and Resolutions of the Seneca | | |
| |Falls Convention (1848) and the Second Inaugural Address by Abraham Lincoln | | |
| |(1865) | | |
| | | | |
|8.1.31 *** |Obtain historical data from a variety of sources to compare and contrast examples | |Chapter 15, 16 |
|See Primary |of art, music and literature during the nineteenth century and explain how these | | |
|Standard, p. 12 |reflect American culture during this time period. (Individuals, Society and | | |
| |Culture) | | |
| | | | |
| |Example: Art: John James Audubon, Winslow Homer, Hudson River School, | | |
| |Edward Bannister, Edmonia Lewis and Henry Ossawa Tanner; Music: Daniel | | |
| |Decatur Emmett and Stephen Foster; Writers: Louisa May Alcott, Washington | | |
| |Irving, James Fennimore Cooper, Walt Whitman, Frederick Douglass, Paul | | |
| |Dunbar and George Caleb Bingham | | |
| |primary source: developed by people who experienced the events being studied (i.e., | | |
| |autobiographies, diaries, letters and government documents) | | |
| |secondary source: developed by people who have researched events but did not experience them directly (i.e., articles, biographies, | | |
| |Internet sources and nonfiction books) | | |
|8.2.4 *** |Examine functions of the national government in the lives of people. | | |
|See Primary |Example: Purchasing and distributing public goods and services, coining | | |
|Standard, p. 28 |money, financing government through taxation, conducting foreign policy, | | |
| |providing a common defense, and regulating commerce | | |
| | | | |
| | | | |
| | | | |
|8.2.6 *** |Distinguish among the different functions of national and state government within | | |
|See Primary |the federal system by analyzing the United States Constitution and the Indiana | | |
|Standard, p. 19 |Constitution. | | |
| | | | |
| |Example: Identify important services provided by state government, such as | | |
| |maintaining state roads and highways, enforcing health and safety laws, and | | |
| |supporting educational institutions. Compare these services to functions of the | | |
| |federal government, such as defense and foreign policy. | | |
| | | | |
|8.3.2 *** |Identify and create maps showing the physical growth and development of the | | |
|See Primary |United States from settlement of the original 13 colonies through Reconstruction | | |
|Standard, p. 6 |(1877), including transportation routes used during the period. | | |
| | | | |
|8.3.10 |Create maps, graphs and charts showing the distribution of natural resources — | | |
| |such as forests, water sources and wildlife — in the United States at the beginning | | |
| |of the nineteenth century and give examples of how people exploited these | | |
| |resources as the country became more industrialized and people moved westward. | | |
| |Videos: | | |
| |Homesteading on the American Frontier | | |
| |The American West at the Beginning of the 19th Century | | |
| |The Pioneers Head West | | |
| |Western Migration | | |
| |Western Migration: Human Impact | | |
| |Industrialization: Growth of Cities and Industries | | |
| | | | |
| |Images: | | |
| |A 30-horse-drawn combined harvester and thresher. | | |
| |A caption about farmers' unions, 1871-1873. | | |
| |A recreation of the first mechanical reaper. | | |
| |Plowing with a steam tractor in South Dakota. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.4.6 *** |Relate technological change and inventions to changes in labor productivity in the | | |
|See Primary |United States in the eighteenth and nineteenth centuries. | | |
|Standard, p. 40 | | | |
| |Example: The cotton gin increased labor productivity in the early nineteenth | | |
| |century. | | |
| |Images: | | |
| |American inventor and artist Robert Fulton. | | |
| |Gas street lighting in Baltimore. | | |
| |Thomas Alva Edison with his first phonograph. | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Thomas Edison | | |
| |Edison and the Age of Electricity | | |
| |Edison: Inventor and Innovator | | |
| |Inventions and Industry | | |
| |Introduction to Electricity | | |
| | | | |
|Notes: All chapter references in the “Notes” section are from The American Republic textbook. All indicators listed are Core indicators. |
|QUARTER 4 B |
|Theme: Geography / Reconstruction / Urban & Rural Population Growth / War Casualties /Constitutional Amendments |
|Indicator |Standard | |Notes |
|8.1.10 *** |Compare differences in ways of life in the northern and southern states, including | |Chapter 15, 16 |
|See Primary |the growth of towns and cities in the North and the growing dependence on | | |
|Standard, p. 42 |slavery in the South. (Individuals, Society and Culture) | | |
| | | | |
|8.1.21 *** |Describe the importance of key events and individuals in the Civil War. | |Chapter 15, 16 |
|See Primary | | | |
|Standard, p. 52 |Example: Events: The battles of Manassas, Antietam, Vicksburg and | | |
| |Gettysburg; and the Emancipation Proclamation and Gettysburg Address (1861– | | |
| |1865); People: Jefferson Davis, Stephen A. Douglas, Abraham Lincoln, Robert | | |
| |E. Lee, Ulysses S. Grant, William T. Sherman and Thaddeus Stevens | | |
| | | | |
|8.1.22 |Explain and evaluate the policies, practices and consequences of Reconstruction, | |Chapter 15, 16, 17 |
| |including the Thirteenth, Fourteenth and Fifteenth Amendments to the | | |
| |Constitution. | | |
| |Videos: | | |
| |PostCivil War Laws and Constitutional Amendments | | |
| |The Right to Vote | | |
| |The First Reconstruction Act | | |
| |The Civil Rights Act | | |
| |Reconstruction | | |
| |The Constitution and Racial Discrimination: The Thirteenth, Fourteenth, and Fifteenth Amendments | | |
| |The Reconstruction Amendments | | |
| |The 1866 Elections and Congressional Reconstruction | | |
| |Congress Challenges Presidential Reconstruction | | |
| |The End of Reconstruction | | |
| |Retribution or Reconciliation: The Possibilities of Reconstruction | | |
| |Reconstruction: Racial Relations in America After the Civil War | | |
| |Reconstruction: Economic Progress | | |
| |Reconstruction: Progress in the South | | |
| |America During Reconstruction: The Beginning of Major League Baseball | | |
| |Determined to Learn | | |
| |Racial Equality | | |
| |Northern Weariness and the Myth of the Lost Cause | | |
| |White Supremacy | | |
| |Conclusion: Reconciliation at Great Cost | | |
| |Chaos in Congress and the Former Confederate States | | |
| |Troubles of the Freedman | | |
| |Marshall Twitchell and the Freedmen's Bureau | | |
| |Sherman Meets the Freedmen in Savannah | | |
| | | | |
| |Images: | | |
| |Portrait of a black congressman from the Reconstruction Period. | | |
| |"Reconstruction of the South." | | |
| |A map of the South under Military Reconstruction. | | |
| |A Thomas Nast cartoon regarding Reconstruction. | | |
| |Blacks in Southern Legislature Meeting | | |
| |Blanche Kelso Bruce, U.S. Senator, Mississippi. | | |
| |The Memphis riot, 1866. | | |
| |Primary school for freedmen at Vicksburg, MS. | | |
| |An 1876 voting cartoon. | | |
| |Students in Howard University law library, 1900. | | |
| |Andrew Johnson, 17th president of the U.S. | | |
| |Issuing rations at a Freedmen's Bureau. | | |
| |First African-American members of Congress. | | |
| |Two members of the Ku Klux Klan. | | |
| |The race riot in New Orleans in July 1866. | | |
| |Voter registration in the South. | | |
| |John Brown Gordon (1832-1904). | | |
| |Thomas Nast (1840-1902). | | |
| |Henry Clay Warmoth (1842-1932). | | |
| |Nineteenth century woodcut of "Education Among the Freedmen" | | |
| |An African-American couple in Sacramento. | | |
| | | | |
| |Audio: | | |
| |Staying One Nation: Radical Reconstruction | | |
| |Staying One Nation: Abolitionists & Reconstruction | | |
| |Reconstruction: Segregation Moves North | | |
| |Reconstruction: White Participation Turns Sour | | |
| |Reconstruction: Radical Social Reform | | |
| |Reconstruction: The Status of the Former Slave | | |
| |Reconstruction: The Legacy | | |
| | | | |
| |Articles: | | |
| |Reconstruction | | |
| |Ku Klux Klan | | |
| | | | |
| |Writing Prompts: | | |
| |Reconstruction and Dreams | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |PostCivil War Laws and Constitutional Amendments | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|8.1.28 |Recognize historical perspective and evaluate alternative courses of action by | | |
| |describing the historical context in which events unfolded and by avoiding | | |
| |evaluation of the past solely in terms of present-day norms. | | |
| | | | |
| |Example: Use Internet-based documents and digital archival collections from | | |
| |museums and libraries to compare views of slavery in slave narratives, northern | | |
| |and southern newspapers, and present-day accounts of the era. | | |
| | | | |
| |Videos: | | |
| |The Way to Freedom | | |
| |Lives of the Freed | | |
| |A Free Voice | | |
| |Early African American Writers | | |
| |Escape and the Railroad | | |
| |Summerset: The Southern Plantation | | |
| |Henry Box Brown | | |
| |The North Star | | |
| |Fighting With Words | | |
| |William Still, The Eastern Line, and Thomas Garrett | | |
| | | | |
| |Images: | | |
| |Portrait of Frances Ellen Watkins Harper | | |
| |Frederick Douglass (1817-1895). | | |
| |Title Page of Frederick Douglass Book | | |
| |Slave Emerging From a Mail Crate | | |
| |Mary Church Terrell (1863-1954). | | |
| |Portrait of Bishop Richard Allen | | |
| | | | |
| |Audio: | | |
| |Leading Black Americans: Frederick A. Douglass | | |
| | | | |
| |Articles: | | |
| |Garrison, William Lloyd | | |
| | | | |
| |Writing Prompts: | | |
| |Equality for All | | |
| | | | |
| | | | |
| | | | |
|8.1.30 *** |Formulate historical questions by analyzing primary* and secondary sources* | | |
|See Primary |about an issue confronting the United States during the period from 1754–1877. | | |
|Standard, p. 4 | | | |
| |Example: The Virginia Statute for Religious Freedom (1786), President George | | |
| |Washington’s Farewell Address (1796), the First Inaugural Address by Thomas | | |
| |Jefferson (1801), the Declaration of Sentiments and Resolutions of the Seneca | | |
| |Falls Convention (1848) and the Second Inaugural Address by Abraham Lincoln | | |
| |(1865) | | |
| | | | |
|8.1.31 *** |Obtain historical data from a variety of sources to compare and contrast examples | |Chapter 15, 16, 17 |
|See Primary |of art, music and literature during the nineteenth century and explain how these | | |
|Standard, p. 12 |reflect American culture during this time period. (Individuals, Society and | | |
| |Culture) | | |
| |Example: Art: John James Audubon, Winslow Homer, Hudson River School, | | |
| |Edward Bannister, Edmonia Lewis and Henry Ossawa Tanner; Music: Daniel | | |
| |Decatur Emmett and Stephen Foster; Writers: Louisa May Alcott, Washington | | |
| |Irving, James Fennimore Cooper, Walt Whitman, Frederick Douglass, Paul | | |
| |Dunbar and George Caleb Bingham | | |
| | | | |
| |primary source: developed by people who experienced the events being studied (i.e., | | |
| |autobiographies, diaries, letters and government documents) | | |
| |secondary source: developed by people who have researched events but did not experience them directly (i.e., articles, biographies, | | |
| |Internet sources and nonfiction books) | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |An American Slave Girl: The Hope of Freedom | | |
| |An American Slave Girl: Fear and Injustice | | |
| |An American Slave Girl: The Secret Abolitionist | | |
| |An American Slave Girl: Escaping to Freedom | | |
| | | | |
|8.2.4 *** |Examine functions of the national government in the lives of people. | | |
|See Primary | | | |
|Standard, p. 28 |Example: Purchasing and distributing public goods and services, coining | | |
| |money, financing government through taxation, conducting foreign policy, | | |
| |providing a common defense, and regulating commerce. | | |
|8.3.2 *** |Identify and create maps showing the physical growth and development of the | | |
|See Primary |United States from settlement of the original 13 colonies through Reconstruction | | |
|Standard, p. 6 |(1877), including transportation routes used during the period | | |
|8.3.7 *** |Using maps identify changes influenced by growth, economic development and | | |
|See Primary |human migration in the eighteenth and nineteenth centuries. | | |
|Standard, p. 30 | | | |
| |Example: Westward expansion, impact of slavery, Lewis and Clark exploration, | | |
| |new states added to the union, and Spanish settlement in California and Texas. | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |The Impact of Presidents Polk, Taylor, and Fillmore | | |
| |The Lewis and Clark Expedition | | |
|8.4.4 *** |Explain the basic economic functions of the government in the economy of the | | |
|See Primary |United States. | | |
|Standard, p. 39 | | | |
| |Example: The government provides a legal framework, promotes competition, | | |
| |provides public goods* and services, protects private property, controls the | | |
| |effects of helpful and harmful spillovers*, and regulates interstate commerce. | | |
| | | | |
| |Videos: | | |
| |Regulating the Economy: The Interstate Commerce Act | | |
| |What the Exxon Valdez Trustee Council Has Done to Protect the Ecosystem from Development since the Spill | | |
| |The Exxon Valdez Oil Trustee Council Acts to Protect, Restore and Study the Prince William Sound Ecosystem | | |
| | | | |
| |Discovery Education Resources: 2011 | | |
| |Videos: | | |
| |Economics & Change | | |
| | | | |
| | | | |
|8.4.6 *** |Relate technological change and inventions to changes in labor productivity in the | | |
|See Primary |United States in the eighteenth and nineteenth centuries. | | |
|Standard, p. 40 | | | |
| |Example: The cotton gin increased labor productivity in the early nineteenth | | |
| |century. | | |
| | | | |
Themes / Units:
Q1: American Building Blocks / Government / Constitutional Principles / Checks & Balances / Creation of Laws / Political Parties
Q2: American Building Blocks / Government / Constitutional Principles / Checks & Balances / Creation of Laws / Political Parties/ Government /Westward Expansion
Q3: Economic Banking – Imports & Exports / Urban & Rural Population / Transportation / Agriculture /Conflict and Division / Urban & Rural Population /Geography/Civil War
Q4: Geography / Agricultural Products / Urban & Rural Population Growth / War Casualties / Civil War / Where Americans Lived / Reconstruction /Constitutional Amendments
Standards & Indicators by Quarter:
|Q1 |Q2A |Q2B |End of Semester 1 Test |
|8.1.4, 8.1.5, 8.1.9, 8.1.30, 8.2.1, 8.3.2, 8.3.3, |8.1.6, 8.1.7, 8.1.8, 8.1.31, 8.2.1, 8.2.3, 8.2.5, |8.1.8, 8.1.9, 8.1.11, 8.1.13, 8.1.16, 8.2.4, 8.3.2, |8.1.4, 8.1.5, 8.1.6, 8.1.7, 8.1.8, 8.1.9, 8.2.6, |
|8.3.9, 8.4.1 |8.2.6, 8.3.2, 8.3.5 |8.3.5, 8.3.7, 8.3.11 |8.3.9 |
|Q3A |Q3B |Q4A |Q4B |
|8.1.14, 8.1.15, 8.1.16, 8.1.18, 8.1.23, 8.1.31, |8.1.10, 8.1.16, 8.1.18, 8.1.20, 8.1.24, 8.1.30, |8.1.10, 8.1.16, 8.1.21, 8.1.30, 8.1.31, 8.2.4, 8.2.6, |8.1.21, 8.1.22, 8.1.28, 8.1.30, 8.1.31, 8.2.4, 8.3.2,|
|8.2.4, 8.3.7, 8.3.11, 8.4.4, 8.4.6 |8.2.3, 8.2.4, 8.3.6, 8.3.7, 8.3.11, 8.4.4, 8.4.6 |8.3.2, 8.3.10, 8.4.6 |8.3.7, 8.4.4, 8.4.6 |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- ohio public school district rankings
- public school district foundations
- ohio public school district numbers
- florida public school district rankings
- ohio public school district numbers 2019
- what public school district am i in
- philadelphia public school district pa
- kalamazoo public school district calendar
- greenville public school district clever
- michigan public school district maps
- public school district of residence ohio
- ohio public school district maps