Rochester City School District



How Do I Maintain My Identity, Even When It is Challenged?Unit 1: The Human and Physical Geography of Early AmericaStudents will gain an understanding of the roles human and physical geography played in the establishment of the United States as a country. By conducting case studies of African, Native American, and European identities before, during, and after the Encounter of 1492, students will investigate the groups’ cultural origins and research their varied roles and interactions in the “New World”. While studying figures and groups from the past, students will research their own personal histories to create a greater understanding of their own identities. The goals of this unit will be achieved through focused inquiry centered on the following themes:CultureWhat role do time and place play in the development and change of cultures?People, Places and EnvironmentsHow are regions defined by various characteristics? (physical, cultural, historic, economic, etc.)ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSWhat is history? Why should we study history?What is identity?Why do people move?How do peoples’ environments affect the way they live?What forces shaped Early America? Find, select, organize, and present information to compare various cultures according to specified aspects of culture, such as institutions, language, religion, and the arts; Identify and interpret “push” and “pull” factors involved in the migrations of people in this nation and other parts of the worldRH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.Students will find and analyze information in order to examine the cultures and identities of African, Native American, and European peoples before their migrations to the “New World” and identify and interpret the “push” and “pull” factors involved in the movements of those peoples. Students will investigate the dynamic relationships between African, Native American, and European peoples and institutions in the Thirteen British Colonies. Geography and its influence on historical & cultural development: location, regions, physical features shaping the identity of the developing colonies, interaction with Native American and mutual influence Migration: European explorers and settlers, immigrants, forced migration of Native Americans and African Americans,Constitutional Foundations & Colonial experience: political rights and mercantile relationships; Mayflower Compact; colonial charters and self-government; Native American governmental systems; influence of Africa and African-American culture upon colonial cultures; Enslavement (northern and southern systems; contradiction between slavery and emerging ideals of freedom and liberty)Students will construct and interpret a series of maps depicting changes in the relationships among people, places, and environments over time. Students will investigate and/or interview members of their families and communities about their role and importance in the cultural identity of Rochester Students will construct and interpret a series of maps showing the patterns of African, Native American, and European migration and settlement to the Thirteen Colonies. Students will analyze an example of cooperation or conflict between two or more of the aforementioned cultural groups, identifying the relevant cultural beliefs and behaviors of the groups involved, the differences, and similarities of those beliefs and behaviors, and the ways in which these contribute to the example of conflict or cooperation. How Can I Participate in My Community?Unit 2: The Constitution of the United StatesBy studying the ideology of the American Revolution and the creation of the United States Constitution, students will analyze the context of the founding of American government and create their own frameworks for understanding how they can actively participate in local and national civic communities. In identifying current examples of local and national problems tied to constitutional issues, students will apply historical content to their own lives and communities. The goals of this unit will be achieved through focused inquiry centered on the following themes: Power, Authority, and GovernanceWhat are the purposes and functions of government? How are individual rights protected within the context of majority rule? Civics, Ideals, and PracticesHow can students participate in meaningful civic action?How do citizens balance personal interests and working for the common good?ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSWhat is government?Do we have the right to oppose our government? How do I participate in government? How are my rights protected under the constitution? Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation among groups and nations;Develop a position on a public policy issue, and defend it with evidenceRH8: Distinguish among fact, opinion, and reasoned judgment in a text.Students will understand the ideological and political foundations of the United States Constitution by analyzing and evaluating the American Revolution. Students will understand the basic principles of the US Constitution and develop a position on a relevant current issue tied to Constitutional rights and responsibilities. The Revolutionary War and the Declaration of Independence: causes of the Revolution; revolutionary ideology (republican principles, natural rights); revolutionary leaders; African-American role in the Revolution, growth of the free black population; Articles of Confederation and Northwest Ordinance The ConstitutionConstitutional Convention; representation, slavery; conflict and compromise; ratification; federalist v. antifederalists; Basic Structure and Function: checks and balances; constitutional principles (federalism; separation of powers; civil liberties; historic vs. present meanings of equality; representation; property rights; constitutional change)The Bill of RightsStudents will prepare and participate in a classroom debate to discuss whether or not the Articles of Confederation accomplished the goal of the American Revolution. Students will prepare and present an analysis of a current local or national issue which requires government action. Students will write an informed personal position on a civic issue identified above based on reasoned arguments developed by consulting multiple sources and participate in a mock town hall meeting. What Brings Us Together and Breaks Us Apart?Unit 3: A New Country Growing and UnravelingBy investigating the first sixty years of the new American government, students will examine how the U.S. Constitution was tested and evolved to meet the needs and desires of the growing United States. Students will also examine the movement of people to the West and the increasing sectionalism of the country in order to understand how groups of people came together and split apart in the new nation. The goals of this unit will be achieved through focused inquiry centered on the following themes: Individual Development and IdentityHow do social, cultural, and national norms influence identity?How do the choices that individuals make impact who they are now and who they can become? People, Places, and EnvironmentsHow are regions defined by various characteristics? (physical, cultural, historic, linguistic, political, etc.)ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSHow did the interpretation of the U.S. Constitution establish our government? How do individuals and groups shape social and political conditions?How does movement of people create opportunities and conflicts? Identify biases that can influence a person’s perceptions of other individuals, including individuals belonging to groups with different physical, social, or cultural characteristics;Describe and explain the relationships and tensions between national sovereignty and global interests in such matters as territorial rights, natural resources, trade, the different uses of technology, and the welfare of people.RH9: Analyze the relationship between a primary and secondary source on the same topic. Students will understand different interpretations of the US Constitution and the new government’s interaction with the American people by investigating the social, political, and economic tensions brought about by territorial expansion, sectionalism, and the new role of the United States in the world. The New Government: Washington’s Cabinet; judicial review; strict & loose interpretations; political partiesNational Security and Neutrality: Whiskey Rebellion, Alien & Sedition Acts; War of 1812; Monroe DoctrineTerritorial Expansion: Louisiana Purchase, Indian removal, settling the west, Manifest Destiny, Sectional and Regional Differences: North, South, West – social, political, and economic differences; Abolition, Underground Railroad, slave rebellions, Douglass, Nat Turner, Erie CanalConstitutional Stress: specific struggles between states and federal governments for power, nullification; Missouri Compromise (1820), Compromise of 1850; Fugitive Slave Act (1850); Dred Scott (1857)Create an identity portrait of two influential people that were involved in a controversial issue at the time. Use vignettes, cases or works of literature to examine perceptions of the new American government and its impact on individuals and groups. Constructing a map depicting the historical expansion of a nation or empire that demonstrates an understanding of relative location, distance, direction, boundaries, major physical features, size, and shape.Can a Broken Relationship be Repaired?Unit 4: A Nation Torn - The Civil War and ReconstructionStudents will analyze the context and causes of the Civil War by investigating the institutional tensions that broke the nation apart. By interpreting the factors leading to the Civil War and the goals of various political and social groups during Reconstruction, students will build a position assessing the immediate and long-term effects of Reconstruction. The goals of this unit will be achieved through focused inquiry centered on the following themes: People, Places, and EnvironmentsHow are regions defined by various characteristics (e.g., physical, cultural, historic, linguistic, religious, economic, and political)?Individuals, Groups, and InstitutionsHow do groups and institutions influence individuals and society?What are the causes and effects of tensions that occur when the goals, beliefs, norms, and principles of two or more groups or institutions are in conflict?ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSWhat factors contributed to the Civil War?Was compromise possible leading up to the Civil War?How did sectional and regional differences lead to advantages and disadvantages for the North and South during the Civil War?To what extent were the powers of the President expanded during the Civil War?Why was this time called “Reconstruction”? How successful was Reconstruction in granting freedom and equality to African Americans?Concept of regions identifies links between people in different locations according to specific criteria (e.g., physical, economic, social, cultural, religious)Identify and analyze the impact of tensions between and among individuals, groups, and institutions Analyze the role of institutions in furthering both continuity and changeRH 7: Integrate visual information (e.g., in charts, photographs, videos, or maps)Students will identify and analyze the impact of tensions between and among individuals, groups, and institutions during the Civil War Era. Students will evaluate the legacy of Reconstruction for African Americans and others by critically analyzing the goals and policies of the US Government during the periodCauses of the Civil WarSlavery, sectionalism, election of Lincoln, states’ rightsThe War Lincoln’s role, colonization, contraband, black participation in the warBlack agency in liberationEmancipationReconstructionPlans for Reconstruction – conflict and cooperation between federal/state/local governments; 13th, 14th, 15th Amendments; military occupation; Freedmen’s Bureau Life in the South during and after Reconstruction: African American advances and setbacks; Plessy v. Ferguson (1896)Students will create a posters, broadsides, timelines, maps, charts or other visual representations describing the various issues leading up to the Civil War and the changes over time in the balance of power in the North and South during the war. Students will prepare a position paper analyzing the goals of the US government’s Reconstruction policies and assess their immediate and long-term effects. Who is an American?Unit 5: Industry, Invention, and ImmigrationStudents will analyze the causes and impacts of industrialization by studying the evolution of the nation’s industrial economy. As they investigate the factors that transform the economy and the new immigrant groups that began to flock to the United States, students will evaluate what defines an “American”, and what is the relationship between historical and contemporary notions of “American” values. The goals of this unit will be achieved through focused inquiry centered on the following themes:Production, Distribution, and ConsumptionWhat are different types of economic systems and how do they function? What is the role of technology in economic decision-making?People, Places, and EnvironmentsWhat push-pull factors influenced the migration of peoples?How do changes in the use and distribution of resources affect peoples’ lives?ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSHow did the rise of industry affect the United States?Why did technology have such a strong impact on American labor?Are Labor Unions necessary? How did businesses use monopolies and other methods to grow and limit competition? What is the proper role of government in regulating business? How did immigration and migration to the West impact urban America?What were the factors that drove immigration and migration? Gather and analyze data on economic issues, and use critical thinking in making recommendations on economic policies.Select, organize, evaluate, and communicate information about the impact of science or technology on a society today or in the pastRH3: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Students will understand how the American industrial economy grew, how it affected the minds and lives of citizens, and how individuals, groups, and the government responded to industrialization. Students will identify the patterns of immigration to the United States and the migrations of Americans within the United States between 1850 and 1920 and assess the impact of these movements on American society. IndustrialismEconomic Transformation: monopolies, corporations and entrepreneurs (Carnegie, Rockefeller, C.J. Walker) changes in transportation, communication, and energy. Responses to Industrialization: Social Darwinism, The Labor Movement and the Grange; government regulation (Interstate Commerce Act, etc.)People & PlacesOld and new sources of Immigration and reactions – Social DarwinismThe Frontier: Homestead Act, settlement of the west, Native American IndiansAfrican American movement to the west (Exodusters)Students will investigate a specific inventor, entrepreneur, business leader or labor leader to determine the significance of that person, identify a modern counterpart, and compare the two. Students will chart the origins and patterns of settlement of immigration to and western migration in the US by creating charts and graphs showing factors of immigration and migration. Students will explore current perspectives on immigration in the United States, and prepare a multimedia presentation with supporting evidence that develops a position on current American immigration policy. How Can I Make Change Happen? Unit 6: The Progressive EraIn this unit, students will explore the origins of the Progressive Era and important Progressive leaders in order to gain an understanding of the types of changes that Americans strived to achieve in the early to mid-1900s and the strategies reformers chose to effect such change. The successes and failures of the various movements will be studied in order for students to internalize an understanding of the change process and help them construct appropriate strategies for making positive transformations in their own communities. The goals of this unit will be achieved through focused inquiry centered on the following themes: Time, Continuity, and ChangeWhat connections are there between the past and the present? What are the origins and influences of social, cultural, political, and economic systems? Individuals, Groups, and Institutions How do individuals influence groups and institutions? What are the causes and effects of tensions that occur when the goals, beliefs, norms, and principles of two or more groups or institutions are in conflict?ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSWhen is change necessary?How does change happen? How have individual citizens led movements for change? How have governments instituted changes? What are the characteristics of a successful movement for change? How can we tell if a change is successful? Identify and use a variety of primary and secondary sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and other sources;Evaluate how groups and institutions work to meet individual needs and promote or fail to promote the common goodRH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).Students will identify major citizen and government-led reform movements and their leaders, and evaluate the motives, objectives and levels of success of these movements. Areas of Reform16th and 17th AmendmentTemperance/Prohibition/18th AmendmentMuckrakers & Reformers: Jacob Riis, Ida Tarbell, Margaret Sanger, Upton SinclairWomen’s Rights, Seneca Falls, Anthony & Stanton; 19th Amendment, Carrie Chapman Catt (NAWSA), Alice Paul (NWP)African Americans: NAACP, Urban League, Washington & DuBois; UNIA, Marcus GarveyGovernment: Roosevelt’s trust-busting, conservation; Woodrow WilsonStudents will write historical accounts of specific reform movements and create an exhibit for a class museum representing the successes and failures of Progressive Era reform. How Do I Use My Power and Authority?Unit 7: The Rise of American Power – Imperialism and World War IIn this unit, students will discuss the differences between power and authority and apply the concepts to the study of US history in the late 19th and early 20th centuries. By studying the imperialistic motives of the United States and the entry of the country into World War I, students will evaluate historical examples of how power and authority were used both responsibly and inappropriately. The goals of this unit will be achieved through focused inquiry centered on the following themes:Power, Authority, and GovernanceWhat is power and under what circumstances is the exercise of power acceptable? Global ConnectionsHow can individuals, groups, and organizations more effectively address critical issues? ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSIs it ever justifiable to take control of another person, community, or nation? Should the United States have entered World War I? How did the war affect Americans at home? What role did new technology play in WWI? Ask and find answers to questions about power, authority and governance in the region, nation, and worldRH-1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RH-8- distinguish among fact opinion and reason judgment in a text.Students will identify the goals of US imperialism and apply an understanding of the concepts of power and authority to the imperialist actions of the United States in the late 19th and early 20th centuries. Students will investigate the uses of power and authority to analyze the causes of World War I and evaluate the War’s impact on the American people and the role of America in the world. World Involvement:The Pacific: opening of Japan, Hawaii, Open Door Policy Spanish American War and Latin America; the Phillipines; Panama Canal, West Indies, Roosevelt Corollary World War INeutrality; US entry into the War; new battlefield technologiesSchenck v. United States (1919); “clear and present danger”Impact on African AmericansFourteen Points; Treaty of VersaillesStudents will analyze the intents of US imperialism in a specific area and propose an alternative plan of action. Students will write reports, letters, articles, and editorials to create a classroom newspaper focusing on the causes and effects of World War I. What Hardships Have I Faced in My Life and How Have I Recovered?Unit 8: The Impact of War, Prosperity, and the Great DepressionIn this unit, students will examine the political, social, and economic influences on individuals and groups in post-World War I America. By comparing and analyzing social groups and investigating the impact of government on the lives of the people between the wars, students will better be able to understand the role of government in their lives. The goals of this unit will be achieved through focused inquiry centered on the following themes:CultureHow do beliefs, such as religion or political ideals, influence other aspects of a culture, such as its institutions and art?What role do geography, economics, and politics play in the development of cultures, and cultural diffusion? Production, Distribution, and ConsumptionHow do individuals, groups, and institutions deal with market failures? How do fiscal and monetary policies at the national level impact households and businesses? ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSWhat important social changes took place after WWI? How were civil liberties limited in post WWI America? In what ways was the boom of the 1920s false prosperity? How did the Great Depression impact various groups of people? How did the US government respond to the Great Depression? Evaluate how groups and institutions work to meet individual needs and promote or fail to promote the common goodCompare and analyze behaviors for preserving and transmitting culture RH -5 - Describe how a text presents information (e.g., sequentially, comparatively, and causally).RH-7-integrate visual information with other information with print and other visual text.Students will evaluate how groups and institutions met individual needs after World War I by using texts, visuals, and other information. Students will analyze the immediate and long-term effects of the US government’s response to the Great Depression. The Great Migration: locations, factors influencing decisions to move, reactions and effects; Red Summer (1919)Return to Normalcy & Cultural ChangesMass consumption, installment buying, automobile, real estate boomFirst Red Scare, Sacco & Vanzetti, KKK, Scopes trialJazz Age: Changing role of women; Harlem Renaissance; movies, radio, and literatureThe Great DepressionCauses: industrial and agricultural overproduction, credit, unequal distribution of wealthLiving ConditionsGovernment Response: FDR and the New DealStudents will observe, interview, and research to develop a presentation illustrating the experience of a specific cultural group from the time period. Researching and presenting in visual form the varied ripple effects of New Deal era public policies and organizations. Is it Possible for Me to Stay Neutral When Others Disagree?Unit 9: World War II to Cold WarIn this unit, students will see the global interdependence among world governments and communities by analyzing the ways in which the United States interacted with other countries in the mid to late 20th century. In examining the role of the United States in World War II and the Cold War, students will be able to see how neutrality, conflict, and cooperation play out internationally as well as in their own communities. The goals of this unit will be achieved through focused inquiry centered on the following themes:Power, Authority, and GovernanceWhat is power and under what circumstances is the exercise of power acceptable? Global ConnectionsWhat persisting issues arise from global conflict and cooperation? ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSIs it possible to remain neutral in an interdependent world? Is true peace possible after a major conflict? How were American and the world different because of the events of World War II? Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation among groups and nationsAnalyze examples of conflict, cooperation, and interdependence among groups, com munities, regions, societies, and nationsRH -2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH-3-Identify key steps in a text description of a process related to history /social studies.Students will investigate the causes and effects of World War II and the results of United States participation in the conflict. Students will map the global connections that formed after World War II by evaluating the effects of Cold War policies and conflicts. Peace in Peril: Isolationism, Neutrality Acts; Totalitarian aggression; Appeasement; Munich Conference; Lend-LeaseWWIIUS entry, mobilization, and strategy – two front warRole of women/minority groups – Japanese internment, segregated/integrated units; Tuskegee Airmen; GI BillEnd of war: atomic bomb; United Nations, refugees, Japanese surrenderHolocaust & Nuremburg TrialsThe Beginnings of the Cold WarCold War World: Yalta Conference, Containment; Berlin airlift, Marshall Plan, NATO, Communist China, USSR; Hot wars in Korea and VietnamStudents will create a World War II portfolio analyzing the causes and effects of the war. Students will illustrate the changes in global connections throughout the Cold War era. What Do We Learn from Our Relationships and Conflicts With Others?Unit 10: Times of Change – Postwar United StatesIn this unit, students will investigate the changing roles of individuals and groups in American after World War II. By examining American culture through the eyes of various groups and individual citizens, students will construct an understanding of how the dynamic relationship between individuals and society creates an American past, present, and future. The goals of this unit will be achieved through focused inquiry centered on the following themes:Civic Ideals and PracticesHow can students participate in meaningful civic action?Time, Continuity, and ChangeHow and why do people differ in their judgments about what was important in the past?CultureHow does culture unify a group of people?ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSIs it fair to impose ones beliefs on others?How did international events and government actions shape American society? How do media influence what we do and think? How did American society change during the 1950s and 1960s?How has the role of the federal government changed after World War II? What problems from postwar America have persisted in the United States? Participate in the process of persuading, compromising, debating, and negotiating in the resolution of conflicts and differencesIdentify and use a variety of primary and secondary sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and other sourcesEvaluate how data and experiences may be interpreted differently by people from diverse cultural perspectives and frames of referenceRH -2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH-9 - Analyze the relationship between a primary and secondary source on the same topic.Students will use primary and secondary sources interpret the impacts of world and national events on groups and individuals. The Cold War at Home: Fear of communism: Alger Hiss, Rosenberg trial, McCarthyism, Second Red Scare, New FrontierCuban Missile Crisis; Berlin Wall; Alliance for ProgressVietnam: escalation, protest, Nixon, Kent State, detente Societal Changes: Suburbanization, interstate highway system, counter-culture, Rock-n-RollCivil Rights movements: African American, Women, Latino, Americans with disabilities, Native American, Asian American, Gays and Lesbians, war on poverty; role of government –Great SocietyWarren Court Rulings: Brown v. Board of Ed (1954), Mapp v. Ohio(1961), Miranda v. Arizona (1966), Tinker v. Des Moines (1969)Conduct research using primary and secondary sources, showing how important national developments after World War II affected people in their locality or region, and write historical accounts identifying different perspectives on these developments. How Can I Make My Place in America Today?Unit 11: Modern AmericaIn this unit, students will explore important issues in modern America. Students will research and analyze current problems, concerns, and movements and how they influence the perceptions, attitudes, values, and beliefs of individual Americans. Students will reflect upon their own values and how those values complement and/or clash with American society today. Furthermore, students will be asked to create action plans that they and their communities can use to make positive changes in their world. The goals of this unit will be achieved through focused inquiry centered on the following themes:Individual Development and IdentityHow do specific groups, such as family and friends, and attributes such as gender, ethnicity, and nationality, influence personal identity?Science, Technology, and SocietyWhat are current and historic examples of science and technology that have impacted individuals, society, and the world?ESSENTIAL QUESTIONSCOMMON CORE & NCSS STANDARDSRESULTSCONTENTSTUDENT PERFORMANCE EXPECTATIONSWhat is the appropriate role of the government in the lives of the people?How do people share their beliefs, values, and opinions with others?How do media impact our beliefs and values and the information we acquire?How is public policy created and put into effect?How have environmental and population changes affected Americans? Describe the influence of perception, attitudes, values, and beliefs on personal identity and the interactions of peoples across time and spaceUse scientific findings and forms to technology to formulate possible solutions to real-life issues and problems, and predict outcomes. RH -8 – Distinguish among fact, opinion, and reasoned judgment in a text.RH-2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.Students will identify and analyze developments in contemporary United States and evaluate the roles, rights, and responsibilities they have in modern America. Conservatism vs. Liberalism – what is the role of the government in the lives of the people?Individual Liberties: gun control, Roe v. Wade (1973), Planned Parenthood; race and gender issuesWar on PovertyWar on DrugsWar on Terror: Homeland Security, Patriot ActHealthcareEducation Reform: NCLBEnvironmental IssuesAge and Population shiftsUS role in Global EconomyStudents will write an analysis of an issue in modern America using current newspaper and magazine articles and propose possible solutions or outcomes for the issue. ................
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