Curriculum Management System - Monroe Township School … · 2013-02-22 · Curriculum Management...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: United States History I Grade: 10

For adoption by all regular education programs Board Approved: August 2012 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page …3

Mission, Vision, Beliefs, and Goals Page ….4

Core Curriculum Content Standards Page ….5

Scope and Sequence Pages …8

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages …12

Quarterly Benchmark Assessment Page ….72

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

WRITERS NAME

Mr. Joseph Romano Mr. Christopher Thumm

CURRICULUM SUPERVISOR

Ms. Bonnie Burke-Casaletto, District K-12 Supervisor of Science and Social Studies

mailto:[email protected]






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Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

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Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org NJDOE mandates K-12 instruction of the following themes. In collaboration with the NJDOE, the Monroe Township School district actively promotes a high quality, rigorous curriculum that supports the K-12 development of community citizens who embrace the ideals of unity, respect and human dignity and thus, actively realize the rich value of service to ones’ community.

Amistad:

http://www.theamistadcommission.com

Constitution Day:

http://www.edgove.legislation/FedRegister/other/2005-2/052405b.pdf

Holocaust:

http://www.state.nj.us.education/holocaust/about_usmandate.html

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

http://www.theamistadcommission.com/

http://www.edgove.legislation/FedRegister/other/2005-2/052405b.pdf

http://www.state.nj.us.education/holocaust/about_usmandate.html

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RH.1-Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

RH.3-Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

RH.4-Determine the meaning of the words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10)

RH.5- Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

RH.6-Evaluate the author’s differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

RH.7-Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question and solve a problem.

RH.8-Evaluate an author’s premise, claims, and evidence by corroborating or challenging them with other information.

RH.9-Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event , noting discrepancies among sources.

RH. 10-By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

WHST.1-Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an

organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and

limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

WHST.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. • Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole;

including formatting, graphics, and multimedia when useful to aiding comprehension. • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and

examples appropriate to the audience’s knowledge of the topic.

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• Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

• Provide a concluding statement or section that follows from and supports the information or explanation provided.

WHST.3-Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details and well-structured event sequences. WHST.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.6-Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. WHST.7-Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.8- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. WHST.9-Draw evidence from informational texts to support analysis, reflection, and research. WHST.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

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Scope and Sequence

Quarter 1 United States History I (Honors)- Grade 10

Unit Topics(s)- The Living Constitution and Early Government

I. The Living Constitution a. Introduction to the course b. Review of the Articles of Confederation and its shortcomings c. Influences upon the convention and ratification d. Constitutional compromises e. Structure and organization of the Constitution f. Purpose, powers and limitations of the three branches g. Significance of the Bill of Rights and Amendments 11 through

27 h. Balancing state power and individual liberties i. Ex post facto law

II. Jeffersonian Democracy a. Development of political parties b. The anomalies of the 1796 and 1800 Presidential Elections c. Chief Justice Marshall and Marbury v. Madison d. Jefferson as president: Expansion of power e. Louisiana Purchase f. The Lewis and Clark Expedition g. Jefferson and the Barbary Pirates h. The Embargo Acts and the British problem

III. Republicans in Power

a. Election of Madison b. Decline of the Federalist Party c. Causes of the War of 1812 d. The War of 1812 and the creation of a national identity e. Monroe and the “Era of Good Feelings” f. The Monroe Doctrine g. The Election of 1824 and the “Corrupt Bargain” h. Sectionalism in the 1820s: North, south and west i. A line in the sand?: the Missouri Compromise

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Scope and Sequence

Quarter 2 United States History I (Honors) – Grade 10

Unit Topic(s)- Sectionalism and the House Divided

I. The Expanding Republic a. Jacksonian Democracy b. The Market Revolution c. The rise of the “common man” d. Jackson’s Indian policy and the “Trail of Tears” e. Tariff of Abominations and Nullification f. Jackson’s war with the Bank of the United States g. The Second Great Awakening and the “individual” h. Age of Reform i. The rise of the Whigs

II. The New West and Free North

a. Economic and industrial evolution b. The “free labor” concept and economic growth c. German and Irish immigration in the mid-1800s d. Manifest Destiny and westward expansion e. The creation of the Republic of Texas f. The Mexican-American War g. President Polk and geographic expansion h. California and the Gold Rush

III. The Slave South

a. The cotton gin and the revival of slavery b. Cotton revolutionizes the south c. The economics of slavery d. The sociology of slavery e. Culture and religion among slaves f. Slave rebellion and escape g. Psychological effects of slavery upon whites and blacks

IV. The House Divided a. Status of newly acquired land: Slave or free? b. Compromise of 1850: Compromise on a moral issue c. The Fugitive Slave Act and Uncle Tom’s Cabin d. “Bleeding Kansas” and the rise of the Republicans e. The Dred Scott case and federal power over slavery f. The Lincoln-Douglas debates: Battle for Illinois Senate g. John Brown’s raid: Hero or terrorist? h. The Election of 1860 and the collapse of the Union

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Scope and Sequence

Quarter 3- United States History I (Honors)- Grade 10

Unit Topic(s)-The Civil War and Reconstruction

I. The Civil War a. Fort Sumter: Lincoln v. Davis b. Dynamics of a foreign war versus a civil war c. Strengths and beliefs of both sides d. Eastern stalemate: Bull Run to Chancellorsville e. Union victories in the western theater f. Technological revolutions in warfare g. International diplomacy h. From slave to “contraband” to soldier i. War’s effect upon the economies of the North and South j. Vicksburg and Gettysburg: Turning points of the war k. Civil unrest at home: New York City Draft Riots l. The Gettysburg Address: Lincoln taking the moral road m. Grant as the “butcher” and Sherman’s “March to the Sea” n. Surrender at Appomattox o. Results of the war

II. Reconstruction

a. Lincoln’s dream for an easy reconstruction plan b. Wilkes the villain ends the dream c. Presidential versus congressional reconstruction d. Johnson’s ineffective and problematic presidency e. The “Black Codes”: Undermining the 13th Amendment f. The 14th Amendment: Citizenship and Equal Protection g. Johnson’s impeachment: Congress wins battle h. The 15th Amendment and the Ku Klux Klan i. The “cycle of poverty”: Sharecropping and crop liens j. Grant as president: Corruption and economic problems k. “Home Rule” and “Redemption”: Rise of the Democrats l. Supreme Court undermines Reconstruction efforts m. The Compromise of 1877: End of Reconstruction n. The rise of Jim Crow

III. The Contested West a. The Frontier and Manifest Destiny b. Indian removal and the reservation system c. Indian resistance and survival d. Gold fever and mining the west e. Diversity in the west f. Homesteaders and speculators: The western push g. Barbed wire and “snake oil” h. The “Mythic West”: Fact or fiction?

IV. The Gilded Age

a. Gilded Age: The triumph of self-interest b. Robber barons or captains of industry? c. Railroads: First “big business” d. Technological advances: Bessemer to Edison e. Carnegie: Horizontal and vertical integration f. Morgan’s bank g. Rockefeller’s trusts and holding companies h. Autocracy and the expanding gap between rich and poor i. Social Darwinism and the Gospel of Wealth j. Laissez-Faire and the Supreme Court k. Gender, race and Gilded Age politics l. Garfield’s assassination and civil service reform m. Railroad regulation: Munn, Wabash, and the ICC n. The Sherman Anti-Trust Act: Monopoly and competition

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Scope and Sequence

Quarter 4 United States History I (Honors)- Grade 10

Unit Topic(s) Urbanization and Progressivism

I. The City and Its Workers a. Push and pull factors of late 19th century immigration b. Southern and eastern European immigrants c. Asian immigrants d. Ellis Island versus Angel Island e. Assimilation: “melting pot” or “mosaic” f. Nativism and Social Darwinism g. Jacob Riis’ How the Other Half Lives h. Reform and city modernization i. The Americanization Movement and “hyphenated Americans” j. Rise of the city machines k. Voter fraud and graft: Tammany Hall as an example l. Labor strikes: Mobilization against pay and conditions

II. Imperialism

a. The allure of colonies b. Imperialism and its connection to Social Darwinism c. Alaska and Hawaii d. Causes of the Spanish-American War e. Dewey and Roosevelt: American heroes f. The American Empire g. Cuba and the Philippines h. Teddy’s canal i. “Speak softly and carry and big stick” j. Roosevelt Corollary: Evolution of the Monroe Doctrine

III. The Progressive Era a. The Populist Movement: Roots of the Progressives b. Triangle Shirtwaist fire and labor reform c. Reform Darwinism and social engineering d. Rise of Progressive city and state governments e. Progressivism finds its president: Teddy Roosevelt f. The Square Deal g. Roosevelt the reformer: The Jungle and conservation h. Roosevelt the “trust buster”: Look out monopolies! i. Progressivism stalled: Taft’s troubled presidency j. Wilson and the Election of 1912 k. Wilson’s reforms: Tariff, banking and the trusts l. Limits of Progressivism: Women, workers and blacks

IV. World War I

a. Woodrow Wilson and the world b. Crisis in Europe and American neutrality c. “Over there!”: Doughboys and trenches d. The crusade for democracy and home e. Women, war, and the battle for suffrage f. A compromised peace g. The fight for the Treaty h. The Red Scare i. Election of 1920

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Stage 1 Desired Results: The Living Constitution ESTABLISHED GOALS

• NJCCCS 6.1.12.A.2.c Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government.

• NJCCCS 6.1.12.A.2.d Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance.

• NJCCCS 6.1.12.D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time.

• RH.9-10.1, 10.6 through 10.10 • WHST.9-10.7

Transfer Students will be able to independently use their learning to… • Discuss the role of government in the lives of individuals and how much power the federal

government should have over state governments.

Meaning UNDERSTANDINGS Students will understand that… • Political systems are the people, practices,

and institutions that use power to help make and enforce societal decisions.

• The use of written laws and reason help describe the power and responsibilities of government and the rights of its people.

• Every citizen should have at least a rudimentary understanding of the scope of their rights as well as how their government functions.

• Interdependence among government actors helps to ensure efficiency and thus citizen satisfaction.

• Earlier works influence provisions in governmental documents.

ESSENTIAL QUESTIONS • How much power should the national

government have over your daily choices? • Why do societies create laws and what do

they hope their laws will accomplish? • How does the law shape government, and

how does government shape the law?

Acquisition Students will know… • The Articles of Confederation was the

country’s first constitution and form of government.

• The Articles of Confederation had many shortcomings that prompted the Constitutional Convention.

• Enlightenment philosophers and historical political documents influenced the Constitution.

• Ratification of the Constitution was battled over by the Federalists and Anti-Federalists.

Students will be skilled at… • Using research skills (with guidance) to

connect current events to the Constitution. • Comparing and contrasting freedoms

granted in the Virginia Bill of Rights, Magna Carta, and English Bill of Rights.

• Expressing their findings orally and in writing

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• Important compromises were made by the framers to ensure ratification.

• The Constitution is organized into Articles and is changed by way of amendment.

• The Constitution creates the three branches and government and provides each branch with powers and limitations.

• Basic civil liberties are ensured by the Bill of Rights.

• The concept of federalism splits power between the federal and state governments.

• The amendment process, although difficult to successfully accomplish, ensures that the Constitution remains current.

Stage 2 – Evidence: The Living Constitution Evaluative Criteria Assessment Evidence • Content and organization of visuals • Use of and citation to Constitution • Organization and focus • Expression and quality of information

presented • Format and mechanics • Creativity Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge.

PERFORMANCE TASK(S): Philosophical Chair – students will discuss the following statement in a Philosophical Chair: The Federal Government, not state governments, should have more control over our daily lives. Students will use their notes and other resources in the discussion and will physically move around the room to show that they agree, disagree, or are undecided. They choose a side of the room and defend their ideas using content evidence and personal values. Philosophical Chair Reflection: Students will write an essay reflection regarding their final thought on the topics discussed during the seminar, as well as write on their process during the seminar. The following questions should be posted by teacher for the essay: • What are my final thoughts on all three historical topics? • What did I do during the Seminar that contributed to higher level thinking? • What was difficult for me during the Philosophical Chair discussion and how can I improve on

that skill next time? • How can I use my new understandings of the topics or my process in the real world?

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2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability. Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help.

OTHER EVIDENCE: • Oral and/or written response to the unit’s essential questions. • Formative Assessment on the Constitution • Research Enlightenment Philosophers and create graphic organizer • Filling out research analysis sheets

Stage 3 – Learning Plan: The Living Constitution Summary of Key Learning Events and Instruction

• Pre-assess: Use essential questions as writing prompts to assess students’ prior knowledge and identify further student-identified learning goals for the unit.

• Student groups create a classroom government that reflects personal values and view of laws (rules) • Create a chart illustrating how the following Enlightenment philosophers impacted the Constitution: John Locke, Montesquieu, and Voltaire. • Read the following documents and identify where in the Constitution their influence can be found: Magna Carta, English Bill of Rights, Virginia

Declaration of Rights. • Read the Preamble to the Constitution. Develop a modern day example for each of the stated purposes of the Constitution. • Create a Venn diagram identifying the Delegated Powers (National Government), Reserved Powers (State Governments), and Shared Powers. • Create a flow chart illustrating the Checks and Balances of the Federal System.

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• Role play individuals and groups that are affected by Bill of Rights issues. • Constitution Scavenger Hunt: In small group configurations students will locate the section of the Constitution that pertains to a series of primary

source documents • Powers of the Branches Game: In groups students will identify which branch of government is responsible for the particular power presented. • Jigsaw Supreme Court cases covering the 1st, 4th, 5th, and 6th Amendments by having student groups read case excerpts and answer critical thinking

questions.

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Stage 1 Desired Results: Jeffersonian Democracy ESTABLISHED GOALS

• NJCCCS 6.1.12.A.2.e Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today.

• NJCCCS 6.1.12.A.3.b Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest.

• NJCCCS 6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period.

• RH.9-10.3, 10.5, and 10.10 • WHST.9-10.1

Transfer Students will be able to independently use their learning to… • Analyze the decisions made be the United States government in the early 1800’s regarding

diversity and national expansion. • Discuss the how diversity in local communities can bring new ideas and improve life for all

involved, as well as how cultures are affected by community growth. Content evidence will be a part of this discussion.

• Choose one or more members of the Lewis and Clark expedition or members of the Mandan

tribe and begin thinking how that person(s) would view, understand, and interpret the Corps of Discovery’s mission.

Meaning

UNDERSTANDINGS Students will understand that… • The role and powers of the president have

evolved and increased throughout history. 1. Having diversity in a community or a

team will bring about more ideas from different perspectives.

2. As a nation grows, it is important to consider peoples’ cultures who will be affected by that growth.

ESSENTIAL QUESTIONS • How can diversity benefit our society? • What social concerns should be considered

as a nation grows?

Acquisition Students will know… • The Federalists and Democratic-

Republicans were two of first political parties in the United States.

• The Electoral College caused anomalies in both the 1796 and 1800 Presidential Elections.

• Chief Justice Marshall in Marbury v. Madison created the concept of judicial review that allowed the judiciary branch to check the

Students will be skilled at… • Using iPads to research the Lewis and Clark

Expedition and writing a series of journal entries based on their encounters.

• Writing and performing a play that examines the background and ruling of the Marbury v. Madison case.

•

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legislative and executive branches. • Jefferson expanded the power of the

presidency during his tenure. • The Louisiana Purchase not only doubled

the size of the country but also provided the United States with invaluable natural resources and the possibility of trade with native peoples.

• Although the Lewis and Clark expedition did not discover an all-water route to the Pacific, it successfully cultivated relations among the majority of native peoples it encountered and uncovered a myriad of fauna and flora species.

• In dealing with the Barbary Pirates, Jefferson expanded the president’s Commander-in-Chief powers.

• The Embargo Acts, which were originally passed by Jefferson to deal with British impressment of U.S. sailors, ended up severely hurting the American economy.

Stage 2 - Evidence: Jeffersonian Democracy

Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Organization and focus • Creativity • Historical accuracy • Expression and presentation of information

presented • Format and mechanics Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked

PERFORMANCE TASK(S): Lewis and Clark Journal Project • Imagine you are a member of the Lewis and Clark Corps of Discovery expedition. • Using your class and movie notes along with your supplemental readings, please write three (3)

journal entries describing the events and experiences regarding your stay at Fort Mandan. • Your journal must total 3 to 4 pages in MLA format. • Be sure to date each of your entries so that they coincide with Lewis and Clark’s actual stay at

Fort Mandan.

Reflective Socratic Seminar (Inside Outside Circle)– Diversity and Growth • Students will set the class up with 2 circles, an inside discussion circle and an outside

listening/note taking circle. • Socratic Seminar – students will engage each other in a discussion based on there their

journals, notes, and high level questions. Students will also address topics given by the teacher

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independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

that will keep the conversation centered on diversity and growth, but also centered in content.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help.

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative assessment on Jeffersonian Democracy • Outline map of the United States after the Louisiana Purchase • Outline map of the Lewis and Clark expedition • Political cartoon interpretation: The Embargo Act • Primary source interpretation: Lewis and Clark’s journal entries

Stage 3 – Learning Plan: Jeffersonian Democracy Summary of Key Learning Events and Instruction

• Pre-assess: Use K-W-L-Ato assess students’ prior knowledge and identify further student-identified learning goals for the unit.

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• Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Complete a dialectical journal for the movie “Lewis & Clark: The Great Journey West” • Complete an outline map of the United States after the Louisiana Purchase. • Complete an outline map of the Lewis and Clark expedition. • View and interpret political cartoons regarding events occurring during Jefferson’s presidency, including the Embargo Act political cartoon. • Use iMovie to create a historical interview with one of the following people: President Jefferson, Chief Justice Marshall, William Marbury, Aaron

Burr, Alexander Hamilton, or Toussaint Louverture. (This activity can be jig-sawed) • Create an iMovie documenting the Hamilton-Burr Duel.

• Read and discuss the Supreme Court Case brief, Marbury vs. Madison, then write create a synthesis journal in student groups. • Read a biography of Thomas Jefferson and write a funeral speech/eulogy that discusses his character, family life, accomplishments, and service to

his country.

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Stage 1 Desired Results: Republicans in Power ESTABLISHED GOALS

• NJCCCS 6.1.12.A.3.a Assess the influence of Manifest Destiny on foreign policy during different time periods in American history.



• NJCCCS 6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).

• RH.9-10.1, 10.4, 10.8 • WHST.9-10.6

Transfer Students will be able to independently use their learning to… • Choose, in small group configurations, to work for a newspaper from either the North or the

South. • Create a newspaper that includes the following sections: Politics, Economics, Transportation,

Personal Interest Story, Native American relations, Editorials, Comics, and Classified. • Include both visuals and written text in the group’s newspaper. • Present their newspapers to the class, identify the regional concerns, and assess which region of

the nation was having its needs best met by the government.

Meaning UNDERSTANDINGS Students will understand that… • Wars start for a variety of reasons and are

often opposed bitterly. • Countries usually increase nationalism

following a war victory. • Minorities often face discrimination. • The executive, legislative and judicial

branches in the United States government often disagree.

• Due to the size and diversity of the United States, it is difficult to maintain a common sense of nationalism.

• Different regions of a nation can form independently from one another within a nation due to different cultural and economical values.

ESSENTIAL QUESTIONS • What is nationalism, when is it beneficial,

and when can it be problematic? • How can we stay connected as a country

despite having different values? • How should we interpret or judge actions

that took place in the past?

Acquisition Students will know… • The Federalist Party declined as the

Republicans Madison and Monroe each held two terms as president.

• There were numerous causes of the War of 1812 including British impressment of U.S.

Students will be skilled at… • Reading primary source documents (e.g.,

Tecumseh’s Speech to the Osages, eyewitness account of the burning of the White House, eyewitness account of the Bombardment of Fort McHenry) and use

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sailors and native relations in the west. • While many western War Hawks desired

war with England in hopes of winning more land, many Federalists in New England opposed war because conflict would place their shipping interests at risk.

• After the British placed Washington, D.C. under the torch, the Americans successfully held Fort McHenry and prevented an attack on Baltimore.

• General Andrew Jackson became a national hero after defeating the British at the Battle of New Orleans.

• The War of 1812 helped Americans create sense of patriotism and a national identity.

• During the “Era of Good Feelings,” the country developed purpose and unity.

• The Monroe Doctrine warned European powers not to interfere with nations in the Western Hemisphere.

• After losing the Election of 1824 to John Quincy Adams, supporters of Andrew Jackson called the result a “Corrupt Bargain.”

• Sectionalism began to grow in the 1820s with Americans in the north, south and west each having their own political goals and objectives.

• The Missouri Compromise was an agreement between pro-slavery and anti-slavery factions of Congress to regulate the spread of slavery into the western territories.

each of the 5 senses to write a “sensory moment in time.”

• Creating an iMovie newscast reporting on one of the events of the War of 1812.

Stage 2 - Evidence: Republicans in Power Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet PERFORMANCE TASK(S):

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research • Organization and focus • Creativity • Historical accuracy • Expression and presentation of information

presented • Format and mechanics • Group work skills

Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

Unit Project: Early 1800s Newspaper

• Focus: The United States encountered “growing pains” in the early 1800s. Indeed, from the War of 1812 to Indian aggression towards westward expansion, the nation struggled with military conflict. Moreover, the country faced its own internal political challenges with partisanship, sectionalism, and scandal.

• Directions: In groups of five (5), you must publish a newspaper chronicling the events of the United States in the early 1800s. This project will count as a 100-point test grade in both history and language arts. Odd numbered groups will write with a Southern slant and even numbered groups will write with a Northern slant.

• Requirements: Your newspaper layout must include a newspaper name, date, price, headlines, and pictures. You must include an illustration for each article. Articles must at least 4 paragraphs in length.

• Peer Assessment: Students will assess the work of their classmates against the given rubric.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative assessment on Republicans in Power • Outline map of the War of 1812 • Outline map of the Missouri Compromise • Political cartoon interpretation: War of 1812

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someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents

• Primary source interpretation: Tecumseh’s Speech to the Osages

Stage 3 – Learning Plan: Republicans in Power Summary of Key Learning Events and Instruction

1. Pre-Assess using K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals. 2. Cornell Notes with reflections on the 2 economies, agriculture in the South and industry in the North. (W), (O) 3. Create a visual map with annotations for the Missouri Compromise 4. Concept map for Jackson’s Presidency (AVID) 5. Expert Groups for the American System and how it connected the nation, i.e., tariffs, roads, railroads, canals, banks 6. Create a concept map for the Trail of Tears then create and “I Am” poem or Acrostic poem for Trail of Tears

• Write a speech, as a War Hawk, urging Congress to declare war on England. • Research Francis Scott Key’s experiences during the bombardment of Fort McHenry and write an essay explaining how the “Star Spangled Banner”

contributed to the rise of American nationalism. • Analysis of Tecumseh’s Speech to the Osages (Winter 1811-1812) • Read primary source documents (e.g., Tecumseh’s Speech to the Osages, eyewitness account of the burning of the White House, eyewitness account

of the Bombardment of Fort McHenry) and use each of the 5 senses to write a “sensory moment in time.” • Create a map of the United States in 1820, identifying boundary lines, slave states, free states, territories open to slavery, territories closed to

slavery, and the Missouri Compromise line.

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Stage 1 Desired Results: The Expanding Republic ESTABLISHED GOALS




• NJCCCS 6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.


• RH.9-10.3, 10.10 • WHST.9-10.1

Transfer Students will be able to independently use their learning to… • Explore and write about issues of social improvement in our society. • Write a comprehensive essay response to a document-based question. • Analyze the following document-based questions: “What were the major arguments used (pro

and con) in the debate over expanding suffrage during the Age of Jackson? Which arguments were most valid and why?”

• Cite documents within document-based question essay.

Meaning UNDERSTANDINGS Students will understand that… • Ideas of democracy reflect the values,

beliefs, and political realities of a particular time and people.

• Sectionalism both reflected and contributed to changes in the American political system.

• Social change occurs when committed individuals see a need to improve society.

• Religion often plays a role in bringing about social change.

• Members of society often resist reforms. • When trying to attain rights in American

Society, it is more advantageous to be a part of a group.

ESSENTIAL QUESTIONS • How can reform improve social conditions? • How can rights be attained by groups that

lack them? • How do you think a president’s personality

can affect how the public views his/her political party?

Acquisition Students will know… • New voting policies in the early 1800s

expanded democracy to the “common man”.

• The Market Revolution helped the American economy grow in the early 1800s.

• The “common man” was empowered by

Students will be skilled at… • Using the iPad and research skills to find out

about the lives of historic figures in the abolition and women’s rights movements.

• Writing a “sensory moment in time” journal entry regarding the Trail of Tears.

• Make connections between content and real world application using historical evidence

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Jacksonian Democracy’s sense of accountability and individualism.

• Jackson’s Indian policy and the “Trail of Tears” caused the displacement of entire groups of native peoples.

• The Tariff of Abominations and the Nullification Crisis nearly caused a civil war between southern and northern states.

• Jackson’s “bank war” with Nicholas Biddle and other national bank supporters ultimately resulted with the demise of the Second Bank of the United States.

• The Second Great Awakening and “individual accountability” were themes connected to Jacksonian Democracy.

• Using notions of the Second Great Awakening and individual accountability, people started pushing for reforms such as the abolition of slavery and the expansion of women’s rights.

• The Whig party was founded in response to the alleged “tyrannical” manner in which Jackson conducted his presidency.

Stage 2 - Evidence: The Expanding Republic Evaluative Criteria Assessment Evidence • Use of and citation to documents • Organization and focus • Use of outside information learned during

class and from homework reading assignments

• Historical accuracy • Expression and presentation of information

presented • Format and mechanics

PERFORMANCE TASK(S): Written Proposal on Social Improvement with Historical Connection– Students, in groups of 2, will choose a current issue regarding either: • An aspect of their local community or national community where the student finds there to be a

need for reform. • A group in our society that students feel is lacking rights that other groups in society have. In pair groups, students will research issues, choose a topic from above themes, and create a proposal that will include the following:

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Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

• Rationale - 1-2 page rationale that explains the issue, explains why it needs to be addressed, and makes connections with Historical content evidence

• Action Plan - Design a flow chart, graphic organizer, or other visualization that shows the action steps to making a real difference for their issue.

• Historical Connection - Write an essay response to the following document-based questions: “What were the major arguments used (pro and con) in the debate over expanding suffrage during the Age of Jackson? Which arguments were most valid and why?”

• The following documents should be used to find evidence of historical basis for improvement in American society: Nathan Sanford, New York State constitutional convention committee proceedings transcript- 1821; James Kent, New York State constitutional convention committee proceedings transcript- 1821; Alexis de Tocqueville, excerpt Democracy in America, 1830s; Frances Trollope, excerpt Domestic Manners of the Americans, 1832; George Bancroft, speech at Williams College, 1835; and George Caleb Bingham, painting, “The County Election,” 1851.

• Class Oral Presentation – brief power point summarizing their proposal in 3-4 slides that includes Action Plan visual

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help.

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative Assesment on Jacksonian Democracy • Outline map of the Trail of Tears • Political cartoon interpretation: King Andrew • Primary source interpretation: Jackson’s Bank Veto

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• Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents Stage 3 – Learning Plan: The Expanding Republic

Summary of Key Learning Events and Instruction 7. Pre-Assess using K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals.

• Take Cornell notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Write an “I Am” poem about the Trail of Tears from either the point of view of Cherokee child or a U.S. soldier. • Complete the Andrew Jackson web quest using the iPad. • View the A&E Biography: Andrew Jackson and complete a dialectical journal. • Write a letter from the perspective of a Native American to President Jackson expressing their views of the Indian Removal Act. • Analyze the cartoon, “King Andrew the First” and decipher the cartoonists’ message.

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Stage 1 Desired Results: The New West and Free North ESTABLISHED GOALS


• NJCCCS 6.1.12.A.3.f Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period.

• NJCCCS 6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries.

• NJCCCS 6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.

• NJCCCS 6.1.12.D.3.b Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity.

• RH.9-10.6, 10.9 • WHST.9-10.5

Transfer Students will be able to independently use their learning to… Discuss the conditions and the effects of national expansion will include the following: - Economics as a driving forces behind national expansion - Perceived national power as a driving forces behind national expansion - An unbiased analysis of global conflicts - Historical connections from the current unit that serve as evidence

Meaning UNDERSTANDINGS Students will understand that… • As a community grows, there is more of a

need for innovation, invention, and ideas in order for that community to remain economically and politically healthy.

• Necessity is often the mother of invention. • As a nation or community grows, the values

of that community often trump the values of the communities that are engulfed by the growth.

• Both sides of a conflict should be viewed with unbiased lenses to understand the true nature of the conflict, as well as develop empathy for the peoples and cultures of both sides.

• New technology changes the way people live.

ESSENTIAL QUESTIONS • How can values drive national expansion? • What are benefits and drawbacks of national

expansion?

Acquisition Students will know… • Technological improvements made as part

of the American industrial revolution caused the country’s economy to grow dramatically.

• The “free labor” concept drew migrants as well as immigrants to northern industrial hubs.

• German and Irish immigration in the mid-

Students will be skilled at… • Using the iPad and research skills to view

the famous painting American Progress and research the numerous allegories featured in this piece of art.

• Interpreting ideas from different perspectives regarding the disputes between US settlers in Texas, the Mexican government, and the US government.

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1800s to the U.S. was the result of many “push” and “pull” factors.

• Americans used the concept of Manifest Destiny to justify westward expansion of the country.

• The Republic of Texas was founded after Texans won their war of independence from Mexico.

• The Mexican-American War occurred soon after Texas was annexed into the U.S., and it resulted in a territory windfall for America.

• Under President Polk’s leadership, the country expanded its geographic boundaries to the southwest.

• The Gold Rush caused California’s population to both grow and become extremely diverse.

Stage 2 - Evidence: The New West and Free North Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Presentation and poise • Organization and focus • Creativity • Historical accuracy • Use of props and “on the scene” footage • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application,

PERFORMANCE TASK(S): Discuss in a Philosophical Chair the conditions and the effects of national expansion will include the following: - Economics as a driving forces behind national expansion - Perceived national power as a driving forces behind national expansion - An unbiased analysis of global conflicts - Historical connections from the current unit that serve as evidence Students will use their notes and other resources in the discussion and will physically move around the room to show that they agree, disagree, or are undecided. They choose a side of the room and defend their ideas using content evidence and personal values. The three statements that will be addressed will be: 1. Economics is the only driving force behind national expansion. 2. Being perceived as a powerful nation is a just cause for national expansion. 3. There are “good” and “evil” sides to most global conflicts.

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innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

Philosophical Chair Reflection: Students will write an essay reflection regarding their final thought on the topics discussed during the seminar, as well as write on their process during the seminar. The following questions should be posted by teacher for the essay: • What are my final thoughts on all three historical topics? • What did I do during the Seminar that contributed to higher level thinking? • What was difficult for me during the Philosophical Chair discussion and how can I improve on

that skill next time? • How can I use my new understandings of the topics or my process in the real world?

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative Assessment on “The New West and Free North” • Outline map of the territorial gains after the Mexican-American War • Outline map of the industrial centers of the U.S. during the mid-19th century • Political cartoon interpretation: Mexican-American War, Gold Rush, and immigration • Art interpretation: American Progress • Primary source interpretation: Lowell Mill Girls letters and journal entries

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Stage 3 – Learning Plan: The New West and Free North Summary of Key Learning Events and Instruction

1. Pre-Assess using K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals. 2. Cornell Notes with summary and reflection for The Market Revolution in America, the connection of regions through technologies, and the idea

of Manifest Destiny 3. Visual Questioning with High Level Questions of Manifest Destiny – Students in groups will look at the painting American Progress by John Gast

and take Costa’s Level 1 notes on it then ask Costa’s level 2 and 3 questions about the painting. This process can lead to high level discussion of the painting and even American society in present times.

4. Cornel notes with visuals using the iPad where students can create “map notes” using the Goodreader app for US Expansion into Texas showing land grants, Mexican Posts, migration routes, etc.

5. Storyboard Summary – US Expansion into Texas 6. Marking the Text Frederick Jackson Turner Essay on the Frontier Experience in the US with Socratic Discussion 7. Expert Groups jigsaw – US War with Mexico (lead-up to war, the War, and the aftermath of the War) 8. Objective summative assessment

• Hold an informal debate determining which group is more important to a country, farmers or manufacturers. • Draw a visual representation that contrasts the northern and southern economies. • Write a legal brief that supports one of the sides in one of the following Supreme Court cases: Dartmouth v. Woodward, Gibbons v. Ogden; McCulloch

v. Maryland, Fletcher v. Peck. • Create a lesson plan and teach the corresponding lesson on one of the following topics: America’s Industrial Revolution, Emergence of Lowell

Factory System, Irish and German immigration, Cotton and the South, Growth of Infrastructure and major decisions of the Marshall Supreme Court. • Create a national anthem for the Lone Star Republic. • Analyze the political cartoon, “The Way They Go to California” and identify the cartoonists’ message. • Read and summarize the provisions of the Compromise of 1850. Place checks next to those parts that would make the South happy and stars next to

those parts that would satisfy the North. • Read primary source documents for and against the Mexican American War and analyze the author’s message. • Complete Dialectical journal for Remember the Alamo.

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Stage 1 Desired Results: The Slave South ESTABLISHED GOALS

• NJCCCS 6.1.12.A.3.h Analyze the various rationales provided as a justification for slavery.

• NJCCCS 6.1.12.A.3.i Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement.


• RH.9-10.6, 10.10 • WHST.9-10.2, 10.8 through 10.9

Transfer Students will be able to independently use their learning to… • Research (using iPads) the famous Amistad case as well as general information regarding the

issues of slavery and the slave trade. • Participate in a mock trial. • Write legal briefs supporting their particular side that is backed by citation to historical

documents and cases. • Role-play various individuals and groups involved in the Amistad slave revolt case, and retry the

case.

Meaning UNDERSTANDINGS Students will understand that… • New cultural interactions resulted from

America's expansion in territory and population.

• Slavery had moral, economic, and political motivations.

• The human spirit will prevail even under the harshest conditions.

ESSENTIAL QUESTIONS • What justifications do individuals and

societies use to defend morally questionable actions?

• How can sectionalism have both a positive and negative effect on a nation’s economy?

• For what cause or issue in society would you be willing to risk your life to change?

• Does society ever change on its own or is it the result of the actions of others?

Acquisition Students will know… • The invention of the cotton gin sparked a

boom in the U.S. slave trade. • Cotton revolutionizes the southern

economy, politics and culture. • Slavery becomes essential to southern

economics. • Slaves created a sense of community

through music, stories, religion and other cultural traditions.

• Slavery had psychological effects upon both southern whites and blacks.

Students will be skilled at… • Using the iPad and research skills to find

first-hand accounts of slaves who escaped to the North.

• Writing a “sensory moment in time” journal entry about a slave auction.

• Debating conformity versus nonconformity using the fundamental ideas of the Transcendentalists.

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Stage 2 - Evidence: The Slave South Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Presentation and poise • Organization and focus • Creativity • Historical accuracy • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

PERFORMANCE TASK(S): The Amistad Mock Trial Project • Students will research (using iPads) the famous Amistad case as well as general information

regarding issue of slavery and the slave trade. • The class will be spilt into three groups: Prosecution Team, Defense Team, and Judges Team. • Students will work in their teams to prepare for trial. • The Prosecution and Defense Teams will write legal briefs supporting their particular side that

must be backed by citation to historical documents and cases. • Role-play various individuals and groups involved in the Amistad slave revolt case, and retry the

case. • During the mock trial, groups should use their research to restate the prevalent philosophies

regarding slavery in the 1840s and reenact the trial. • The Judges Team will ultimately decide the case by writing a legal opinion stating its findings,

which must be backed by evidence presented at trial as well as historic research.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Unit test on “The Slave South” • Outline map of the South • Diagram of a typical southern plantation

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explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents

• Political cartoon interpretation: “King Cotton” • Art interpretation: abolitionist propaganda • Primary source interpretation: The Slave Narratives

Stage 3 – Learning Plan: The Slave South Summary of Key Learning Events and Instruction

• Pre-assess: Use K-W-L–A to assess students’ prior knowledge and identify further student-identified learning goals for the unit. • Take Cornell notes on a PowerPoint/lecture presentation with summaries and reflections. • Read and take Cornell notes on various sections of the textbook. • Complete an outline map of the South • Diagram a typical southern plantation • Analyze political cartoons regarding slavery. • Art interpretation: abolitionist propaganda. • Interpret primary source documents, including the Slave Narratives and responding to them using dialectical journal entries.

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Stage 1 Desired Results: The House Divided ESTABLISHED GOALS


• NJCCCS 6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.

• NJCCCS 6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.

• RH.9-10.6, 10.10 • WHST.9-10.7, 10.9

Transfer Students will be able to independently use their learning to… • Debate ethical issues that closely relate to property rights. • Discuss resolutions to issues that have violent potential to ensure peace. • Choose a historical figure or create an original figure from the Antebellum Era of American

history and research the figure. Meaning

UNDERSTANDINGS Students will understand that… • New cultural interactions resulted from

America's expansion in territory and population.

• Slavery had moral, economic, and political motivations.

• Ethical issues are often come down to personal beliefs and values and can cause great social debate.

• Some in society find it moral to compromise while others look at compromise as a weakness.

• Temporary fixes to problems are just that.

ESSENTIAL QUESTIONS • Is it possible to compromise on ethical

issues? • What is learned from conflicts that turn

violent? • What reasons do individuals and societies

use to defend morally questionable actions?

Acquisition Students will know… • Controversy and conflict broke out between

the North (anti-expansion of slavery) and South (pro-expansion) upon deciding the status of newly acquired land after the Mexican-American War.

• The Compromise of 1850 temporarily resolved the conflict over the newly acquired western land.

• The Fugitive Slave Act compelled, under threat of legal punishment, northerners to return escaped slaves back to their owners.

• Stowe’s Uncle Tom’s Cabin had a profound impact upon both northerners as well as


first-hand accounts of northerners using the Personal Liberty Laws to thwart the provisions of the Fugitive Slave Act.

• Interpreting ideas from different perspectives of the slavery/state’s rights debate.

• Incorporating Civil War era slang into classroom discussion.

• Examining historical documents of compromise in United States government archives.

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southerners. • The Kansas-Nebraska Act resulted in the

conflict known as “Bleeding Kansas” and the Republican Party started gaining momentum as a result.

• In the Dred Scott case, the Supreme Court affirmed slavery and cut federal power over slavery.

• The Lincoln-Douglas debates helped Abraham Lincoln become the Republican candidate for the presidency in the Election of 1860.

• John Brown and his extremist followers raided the arsenal at Harper’s Ferry, Virginia in hopes of igniting slave rebellion.

• The country became spilt on the issue of whether John Brown acted as a hero or a terrorist.

• The election of Lincoln in 1860 caused southern states to begin seceding from the and the Union.

Stage 2 - Evidence: The House Divided

Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Presentation and poise • Organization and focus • Creativity • Historical accuracy • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the

PERFORMANCE TASK(S): Debate: Compromising on Ethical Issues • Students write a 2 page position essay on their personal beliefs regarding compromise in

government and /or society. Students should focus on a side of the debate over compromise. Either the students agrees with those who say that compromise is a necessary and noble task that lets many citizens get some of their way or the student agrees with those who feel that compromise shows weakness and undermines the individuals personal value system.

• Students will participate in small group brainstorming session(s) where they will share ideas and create talking points and rebuttal points that they all agree on and choose 2 speakers each to make opening and closing remarks.

• Debate – Students will line up on two opposite sides of the room. Speaker chairs will be labeled. Opening

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assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

Socratic Seminar: Learning from Violent Conflicts • Marking the Text - students will read an article that discusses conflict and violence in the

world. Students will mark up the text with notes in the margins and high level questions for the Socratic discussion.

• Students will set the class up with 2 circles, an inside discussion circle and an outside listening/note taking circle.

• Socratic Seminar – students will engage each other in a discussion based on there article, notes, and high level questions. Students will also address topics given by the teacher that will keep the conversation centered on compromise and perspective, but also centered in content.


documents

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative assessment on “The House Divided” • Outline map of the Compromise of 1850 • Outline map of the Kansas-Nebraska Act • Political cartoon interpretation: Southern Chivalry • Primary source interpretation: the Lincoln-Douglas Debates • Primary source interpretation: South Carolina Articles of Secession

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Stage 3 – Learning Plan: The House Divided Summary of Key Learning Events and Instruction

• Pre-Assess using K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals. • Cornell Notes with summary and reflection for The Politics of Slavery, Wilmot Proviso, Compromise of 1850, Popular sovereignty, California

Statehood, John C Calhoun, Daniel Webster

• Read and take Cornell notes on various sections of the textbook. • Expert Groups Jigsaw – Slavery Protest and Violence (Fugitive Slave Act and personal liberty laws, Underground RR and H. Tubman, Uncle Tom’s

Cabin, Bleeding Kansas, The Pottawatomie Massacre) • Storyboard Summary – Bleeding Kansas • Original Political Party Symbols – students create symbols and mottos for all of the new political parties formed around the slavery debate. • Dialectical Journal – Are We Free? (slavery section of Ken Burns’ Civil War video) Students write down descriptions of the video then respond to

those sections using analysis, evaluation, interpretation, questioning, and making personal connections. • Supreme Court Brief Paragraph Shrink Summary for Dred Scott vs. Sanford (students in groups shrink paragraphs into one sentence summaries

then ask Costa’s 3 levels of questions for class discussion) • Cornell Notes with summary and reflection for The Lincoln-Douglas Debates

• Read and summarize the provisions of the Compromise of 1850. Place checks next to those parts that would make the South happy and stars next to those parts that would satisfy the North. Explain the reasoning for your choices.

• Make a chart indicating differences between the North and South. Include economic, political and social differences.

• View Uncle Tom’s Cabin and complete a dialectical journal

• Analyze the political cartoon “Southern Chivalry” and analyze the cartoonists’ message.

• Complete a flow chart on the “Debate over Slavery” from the Missouri Compromise to the Dred Scott Decision. • John Brown: Hero or Terrorist – students look at and respond to newspaper clippings, paintings, and other primary source materials from different

perspectives to judge whether John Brown was a terrorist or a national hero in a Philosophical Chair Debate.

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Stage 1 Desired Results: The Civil War ESTABLISHED GOALS

• NJCCCS 6.1.12.A.4.c Evaluate how political and military leadership affected the outcome of the Civil War.

• NJCCCS 6.1.12.B.4.a Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War.

• NJCCCS 6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war.

• NJCCCS 6.1.12.D.4.a Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.

• NJCCCS 6.1.12.D.4.b Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people’s lives and work.

• RH.9-10.1, 10.6 • WHST.9-10.2

Transfer Students will be able to independently use their learning to… • Research the lives of various types of people during the Civil War era, including but limited to a

southern soldier leaving his family behind, an escaped slave, a northern woman working in a factory, and Irish immigrant living in New York City during the Draft Riots.

• Write a skit that captures the interaction between two or more of the people researched. • Perform and the skit using the iMovie app on the iPad.

Meaning UNDERSTANDINGS Students will understand that… • Conflict can destroy bonds between people

that can never fully be reconciled. • Conflict can often lead to revenge. • By looking at a situation “through the eyes”

of someone else, it is possible to develop empathy for that person because one can understand the choices made by that person.

• Developing empathy for others can bring people closer together because it allows people to understand each other at a deep level, possible fostering a mutual respect

ESSENTIAL QUESTIONS • How does conflict change relationships? • How can understanding perspective help

foster empathy for others?

Acquisition Students will know… • The Civil War began after the south fired

upon Fort Sumter. • The dynamics of a foreign war differ from

those of a civil war. • The North and South each had its own set

of strengths and beliefs. • The early battles fought in the east

resulted in an overall stalemate. • Under the leadership of Grant, the Union

achieved victories over the South in the western theater.

• Technological revolutions in warfare


first-hand accounts of African-American soldiers, including those of 54th Massachusetts.

• Analyzing effects of battles on political, social, and geographical arenas.

• Writing a newspaper article about one of the following events explaining what happened and what the impact the event had on the Civil War and the nation:

a. New York City Draft Riots b. 54th Massachusetts

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allowed each side to inflict heavy casualties upon the other.

• The South’s attempt to garner military support from England ultimately failed.

• Many African-American soldiers joined the Union army after the Emancipation Proclamation.

• The Civil War had a negative effect upon the economies of the North and South causing widespread inflation and in some cases supply shortages.

• The Union victories at Vicksburg and Gettysburg were the turning points of the war.

• The draft sparked civil unrest including New York City Draft Riots.

• In his famous Gettysburg Address, Lincoln characterized the war as a moral battle.

• Sherman’s famous “March to the Sea” helped Lincoln win his second term as president.

• Lee surrendered to Grant at Appomattox. • The Civil War had a huge impact in terms

of human deaths and casualties, destruction of property, and other societal changes.

c. Emancipation Proclamation d. Sherman’s March to the Sea e. Fort Pillow and Andersonville

Stage 2 - Evidence: The Civil War Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Presentation and poise • Organization and focus • Creativity • Historical accuracy • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’

PERFORMANCE TASK(S): Civil War “Slice of Life” Skit Project • In order to experience life during the Civil War, students, in small group configurations, will

write and perform skits detailing a Civil War era “slice of life” scenarios. • Students must research the people they plan to incorporate into their skits and should infuse

Civil War slang (from the last unit) into the dialogue. • After writing their scripts, students may wish to create props and/or use costumes. • Students will tape the skit performance using the iMovie app on the iPad.

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performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

• Skits will then be aired for the entire class and discussion will follow with the student audience acting as historical movie critics.

• Students can choose one of the following possibilities or create their own: o At a family dinner two brothers who join opposite sides in the war tell their parents

what they are doing and justify their different decisions. o President Lincoln discussing the news of Fort Sumter with his cabinet and what

their fears and plans are for keeping the Union together. o A newspaper reporter at one of the major Civil War battles reporting what he/she

sees and interviewing soldiers at the conclusion of the battle. o A Southern slave on a plantation who meets up with his brother, a runaway slave in

the Union Army. o A Southern woman writing to her husband in the Confederate Army and his replies

to her. In the “letters” be sure to include the hardships that each face. o A Northern factory owner and a Northern woman discussing the need for women

to work in the factories and the terms of the employment. o A slave in a Southern state, a slave in a border state in the Union, a slave owner in a

border state in the Union, a free African American in the North, and an abolitionist discussing the news that the Emancipation Proclamation has just been issued.

o An Irish immigrant and a wealthy man in New York City just before, during, and after the New York City Draft Riots.

o Two soldiers who were in an army hospital and at Andersonville together discussing their experiences.

o Grant and Lee discussing the surrender at Appomattox Court House and Lincoln’s assassination one month after the events took place.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections.

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative Assessment on “The Civil War” • Outline map of the Eastern Theater of the Civil War • Outline map of the Western Theater of the Civil War • Political cartoon interpretation: “A Man Knows a Man” • Primary source interpretation: Soldiers’ experiences at Andersonville • Primary source interpretation: Soldiers’ experiences at Gettysburg

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1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents Stage 3 – Learning Plan: The Civil War

Summary of Key Learning Events and Instruction • Pre-assess: Use written/oral responses to the unit’s essential questions to assess students’ prior knowledge and identify further student-identified

learning goals for the unit. • Take Cornell notes on a PowerPoint/lecture presentation with summaries, high-level questions, and reflections. • Read and take Cornell notes on various sections of the textbook. • Create a timeline of twenty events from the Civil War beginning with Abraham Lincoln’s election to the presidency and ending with Lincoln’s

assassination. Students should select the event that they think had the biggest impact in the war and defend their answer. • Make a map of the United States during the Civil War. Color code the free states that remained with the Union, the slave states that remained with

the Union, the states that seceded from the Union prior to the Civil War, and the states that seceded from the Union after the Civil War began. • Create a T-chart showing the strengths and advantages of the North and the South at the start of the war. Include a visual of at least five items.

Students should select the advantage that they think was most important / beneficial and defend their answer. • Create a Newspaper Front Page in student groups with defined student roles (writers, illustrators, editors) for Takeover of Fort Sumter and the

Start of the Civil War • Expert Groups Jigsaw – Important of the Civil War (Bull Run, Shiloh, Antietam, Fort Donelson, New Orleans, and Hampton Roads). Notes and

Costa’s 3 levels questions • Create a diary entry or journal entry from the perspective of someone during the Civil War. The person may be from the North or the South, a

soldier or a civilian, a man or a woman, a slave or a free person, someone in a battle or on the home front, a native born citizen or an immigrant. • Create an advertisement for a new form of technology used during the Civil War. Include both a visual and text in the advertisement. • Write a diary entry from a young man who is from a border state and is struggling to decide for which side to fight. • Write a letter of resignation from Robert E. Lee explaining why he must join the Confederacy. • Watch the film Glory and complete a dialectical journal • High Level Philosophical Chair on the decision to engage in scorched earth approach in Sherman’s March to the Sea • Dialectical Journal – Gettysburg Address

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Stage 1 Desired Results: Reconstruction ESTABLISHED GOALS

• NJCCCS 6.1.12.A.4.d Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.

• NJCCCS 6.1.12.B.4.b Analyze the impact of population shifts and migration patterns during the Reconstruction period.

• NJCCCS 6.1.12.C.4.b Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.

• NJCCCS 6.1.12.D.4.c Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals.

• RH.9-10.1, 10.10 • WHST.9-10.1

Transfer Students will be able to independently use their learning to… • Write a comprehensive essay response to a document-based question. • Analyze the following document-based question: “Why did Congress’ Reconstruction efforts to

ensure equal rights to the Freedmen fail?” • Cite documents within document-based question essay.

Meaning UNDERSTANDINGS Students will understand that… • Conflict tears people apart and that

forgiveness can sometimes speed up the healing process between differing sides.

• The majority does not always protect the rights of minorities even though they have the ability to.

• The Reconstruction era revealed deep divisions in the nation regarding the return of the former Confederate states to the Union.

ESSENTIAL QUESTIONS • When attempting to correct wrong doings,

what is the ultimate goal: punishment or rehabilitation?

• How can forgiveness benefit both the victor and the defeated following a conflict?

• Why is it the federal government’s responsibility to protect the rights of all Americans?

Acquisition Students will know… • Lincoln’s plan for an easy reconstruction

plan was destroyed after Booth took his life. • Both the executive and legislative branch

battled to determine the manner in which the southern states would be readmitted into the Union.

• Johnson’s presidency was ineffective and problematic due to his inability to work with Congress.

• The “Black Codes” were used by some southern states to undermine the 13th Amendment.

• The 14th Amendment granted citizenship to former slaves and “equal protection” under the law.


first-hand accounts of terrorist acts carried out by the KKK.

• Interpreting ideas from the different perspectives of southerners and northerners in the years after the Civil War.

• Analyzing the effectiveness of government plans for Reconstruction and identifying factors that are present in both effective and ineffective plans for social welfare.

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• The House of Representatives impeached Johnson after he violated the Tenure of Office Act, but he avoided removal by one vote after the Senate’s trial.

• The 15th Amendment was meant to protect the voting rights of African-American males.

• The Ku Klux Klan was a terrorist group with the goal of disenfranchising blacks.

• The “cycle of poverty” inflicted upon blacks by the sharecropping and crop lien systems had enduring economic and social effects.

• Grant’s presidency was mired by scandal and economic problems.

• “Home Rule” and “Redemption” allowed southern Democrats to reassume their positions of political power.

• Some Supreme Court decisions undermined Reconstruction efforts.

• The Compromise of 1877 and the official removal of soldiers from southern states marked the end of Reconstruction.

• Jim Crow laws made “de jure” segregation a part of everyday life in the South.

Stage 2 - Evidence: Reconstruction Evaluative Criteria Assessment Evidence • Use of and citation to documents • Organization and focus • Use of outside information learned during



presented • Format and mechanics Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply

PERFORMANCE TASK(S): “Reconstruction” Document-Based Question Essay Project • Write a comprehensive essay response to the following document-based question: “Why did

Congress’ Reconstruction efforts to ensure equal rights to the Freedmen fail?” • The following documents can be used for the DBQ: 1) Congressman Benjamin Boyer, Speech to

oppose enfranchisement of African-Americans; 2) New York Times Article reporting on the activities of the Ku Klux Klan; 3) The Era of Reconstruction, 1865-1877 by Kenneth M. Stamp; 4) Editorial in the Atlanta News, regarding formation of White Leagues in the South; 5) New York Times headlines reporting on the Democrats victory in Congress,;6) Dr. W.E.B. Dubois’ Black Reconstruction in America; 7) Benjamin Botkin’s Lay My Burden Down: A Folk History of Slavery; and 8) Map of U.S. illustrating the results of the Election of 1876.

• As the students analyze the documents, they must take into account both the source of each document and the author’s point of view.

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knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

• Write a well-organized essay providing a thesis. • The essay should be logically presented and should include information both from the

documents and from their knowledge outside of the documents.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative assessment on “Reconstruction” • Outline map of the Southern Military Districts in 1867 • Outline map of the Electoral College and popular vote results of the 1876 Election • Political cartoon interpretation: “Worst Than Slavery” • Political cartoon interpretation: “To Thine Own Self Be True” • Primary source interpretation: Mississippi Black Codes • Primary source interpretation: Lincoln’s Second Inaugural Address

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• Historical connections with primary source documents

Stage 3 – Learning Plan: Reconstruction Summary of Key Learning Events and Instruction

• Pre-assessment K-W-L-A Chart and identify student based learning goals • Creation of personal Reconstruction Plans in student groups • Cornell Notes with reflections on differing Reconstruction Plans • Read and take notes on various sections of the textbook. • Students will read primary source on the birth of the KKK and create their own Costa’s three levels of questions for class discussion. • Create a storyboard that describes the election of 1876 including:

o Campaign o Election o Dispute o Compromise

• Complete meta cognition journals on the 14th and 15th Amendments (AVID) • Create a problem solution journal dissecting the politics of reconstruction • Writing prompt: “Do you think the word reconstruction or the word restoration better describes the era after the Civil War?” • “Historical What Ifs…..” Divide the class into committees and let each wrestle with one of the following. Would things be different today if:

o Each ex-slave had been given forty acres and a mule, as promised? o Each ex-slave had been given a better education? o The South had been punished more severely? o The South had been punished less severely? o Jim Crow Laws, the poll tax, and literacy tests had been outlawed? o Southerners had been policed and severely punished for participating in Ku Klux Klan activities and lynching? o The carpetbag governments had been more honest and efficient?

• Create reflective journals on the failures of Reconstruction. • Congress of 1866 Debate: Divide the class in half. One half must argue for the Johnson plan of leniency and the other half must argue for the hardline

Radical Republicans. The following questions should be addressed during the debate: o What do we hope to accomplish? o Is it important to punish the South? Why or why not? o If we are hard on the South, won’t we teach them a lesson? Why or Why not? o After the debate is completed the class is to vote for which plan they believe is the most effective for reconstructing the South.

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Stage 1 Desired Results: The Contested West ESTABLISHED GOALS

• NJCCCS 6.1.12.A.5.c Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.

• NJCCCS 6.1.12.B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.

• NJCCCS 6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-Civil War period.

• RH.9-10.7 • WHST.9-10.7

Transfer Students will be able to independently use their learning to…

• Recognize that history involves interpretation of past events and that historical interpretations typically reflect a singular perspective, an incomplete account, or deliberate bias

• Research sources in an attempt to explore the change in Native American lives prior to and after forced assimilation by the federal government.

• Formulate questions and comments while viewing the exhibits of other students.

Meaning UNDERSTANDINGS Students will understand that… • Geography helps us understand the

relationships among people, places, and the environment over time.

• Perspective plays a major role in examining conundrums such as Westward Expansion

• The regions of a geographically diverse country share similarities and differences in their geography that affects their economic, cultural and historical development.

• Indigenous cultures have used the resources they have or modified their surroundings to enable them to survive in their environment.

ESSENTIAL QUESTIONS • What are the benefits and drawbacks of

assimilation? • When is it justified for one culture to

overtake another?

Acquisition Students will know… • Romantic notions of the Frontier and

Manifest Destiny pushed many Americans west in search of the American Dream.

• In an attempt to assimilate Native Americans, the federal government used Indian removal and the reservation system.

• Indians resistance to federal policies proved to be futile.

Students will be skilled at… 1. Comparing primary and secondary

sources 2. Analyzing historical dilemmas 3. Interpreting ideas from different

perspectives 4. Critically examining geographical

documents 5. Make connections between content and

real world application using historical evidence

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• Gold fever attracted people from all over the world and helped to create a diverse population in California.

• In search of fertile land, Homesteaders and speculators pushed west.

• The invention and use of barbed wire in the west had a profound effect on cattle drives and land ownership.

• Some aspects of the “Mythic West” are grounded in fact and others in fiction.

6. Using the iPad and research skills to find first-hand accounts of the Ghost Dance.

Stage 2 - Evidence: The Contested West Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Presentation and poise • Organization and focus • Creativity • Historical accuracy • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply

PERFORMANCE TASK(S): Native American Museum Exhibit Project • In small group configurations, student groups will create museum exhibits for the Smithsonian’s

National Museum of the American Indian. • Students will use Internet (using the iPad), visual, and written sources to explore the change in

Native American lives prior to and after the forced assimilation. • Each group will be assigned one of the following topics:

a. Leaders b. Family Life c. Buffalo and the horse d. Dawes Act e. Battles (1860-1890) f. Spiritual Life

• The exhibit must include written captions for all of the photographs, models, and artifacts in the collection. The Keynote app on the iPad may also be utilized.

• Each group will serve as the museum curators and will guide their classmates through their portion of the exhibit.

• Students taking the tour will write questions and comments regarding each exhibit. • Student comments and questions will be shared during a class discussion after all of the tours

have been completed.

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most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability. Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Test on “The Contested West” • Outline map of the federal removal policies on Native American tribes • Outline map of the major cattle trails and railroads (1870-1890) • Political cartoon interpretation: Indian removal • Primary source interpretation: Chief Joseph’s “I Will Fight No More Forever” • Primary source interpretation: My Life on the Plains by George Armstrong Custer

Stage 3 – Learning Plan: The Contested West Summary of Key Learning Events and Instruction

• Pre-assessment K-W-L-A Chart • Take Cornell Notes on a PowerPoint/lecture presentation. • Read and take Cornell Notes on various sections of the textbook. • Students will imagine that they are Native Americans. They will write from different perspectives in regards to how the Dawes Act will change their

lives. A native and a setter • Students will research the life, efforts to resist white settlement or removal to a reservation, and treatment by the government of either Sitting Bull,

Crazy Horse or Chief Joseph. They will create a storyboard for a television presentation on this information.

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• Students will imagine that they have been hired as a trail boss for a 1,000–mile cattle drive. They will make a list of all of the things they will need for their cowhands on the trail.

• Students will imagine that they are a black cowboy working in Arizona in 1875. They will write a letter to their cousin in South Carolina who is working as a sharecropper, and tell him why he should join them as a cowboy.

• Complete meta cognition journals on the Homestead Act (AVID) • Create a problem solution journal dissecting the politics of Westward Expansion

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Stage 1 Desired Results: The Gilded Age

ESTABLISHED GOALS • NJCCCS 6.1.12.A.5.a Relate industrial

growth to the need for social and governmental reforms.

• NJCCCS 6.1.12.A.5.b Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.


• NJCCCS 6.1.12.B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities.

• NJCCCS 6.1.12.C.5.a Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and explain the positive or negative impact of these practices on the nation and on individuals.

• NJCCCS 6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-Civil War period.

• NJCCCS 6.1.12.D.5.a Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.

• NJCCCS 6.1.12.D.5.b Evaluate how events led to the creation of labor and

Transfer Students will be able to independently use their learning to…

• Recognize that history involves interpretation of past events and that historical interpretations typically reflect a singular perspective, an incomplete account, or deliberate bias

• Write a comprehensive essay response to a document-based question. • Analyze the following document-based question: “What factors helped to promote America’s

huge industrial growth during the period from 1860 and 1900?” • Cite documents within document-based question essay.

Meaning UNDERSTANDINGS Students will understand that… • Technological advances, expanding

population, improved transportation, financial innovation, and/or new business practices may combine to fuel a nation’s economic growth.

• Unregulated markets allow for growth in the economy but have many negative consequences such as corruption, greed and the destruction of competition.

• Efficiency allows business owners to increase profits but can create unsafe working conditions, long hours, and other unfair situations for laborers.

ESSENTIAL QUESTIONS • What is the primary function of a

government: to protect the rights of the citizens or to protect the interests of big business?

• Which benefits a nation more: protecting the interests of its citizens or those of big business?

• How can an unregulated market impact our nation?

Acquisition Students will know… • The notion of “self-interest” triumphed

during the era of American history that Mark Twain dubbed the “Gilded Age”.

• Robber barons and captains of industry dominated the American economy during the Gilded Age.

• Railroads became the first “big business” in

Students will be skilled at… Comparing primary and secondary sources Describing and sequencing historical events Analyzing historical dilemmas Interpreting ideas from different

perspectives Critically examining geographical documents

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agricultural organizations that protect the rights of workers.

• RH.9-10.6 • WHST.9-10.2

the American economy. • Technological advances such as the

Bessemer steel process and Edison’s light bulb transformed American economy and culture.

• Andrew Carnegie used both horizontal and vertical integration to gain control over large stretches of the economy.

• J.P. Morgan’s banking practices helped finance the growing American economy.

• Rockefeller used trusts and holding companies to ensure his monopoly over the oil industry.

• The fears of an autocracy and the expanding gap between rich and poor affected American economy and society.

• Social Darwinism and the Gospel of Wealth were the prevailing societal philosophies during the Gilded Age.

• During the Gilded Age the Supreme Court sought to preserve a laissez-faire policy over the economy.

• During the Gilded Age, women and minority groups sought equal rights.

• President Garfield’s assassination caused Congress to undertake civil service reform.

• The Interstate Commerce Commission sought to regulate railroad companies.

• The Sherman Anti-Trust Act was passed to combat monopolies and promote competition.

Make connections between content and real world application using historical evidence

• Using the iPad and research skills to find first-hand accounts of President Garfield’s assassination.

Stage 2 - Evidence: The Gilded Age Evaluative Criteria Assessment Evidence • Use of and citation to documents • Organization and focus • Use of outside information learned during

class and from homework reading

PERFORMANCE TASK(S): “The Gilded Age” Document-Based Question Essay Project • Write a comprehensive essay response to the following document-based question: “What

factors helped to promote America’s huge industrial growth during the period from 1860 and

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assignments • Historical accuracy • Expression and presentation of information

presented • Format and mechanics Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

1900?” • The following documents can be used for the DBQ: 1) Excerpt- English government report-

1854; 2) Chart- Miles of railroad track in the U.S., 1860-1900,;3) Excerpt- 1860 Republican Party Platform; 4) Timeline- Political Party control of the presidency, 1860-1900; 5) Chart- American Industrial and Agricultural Power Sources, 1850 and 1900,;6) Chart- American Immigration by Decades, 1860’s-1900’s; and 7) Excerpt- E.S. Meade, “The Genesis of the United States Steel Corporation.”



documents and from their knowledge outside of the documents. Students will then apply their research to the following:

Philosophical Chair – students will discuss the following statement in a Philosophical Chair: There should be no government regulation of business in America. Students will use their notes and other resources in the discussion and will physically move around the room to show that they agree, disagree, or are undecided. They choose a side of the room and defend their ideas using content evidence and personal values.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections.

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Formative assessment on “The Gilded Age” • Outline map of the major railroad lines (1870-1890) • Political cartoon interpretation: “What a Funny Little Government” • Political cartoon interpretation: “The Modern Colossus of (Rail)Roads” • Primary source interpretation: Andrew Carnegie’s “Wealth and Its Uses” • Primary source interpretation: Samuel Gompers’s “On the Goals of Trade Unions”

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1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents Stage 3 – Learning Plan: The Gilded Age

Summary of Key Learning Events and Instruction • Pre-assess: Use K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals for the unit. • Take Cornell Notes on a PowerPoint/lecture presentation. • Read and take Cornell Notes on various sections of the textbook. • Create a motto that would describe the business philosophy of one of the robber barons. • Writing Prompt: “Do you think corporations have a responsibility to their employees?” • Draw diagram of vertical integration and horizontal consolidation. • Write a newspaper account of the Great Strike of 1877, the Homestead Strike, or the Pullman Company Strike. • Complete Dialectic Journal on Biography video on Boss Tweed. • Design a special Labor Day program celebrating the labor movement in the United States. Include awards honoring important labor leaders of the

past and present.

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Stage 1 Desired Results: The City and Its Workers

ESTABLISHED GOALS • NJCCCS 6.1.12.A.5.a Relate industrial

growth to the need for social and governmental reforms.

• NJCCCS 6.1.12.A.5.b Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.


• NJCCCS 6.1.12.D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.

• NJCCCS 6.1.12.D.5.c Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations.

• NJCCCS 6.1.12.D.5.d Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.

• RH.9-10.7 through 10.8 • WHST.9-10.7 through 10.8

Transfer Students will be able to independently use their learning to… • Exhibit personal connections in regards to immigration

a. Research their family history by interviewing family members, analyzing family documents and photographs, and using Internet resources (iPad).

b. Select a family artifact that represents that family’s cultural background or immigration experience.

c. Create an informative pamphlet on their family’s cultural background and/or immigration experience.

d. Present their artifact and pamphlet to the class and field any questions regarding their presentation.

Meaning UNDERSTANDINGS Students will understand that… • Citizens of the U.S. come from diverse

backgrounds and each of these cultures make up one piece of the American cultural mosaic.

• Immigrants go to a new country for a variety of reasons, including economic betterment and religious freedom.

• For political and economic reasons, natives of a country often view immigrants negatively. • Increased population could have

positive effects such as diversity, reform movements and negative affects such as corruption, racism and division.

ESSENTIAL QUESTIONS • How should the government handle

immigration and population growth in America?

• Do you think it is possible for a society to become too culturally diverse? Why or why not?

• How has immigration influenced American culture? How has American culture influenced immigration?

Acquisition Students will know… • “Push” and “pull” factors affected late 19th

century immigration to the United States. • Many southern and eastern European

immigrants came to the U.S. seeking economic betterment and religious

Students will be skilled at… Comparing primary and secondary sources

Describing and sequencing historical events

Analyzing historical dilemmas

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freedom. • Many Asian immigrants immigrated to the

U.S. and settled on the West Coast. • Ellis Island on the East Coast processed

many European immigrants while Angel Island on the West Coast processed many Asian immigrants.

• Many immigrants felt a need to wholly assimilate into the American culture while others kept their native customs, traditions, and language.

• Nativism and Social Darwinism were philosophies used to justify discrimination against immigrants.

• Jacob Riis’ How the Other Half Lives showed Americans what it was like living in the urban tenement setting.

• Reform and city modernization helped address many of the problems plaguing urban areas during the late 19th century.

• The Americanization Movement was a political push to assimilate immigrants.

• Political machines, which were run by “bosses”, ran cities using a corrupt and graft-riddled hierarchical system.

• Tammany Hall was a New York City political machine that is famous for its corruption and one of its mayors, Boss Tweed.

• Labor strikes mobilized against low pay and poor working conditions.

Interpreting ideas from different

perspectives

Critically examining geographical documents


• Using the iPad and research skills to find

first-hand accounts of immigrants making the journey to the U.S. during the late 19th century.

Stage 2 - Evidence: The City and Its Workers Evaluative Criteria Assessment Evidence

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• Use of and citation to literary and internet research

• Presentation and poise • Organization and focus • Creativity • Historical accuracy • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

PERFORMANCE TASK(S): We have been exploring the topic of immigration. Immigration has undoubtedly led to the structure of American culture and society through various traditions and ethnicities. Through this project, we will take an in-depth look at the immigration process and the acclimation of immigrants to American life and culture.

Although immigrants brought the hope for a better life with them to America, the process was not always easy. We hope to bring the immigration story to life by researching our own family histories and sharing our connections to the larger story and patterns of American immigration.

CHOICE #1

ARTIFACT EXHIBITION CRITERIA

Select an artifact from your family that relates to the immigrant experience. Bring it to class with a Curator Card attached to it. Our artifact exhibition will be an opportunity to share your understanding of American History and your own family’s history with the class. It is also an opportunity to appreciate how our families have uniquely influenced American culture and to celebrate our ethnic diversity.

1. Your artifact’s Curator Card includes a title, a physical description of the artifact, and an explanation of how, when, and why this piece relates to the immigrant experience.

CHOICE #2

PAMPHLET EXHIBITION CRITERIA

Write and design a pamphlet based on your family’s story. Using the results of your research, the narrative text will tell the story of your family and its connection to the American immigrant experience.

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documents

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Formative assessment on “The City and Its Workers” • Outline map of the U.S. immigration patterns circa 1900 • Political cartoon interpretation: Nativist anti-immigration portrayals • Primary source interpretation- Marking the text: Jacob Riis’ How the Other Half Lives • Primary source interpretation- Dialectical Journal: artifacts from Ellis Island • Primary source interpretation: The Chinese Exclusion Act

Stage 3 – Learning Plan: The City and Its Workers Summary of Key Learning Events and Instruction

• Pre-assess: Use written/oral responses to the unit’s essential questions to assess students’ prior knowledge and identify further student-identified learning goals for the unit.

• Pre-assessment K-W-L-A Chart and identify student based learning goals • Take Cornell Notes on a PowerPoint/lecture presentation with reflection. • Read and take Cornell Notes on various sections of the textbook. • Create a series of Costa’s questions you would like to ask an immigrant who passed through Ellis Island. • Write an “I AM” poem about immigration from the point of view of an immigrant who arrived at Ellis Island/Angel Island or as a nativist. • Students will make a family tree showing where their ancestors came from. • Complete meta cognition journals on the corrupt politics that existed during the age of immigration of urbanization (AVID) • Write a biography of an immigrant who you feel did something special in this country. • Complete Dialectic Journal on the poem, “The New Colossus.” • Create a storyboard showing the difference between rich and poor sections of New York City in the late 19th century.

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• Trace the population growth of any city in the United States from 1875-1915. Chart the results on a large graph. • Post-assessment K-W-L-A Chart to monitor student progress

Stage 1 Desired Results: Imperialism ESTABLISHED GOALS

• NJCCCS 6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased militarism.

• RH.9-10.6, 10.9 • WHST.9-10.2

Transfer Students will be able to independently use their learning to… • Research pro and anti imperialism arguments used during the late 19th century. • Develop a thesis that will have students independently use their own values and beliefs to judge

a historical event as positive or negative with evidence. Use and properly cite primary source documentation to support the position papers.

• Debate other class teams using standard debate procedure. • Evaluate whether the U.S. has a duty to fight for freedom in neighboring countries.

Meaning UNDERSTANDINGS Students will understand that… • A nation’s desire to expand its territory has

many political and economic motives. • In the name of assisting weaker countries,

stronger countries often act in their own self interest.

1. The United States has entered many wars throughout history, yet not all of the wars were supported by the majority of Americans.

ESSENTIAL QUESTIONS 1. When does the U.S. have a duty to fight

for freedom in other countries? • What are the pros and cons of colonization

policy?

Acquisition Students will know… • A nation must weigh various pros and

cons when determining whether to support a colonization policy.



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• Americans used the Social Darwinism theory to justify the push for colonization.

• In the late 19th century, the U.S. added Alaska and Hawaii as territories.

• Among other factors, the Spanish-American War began after the U.S.S. Maine mysteriously exploded and sank while docked in Havana Bay.

• Admiral Dewey and Teddy Roosevelt became instant American heroes after their heroic exploits during the Spanish-American War.

• The American Empire grew after the Spanish-American War to include holdings in Puerto Rico and the Philippines.

• The U.S. faced armed opposition to its imperialism policy in the Philippines.

• Using military and economic justifications, Teddy Roosevelt pushed for the creation of the Panama Canal.

• “Speak softly and carry and big stick” became part of Teddy Roosevelt’s view on foreign policy.

• The Roosevelt Corollary to the Monroe Doctrine provided that the U.S. would intervene in any conflicts between European powers and Latin America.



perspectives


Make connections between content and real

world application using historical evidence • Using the iPad and research skills to find

and analyze pro and anti imperialism propaganda of the late 19th century.

Stage 2 - Evidence: Imperialism Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Presentation and poise • Organization and focus • Creativity

PERFORMANCE TASK(S): Imperialism Debate Project • Student teams will prepare and present arguments in a debate for and against U.S. imperialism. • The arguments must include an examination of the motives of US imperialism and evaluate the

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• Historical accuracy • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

results of US imperialism. • Students must use primary source documentation to support their arguments (i.e., Readings,

Photographs, Political Cartoons). • The format of the debate will be as follows:

o Opening Statements: Pro o Opening Statements: Against o First Argument: Pro o Cross Examination o First Argument: Against o Cross Examination o Continue procedure for second and third arguments o Closing Statements: Against o Closing Statements: Pro

• After the debate, students will evaluate in written form if the United States has a duty to fight for freedom in neighboring countries. They will defend their responses in a Socratic Seminar setting.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative Assessment on “Imperialism” • Outline map of the Panama Canal • Outline map of the territories gained by the U.S. after the Spanish-American War • Political cartoon interpretation- Dialectic Journal: “Declined with Thanks” • Political cartoon interpretation: “The World’s Constable” • Primary source interpretation- Dialectic Journal: The Roosevelt Corollary • Primary source interpretation: Platform of the Anti-Imperialism League

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make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents

Stage 3 – Learning Plan: Imperialism Summary of Key Learning Events and Instruction

• Pre-assess: Use K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals for the unit. • Take Cornell Notes on a PowerPoint/lecture presentation. • Read and take Cornell Notes on various sections of the textbook. • Analyze Pro-Imperialism and Anti-Imperialism political cartoons and decipher the cartoonists’ message using Dialectic Journals. • Create original political cartoons “for” or “against” imperialism. • Analyze modern tabloids and compare them to yellow journalism articles from the Spanish- American War. • Discuss the quote: “You furnish the pictures, I’ll supply the war.” • Write a short history of the Spanish-American War and its peace treaty as it might appear in either a Spanish, Cuban, or Filipino textbook- Writing

from Different Perspectives. • Create an I AM or Acrostic poem for the Rough Riders or the Buffalo Soldiers. • Research current relationships of the United States with Latin American countries. • Post-assessment K-W-L-A Chart to monitor student progress

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Stage 1 Desired Results: The Progressive Era ESTABLISHED GOALS

• NJCCCS 6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice.

• NJCCCS 6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.

• NJCCCS 6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.

• NJCCCS 6.1.12.D.6c Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th

Transfer Students will be able to independently use their learning to… 1. Discuss the Federal governments role in reforming society • Debate and convince factions that oppose your views.

Meaning UNDERSTANDINGS Students will understand that… • Democratic principles form the backbone of

the U.S. political system. 2. The actions of individuals can bring

about change in their government. 3. There are many ways to recruit others

in order to create a movement.

ESSENTIAL QUESTIONS • What kind of actions can bring about social

change? • How does one identify the makeup of the

“people” in any populism movement? • How do business interests affect politics

today? • What is the primary function of a

government: to protect the rights of the citizens or to protect the interests of big business?

Acquisition

Students will know… • The Populist Movement had its roots in the

various platforms of the Progressive Movement.

• The tragic fire at the Triangle Shirtwaist Factory and the resulting human loss spurred reform in working conditions at factories.


and analyze the political campaigns used in the Election of 1896 .

Comparing primary and secondary sources


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Amendment. • RH.9-10.5, 10.8, 10.10 • WHST.9-10.7, 10.9

• Progressive reform began at the city and state government levels in name of efficiency and anti-corruption.

• Teddy Roosevelt became the Progressive Movement’s first president.

• Roosevelt’s domestic platform, know as the “Square Deal”, was based upon consumer protection, conservation, and regulation of corporations.

• Progressivism stalled with Taft’s troubled presidency.

• Woodrow Wilson wins the Election of 1912 and continues progressive measures.

• Wilson’s reforms focused upon the tariff, banking laws and dissolving trusts.

• The Progressive Movement did not adequately address the needs of African-Americans.



perspectives


Make connections between content and real

world application using historical evidence

Stage 2 - Evidence: The Progressive Era Evaluative Criteria Assessment Evidence • Use of and citation to literary and internet

research • Presentation and poise • Organization and focus • Creativity • Historical accuracy • Group work skills Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking.

PERFORMANCE TASK(S): Socratic Seminar: Students will discuss and debate topics such as; Should it be the Federal Government’s responsibility to reform society? Should the government always side with the majority? Does change have a positive or negative effect on society? Connections will be made between the present day and events covered in this unit. Students will use their notes and other resources in the discussion and will discuss and defend their reactions to statements that arise during class.

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3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability. Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative Assessment on “The Progressive Era” • Outline map of the movement toward women’s suffrage • Political cartoon interpretation- Dialectical Journal: The Plight of Farmers • Political cartoon interpretation: The Cross of Gold • Primary source interpretation: William Jennings Bryan’s “Cross of Gold” speech • Primary source interpretation- Marking the Text: Ida Tarbell’s The History of Standard Oil • Primary source interpretation: Lincoln Steffens’ The Shame of Cities

Stage 3 – Learning Plan: The Progressive Era

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Summary of Key Learning Events and Instruction • Pre-assess: Use the unit’s essential questions to assess students’ prior knowledge and identify further student-identified learning goals for the unit. • Pre-assessment K-W-L-A Chart and identify student based learning goals • Take Cornell Notes on a PowerPoint/lecture presentation. • Read and take Cornell Notes on various sections of the textbook. • Read William Jennings Bryan’s “Cross of Gold” speech and complete Dialectic Journal on his speech. • Imagine you are a “muckraker” journalist. Write an article for McClure’s magazine about a progressive issue of your choice (e.g., machine politics,

women’s suffrage, child labor, food industry, etc.). The article must be at least one-page, double-spaced. • Imagine you are a high-ranking member of the National American Woman’s Suffrage Association. Write an “I Am” poem to President Woodrow

Wilson arguing your causes. • Image you have been hand picked to prepare a draft of the 19th Amendment. You have the ability to include items in the draft proposal besides

women’s suffrage. • Imagine you are a child laborer. Write an Acrostic poem that focuses on your work conditions and family life. • It is 1906 and you are a journalist who has been assigned to interview Upton Sinclair. Prepare a list of 5 Costa’s questions you want to ask this

famous muckraker author. • Create a chart which illustrates Teddy Roosevelt’s accomplishments as president. The chart must include at least 3 visuals. • Create a political cartoon illustrating the idea of “trust busting.” • Students will imagine they are an early 20th century black militant. Write an editorial arguing for W.E.B. Du Bois viewpoints. • View the HBO Film Ironed Jawed Angels and complete video guide. • Create a picket-sign for the suffrage movement. • Analyze the women’s suffrage cartoons and identify the obstacles the suffragettes faced. • Writing Prompt: “Why did WEB DuBois oppose Booker T. Washington’s views on racial discrimination?” Refer to the writings of both men and

defend the answer. Writing from different perspectives • Post-assessment K-W-L-A Chart to monitor student progress

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Stage 1 Desired Results: World War I ESTABLISHED GOALS

• NJCCCS 6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.

• NJCCCS 6.1.12.A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights.

• NJCCCS 6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.

• NJCCCS 6.1.12.D.7.a Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I.

• RH.9-10.9 through 10.10 • WHST.9-10.2

Transfer Students will be able to independently use their learning to… - Write a comprehensive essay response to a document-based question. - Analyze the following document-based question: “Why did the United States abandon its

neutrality, choosing to enter World War I on the side of the allies?” 10. Develop a thesis that will have students independently use their own values an beliefs to

judge a historical event as positive or negative with evidence.

Meaning UNDERSTANDINGS Students will understand that… - There are various factors a country uses to

determine whether or not to go to war. - Historical empathy must be used to

understand how the people of the time viewed events that led to the decision to go to war.

ESSENTIAL QUESTIONS • What is the United States’ responsibility to

intervene in foreign countries? • When American lives are threatened, how

should the government respond? • Should America go to war to make the world

“safe for democracy”? Acquisition

Students will know… • Wilson sought to distinguish his foreign

policy from that of his Republican predecessors by appointing William Jennings Bryan, a pacifist, as secretary of state.

• Within weeks of the assassination of Archduke Franz Ferdinand, the heir to the Austro-Hungarian throne, by a Bosnian Serb terrorist, the elaborate alliance system transformed a local conflict into an international one, and war broke out in Europe.





perspectives


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• Woodrow Wilson announced that the war was a European matter, that the United States would remain neutral, and would continue normal relations with the warring nations.

• In March 1917, German submarines sank five American vessels off Britain, killing sixty-six Americans and prompting Wilson to ask Congress for a declaration of war.

• On May 18, 1917, to meet the demand for fighting men, Wilson signed a Selective Service Act, authorizing the draft of all young men into the armed forces, transforming a tiny volunteer armed force to a vast army and navy.

• American forces suffered 112,000 deaths and 230,000 non-fatal casualties while the Germans lost 2.2 million, the Russians 1.9 million, the French 1.4 million, and the British 900,000.

• The Wilson administration’s zeal to suppress dissent took form in the Espionage Act, the Trading with the Enemy Act, and the Sedition Act, which gave the government sweeping powers to punish opinions or activities it considered “disloyal, profane, scurrilous or abusive,” and contrasted sharply with the war’s aim of defending democracy.

• On January 8, 1918, President Wilson delivered a speech to Congress that revealed his vision of a “generous peace”; his Fourteen Points provided a blueprint for a new democratic world order.

• Unwilling to see the world return to the old strategy of balance of power, Wilson proposed a League of Nations that would provide collective security and order.

• When the treaty without reservations came


• Using the iPad and research skills to find

and analyze Wilson’s 1919 Speaking Tour.

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before the full Senate in March 1920, the combined opposition of the irreconcilables and the reservationists left Wilson six votes short of the two-thirds majority needed for passage.

Stage 2 - Evidence: World War I

Evaluative Criteria Assessment Evidence • Use of and citation to documents • Organization and focus • Use of outside information learned during



presented • Format and mechanics Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4 – Innovating: Student was able to apply knowledge learned during unit, worked independently or collaboratively with group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout unit. 1 – Beginning: Student was only able to apply new knowledge learned during unit with

PERFORMANCE TASK(S): “World War I” Document-Based Question Essay Project - Write a comprehensive essay response to the following document-based question: “Why did

the United States abandon its neutrality, choosing to enter World War I on the side of the allies?”

- The following documents can be used for the DBQ: 1) Excerpt, Secretary William Jennings Bryan message to President Wilson (August 10, 1914); 2) Graph, U.S Exports to Great Britain, France, and Germany, 1912-1916; 3) Excerpt, Letter from Lenin to American workers (August 1918);4) Excerpt, Zimmerman Telegram (January 1917); 5) Excerpt, President Wilson’s war message to Congress (April 2, 1917); 6) Excerpt, George Norris of Nebraska, Congressional debates following President Wilson’s war message (April 4, 1917); and 7) Excerpt, Secondary Source, Ernest R. May, The World & American Isolationism, 1914-1917, 1959.



documents and from their knowledge outside of the documents.

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assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability. Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate students’ daily learning and understanding of key concepts; 4 – I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help. • Well argued, spoken and/or written • Historical accuracy • Critical and persuasive writing • Accuracy of mapping skills • Interpretation of political cartoons • Historical connections with primary source

documents

OTHER EVIDENCE: • Oral or written response to unit’s essential questions • Summative Assessment on “World War I” • Outline map of the 1917-1918 major battles involving U.S. soldiers • Political cartoon interpretation: “Interrupting the Ceremony” • Primary source interpretation: President Wilson’s “Peace without Victory” speech • Primary source interpretation: Zimmerman Telegram

Stage 3 – Learning Plan: World War I Summary of Key Learning Events and Instruction

• Pre-assess: Use K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals for the unit. • Take Cornell Notes on a PowerPoint/lecture presentation. • Read and take Cornell Notes on various sections of the textbook. • Create storyboards on the Espionage and Sedition Act • Read speech by Robert La Follette to Congress and complete Dialectic Journal on his views. • Create a storyboard based on the US entry into World War I. • Prepare a public relations campaign to win World War I on the home front. Include slogans, radio commercials, posters, buttons, and fundraising

activities.

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• Write an editorial about the Treaty of Versailles from any point of view below (German, American, French, English.)- Writing from different perspectives.

• Create “I Am” poem on the Treaty of Versailles • Analyze the cartoon “Interrupting the Ceremony” and decipher the cartoonists’ message • Create reflective journals on the impact that Wrld War I and the Treaty of Versailles had on the world. • Post-assessment K-W-L-A Chart to monitor student progress

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Benchmark Assessment Quarter 1

Students will choose from the Quarter 1 Essential Questions, and reflect upon and respond the enduring understandings pertaining to the Constitution, Jeffersonian Democracy, and the rise of the Republican party.

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Students will choose from the Quarter 2 Essential Questions, and reflect upon and respond the enduring understandings pertaining to the Jacksonian Democracy, reform movements, the Mexican-American War, and the Antebellum Era.

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Students will choose from the Quarter 3 Essential Questions, and reflect upon and respond the enduring understandings pertaining to the Civil War, the Reconstruction, and Westward Expansion.

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Students will choose from the Quarter 4 Essential Questions, and reflect upon and respond the enduring understandings pertaining to the Gilded Age, the Progressive Era, imperialism, and World War I.

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