ALTERNATIVE SCHOOLS AND PROGRAMSThe New York Ci ty Depar tment o f Educat ion

90-27 Sutphin Blvd. Jamaica, NY 11435

UNITED STATES HISTORY AND GOVERNMENT 1

Recommended Calendar of Lessons

Nelson AcevedoCurriculum Instructional Specialist (CIS)District 79Naceved2@nycboe.net

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The enclosed pacing calendar of lessons represents an attempt to move the teacher from the state syllabus to actual lessons with aims and suggested resources keyed to materials readily available primarily on the Internet. The object is to assist the educator in the difficult task of planning lessons and quickly locating resources, particularly documents. Suggested time allotments for the various units serve to provide guidance for the classroom teacher. This calendar is meant as a tool for the imaginative professional educator. It does, however, follow the state syllabus, is keyed to state standards and themes, and to the Regents Examination in United States History and Government.

Many of the resources and specific documents are easily located by using specific Internet addresses. A list of general Internet Resources is also included at the end of this curriculum. We urge teachers to adhere to the lessons and supervisors to monitor their implementation.

The lessons are designed for student class periods of 40 minutes. Schools with different schedules should adjust the pacing of the lessons to meet their needs. Many of the lessons may require more that one class period. The depth of instruction and the needs of your students will determine the number of class periods needed to implement each lesson. We have built in some flexibility in the pacing of the lessons to guarantee completion of the course of study by the end of the semester.

Engaging and challenging students and student interaction in a lesson are the critical ingredients in providing quality instruction. Student participation through the use of documents has proven to be a successful tool to deliver content and understanding using higher level thinking skills. Teachers should be using a variety of methods to deliver instruction including cooperative learning, interactive learning experiences and workshop model.

Finally I would like to express my sincere appreciation to the following educators who gave of their time and expertise to develop this pacing calendar. They have worked tirelessly during the summer of 2006 to complete this task

Matteo Mannino – District 79 Administrative InternMinerva Zanca – District 79 Administrative Intern

If you have any questions please contact Mr. Nelson Acevedo, Curriculum Instructional Specialist District 79, Naceved2@nycboe.net

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TABLE OF CONTENTSTOPIC PAGE

UNIT ONE: INTRODUCTION

CONTENT TOPIC I: GeographySub-Topic I A: The Physical/Cultural Setting in the Americas…… 5

Sub-Topic 1 B: Role/Influence of Geography on Historical/Cultural Development………………………………………………..………… 6 Sub-Topic 1C: Geographic Issues Today …………..…………… 6 Sub- Topic ID: Demographics……………………………………… 7

UNIT TWO: CONSTITUTIONAL FOUNDATIONS FOR THE UNITED STATES DEMOCRATIC REPUBLIC

CONTENT TOPIC I: The Constitution: The Foundation of American SocietySub-Topic I A: Historical Foundations…………………………..…… 8 Sub-Topic I B: Constitutional Convention……………………….... 13Sub-Topic I C: The Bill of Rights…………………………………… 15Sub-Topic ID: Basic Structure and Function: Three Branches and Their Operation……………………………………………………… 16Sub-Topic IE: Basic Constitutional Principles……………………. 16Sub-Topic IF: Implementing the New Constitutional Principles… 17

CONTENT TOPIC II: The Constitution Tested: Nationalism and SectionalismSub-Topic IIA: Factors Unifying the United States, 1789-1861….. 21Sub-Topic IIB: Constitutional Stress and Crisis…………………… 22Sub-Topic IIC: Territorial Expansion through Democracy, Migration, Annexation, and War; Manifest Destiny……………….. 25Sub-Topic IID: The Constitution in Jeopardy: The American Civil War……………………………………………………………… 26

UNIT THREE: INDUSTRALIZATION OF THE UNITED STATES　

CONTENT TOPIC I: The Reconstructed NationSub-Topic I A: Reconstruction Plans……………………………….. 28Sub-Topic I B: The North………... …………………………………. 29Sub-Topic I C: The New South…………………. ………………… 29Sub-Topic ID: End of Reconstruction……………………………… 29Sub-Topic IE: The Impact of the Civil War and Reconstruction…. 30

CONTENT TOPIC II: The Rise of American Business, Industry and Labor 1865-1920Sub-Topic IIA: Economic Transformation and the “Search for Order”……………………………………………………. 30Sub-Topic IIB: Major Areas of Growth in Business and Industry… 31Sub-Topic II C: Representative Entrepreneurs: Case Studies in Concentrated Wealth………………………………………………….. 31Sub-Topic II D: New Business and Government Practices…………. 32Sub-TOPIC IIE: Labor’s Response to Economic Change…………. 32Sub-TOPIC IIF: Agrarian Response to Economic Change……….. 33

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TABLE OF CONTENTS

TOPIC PAGE

CONTENT TOPIC III: Adjusting Society to Industrialism: American People and Places Sub- Topic IIIA: Impact of Industrialization…………………….. 34 Sub-Topic IIIB: Immigration…………………………………….. 36Sub-Topic: IIIC: Reactions to the “New” Immigration………… 37Sub-Topic IIID: The Frontier (1850-1890)………………………. 37

MODEL LESSON……………………………………………………………… 42REGENTS REVIEW AND SAMPLE LESSON …………………………….. 44BLOOMS TAXONOMY……………………………………………………….. 46

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UNIT ONE: IntroductionCONTENT TOPIC I. GeographySub-Topic IA: The Physical/Cultural Setting in the AmericasSuggested Time: 8-10 class periods for entire unit

LESSON # 1AIM: How has the geography of the U.S. affected its development?

OBJECTIVES: Students will be able to: Identify, using maps, the size and location of the United States Identify various climate zones, vegetation zones, agricultural areas and natural resources Describe how geographical differences can affect a regions cultural development Identify geographic sections (northeast, southwest) and there distinctions

SUGGESTED RESOURCES/DOCUMENTS:U.S. History and Government 1 Resource Guide, p. 1-13http://www.enchantedlearning.com/usa/http://www.kidport.com/RefLib/UsaGeography/UsaGeography.htmhttp://www.suelebeau.com/usgeography.htmhttp://www.cdc.noaa.gov/USclimate/states.fast.html

New York State Standard: 1, 3 Theme: Physical Systems

LESSON # 2AIM: How did certain geographic factors shape the identity of the U.S.?

OBJECTIVES: Students will be able to: Locate, using maps, major mountain ranges (Appalachian, Rocky) Identify major river systems (Mississippi, Rio Grande), the Great Plains, Pacific and Atlantic Oceans,

coastlines Examine climate and abundance of natural resources and their impact on the US Explain how geographic factors can shape the identity of a region

SUGGESTED RESOURCES/DOCUMENTS:http://www.eduplace.com/ss/ssmaps/usphysical.htlhttp://en.wikipedia.org/wiki/List_of_mountain_ranges#North_America

New York State Standard: 1, 3 Theme: Physical Systems

LESSON # 3AIM: How did natural barriers help and hinder westward expansion?

OBJECTIVES: Students will be able to: Explain how climate and mountain ranges influenced travel, agriculture and lifestyles Discuss the role of westward expansion in the development of the US Examine how natural barriers affected American society

SUGGESTED RESOURCES/DOCUMENTS:http://americanhistory.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fxroads.virginia.edu%2F%7EMAP%2Fterr_hp.html

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http://americanhistory.about.com/od/westwardexpansion/http://www.geocities.com/EnchantedForest/Tower/1217/west.html

New York State Standard: 1, 3 Theme: Physical Systems

Sub-Topic 1B: Role/Influence of Geography on Historical/Cultural DevelopmentSub-Topic IC- Geographic Issues Today

LESSON #4AIM: How has geography of the United States affected the early settlement patterns?

OBJECTIVES Students will be able to: Identify the major groups of Native American peoples that inhabited colonial America. Identify the geographic sections and the distinct natives that settled them Describe the geographic influence on colonization patterns and development by early settlers. Evaluate how the distinct geographic sections impacted territorial expansion, foreign policy and

outcome during wartime. Survey current issues raised by geography e.g. settlement patterns, pollution, water usage

SUGGESTED RESOURCES/DOCUMENTS: United Sates History and Government 1 Resource Guide p.8-13, 16http://crh.choate.edu/english/salot/Art-Native%2520Americans%2520in%2520Early%2520Am.%2520Art.htmhttp://www.csulb.edu/projects/ais/nae/1800-1830.htmlhttp://www.civilization.ca/vmnf/premieres_nations/en/inuit/description.htmlhttp://www.iroquoisdemocracy.pdx.edu/html/iroquoisleader.htmhttp://www.csulb.edu/projects/ais/nae/to_1600.html

New York State Standard: 1, 3 Theme: Physical Systems, Movement of Peoples and Goods

LESSON #5AIM: Why could early European settlement of North America be viewed as an invasion?OBJECTIVES: Students will be able to:

Describe the relationship between early settlers and Native Americans living in North America Describe the types of alliances among Native Americans and with the Europeans. Evaluate the reasons for warfare between the natives and colonists. Discuss the different ideologies of land ownership between the Native Americans and Europeans.

SUGGESTED RESOURCES/DOCUMENTS:United Sates History and Government 1 Resource Guide, p. 22-23, 25-26http://college.hmco.com/history/readerscomp/naind/html/na_017500_iroquoisconf.htmhttp://www.virginiaplaces.org/vacities/graphics/jamestownslice.gifhttp://www.evergreen.edu/nwindian/curriculum/FirstEncountersQuotes.pdfhttp://www.wsu.edu/~campbelld/amlit/smith.htmhttp://college.hmco.com/history/us/resources/students/primary/index.html Encyclopedia of Native American Indians

New York State Standard: 1 Theme: Movement of Peoples and Goods

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Sub- Topic ID: Demographics

LESSON#6AIM: How could we describe early European settlers in colonial America?

OBJECTIVES: Students will be able to: Identify the general gender, age, ethnicity, and religion of European settlers in America Identify the general economic and household structure of European settlers in America Evaluate the differences in social structures between European settlers and native Americans Explain the concept that the United States has experienced stages of change in its demographic

structure

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 17-35http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/1492-1763http://www.history.org/Almanack/life/life.cfmhttp://www.pbs.org/ktca/liberty/perspectives_daily.htmlhttp://www.mnsu.edu/emuseum/cultural/northamerica/index.shtmlhttp://www.lib.utexas.edu/maps/histus.htmlhttp://www.dur.ac.uk/education/edstudies/history.htm

New York State Standard: 1 Theme: Change

LESSON # 7AIM: How was American society affected by immigration during the period before the Civil War?

OBJECTIVES: Students will be able to: Identify the reasons for Irish, German, Scandinavian, and Chinese immigration Evaluate the push-pull theory of immigration Identify the regions where newer waves of immigrants were settling in the United States and their

reasons for doing so Discuss the impact of immigration during the pre-Civil War era

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 325-338http://en.wikipedia.org/wiki/Immigration_to_the_United_Stateshttp://www.assumption.edu/ahc/Irish/overview.htmlhttp://www.socialstudieshelp.com/Lesson_55_Notes.htmhttp://www.crf-usa.org/immigration/immigration_history.htmhttp://www.uwlax.edu/faculty/skala/United-States-Immigration.htmhttp://www.absoluteastronomy.com/encyclopedia/I/Im/Immigration_to_the_United_States.htmhttp://college.hmco.com/history/readerscomp/rcah/html/ah_050800_knownothingp.htmhttp://www.infoplease.com/ce6/history/A0827946.html

New York State Standard: 1,3,4,5 Theme: Immigration and Migration

LESSON # 8AIM: How was American society affected by immigration between the late 1800’s and early 1900’s?

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OBJECTIVES: Students will be able to: Identify the reasons for southern and eastern European immigration during this period Evaluate the push-pull theory of immigration as it relates to this period of history Analyze changing trends in immigration during this period Describe the concept of why these groups were viewed as a “new type” of immigrant Identify the regions where this latest group of immigrants settled in the United States and their

reason for doing so Explain the growing attitude of nativism throughout this period

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 325-338http://en.wikipedia.org/wiki/Immigration_to_the_United_Stateshttp://www.socialstudieshelp.com/Lesson_55_Notes.htmhttp://www.crf-usa.org/immigration/immigration_history.htmhttp://www.uwlax.edu/faculty/skala/United-States-Immigration.htmhttp://www.absoluteastronomy.com/encyclopedia/I/Im/Immigration_to_the_United_States.htmhttp://college.hmco.com/history/readerscomp/rcah/html/ah_050800_knownothingp.htmhttp://www.infoplease.com/ce6/history/A0827946.htmlhttp://www.answers.com/topic/immigration-to-the-united-stateshttp://encarta.msn.com/encyclopedia_1741500823_21/United_States_(History).html

New York State Standard: 1, 3 Theme: Movement of People and Goods

UNIT TWO: Constitutional Foundations for the United States Democratic Republic

Content Topic I: The Constitution: The Foundation of American SocietySub-Topic IA: Historical FoundationsSuggested Time: 10-12 class periods

LESSON#9AIM: How does our tree of liberty have roots in European soil?

OBJECTIVES: Students will be able to: Discuss the major writings of the Enlightenment (Locke, Montesquieu, Voltaire, Rousseau) Relate these writings to ideas commonly accepted as part of our American political tradition Review key events in England which impact on the development of the American

political tradition (e.g. Magna Charta, habeas corpus, Puritan Revolution, English Bill of Rights, Glorious Revolution

SUGGESTED RESOURCES/DOCUMENTSGlobal History and Geography III Resource Guide, pages 28-40http://www.wsu.edu/~dee/ENLIGHT/ENLIGHT.HTMhttp://www.fordham.edu/halsall/mod/modsbook10.htmlhttp://en.wikipedia.org/wiki/The_Age_of_Enlightenmenthttp://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/enlightenment.htmlhttp://encarta.msn.com/encyclopedia_761563157/English_Revolution.html

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http://www.lawsch.uga.edu/~glorious/chron.htmlhttp://en.wikipedia.org/wiki/Glorious_Revolutionhttp://www.bartleby.com/59/10/gloriousrevo.htmlhttp://personal.pitnet.net/primarysources/http://www.constitution.org/cs_found.htm

New York State Standard: 5 Theme: Citizenship, Civic Values

LESSON #10AIM: How did European colonization affect indigenous peoples?

OBJECTIVES: STUDENTS WILL BE ABLE TO: Summarize European conditions influencing voyages of exploration- trade,

religious warfare, technological improvements, emerging royal power and wealth, emerging middle class Discuss the importance of Columbus’ voyages both negative and positive,

to both the Europeans and the inhabitants of the New World Describe early relations between the Spaniards and the Native Americans Explain the impact of the Columbian Exchange Discuss early slavery in the Spanish colonies

SUGGESTED DOCUMENTS/RESOURCES:http://www.fordham.edu/halsall/source/columbus1.htmlhttp://www.jeannepasero.com/voyages.htmlhttp://www.jeannepasero.com/voyages.htmlhttp://www.carnaval.com/columbus/parade.htmhttp://en.wikipedia.org/wiki/Spanish_colonization_of_the_Americashttp://www.artifacts.org/http://www.snowcrest.net/jmike/latin.htmlhttp://www.fordham.edu/halsall/mod/modsbook08.htmlhttp://oregonstate.edu/instruct/phl302/philosophers/las_casas.htmlhttp://historicaltextarchive.com/sections.php?op=listarticles&secid=23

New York State Standard: 1,2 Theme: Citizenship, Change

LESSON #11AIM: Why was America a magnet for settlers?OBJECTIVES: Students will be able to:

Cite reasons for the settlement of the various English colonies; why the voyages were sent and why people came

Discuss the opportunities and dangers of New World settlement Compare and contrast English with Spanish and French colonies Describe the status of women in colonial America Discuss the growth of slavery in the British colonies in the 18th century Evaluate whether or not America offered a better life to settlers?

SUGGESTED RESOURCES/DOCUMENTS:http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=210

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http://falcon.jmu.edu/~ramseyil/colonial.htmhttp://members.aol.com/TeacherNet/Colonial.htmlhttp://www.powhatan.org/pocc.htmlhttp://www.mayflowerfamilies.com/Mayflower%20Ship/mayflower_ship_facts.hthttp://www.libs.uga.edu/darchive/hargrett/maps/colamer.htmlhttp://www.fordham.edu/halsall/mod/modsbook07.htmlhttp://xroads.virginia.edu/~HYPER/CREV/letter04.html.http://www.brycchancarey.com/equiano/

New York State Standard::1 Theme: Citizenship, Change

LESSON #12AIM: How democratic was colonial society?OBJECTIVES: Students will be able to:

Compare and contrast English colonial government with French and Spanish

Trace the evolution of colonial democracy e.g. Mayflower Compact, Fundamental Orders of Conn., the writings of Roger Williams, Anne Hutchinson, William Penn, growth of the power of colonial legislatures

Discuss Native American governmental systems Cite some of the undemocratic features of colonial government- slavery, indentured

servitude, class structure, status of women, Native Americans, tidewater v piedmont Analyze the significance of the Zenger Case to the growth of colonial democracy

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 52-53http://www.constitution.org/cs_found.htmhttp://falcon.jmu.edu/%7Eramseyil/colonial.htmhttp://www.fordham.edu/halsall/mod/modsbook07.htmlhttp://teacher.scholastic.com/activities/our_america/colonial/http://www.lmsd.org/staff/elemtech/colonial/occupat.htmhttp://www.ushistory.org/links/history_colonial.htmhttp://www.iroquois.net/http://www.law.umkc.edu/faculty/projects/ftrials/zenger/zenger.html

New York State Standard: 1, 5 Theme: Government

LESSON # 13 AIM: How revolutionary was the American Revolution?

OBJECTIVES: Student will be able to: Evaluate the reactions in the colonies to the various Acts approved by the British Parliament i.e.

colonial resistance to taxation, Proclamation of 1763 prohibiting colonial settlements west of the Appalachians; passage of the Sugar Act, Stamp Act, Quartering Act; Boston Massacre, and Boston Tea Party, “Intolerable Acts”

Examine primary and secondary documents to contrast the arguments and attitudes of loyalist and patriots towards having a revolution, i.e. Thomas Paine’s publication of Common Sense.

Synthesize the causes of the American Revolution.

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SUGGESTED RESOURCES/ DOCUMENTS:United States History and Government I Resource Guide, p. 39-42www.besthistorysites.net/USHistory_Independence.shtmlhttp://www.constitution.org/primarysources/primarysources.htmlhttp://www.pbs.org/ktca/libertyhttp://www.clements.umich.edu/spies/index.htmlhttp://www.historyplace.com/unitedstates/revolution/index.htmlhttp://www.cvesd.k12.ca.us/finney/paulvm/_welcomepv.htmlhttp://edsitement.neh.gov/view_lesson_plan.asp?id=423http://projects.edtech.sandi.net/hoover/amrevolt/http://www.digitalhistory.uh.edu/historyonline/handouts.cfmhttp://www.historyteacher.net/1998DBQsMainPage.htmhttp://www.gilderlehrman.org/teachers/module1/index.html

New York State Standard: 1 Theme: Change

LESSON # 14 AIM: How did Enlightenment ideas influence the Declaration of Independence?

OBJECTIVES: Students will be able to: Discuss the debates in the First and Second Continental Congress which decided to commission the

draft of the Declaration of Independence. Review the ideas of Enlightenment that influenced Thomas Jefferson in the writing of the Declaration

of Independence, including democratic and republican principles of government from ancient Greece and Rome, as well as from the Iroquois Confederacy; John Locke’s ideas on natural rights; Baron de Montesquieu’s ideas on divided and limited government; and Jean-Jacques Rousseau’s ideas on equality and the social contract.

Read and analyze the argument presented in the Preamble of the Declaration of Independence. Synthesize how the Declaration of Independence summarizes the justification to proclaim

independence and sets the principles to create the new republic.

SUGGESTED RESOURCES/ DOCUMENTS:http://www.constitution.org/primarysources/primarysources.htmlwww.besthistorysites.net/USHistory_Independence.shtmlhttp://www.pbs.org/ktca/libertyhttp://www.clements.umich.edu/spies/index.htmlhttp://www.historyplace.com/unitedstates/revolution/index.htmlhttp://www.cvesd.k12.ca.us/finney/paulvm/_welcomepv.htmlhttp://edsitement.neh.gov/view_lesson_plan.asp?id=423http://projects.edtech.sandi.net/hoover/amrevolt/http://www.digitalhistory.uh.edu/historyonline/handouts.cfmhttp://www.historyteacher.net/1998DBQsMainPage.htmhttp://www.gilderlehrman.org/teachers/module1/index.html

New York State Standard: 1 Theme: Change, Citizenship

LESSON #15AIM: How important were the leaders in the success of the American Revolution? OBJECTIVES: Students will be able to:

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Discuss the efforts of Thomas Jefferson, Benjamin Franklin, John Adams, Samuel Adams, Thomas Paine and Patrick Henry to the success of the American Revolution.

Evaluate the role of George Washington as commander of the Revolutionary Army. Examine a map of the main battles of the American Revolution Synthesize the contributions of revolutionary leaders to the success of the Revolution.

SUGGESTED RESOURCES/ DOCUMENTS:http://memory.loc.gov/ammem/gmdhtml/armhtml/armhome.htmlhttp://www.english.udel.edu/lemay/franklin/http://www.law.ou.edu/hist/henry.htmlhttp://sc94.ameslab.gov/TOUR/gwash.htmlhttp://www.americanrevolution.com/SamuelAdams.htmhttp://www.lucidcafe.com/library/95sep/adams.html

New York State Standard: 1 Theme: Change, Citizenship

LESSON # 16AIM: How did the outcome of the American Revolution impact on the lives of African-Americans?

OBJECTIVES: Students will be able to: Discuss reasons for the evolution of slavery in British North America. Compare and contrast the conditions of slaves in the North and the South. Analyze the emergence of “free black” populations during the American Revolution. Discuss the extent and significance of African-American participation in the American Revolution. Explore various views from revolutionary leaders in regard to slavery e.g. Hamilton, Jefferson,

Franklin Discuss the effects of the revolutionary ideology on the African-American community Synthesize changes in the condition of African Americans as a result of the American Revolution.

SUGGESTED RESOURCES/ DOCUMENTS:United States History and Government I Resource Guide, p. 45From Slavery to Freedom by John Hope Franklinhttp://www.americanrevolution.org/blk.htmlhttp://www.americanrevolution.com/AfricanAmericansInTheRevolution.htmhttp://www.pbs.org/wgbh/aia/part2/2narr4.htmlhttp://www.nps.gov/revwar/about_the_revolution/african_americans.htmlhttp://memory.loc.gov/ammem/aaohtml/exhibit/aopart2b.html

New York State Standard: 1 Theme: Change, Citizenship

LESSON # 17AIM: How did the New York State Constitution affirm republican principles?

OBJECTIVES: Students will be able to: Discuss how the New York State Constitution was influenced by other key documents expressing

republican/democratic principles, i.e. The Great Law of Peace, the Albany Plan of Union, and the Declaration of Independence.

Describe key features of the New York State Constitution that reaffirm republican principles such as ratification by the people, bicameral legislature, and separation of powers.

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Analyze how the New York State Constitution’s guarantee of religious freedom and fostered the growth of religious pluralism.

Discuss the civil rights guarantees granted to the people in the New York State Constitution. Discuss the issue taken on the slavery question by the New York State Constitution

SUGGESTED RESOURCES/ DOCUMENTS:United States History and Government I Resource Guide, p. 48-51, 55-69http://assembly.state.ny.us/leg/?co=0http://www.findlaw.com/11stategov/ny/laws.htmlhttp://www.yale.edu/lawweb/avalon/states/ny01.htmhttp://www.constitution.org/rc/rat_decl-ny.htmhttp://www.slavenorth.com/nyemancip.htm

New York State Standard: 1 Theme: Citizenship

LESSON # 18AIM: How critical was the “Critical Period?”

OBJECTIVES: Student will: Discuss the context in which the Articles of Confederation were created as the first plan of government

of the United States. Identify basic issues debated in drafting the Articles of Confederation. Describe the political and economic problems faced by the Confederation. Analyze the impact of Shays’ Rebellion in exposing the weaknesses of the Articles of Confederation. Discuss the Northwest Ordinance as the major success of the Critical Period, and as a pattern for future

expansion. Debate John Fiske’s notion of “Critical Period” considering opposing views.

SUGGESTED RESOURCES/ DOCUMENTS:United States History and Government I Resource Guide, p. 71-86http://www.classzone.com/books/americans05/page_build.cfm?id=none&ch=5http://www.constitution.org/primarysources/primarysources.htmlhttp://www.yale.edu/lawweb/avalon/artconf.htmhttp://home.earthlink.net/~gfeldmeth/chart.art.htmhttp://pages.zdnet.com/sartre65/view/id7.htmlhttp://www.yale.edu/lawweb/avalon/nworder.htm

New York State Standard: 1 Theme: Change

Sub-Topic IB: Constitutional ConventionSuggested Time: 3-4 class periods

LESSON # 19 AIM: Why did the Framers of the Constitution decide to write a new Constitution?

OBJECTIVES: Student will be able to: Identify events that led for the calling of a convention to strengthen the first US government.

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Explain why it was decided to draft a new constitution in 1787. Describe the background and views of the delegates to the Constitutional Convention in 1787 Identify major principles of government agreed upon by the delegates Assess how the exclusion of women, African-Americans, Native-Americans from the Convention may

have affected some provisions in the final documents.

SUGGESTED RESOURCES/ DOCUMENTS:http://teachingamericanhistory.org/convention/http://www.usconstitution.net/consttop_ccon.htmlhttp://www.constitutioncenter.org/education/ForEducators/LessonPlans/FoundingFathers/5479.shtmlhttp://www.yale.edu/lawweb/avalon/constpap.htmhttp://www.jmu.edu/madison/gpos225-madison2/adopt.htm

New York State Standard: 1, 5 Theme: Change, Constitutional Principles, Government

LESSON # 20 AIM: How did the Framers at the Constitutional Convention deal with conflicting plans of government for the United States?

OBJECTIVES: Students will be able to: Evaluate the principles of government that shaped the New Jersey and Virginia Plans. Discuss how the conflicting interests between small and big states as well as between the north and the

south shaped these conflicting plans of government. Evaluate the advantages and disadvantages of a federal system of government for a large, diverse

nationSUGGESTED RESOURCES/DOCUMENTS:http://memory.loc.gov/ammem/amlaw/lwed.htmlhttp://www.yale.edu/lawweb/avalon/debates/debcont.htmhttp://www.archives.gov/national_archives_experience/charters/constitution.htmlhttp://bensguide.gpo.gov/6-8/documents/constitution/background.htmlhttp://www.congresslink.org/print_teaching_historicalnotes.htm

New York State Standard: 1, 5 Theme: Change, Constitutional Principles, Government

LESSON # 21

AIM: How did the spirit of compromise lead to the creation of effective institutions of government?

OBJECTIVES: Students will be able to: Identify the major issues which divided the Constitutional Convention. Analyze the process of compromise and its political implications. Summarize the key conflicts in the Convention and explain how the Great Compromise resolved

complex issues such as representation, influence of population, and trade. Critique the Great Compromise in its effectiveness of incorporating revolutionary ideas such as

protecting liberty against abuses of power; dividing and limiting powers to prevent tyranny; creating a stronger national government.

Discuss how compromises dealt with slavery issues (3/5 Compromise) Describe the structure of government created by the Constitution

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SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 90http://odur.let.rug.nl/%7Eusa/P/tj3/writings/brf/jefl66.htmhttp://www.cyberlearning-world.com/nhhs/amrev/begin.htmhttp://projects.edtech.sandi.net/roosevelt/constitution/greatcompromise.htmhttp://www.congresslink.org/print_lp_greatcompromise.htmhttp://www.pbs.org/georgewashington/classroom/index3.htmlhttp://www.classzone.com/books/americans05/page_build.cfm?id=chapter_objectives&ch=5

New York State Standard: 1, 5 Theme: Change, Constitutional Principles, Government

LESSON # 22 AIM: Why was the ratification of the new Constitution a difficult process?

OBJECTIVES: Students will be able to: Contrast the arguments of the Federalists and Anti-Federalists over the ratification of the Constitution. Discuss the importance of the Federalists Papers in the ratification debate. Examine Federalists Papers 51 and 78 and identify key reasons expressed in these documents in favor

of ratification. Explain the significance of the addition of a Bill of Rights Discuss ways in which the Framers envisioned the Constitution as a living document

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 92-96http://college.hmco.com/history/readerscomp/rcah/html/ah_073800_ratification.htmhttp://www.yale.edu/lawweb/avalon/federal/fed.htmhttp://www.foundingfathers.info/federalistpapers/http://www.wisconsinhistory.org/ratification/http://memory.loc.gov/ammem/collections/madison_papers/

New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles, Government

Sub-Topic IC: The Bill of RightsSuggested Time: 3-4 class periods

LESSON # 23 AIM: How does the Bill of Rights guarantee the citizen’s individual rights?

OBJECTIVES: Students will be able to: Identify protections granted by the Bill of Rights to all citizens. Describe how the freedoms guaranteed by the Bill of Rights affect our everyday lives. Discuss how citizens and the government have struggled to interpret and apply the civil liberties listed

in the Bill of Rights. Evaluate conflicting arguments in specific Supreme Court cases involving civil liberties. Analyze how the Bill of Rights is applied in the United States presently.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 101-116http://edsitement.neh.gov/monthly_feature.asp?id=92http://www.yale.edu/lawweb/avalon/rights1.htm

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http://www.archives.gov/national_archives_experience/charters/bill_of_rights.htmlhttp://www.billofrightsinstitute.org/http://www.billofrights.com/

New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles, Government

Sub-Topic ID: Basic Structure and Function: Three Branches and Their OperationSuggested Time: 1-2 class periods

LESSON # 24 AIM: How did the Constitution’s separation of powers create a system of checks and balances?

OBJECTIVES: Students will be able to: Explain the reasons to divide and limit the powers of the Federal government in three branches.

Recommended document: James Madison’s Federalist Papers No.48, 51. Discuss the powers, roles and responsibilities of each branch. Describe the systems of checks and balances and examples it is currently applied. Analyze how the system of checks and balances fosters democracy.

SUGGESTED RESOURCES/DOCUMENTS:http://bensguide.gpo.gov/9-12/government/branches.htmlhttp://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/6.htmhttp://www.constitutioncenter.org/explore/BasicGoverningPrinciples/SeparationofPowersandaSystemofChecksandBalances.shtmlhttp://www.law.umkc.edu/faculty/projects/ftrials/conlaw/separationofpowers.htmhttp://www.usdoj.gov/olc/delly.htm

New York State Standard: 1, 5 Theme: Constitutional Principles, Government

Sub-Topic IE: Basic Constitutional PrinciplesSuggested Time: 3-4 class periodsLESSON # 25 AIM: How does the Constitution create a balance between the states and the national government?

OBJECTIVES: Students will be able to: Define and describe “federalism” Compare and contrast the roles of the national government under the Articles of Confederation and

under the Constitution. Review the concepts of enumerated (delegated) powers, reserved powers, concurrent powers Identify and explain the role of the Supreme Court with regard to cases affecting federalism, including

its decision in McCulloch v. Maryland (1819). Discuss the division of powers between the states and the Federal government. Discuss the roots of historical conflicts between Federalists and state rights’ supporters on interpreting

the jurisdiction of the Federal and state governments. Explain the importance of what has been come to be called the "elastic clause” in the enumerated

powers of the Constitution.

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SUGGESTED RESOURCES/DOCUMENTS:http://bensguide.gpo.gov/6-8/government/index.htmlhttp://bensguide.gpo.gov/6-8/government/federalism2.htmlhttp://www.learner.org/biographyofamerica/prog05/index.htmlhttp://www.constitutioncenter.org/explore/BasicGoverningPrinciples/Federalism.shtmlhttp://caselaw.lp.findlaw.com/data/constitution/amendment10/

New York State Standard: 1, 5 Theme: Constitutional Principles, Government, Interdependence

LESSON # 26 AIM: How have basic constitutional principles been applied in U.S. history?

OBJECTIVES: Students will be able to: Evaluate how the principles of equality, limited government, individual liberties, civil rights, and

democracy are reflected in the Constitution. Discuss the challenges to achieve the constitutional principle of equality for women, African-American

and other minorities throughout the history of the United States. Analyze the balance between the rights of the accused and protection of the community and victims in

the application of the Bill of Rights. Explain how the civil rights of women, ethnic, racial, and other minority groups have evolved and

expanded since the ratification of the Constitution until today.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 105-116http://www.constitution.org/cs_basic.htmhttp://www.constitutioncenter.org/explore/BasicGoverningPrinciples/index.shtmlhttp://www.civiced.org/constdem.htmlhttp://www.crf-usa.org/project_history/womens_rights.htmhttp://www.civilrightsmuseum.org/gallery/movement.asphttp://www.americancivilrightsreview.com/

New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles

Sub-Topic IF: Implementing the New Constitutional PrinciplesSuggested Time: 9-12 class periods

LESSON #27Aim: How did Washington and Adams shape the role for future Presidents?

OBJECTIVES: Students will be able to: Examine Washington as a role model- Cabinet, neutrality policy, two term tradition,

economic policies, Hamilton’s financial policies, “unwritten constitution” Discuss the impact of his foreign policy (Proclamation of Neutrality, Farewell Speech), neutrality on

future American foreign policy Assess the reasons for the development of the Federalist and Republican parties Compare and contrast the philosophies of party leaders Hamilton, Jefferson Assess the wisdom of the national government in the suppression of the Whiskey Rebellion Discuss the Alien and Sedition Acts as an early threat to American liberties Examine the Virginia and Kentucky Resolutions in terms of evolving constitutional

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philosophies

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 119-123, 129-133http://gwpapers.virginia.edu/documents/presdocs.htmlhttp://www.pbs.org/georgewashington/collection/other_documents.htmlhttp://www.pbs.org/georgewashington/multimedia/index.htmlhttp://gwpapers.virginia.edu/http://www.historycentral.com/documents/Nation.htmlhttp://www.gilderlehrman.org/search/display_results.php?id=GLC03730

New York State Standard: 1,3 Theme: Change, Government

LESSON# 28AIM: How did Hamilton’s financial plan contribute to the nation’s success?OBJECTIVES: Students will be able to:

Explain Hamilton’s Three Point Plan Identify: elastic clause, debt repayment, excise tax, assumption plan, National Bank Explain the reasons behind the financial plans Describe the reasons for the opposition to the plan Explain how the opposition to the plan contributed to the rise of political parties

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 123-128http://www.gilderlehrman.org/search/display_results.php?id=GLC03730http://en.wikipedia.org/wiki/Alexander_Hamiltonhttp://www.treas.gov/offices/management/curator/collection/secretary/hamilton.htmhttp://www.mandia.com/kelly/webpage/99_student_pages/political_parties/page5.htm

New York State Standard: 1, 5 Theme: Government

LESSON #29AIM: How did an “unwritten constitution” develop in our nation?OBJECTIVES: Students will be able to:

Discuss the Constitution as a flexible documents due to custom, tradition, the amendment process, the elastic clause

Summarize the contribution of the Washington and Adams administrations to the concept of an unwritten constitution: Cabinet, two term tradition, advent of political parties, regular meetings of Department Heads, Senatorial courtesy, the committee system

Introduce the concept of judicial review

SUGGESTED RESOUCES/DOCUMENTShttp://www.socialstudieshelp.com/Lesson_19_Notes.htmhttp://regentsprep.org/Regents/ushisgov/themes/government/unwritten.htm

New York State Standard: 1, 5 Theme: Government, Political Systems

LESSON #30AIM: Why was Jefferson’s election called the “revolution of 1800?”OBJECTIVES: Students will be able to:

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Discuss reasons for the continued growth of political parties in the Washington and Adams administrations

Discuss the constitutional crisis caused by the results of the election of 1800 Assess the significance to the development of democracy of the peaceful transfer of power from one

political party to another

SUGGESTED RESOURCES\DOCUMENTS:http://memory.loc.gov/ammem/collections/jefferson_papers/http://www.pbs.org/jefferson/http://etext.virginia.edu/jefferson/http://www.loc.gov/exhibits/jefferson/jefffed.htmlhttp://www.archives.gov/exhibit_hall/american_originals/loupurch.html

New York State Standard: 1, 5 Theme: Government, Foreign Policy

LESSON #31AIM: Is Jefferson deserving of his reputation as an “American icon?”

OBJECTIVES: Students will be able to: Evaluate the contradictions in Jefferson’s life as historians might- Jefferson as author of the

Declaration versus as slaveholder (his actions in the “Dusky Sally” Affair), as inventor and scientist (as failure as businessman), as professed democrat versus life as a southern aristocrat as author of the Virginia and Kentucky Resolutions versus actions as President, as a person, etc.

Compare and contrast the role of Jefferson as opposition leader (strict constructionist) with Jefferson as President- purchase of Louisiana, Barbary War, Lewis and Clark

SUGGESTED RESOURCES/DOCUMENTS:http://memory.loc.gov/ammem/collections/jefferson_papers/http://www.pbs.org/jefferson/http://etext.virginia.edu/jefferson/http://www.nobeliefs.com/jefferson.htmhttp://www.loc.gov/exhibits/jefferson/jefffed.html

New York State Standard: 11 Theme: Civic Values

LESSON #32AIM: How did the Marshall Court expand the powers of the federal government?

OBJECTIVES: Students will be able to: Examine the role of John Marshall in strengthening the national judiciary (.e.g Marbury v Madison

(1803), Gibbons v Ogden (1824), McCulloch v Maryland (1819) Discuss the impact of the above decisions in establishing judicial review Explain how McCulloch and Ogden expanded federal supremacy over the states

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 134http://www.landmarkcases.org/gibbons/legacy.htmlhttp://www.lva.lib.va.us/whoweare/exhibits/marshall/index.htmhttp://en.wikipedia.org/wiki/John_Marshallhttp://www.michaelariens.com/ConLaw/justices/marshallj.htm

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http://www.landmarkcases.org/gibbons/home.htmlhttp://www.landmarkcases.org/mcculloch/home.html

New York State Standard: 1, 5 Theme: Constitutional Principles

LESSON #33AIM: How should we view America’s decision to go to war in 1812?

OBJECTIVES: Students will be able to: Review motives influencing U.S. foreign policy in the Federalist period. List the causes of the war- impressments, freedom of the seas, land hunger,

nationalism Evaluate the success of the attempts to avoid war- appeals, economic motives (embargo), doing

nothing Assess the wisdom of the decision to go to war Discuss the effects of the war- burning of Washington, failure of the Canadian invasion, Battle of

New Orleans, Treaty of Ghent, “Era of Good Feelings,”purchase of Florida, as “victor in “Second War for Independence”, affect on Spain, Native

Americans

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 135-136, 161http://www.loc.gov/exhibits/jefferson/jefffed.htmlhttp://en.wikipedia.org/wiki/War_of_1812http://gatewayno.com/history/War1812.htmlhttp://www.warof1812.ca/1812events.htm

New York State Standard: 1 Theme: Foreign Policy

LESSON #34AIM: Why did industry grow after 1812?

OBJECTIVES: Students will be able to: Describe economic legislation which encouraged the growth of industry: Second National Bank,

protective tariff of 1816, internal improvements (roads, canals) Explain the importance of the growth of technology: steamboat, rise of manufacturing in the north, the

cotton gin Discuss the opening of the Erie Canal and its effect on the rise of New York City

SUGGESTED RESOURCES/DOCUMENTShttp://www.eriecanal.org/http://www.eriecanal.org/images.htmlhttp://www.canals.org/erie.htmhttp://edsitement.neh.gov/view_lesson_plan.asp?id=565http://www.catskillarchive.com/rrextra/abrwindx.Htmlhttp://www.nypl.org/research/midatlantic/

New York State Standard: 1, 3, 5 Theme: Government, Science and Technology

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LESSON #35AIM: How did the Monroe Doctrine reflect American foreign policy?

OBJECTIVES: Students will be able to: Explain the concept of national interest Review U.S. national concerns (e.g. isolation/neutrality abroad) Cite the key provisions of the Doctrine Discuss the circumstances which led to its issuance Discuss the effect of the policy on Latin America

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 135-137http://en.wikipedia.org/wiki/Monroe_Doctrinehttp://www.yale.edu/lawweb/avalon/monroe.htmhttp://www.ushistory.org/documents/monroe.htmhttp://www.state.gov/r/pa/ho/time/jd/16321.htmhttp://www.ushda.org/monroe.shtmlhttp://www.infoplease.com/ipa/A0760590.html

New York State Standard: 1, 3 Theme: Foreign policy

UNIT TWO: CONSTITUTIONAL FOUNDATIONS FOR THE UNITED STATES DEMOCRATIC REPUBLIC

CONTENT TOPIC II: The Constitution Tested: Nationalism and SectionalismSub-Topic IIA: Factors Unifying the United States, 1789-1861Suggested Time: 1-2 class periods

LESSON # 36AIM: How did the seeds of sectionalism grow during the 19th century?

OBJECTIVES: Students will be able to: Explain the influences of geography, climate, transportation, communication, common history on the

growth of sectionalism and/or nationalism Examine the growth of sectional lifestyles- urban, industrial north, plantation South, agrarian West Discuss the growth of sectional economies- the advent of the factory system vs:

the plantation system; free vs: slave labor, growth of public education in the north, immigration

Review the effects on national unity of Marshall’s Supreme Court decisions; Henry Clay

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 151-160http://www.socialstudieshelp.com/Lesson_29_Notes_SEC_HO.htmhttp://www.kentlaw.edu/ilhs/curricul.htm#4http://en.wikipedia.org/wiki/Henry_Clayhttp://en.wikipedia.org/wiki/John_C._Calhounhttp://www.eriecanal.org/

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http://ca.encarta.msn.com/encyclopedia_761553165/Factory_System.htmlhttp://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2materials/eiTessay.htmlhttp://www.cr.nps.gov/nr/twhp/wwwlps/lessons/30saugus/30saugus.htmhttp://www2.pfeiffer.edu/~lridener/DSS/Martineau/v1p2ec6.htmlhttp://www.gilderlehrman.org/http://ppl.nhmccd.edu/~craigl/09.html

New York State Standard 1, 3 Theme: Diversity, Economic Systems

Sub-Topic IIB: Constitutional Stress and CrisisSuggested Time: 7-10 class periods

LESSON #37AIM: How did life change in the pre-Civil War north?OBJECTIVES: Students will be able to:

Describe life in the cities for the poor as well as the middle class- family roles, women’s changing role, housing, availability of education, social services

Discuss the growth of the factory system and its impact on daily life e.g. “slave labor, working conditions, effects on health

Discuss working conditions for the farm family of the north Discuss the evolving free black communities of the north

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 151-160, 210- 224http://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=13http://www.authentichistory.com/letters/antebellum/1830sboston/index.htmlhttp://www.wendy.com/women/quotations.htmlhttp://members.aol.com/mrremm/private/USHIST/precivilwar.htmlhttp://ppl.nhmccd.edu/~craigl/09.htmlhttp://www.louisville.edu/a-s/english/subcultures/colors/red/jtrieb01/utopiafront.htmlhttp://www.cis.yale.edu/ynhti/curriculum/units/1990/5/90.05.07.x.html

New York State Standard: 1,4 Theme: Factors of Production, Human Systems

LESSON #38 AIM: How did immigration affect pre-Civil War society?OBJECTIVES: Students will be able to:

Describe the “pull and push” theory of causation for the Irish, German, Scandinavian and Chinese immigration

Locate major areas of settlement for these groups on a map Discuss the impact of these groups on American society, particularly the Irish

as the first large non-Protestant group - rise of nativism (Know-Nothing Party)SUGGESTED RESOURCES/DOCUMENTS:http://en.wikipedia.org/wiki/Know-Nothing_movementhttp://www.28thmass.com/NINA/paddy_and_the_know.htmhttp://www.ops.org/north/curriculum/socstudies/EthnicB2/past/Irish.htmhttp://www.bergen.org/AAST/Projects/Immigration/http://www-lib.iupui.edu/kade/nameword/context.htmlhttp://nhs.needham.k12.ma.us/cur/kane98/kane_p3_immig/China/china.html

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New York State Standard: 1 Theme: Diversity, Immigration

Lesson#39 Aim: How did the slave system develop during the 19th century in the United States?

OBJECTIVES: Students will be able to: Describe the extent of the slave labor system Analyze the arguments on both sides of the slavery issue in the 19th century Describe life and culture under slavery Identify types of resistance practiced by slaves, overt (e.g. Nat Turner’s Revolt) and covert (escape,

Underground Railroad)

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 164, 167, 206-208http://docsouth.unc.edu/fpn/index.htmlhttp://web.gc.cuny.edu/ashp/doing/slaveresistance.htmlhttp://www.yale.edu/glc/http://www.wsu.edu:8080/~dee/DIASPORA/REBEL.HTM

New York State Standard: 1, 5 Theme: Human Systems

Lesson #40AIM: How different was life in the South by 1860?

OBJECTIVES: Students will be able to: Compare and contrast the life style of the two sections- northern

and southern agriculture, lack of significant urban areas in the South, lackof immigration to southern areas, slave labor, southern imitation of “countrysquire” lifestyle, the life of the poor white farmer, lack of internal improvements

Discuss the declining communication between the two sections- e.g. the lack of railroads running north-south

Compare and contrast the position and lifestyle of women in both sections Explain the impact of slavery on the lives of both white southerners and slave families Assess the political implication of the growing sectional differences

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 162-165http://docsouth.unc.edu/http://www.laheritage.org/PlantationLife/SlideShow/index.htmhttp://memory.loc.gov/ammem/snhtml/snhome.htmlhttp://www.pbs.org/wgbh/aia/part4/4p2956.htmlhttp://www.pbs.org/wgbh/aia/part1/1narr3_txt.htmlhttp://www.pbs.org/wgbh/aia/part4/4i3084.htmlhttp://docsouth.unc.edu/fpn/index.htmlhttp://web.gc.cuny.edu/ashp/doing/slaveresistance.htmlhttp://www.yale.edu/glc/http://www.wsu.edu:8080/~dee/DIASPORA/REBEL.HTM

New York State Standard: 1, 4 Theme: Diversity

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LESSON #41

AIM: How did the reform movements of the 1830’s and the 1840’s attempt to cure the evils of society?

OBJECTIVES: Students will be able to:

Explain how the focus anti-slavery efforts changed from colonization to abolition. Describe the methods used by the abolitionists to achieve their goals. Describe the reform movements of the 1830’s and 1840’s such as the public school movement, care for

the physically challenged and the mentally ill, the problems of poverty and crime, anti-slavery and women’s rights.

Discuss women’s role in the 19th century. Identify and explain: Dorothea Dix, Elizabeth Cady Stanton, Susan B. Anthony, Seneca Falls

Convention, Seneca Falls Declaration, Underground Railroad, Fredrick Douglass, The Liberator, Harriet Tubman, Temperance movement, Sourjoner Truth.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p.153http:home.att.net/~betsnewmark/TriuReform.htmlhttp://www.polytechnic.org/faculty/gfieldmeth/lec.reform.htmlhttp://www.nationalgeographic.com/railroad/jl.htmlhttp://www2.ihric.org/pocatico/tubman/map.htmhttp://odur.let.rug.nl/usa/D/1826-1850/women/seneca.htmhttp://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=71http://www.digitalhistory.uh.edu/documents/document_p2.cfm?doc=72http://teachpol.tcnj.edu/amer_pol_hist/fi/00000088.htmhttp://www.pbs.org/wgbh/aia/part4/4p1539.html

New York State Standard: 1, 5 Theme: Reform movement, Civic Values

LESSON #42AIM: How successful was the Jacksonian Era in furthering democratic reform?

OBJECTIVES: Students will be able to:

Describe the expansion of democracy through nominating conventions rather than a caucus of a few leaders, and the growing use of secret ballots.

Compare and contrast Jackson’s role as “servant of the people” or “King Andrew” in his dispute over the national Bank (elastic clause), his refusal to enforce the Supreme Court decision in Worcester v. Georgia, his support of the Spoil system as a mean to expand democracy,

Discuss the significance of Jackson’s actions in the Nullification Crisis (State rights v. Federal Supremacy)

Evaluate whether Jackson’s actions may have contributed to the Panic of 1837. Discuss the impact of the reform tradition on women’s rights, the abolition movement

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 168-172, 176-178http://cvip.fresno.com/~jsh33/Jack.htmlhttp://xroads.virgina.edu/~cap/jackson.ima.htmhttp://teachpd.tcnj.edu/amerpolhist/f:/0000008a.htm

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http;//www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=65http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=61http://www.gilderlehrman.org/teachers/module5/index.html

New York State Standard: 1, 5 Theme: Civic Values

LESSON #43AIM: How did Native Americans react to growing American expansion?

OBJECTIVES: Students will be able to:

Review the history of the relationship between the Native Americans and pioneer families. Explain the differing views of land ownership, the problems of broken promises and the forced

removal of Native Americans as sources of conflict. Describe the various approaches Native Americans have taken in order to survive e.g. cultural

adaptation, cultural revitalization (return and revive Indian traditions) Pan-Indian Movements and resistance.

Identify and explain: Trail of Tears, Worcester V Georgia (1830), and Indian Removal Act.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 173-177http://www.rosecity.net/tears/trails/slavessty.html.http://www.digitalhistory.uh.edu/historyonline/us12.cfmhttp://www.historyshack.com/US%20Room%202000/Journal%20Entries/NA%20Graphic.htmhttp://www.gilderlehrman.org/teachers/module5/index.htmlhttp://www.historymatters.gmu.edu/d/7402

New York State Standard: 1, 5 Theme: Civic Values

Sub-Topic IIC: Territorial Expansion through Democracy, Migration, Annexation, and War; Manifest DestinySuggested Time: 2-3 class periods

LESSON #44AIM: Was the U.S. expansion to the West inevitable?

OBJECTIVES: Students will be able to: Define the term Manifest Destiny. Explain the motives for expansion to the Pacific (Westward expansion). Explain the impact of various groups that explored and settled the frontier such as Lewis and Clark,

explorers, naturalists, trappers and trades, trailblazers, missionaries, pioneers and the Mormon Church. Using a map trace the route of the Lewis and Clarke Expedition, the Cumberland Gap, the Oregon and

Santa Fe Trails. Summarize the importance of the Louisiana Purchase.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 225-231http://members.tripod.com/~jtlawson/index-6.htmlhttp://members.tripod.com/~jtlawson/index.html

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http://roxen.xmission.com/~drudy/amn.htmlhttp://roxen.xmission.com/~drudy/mtman/html/jmeek/meekpre.htmlhttp://www.gilderlehrman.org/search/display_results.php?id=GLC04051

New York State Standard: 1, 3, 5 Theme: Immigration and migration

LESSON #45AIM: How did President James Polk push Manifest Destiny?

OBJECTIVES: Students will be able to: Define Manifest Destiny. Explain how settlement of the Americans in Texas led to cultural conflict with the Mexicans and

Native Americans. Describe the causes and results of the Mexican-American War. Explain reasons for the Oregon dispute with Great Britain. Identify the Treaty of Guadalupe Hidalgo (1848) and the Gadsen Purchase (1853). Identify acquired territories and trace the westward expansion of the United States on a map of North

America. e.g. Mexican Cession, Oregon, Compare and contrast U.S. behavior with England over Oregon with Mexico over Texas.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 232-242http://www.alsde.edu/html/sections/doc_download.asp?section=54&id=257http://www.latinamericanstudies.org/mexican-war-maps.htmhttp://www.dmwv.org/mexwar/mexwar1.htmhttp://www.digitalhistory.uh.edu/historyonline/us17.cfmhttp://www.150.si.edu/images/1girl.jpghttp://www.gilderlehrman.org/search/display_results.php?id=GLC01161

New York State Standard: 1, 3, 5 Theme: Immigration and Migration

Sub-Topic IID: The Constitution in Jeopardy: The American Civil WarSuggested Time: 5-7 class periods

LESSON #46

AIM: How effective were political efforts to resolve the issue of slavery?

OBJECTIVES: Students will be able to: Compare and contrast provisions of the Missouri Compromise (1820) and the Compromise of 1850,

Kansas- Nebraska Act (1854) Explain the significance of Dred Scott v. Sanford (1857). Identify and explain the importance of the Fugitive Slave Law, popular sovereignty Explain reasons for the increasing polarization of American society after the Compromise of 1850 and

Dred Scott.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 179-183http://odur.let.rug.nl/usa/D/1826-1850/slavery/act.htmhttp://www.digitalhistory.uh.edu/historyonline/us16.cfm

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http://library.wustl.edu/vlib/dredscott/http://www.gilderlehrman.org/search/display_results.php?id=GLC3170http://www.socialstudiesforkids.com/wwww/us/missouricompromisedef.htmhttp://www.socialstudiesforkids.com/wwww/us/compromiseof1850def.htmhttp://www.wwnorton.com/college/history/ushist/timeline/comp1850.htm

New York State Standard: 1, 3, 5 Theme: Reform Movement

Lesson #47

AIM: What factors contributed to the Civil War?

OBJECTIVES: Students will be able to: Review the divergent social, political and economic systems contributing to sectionalism Review the impact of the following on sectional polarization during the decade prior to the Civil War:

Fugitive Slave Laws , Kansas-Nebraska Act, Dred Scott Discuss the effect on the rise of sectional polarization of the formation of the Republican Party,

Lincoln-Douglass debates, John Brown’s Raid , activities of the abolitionists Discuss why Southerners viewed the election of Lincoln as a threat. Explain how Southerners justified their secession.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 248-254http://www.nytimes.com/learning/general/onthisday/big/1106.html#articlehttp://www.historyshack.com/US%20Room%202000/Journal%20Entries/Carolina%20Exposition.htmhttp://www.digitalhistory.uh.edu/historyonline/us19.cfmhttp://www.digitalhistory.uh.edu/historyonline/us18.cfm

New York State Standard: 1, 5 Theme: Civic ValueConstitutional Principle

LESSON #48

AIM: Why was Lincoln considered a great wartime President?OBJECTIVES: Students will be able to:

Compare the effectiveness of Union and Confederate military strategies. Using a map identify the significance of major battles such as Antietam, Gettysburg, and Vicksburg

and the effects of the Sherman’s “march to the sea” Explain how the powers of the president were affected as Lincoln attempted to deal with the crisis of

the Civil War. Explain the impact of the war on the home front. Analyze the reason for the writing the Emancipation Proclamation and the effect of the document on

the war Discuss the significance and extent of the African American participation in the war.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Book, p. 255http://www.nytimes.com/learning/general/onthisday/big/0922.html#article

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http://www.nytimes.com/learning/general/onthisday/big/0409.html#articlehttp://www.authentichistory.com/images/civilwar/maps_and_charts/civil_war_casualties.htmlhttp://www.authentichistory.com/images/civilwar/maps_and_charts/men_present_for_battle.htmlhttp://www.historyshack.com/US%20Room%202000/Journal%20Entries/Emanicpation%201.pdfhttp://www.digitalhistory.uh.edu/historyonline/us20.cfmhttp://www.sonofthesouth.net/prod01.htm

New York State Standard: 1, 3, 5 Theme: Change

UNIT THREE: Industrialization of the United States

CONTENT TOPIC I: The Reconstructed NationSub-Topic IA: Reconstruction PlansSuggested Time: 2-3 class periods

LESSON # 49AIM: How did government plan to reconstruct the nation?

OBJECTIVES: Students will be able to: Describe Lincoln’s plans for, amnesty, pardon and procedures for readmission to the union) Compare and contrast Lincolns and Johnson’s plans to the Congressional Reconstruction plans. Identify Freedman’s Bureau, Black Codes and Radical Republicans Explain the specific provisions of the 13th, 14th, and 15th Amendments. Evaluate how the North and South dealt with issues such as preservation of the union, slavery,

nullification and secession. Discuss the impeachment of Andrew Johnson as an outgrowth of the debate over Reconstruction

SUGGESTED RESOURCES/DOCUMENTS:U.S. History and Government 1 Resources Guide, p. 260-264http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.htmlhttp://odur.let.rug.nl/~usa/D/http://www.pbs.org/wgbh/amex/reconstruction/http://members.aol.com/MrDonnHistory/American.htmlhttp://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=28http://www.bchm.org/wrr/recon/p10rec73.jpg

New York State Standard: 1, 5 Theme: Change and Constitutional Principles

Sub-Topic IB: The NorthSub-Topic IC: The New SouthSuggested Time: 2-3 class periods

LESSON # 50AIM: How was the country changed economically by the Civil War?OBJECTIVES: Students will be able to:

Identify several technological innovations of the period (growth of industry, corporations and railroads, etc.)

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Explain the emerging role of the U.S. economy in the new world market Describe the varying needs for labor in the new factory system Discuss reasons for the emergence of the “New South” Describe the agricultural based economy of the South. Ex. Sharecropping, debt peonage and tenant

farming as a result of Reconstruction. Describe the status of freedmen (formerly enslaved Africans), economically, politically, socially and

educationally.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resources Guide, p. 265-267, 270-273http://score.rims.k12.ca.us/activity/unbusiness/http://us.history.wisc.edu/hist102/lectures/lecture01.htmlhttp://www3.telus.net/public/nixonkg/railway.htmhttp://clinton4.nara.gov/WH/Tours/OEOB/html/history1.htmlhttp://pbsvideodb.pbs.org/resources/ourselves/primary/doc10.htmlhttp://www.yale.edu/ynhti/curriculum/units/1978/2/78.02.02.x.htmlhttp://nationalhistoryday.org/03_educators/2003curbook/15-visions/visions.htmlhttp://eserver.org/history/freedman-mens-bureau.txt.http://valley.vcdn.edu/h1us403/freedman/national/nation/html//.http://odur.let.rug.nl/~usa/http://us.history.wisc.edu/hist102/lectures/lecture02.html

New York State Standard: 1, 3 4 Themes: Places and Regions/Change

Sub-Topic ID: End of ReconstructionSuggested Time: 1-3 class periods

LESSON# 51AIM: How did Reconstruction affect American Society?OBJECTIVES: Students will be able to:

Evaluate the Reconstruction period in terms of successes an failures to heal the wounds of the war, progress for African Americans, improved local and state governments

Identify the Compromise of 1877 and its effects to the promotion of segregation. Explain the factors that enabled Southern Whites to regain control of their governments (ex. Rise of

Ku Klux Klan, increased numbers of Southern white voters, and the Presidential election of 1876, withdrawal of troops)

Identify the concerns of the Republican party after 1877 Analyze the reason for the emergence of the “Solid South” Evaluate the effect of the 13th and 14th Amendments on the citizenship role of the African American. Compare the ideologies of W.E.B. Dubois and Booker T. Washington and their strategies to achieve

equal rights.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 273-277http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=28http://memory.loc.gov/ammem/aap/timeline.htmlhttp://www.authentichistory.com/images/postcivilwar/maps_and_charts/1877_compromise_of_1877.htmlhttp://elections.harpweek.com/09Ver2Controversy/Cartoon-Medium.asp?UniqueID=11&Year=1876http://elections.harpweek.com/09Ver2Controversy/Cartoons-list.asp?Year=1876http://interwaryears.8m.net/1925.html

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New York State Standards: 1, 3, 5 Theme: Citizenship and Environment

Sub-Topic IE: The Impact of the Civil War and Reconstruction: A SummarySuggested Time: 2-3 class periods

LESSON# 52AIM: How did “Jim Crow” become the political and social reality after Reconstruction?

OBJECTIVES: Students will be able to: Identify Southern methods used to circumvent the Reconstruction amendments such as poll tax,

literacy tests, grandfather cause and Jim Crow laws. Explain the impact of Supreme Court’s interpretation of the 13th and 14th Amendments in the Civil

Rights cases (1883) in upholding private discrimination. Explain the impact of Plessy vs. Ferguson (1896) in upholding the concept of “separate but equal” Summarize the impact of the Civil War and Reconstruction on the nature of citizenship, federal state

relationships, political alignments, and on American society.

SUGGESTED RESOURCES/DOCUMENTS:http://www.supremecourthistory.org/02_history/subs_history/02_c08.htmlhttp://www.adl.org/tools_teachers/lesson_racial_segregation.asphttp://www.sussex.ac.uk/USIS/www/gallery/departmental-images/american_studies/http://www.law.seattleu.edu/information/brown/1950s3.asphttp://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=37http://campus.northpark.edu/history/WebChron/USA/PlessyFerguson.htmlhttp://afroamhistory.about.com/library/weekly/aa121900a.htm?once=true&New York State Standards: 1, 5 Theme: Citizenship and Environment

CONTENT TOPIC II: The Rise of American Business, Industry and Labor 1865-1920Sub-Topic IIA: Economic Transformation and the “Search for Order”Suggested Time: 1-2 class periods

LESSON# 53

AIM: Why was there a surge in Industrial growth following the Civil War?

OBJECTIVES: Students will be able to: Explain the reasons for the growth of industry after the civil war e.g. government favored business and

provided for the growth of railroads, established a national banking system Describe the organizational responses of business to change: rise of monopolies, incorporation, capital

concentration, expanding markets (national and international, merchandising changes (department stores, mail order catalogs)

Explain how the limitations of single proprietorship and partnerships led to the growth of a new form of business organization – the corporation

Describe the advantages and disadvantages of the corporation Explain the reasons for the growth of monopolies

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resource Guide, p. 283-286,

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http://www.socialstudieshelp.com/Lesson_42_Notes.htmhttp://www.answers.com/main/ntquery?method=4&dsid=2222&dekey=Second+Industrial+Revolution&gwp=8&curtab=2222_1&linktext=Second%20Industrial%20Revolutionhttp://capitalism.org/faq/monopolies.htmhttp://capitalism.org/faq/corporation.htm

New York State Standard: 1 Theme: Factors of Production

Sub-Topic IIB: Major Areas of Growth in Business and IndustrySuggested Time: 1-2 class periods

LESSON # 54AIM: How did industrial growth and technology develop to meet the changing demands

of American Society?

OBJECTIVES: Students will be able to: Describe the major areas of growth in business and industry – transportation (railroads, automobiles,

urban transportation), energy (coal, oil, electricity), Steel Identify the impact new technologies on American life e.g. telegraph, telephone, Edison’s light bulb,

skyscrapers, tenements, walk-ups, elevators Evaluate the benefits that came from inventions during the 19th century e.g. leisure time, higher

standard of living, greater availability of goods, etc.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resource Guide pg. 292http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/25edison/25edison.htmhttp://www.cr.nps.gov/nr/twhp/wwwlps/lessons/52chattanooga/52chattanooga.htmhttp://www.npg.si.edu/edu/brush/guide/unit2/progress.htmlhttp://www.tenement.org/Virtual_Tour/index_virtual.html

New York State Standard: 1 Theme: Science and Technology

Sub-Topic IIC: Representative Entrepreneurs: Case Studies in Concentrated WealthSuggested Time: 2-3 class periods

LESSON # 55AIM: How should we evaluate the contributions of 19th century entrepreneurs to American society?

OBJECTIVES: Students will be able to: Use a case study approach to examine how 19th century entrepreneurs, John D. Rockefeller (oil),

Andrew Carnegie (steel), Henry Ford (auto), etc. built great fortunes Evaluate to what extent these entrepreneurs reflected the work ethic publicized in the works about

Horatio Alger Identify and explain the importance of Social Darwinism Evaluate whether the founders of industry should be considered as “ Captains of Industry or “Robber

Barons”

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resource Guide, p. 287, 288

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http://johndrockefeller.org/http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/carnegiehttp://www.ideafinder.com/history/inventors/ford.htmhttp://www.socialstudieshelp.com/Lesson_44_Notes.htmhttp://www.socialstudieshelp.com/Lesson_45_Notes.htm

New York State Standard: 1 Theme: Physical Systems

Sub-Topic IID: New Business and Government PracticesSuggested Time: 2-3 class periods

LESSON # 56AIM: How should the government protect the public against unfair business practices?

OBJECTIVES: Students will be able to: Describe the theories of laissez-faire economics and free enterprise Discuss government policies that encouraged business development (land grants, railroad subsidies,

tariff and monetary policies, injunctions, immigration policies, strike breaking) Analyze the impact of Supreme Court rulings on efforts to regulate business and industry (i.e.,

Wabash, St. Louis, and Pacific Railway v. Illinois, 1886, United States v. E.C. Knight, 1895) Explain how groups such as farmers, consumers, workers and company stock holders react to railroad

practices Describe the importance of the Interstate Commerce Act (1887), Sherman Antitrust Act (1890)

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resource Guide, p. 289-291, 303, 311, 315http://en.wikipedia.org/wiki/Sherman_Antitrust_Acthttp://www.michaelariens.com/ConLaw/cases/ecknight.htmhttp://www.tourolaw.edu/Patch/Wabash/http://www.socialstudieshelp.com/Eco_Unionization.htm

New York State Standard: 1 Theme: Economic Systems

Sub-TOPIC IIE: Labor’s Response to Economic Change: Suggested Time: 3-4 class periods

LESSON # 57 AIM: How did labor unions respond to problems caused by economic changes?

OBJECTIVES: Students will be able to: Review reasons for the growth of labor unions Explain the goals of national labor unions i.e. Knights of Labor, A.F. of L., I.W.W. Describe the types of workers these unions represented Identify the leaders and “bread and butter” objectives of the early unions Describe the attitudes of unions toward social issues (education), immigrants, African Americans,

women

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resource Guide, p.289-294 310

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http://www.answers.com/knights%20of%20laborhttp://newdeal.feri.org/nation/na3467.htmhttp://www.therhondda.co.uk/working/early_unions.htmlhttp://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=37

New York State Standard: 1 Theme: Factors of Production Human Systems

LESSON # 58AIM: How can we explain the major strikes of the late 19th century?

OBJECTIVES: Students will be able to: Explain the conditions that led to the Homestead, Pullman (re Debs, 1895) and Lawrence strikes Discuss the role of union leaders such as Samuels Gompers and Eugene Debs Evaluate the significance of these strikes to the growth of industrial democracy Analyze managements position, the weapons/tactics used by both sides Discuss the attitude and role of government in the strikes

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resource Guide pg. 316 - 318http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=228http://www.spartacus.schoolnet.co.uk/USAdebs.htmhttp://www.bgsu.edu/departments/acs/1890s/carnegie/strike.htmlhttp://www.answers.com/main/ntquery;jsessionid=anilig55mp1kt?tname=list-of-strikes&curtab=2222_1&hl=homestead&hl=strike&sbid=lc02ahttp://www.socialstudieshelp.com/Eco_Unionization.htm

New York State Standard: 1 Theme: Diversity

Sub-TOPIC IIF: Agrarian Response to Economic Change: Organize and ProtestSuggested Time: 1-2 class periods

LESSON# 59AIM: Why did the Populist movement begin?

OBJECTIVES: Students will be able to: Analyze the problems confronting farmers in the expanding industrial economy Describe the economic solutions proposed by the Grange movement Evaluate the success of the Populist Party as a political, grass roots response to the problems of farmers Discuss the national government response to agrarian problems (Interstate Commerce Act, 1887) Identify and explain the importance of William Jennings Bryan and the election of 1896

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 1 Resource Guide, p. 309, 312, 313, 315, 319, 321, 322http://www.answers.com/topic/grange-movementhttp://projects.vassar.edu/1896/populists.htmlhttp://www.pinzler.com/ushistory/popparplatsupp.htmlhttp://www.civics-online.org/library/formatted/texts/interstate_commerce.htmlhttp://www.douglassarchives.org/brya_a26.htmhttp://teachpol.tcnj.edu/amer_pol_hist/thumbnail284.html

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New York State Standard: 1 Theme: Government

CONTENT TOPIC III: Adjusting Society to Industrialism: American People and Places Sub- Topic IIIA: Impact of Industrialization Suggested Time: 5-7 class periods

LESSON #60

AIM: Why did cities grow during the latter half of the 19th century?

OBJECTIVES: Students will be able to:

Use and interpret data related to industrial growth, migration, immigration population density to describe the growth of 19th Century U.S. cities

Explain why cities offered new opportunities (economic, social, and political) for Americans. Discuss reasons why the introduction of new technology led to a migration of people to the city. Hypothesize how the rapid urban growth might create problems for the U.S. at the dawn of the 20th

Century. Understand the reasons for African-Americans migration to the North. (Great Migration) Describe challenges African-Americans faced in the North.

SUGGESTED RESOURCES/DOCUMENTS:http://puzzlemaker.school.discovery.com/http://www.zoomschool.com/inventors/1800b.shtmlhttp://www.digitalhistory.uh.edu/historyonline/us26.cfmhttp://www.authentichistory.com/images/postcivilwar/maps_and_charts/1790-1980_population_percent_living_in_cities.htmlhttp://www.authentichistory.com/images/postcivilwar/maps_and_charts/1900_american_industry.htmlhttp://www.oxnard.cc.ca.us/faculty_pages/~Corbett/History103/industri.htm

New York State Standard: 1, 5 Theme: Culture and Intellectual lifeDiversity

LESSON #61

AIM: How did differences in social philosophy create debate during the early 20th century?

OBJECTIVES: Students will be able to:

Review the basic principles of Social Darwinism e.g. Herbert Spencer Evaluate the ways Social Darwinism influenced government policy in attempting to resolve the

problems created by industrial society. Compare and contrast Social Darwinists like Carnegie, Vanderbilt, and Rockefeller with the views of

labor leaders, Populists and Progressive reformers. Describe their influence on class division, conspicuous consumption, social conscience and

philanthropy.

SUGGESTED RESOURCES/DOCUMENTS:

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United States History and Government I Resource Guide, p. 328, 332-334http://puzzlemaker.school.discovery.com/http://www.authentichistory.com/images/postcivilwar/cartoons/1900_jd_rockefeller_01.htmlhttp://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=197http://www.crf-usa.org/bria/bria19_2b.htmhttp://www.oxnard.cc.ca.us/faculty_pages/~Corbett/History103/industri.htm

New York State Standard: 1 Theme: Culture and Intellectual life

LESSON #62

AIM: How were the lives of the working class affected by industrialization?

OBJECTIVES: Students will be able to: Review the problems created by rapid growth in urban centers because of the Industrial Revolution. Analyze the writing of selected “muckrakers” e.g. Jacob Riis “How the Other Half Lives” as he

described life in row houses and tenement houses (living conditions), Upton Sinclair, Lincoln Stephens Explain the nature of urban problems such as slums, increased crime, and inadequate water and

sanitation services. Discuss the reasons for child labor Analyze excerpts from John Spargo’s “The Bitter Cry of the Children”. Describe conditions workers faced in the factories. Identify the effects of consumerism on the growing middle class. Explain the role of religion in a pluralistic society (religious tolerance, impact of Puritan beliefs-work

ethics and call for reforms)

SUGGESTED RESOURCES/DOCUMENTS:http://memory.loc.gov/ammem/ndlpedu/lessons/98/labor/obchild.htmlhttp://memory.loc.gov/ammem/detroit/dtrimg.htmlhttp://puzzlemaker.school.discovery.com/http://www.thirteen.org/tenement/http://mohawk.k12.ny.us/progressive/riis1.htmhttp://www.oxnard.cc.ca.us/faculty_pages/~Corbett/History103/industri.htmhttp://historymatters.gmu.edu/d/5571http://lcweb2.loc.gov/pp/nclchtml/nclcfocus.htmlhttp://chnm.gmu.edu/7tah/units/childlaborsources.pdf#search='John%20spargo's%20%20the%20bitter%20cry%20of%20the%20children'

New York State Standard: 1 Theme: Factor of Production Culture and Intellectual life,Diversity

LESSON #63

AIM: How did changes in the economy affect women?

OBJECTIVES: Students will be able to:

Describe how the lives of working class women were impacted by industrialization.

36

Identify jobs offered to women. e.g. domestics services, laundresses, teachers, textile workers, typists and telephone operators)

Contrast women’s role during industrialization with the Victorian view of their traditional role in society.

Explain what is meant by the idea of “Double Drudgery” for women. Identify emerging family patterns: two wage earners and broken homes.

SUGGESTED RESOURCES/DOCUMENTS:http://puzzlemaker.school.discovery.com/http://tenant.net/Community/LES/tenement.htmlhttp://www.ostlyrics.com/read.php?sid=11724 (lyrics from Bobby Darins’s “Artificial Flower” Written by Jerry Bock and Sheldon Harnick)http://www.authentichistory.com/images/postcivilwar/jacob_riis/chap20.htmlhttp://www.digitalhistory.uh.edu/historyonline/us24.cfmhttp://www.authentichistory.com/images/postcivilwar/maps_and_charts/1890-1980_marriages_and_divorces.html

New York State Standard: 1 Theme: DiversitySub-Topic IIIB: Immigration Suggested Time: 1-2 class periods

LESSON#64AIM: How can we define the “new” immigrants?

OBJECTIVES: Students will be able to: Identify the sources of “new” immigrants as compared to the early immigration to the Unites States.

(ex. Southern and Eastern Europe: and Asia) Discuss using a case study approach: Italian Immigration, Chinese immigration (1850-1924, west to

east migration), Russian/Jewish immigration. Explain the factors that encouraged “new” immigrants to the United States (ex. conditions, (impulses)

abroad, labor shortages, liberty and freedoms). Trace and explain patterns of settlement. Define: slum, ghetto, urbanization Evaluate the problems the new immigrants faced as they went through the “Americanization” process. Evaluate their contributions to American society.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 325-331, 334-336http://www.thirteen.org/brooklyn/history/history4.htmlhttp://www.holocaustsurvivors.org/cgi-bin/data.show.pl?di=record&da=photos&ke=24http://www.kn.sbc.com/wired/fil/pages/webellisisma.html

New York State Standards: 1, 2, 3, 5 Theme: Immigration/ Diversity and Change

Sub-Topic: IIIC: Reactions to the “New” ImmigrationSuggested Time: 2-3 class periods

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LESSON#65AIM: To what extent did American society welcome “new” immigrants?

OBJECTIVES: Students will be able to: Define cultural pluralism, assimilation, “melting pot”,” salad bowl”, nativism, xenophobia and

acculturation. Describe the nativist reactions: stereotyping and prejudice (case study: Irish, Italian immigrants) Describe the impact immigrants had on African Americans and other established minorities. Identify the Red Scare, “Yellow Peril”, and West Coast restrictions Describe the immigration laws such as the Chinese Exclusion Act (1882), Literacy testing (1917), and

the Quota Acts of 1921 and 1924 Evaluate the impact these laws had on immigrants and American tradition.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government I Resource Guide, p. 332How the other Half Lives by Jacob Riishttp://college.hmco.com/history/us/resources/students/primary/http://www.bergen.org/AAST/Projects/Immigration/laws_restricting_immigration.htmlhttp://www.wooster.k12.oh.us/highschool/studentprojects/immigration/laws.htmlhttp://www.mtholyoke.edu/acad/intrel/chinex.htmhttp://sun.menloschool.org/~mbrody/ushistory/angel/exclusion_act/http://www.ourdocuments.gov/doc.php?flash=true&doc=47New York Statehttp://home.comcast.net/~bkrawczuk/xxxpics/exclusionact.jpghttp://www.historicaldocuments.com/ImmigrationActof1924.htmhttp://www.cetel.org/1904_extension.html

New York State Standards: 1, 3, 5 Theme: Culture and Intellectual Life

Sub-Topic IIID: The Frontier (1850-1890)Suggested Time: 5-7 class periods

LESSON #66AIM: How did government actions affect westward expansion?OBJECTIVES: Students will be able to:

Explore the hardships encountered along the way- attacks, hunger, sickness, climate and geography related hardships

Describe the geography of the Great Plains, Rocky Mountains, Southwest Analyze the relationship between westward expansion and the growing industrialization in the East Discuss the role of government in promoting westward expansion and settlement- Homestead Act (1862), land grants, protection, building of the trans-

continental railroad Discuss the Turner Thesis in terms of the effect of the west on American political, social and

economic institutions.

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 339, 342,353,359http://www.nypl.org/west/index.htmlhttp://www.learner.org/channel/workshops/primarysources/corporations/docs/turner.htmlhttp://www.nps.gov/home/homestead_act.html

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http://en.wikipedia.org/wiki/Homestead_Acthttp://www.cprr.org/http://www.pbs.org/weta/thewest/lesson_plans/lesson01.htmhttp://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=16http://www.library.cornell.edu/Reps/DOCS/landrush.htmhttp://marti.rootsweb.com/land/oklands.htmlhttp://www.byways.org/browse/byways/2287/stories/57767http://lcweb2.loc.gov/ammem/award98/nbhihtml/pshome.htmlhttp://overlandtrails.lib.byu.edu/maps.htmlhttp://lcweb2.loc.gov/ammem/detroit/dethome.htmlhttp://www.isu.edu/~trinmich/Discoverers.html

New York State Standard: 1, 3 Theme: Places and Regions, Environment

LESSON #67AIM: Why do we romanticize the cowboy?OBJECTIVES: Students will be able to:

Discuss the cowboy as pictured in the movies vs: the reality of cowboy and ranch life Develop a hypothesis to explain the creating and perpetuation of myths

SUGGESTED RESOURCES/DOCUMENTS:The movie “City Slickers” is excellent for exploring the myth (the character played by Jack Palancehttp://www.pbs.org/weta/thewest/program/episodes/five/cowboys.htmhttp://www.pbs.org/eakins/img_1887.htmhttp://www.pbs.org/wnet/frontierhouse/frontierlife/essay12_2.htmlhttp://www.coax.net/people/lwf/western.htm

New York State Standard: 1 Theme: Human Systems

Lesson #68AIM: How did our policies affect Native Americans?OBJECTIVES: Students will be able to:

List and explain various government policies- war and extermination, removal, treatment as a foreign nation, treatment as a “ward of the state,” “civilizing policies”- Cherokees, Indian Removal Act of 1830, Dawes Act (1887), reservations, citizenship (1924), “self-government” (1934), “self-determination (1970), broken treaties

Discuss the threats posed to the way of life and very survival of Native AmericanTribes by policies towards Native-Americans

Consider and evaluate alternative policies which might have been adopted

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 344-352http://ngeorgia.com/history/nghisttt.htmlhttp://www.yvwiiusdinvnohii.net/history/jf-debat.txthttp://www.rosecity.net/tears/http://www.indians.org/welker/joseph.htmhttp://www.pbs.org/weta/thewest/resources/archives/six/jospeak.htmhttp://www.pbs.org/weta/thewest/resources/archives/eight/dawes.htmhttp://www.historicaldocuments.com/DawesAct.htm

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http://www.nebraskastudies.org/0700/frameset_reset.html?http://www.nebraskastudies.org/0700/stories/0701_0146.htmlhttp://www.nebraskastudies.org/0700/frameset_reset.html?http://www.nebraskastudies.org/0700/stories/0701_0146.htmlNew York State Standard: 1 Theme: Diversity, Citizenship

Lesson #69AIM: How significant should we regard the closing of the frontier?

SUGGESTED RESOURCES/DOCUMENTS

Review the Turner Thesis as to the effect of the frontier on American democracy Evaluate the effects of the “closing” of the frontier on American society @1900- agriculture,

immigration, industrialization, diversity Discuss the effects of industrialization on the western rancher, farmer, Native American

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government I Resource Guide, p. 343http://xroads.virginia.edu/~HYPER/TURNER/home.htmlhttp://lcweb2.loc.gov/ammem/amrvhtml/conshome.htmlhttp://www.landandfreedom.org/ushistory/us17.htmhttp://memory.loc.gov/ammem/award97/ndfahtml/ngphome.htmlhttp://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=16

New York State Standard: 1 Theme: Places and Regions

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Social Studies

ResourcesThe use of primary sources and other documents should be an integral part of a social studies program.Students should learn how to analyze historical documents and prepare essays and reports thatdescribe different perspectives on various historical issues, events, and questions. An important resourcefor teachers to use as they incorporate documents into their instructional programs is Consider the Source:Historical Records in the Classroom (State Archives and Records Administration), available from thePublications Sales Desk (518-474-3806).Additional documents can be found on a number of websites including the following:*American Historical Association . .http://www.theaha.orgAmerican Presidents . . . . . . . . . . . .http://www.americanpresidents.orgAmnesty International . . . . . . . . . . .http://www.amnesty.org.uk/fastindex.htmlThe Armonk Institute . . . . . . . . . . . .http://www.armonkinstitute.org/Asia Society: Ask Asia . . . . . . . . . . .http://www.askasia.org/for_educators/fe_frame.htmBBC Online Network . . . . . . . . . . . .http://news.bbc.co.uk/British Library . . . . . . . . . . . . . . . . . .http://www.bl.uk/welcome.htmlBritish Maps Home Page . . . . . . . . .http://www1.pitt.edu/~medart/menuengl/mainmaps.htmlCapital District Council for theSocial Studies . . . . . . . . . . . . . . . .http://home.nycap.rr.com/cdcss/Central New York Council for theSocial Studies . . . . . . . . . . . . . . . .http://www.lm.liverpool.k12.ny.us/cnycss2/cnycss.htmlCNN World News . . . . . . . . . . . . . .http://cnn.com/WORLD/Economic Education Web . . . . . . . .http://ecedweb.unomaha.edu/home.htmEdsitement . . . . . . . . . . . . . . . . . . . . .http://www.edsitement.neh.gov/Federal Resources for EducationalExcellence-Social Studies . . . . . .http://www.ed.gov/free/s-social.htmlGilder Lehrman Collection . . . . . . .http://www.gilderlehrman.comInternet History SourcebookProject . . . . . . . . . . . . . . . . . . . . . .http://www.fordham.edu/halsall/Historical Atlas of the20th Century . . . . . . . . . . . . . . . . .http://users.erols.com/mwhite28/20centry.htmHistory: Central VCatalogue . . . . .http://www.ukans.edu/history/VL/The History Net . . . . . . . . . . . . . . . .http://www.thehistorynet.com/THNarchives/WorldHistory/Law, Youth, and Citizenship . . . . . .http://www.nysba.org/lyc/LYC.htmlThe Library of Congress . . . . . . . . .http://www.loc.gov/The Library of CongressCountry Studies . . . . . . . . . . . . . .http://lcweb2.loc.gov/frd/cs/cshome.htmlLower East Side TenementMuseum . . . . . . . . . . . . . . . . . . . .http://www.wnet.org/tenementMap Collections: 1544-1996 . . . . . . .http://memory.loc.gov/ammem/gmdhtml/gmdhome.html*The documents posted here contain hypertext links or pointers to information created and maintained byother public and private organizations. These links and pointers are provided for the user's convenience. TheEducation Department does not control or guarantee the accuracy, relevance, timeliness, or completeness ofthis outside information. Further, the inclusion of links or pointers to particular items in hypertext is notintended to reflect their importance, nor is it intended to endorse any views expressed, or products or servicesoffered, on these outside sites, or the organizations sponsoring the sites.198National Archives . . . . . . . . . . . . . . .http://nara.gov (future site h t t p : / / w w w. n a t i o n a l a rc h i v e s . c o m/ )National Archives andRecord Administration:

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The Constitution Community . .http://www.nara.gov/education/cc/main.htmlNational Archives andRecord Administration:The Digital Classroom . . . . . . . .http://www.nara.gov/education/classrm.htmlNational Archives andRecord Administration:Presidential Libraries . . . . . . . . .http://www.nara.gov/nara/president/address.htmlNational Council for theSocial Studies . . . . . . . . . . . . . . . .http://www.ncss.org/National Council on EconomicEducation . . . . . . . . . . . . . . . . . . . .http://www.nationalcouncil.orgNational Gallery of Art . . . . . . . . . .http://www.nga.gov/National Geographic Society . . . . .http://www.nationalgeographic.comThe National Park Service . . . . . . . .http://www.nps.govNational Register of HistoricPlaces . . . . . . . . . . . . . . . . . . . . . . .http://www.cr.nps.gov/nr/twhp/home.htmlNATO 50th Anniversary . . . . . . . . .http://ac.acusd.edu/history/20th/nato50.htmlNew York State Archives andRecords Administration . . . . . . .http://www.sara.nysed.gov/New York State Council for theSocial Studies . . . . . . . . . . . . . . . .http://www.nyscss.org/PBS Online . . . . . . . . . . . . . . . . . . . . .http://www.pbs.org/Perry Castañeda Library . . . . . . . . .h t t p : / / w w w. l i b . u t e x a s . e d u / L i b s / P C L / M a p _ c o l l e c t i o n / M a p _ c o l l e c t i o n . h t m lProject WhistleStop . . . . . . . . . . . . .http://www.whistlestop.org/SUNY New Paltz Department ofGeography . . . . . . . . . . . . . . . . . .http://www.newpaltz.edu/geography/links.htmlUS State Department . . . . . . . . . . . .http://www.state.gov/University of Cambridge . . . . . . . . .http://www.classics.cam.ac.uk/Faculty/links1c.htmlUniversity of Texas at Austin . . . . .http://www.utexas.edu/index.htmlVirtual Library History Index . . . . .h t t p : / / w w w. m s u . e d u / ~ g e o rg e m 1 / h i s t o r y / m e d i e v a l . h t mWomen Watch . . . . . . . . . . . . . . . . . .http://www.un.org/womenwatch/Women’s History Sourcebook . . . .h t t p : / / w w w. f o rd h a m . e d u / h a l s a l l / w o m e n / w o m e n s b o o k . h t m lYale University Library . . . . . . . . . .h t t p : / / w w w. l i b r a r y. y a l e . e d u / h u m a n i t i e s / h i s t o r y / i n d e x . h t m l

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SOCIAL STUDIES MODEL TEACHER LESSON PLAN

Adapted from Lesson# 46

Aim of lesson: How effective were political efforts to resolve the issue of slavery?

Objectives: Students will be able to:

Compare and contrast provisions of the Missouri Compromise (1820) and the Compromise of 1850. Identify which regions of the United States were affected by both compromises

CONNECTION(5 Minutes)

Ask students to respond to the following question “How can differences among students affect the climate of the school?” Review their answers and ask them to identify what they consider the major issue causing conflict between the North and the South.

Whole GroupMINI LESSON(10-12 Minutes)

* Content- Skill Point

* Set purpose for Document focus

Teacher will lead the class in a discussion of the concept of “compromising”. Students will point out the advantages and disadvantages of compromises.

Should government use the tactic of compromising? How would this enable government to solve problems?

Place the following heading on an overhead or on a chalkboard:Missouri Compromise of 1820 and the Compromise of 1850.

Small Group (18-20 Minutes)

* Learners in pairs/groups read independently

* Learners discuss documents in groups

* Learners reconvene to interact on findings

List materials, books, documents to be used:Break the class into four groups. The first group will receive a document on the Missouri Compromise. The second group will receive a document on the Compromise of 1850.

Both groups must read their document and list major provisions for each compromise.

Refer to these websites: http://www.socialstudiesforkids.com/wwww/us/missouricompromisedef.htmhttp://www.socialstudiesforkids.com/wwww/us/compromiseof1850def.htm

The third and fourth group will receive a map showing both compromises. http://www.wwnorton.com/college/history/ushist/timeline/comp1850.htm

The third group will focus on the following questions: 1. Identify the number of slave states in 1820. 2. How did the Missouri Compromise of 1820 satisfy the North? South? 3. How did the slavery issue affect western expansion in 1820?

The fourth group will focus on the following questions: 1. Identify the number of slave states in 1850. 2. How did the Missouri Compromise of 1850 satisfy the North? South?

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3. How did the slavery issue affect western expansion in 1850?

Each group should write their answers on chart paper.Whole group* Summarize learnings

*Write in Soc. Stud. Notebook

*Discuss next lesson

Each group will present their findings to the class. The teacher will record responses from the first and second group on the board, and use their responses to create a T chart showing major provisions of both compromises.

The teacher will review responses from the third and fourth group.

Using responses from all groups the teacher will facilitate a discussion where students will focus on “ Why they feel these compromises did/did not contribute to the rise of sectionalism?”

Lesson assessment and comments

Teacher will create a quiz (multiple choice questions) using past Regents exam to see if students comprehend the topic discussed in class.

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SOCIAL STUDIES MODEL TEACHER LESSON PLANAdapted from Lesson #65

United States History

Aim: To what extent did American society welcome “new” immigrants? Students will be able to define cultural pluralism, assimilation, melting pot, “salad bowl,”

nativism, xenophobia and acculturation Students will be able to describe nativist reactions-stereotyping and prejudice. Students will be able to describe and evaluate new policies set to restrict immigration such as the

Chinese Exclusion Act and the Quota act of 1924. Students will be able to evaluate the impact these laws had on immigrants

CONNECTION(5 Minutes)

Is it beneficial for a society to allow immigrants? (on board create a T chart illustrating students responses to the pros and cons)-How should we treat immigrants? Taking into consideration all the positives and negatives they bring to our society.-Discuss with the students the idea of a society described as a melting pot and /or a salad bowl.

Whole GroupMINI LESSON(10-12 Minutes)

* Content- Skill Point

* Set purpose for Document focus

1. Using a dictionary define as a class ideas such as assimilation, acculturation,

2. Separate the students into 5 groups of 4 (assign a specific role to each student, such as speaker, reader etc.). Assign to the groups a specific vocabulary word- cultural pluralism, nativism, stereotyping, prejudice and xenophobia. Have them write the word and its meaning on a construction paper and append it on the class word wall.

3. Display on overhead political cartoon on Chinese Exclusion of 1882 http://home.comcast.net/~bkrawczuk/xxxpics/exclusionact.jpg

4. Discuss and evaluate the purpose of the cartoon. Where do you think it was placed and why. How did the native born Americans (and settled immigrants) view Chinese immigrants?

5. Hand a copy of Section 5 of the Chinese Exclusion Act of 1882 to every group.

http://www.cetel.org/1904_extension.html6. Discuss section 5 approved by Congress, with the students. Why do you

think these specific groups of peoples were targeted?

Small Group (18-20 Minutes)

* Learners in pairs/groups read independently

* Learners discuss documents in

1. The 5 groups will have a copy of the Immigration Act of 1924 and specific questions (prepared by instructor) indicating the section they should focus on will be attached to the document. http://www.historicaldocuments.com/ImmigrationActof1924.htm

2. The students will also be advised that they should use 3 or more of the new vocabulary words learned.

3. Group 1 will focus on the introduction (first 4 paragraphs) of the Immigration Act.

Describe the specific groups of peoples this law applies to.

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groups

* Learners reconvene to interact on findings

Why was their a screening process? Why didn’t the quota system apply to Mexico?

Group 2 will focus on section 2b,c and h Describe the process an immigrant went through when entering

the country with a visa by using specific examples from the document.

How might this process be difficult for a new immigrant?Provide specific examples such as Section 2h

Group3 Focus on Section 3 –Definition of an Immigrant Make sure you explain to the class, in your own words how an

immigrant is defined by Congress. Why do you think this definition was necessary to include?

Group4 Focus on Section 4 Non-Quota Immigrants Make sure you explain to the class, in your own words how a

non-quota immigrant was defined Why do you think they separated immigrants unto a non-quota

and a quota? Why were those individuals in Section 4c excluded from these

laws? Group5 Using the maps that illustrate under the 3% and 2% laws Describe the change that will take place and the specific peoples that will be affected.

Why do you suppose these peoples were excluded?

Whole group* Summarize learnings

*Write in Soc. Stud. Notebook

*Discuss next lesson

1. All the Groups will have 5 minutes to report their findings to the class.2. All students will have a graphic organizer divided into 5 groups so they

may take notes on the information given by each group.3. Instructor will discuss varying American attitudes towards immigrants

in the period between 1880 and 1930. Selected groups will then share their ideas based on the documents they read in class.

4. Homework will be provided.

Lesson assessment and comments

1. Students (depending on the class, intermediate or low level) will probably need 2 days to present their findings.

2. Students will begin a learning log the next day, so they may review the previous day’s lesson.

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The Role of Critical Thinking in the Teaching Process

Studies suggest that young people perform best when they are involved. This refers to various aspects of active learning activities that will be suggested throughout this web guide. All of the active learning approaches require students to engage in critical thinking exercises that are essential to attain high levels of student achievement. Planning such activities will necessarily, involve the integration of various aspects of Bloom’s Taxonomy of High Levels Reasoning. Below is a summary of that material.

BLOOM'S TAXONOMY  

  In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

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