American History Unpacking Document
Transcript of American History Unpacking Document
NORTH CAROLINA UNPACKING DOCUMENT FOR AMERICAN HISTORY
The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.
This document will provide:
● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction● Students Will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective
The example topics and example formative assessments provided with each objective are:
● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum
The example topics and example formative assessments provided with each objective are:
● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items
The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms
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Inquiry Strand
The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.
Inquiry 9-12The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 9-12 grade band. Teachers shouldbe encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses students willhave been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.
Standard Indicator
Apply the inquirymodels to analyze andevaluate social studies
topics and issues inorder to communicateconclusions and take
informed actions
I.1.1 Compelling Questions● Identify issues and problems in social studies● Formulate questions based upon disciplinary concepts
I.1.2 Supporting Questions● Identify related issues and problems related to the compelling question● Formulate supporting questions
I.1.3 Gathering and Evaluating Sources● Locate credible primary and secondary sources● Identify a variety of primary and secondary sources in support of compelling and supporting questions● Summarize the central ideas and meaning of primary and secondary sources through the use of literacy strategies● Determine the origin, context, and bias of primary and secondary sources● Differentiate between facts and interpretation of sources● Evaluate competing historical narratives and debates among historians
I.1.4 Developing Claims and Using Evidence● Analyze data from charts, graphs, timelines, and maps● Analyze visual, literary, and musical sources● Examine change and continuity over time● Analyze causes, effects, and correlations● Determine the relevance of a source in relation to the compelling and supporting questions
I.1.5 Communicating Ideas● Construct written, oral, and multimedia arguments
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● Support arguments with evidence and reasoning while considering counterclaims● Use proper formatting in citing sources for arguments● Develop new understandings of complex historical and current issues through rigorous academic discussions● Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are
acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issuesI.1.6 Taking Informed Action● Generate ideas through which the inquiry facilitates change● Devise a plan to enact change based on the results of the inquiry● Organize and take individual or collaborative action in order to affect change and inform others
The time period and focus for this course is from 1763 through the year of the latest presidential election.
Unpacking the Behavioral Science ObjectivesStandard AH.H.B.1 Evaluate American identity in terms of perspective, change, and continuityOverarching Concepts: Identity, Perspective, Change, Continuity
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.1.1Critique multipleperspectives ofAmerican identityin terms ofAmericanexceptionalism
Students must beable to demonstratethe ability toevaluate the extentto which Americanexceptionalisminfluenced Americanidentity of variousgroups.
Students must beable to make theseevaluations by usingmaterial thatexpresses views frommultipleperspectives.
A nation's ideals andvalue system caninfluence how peopleview themselves andthat nation over time
The idea of a nationbeing exceptional caninfluence its relationshipwith other people andnations over time
Different groups within anation may view the ideaof the exceptionalism ofthat nation fromdifferent perspectivesdepending on how theyhave been treated withinthat society
Examples of the belief ofAmerican Exceptionalismin policy
Multiple perspectives ofAmerican identity
Salutary neglect
Founding/revolution
Manifest destiny
Monroe Doctrine
Imperialism
“City on a Hill”
First and Second GreatAwakenings
Turner’s Frontier Thesis
American Indians
Immigration
Monroe Doctrine & theAmerican IdentityActivity, NationalEndowment for theHumanities, EdsitementProject: Studentsanalyze the MonroeDoctrine and LatinAmerican perspectiveson the doctrine in aseries of close readingactivities. Studentsthen critique Americanidentity through thisforeign policy directive:To what extent did theidea of Americanexceptionalisminfluence the creationand implementation of
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Horatio Alger
Rugged individualism
Transcendentalism
Homesteaders
Sooners
Separation of church andstate
Fourteen Points
Cold War
Space Race
the Monroe Doctrine?To what extent, in turn,did changes in Americanforiegn policy derivefrom the MonroeDoctrine influenceAmerican identity overtime?
Using aSay-Mean-Matterprotocol, studentscritique how Americanexceptionalism duringmanifest destinyimpacted America’sidentity. Students usethe protocol to examinea primary source eitherindividually or in groupsassigned by the teacher.Each individual or groupthen shares theirthoughts to facilitate aclassroom discussionof American identityand Americanexceptionalism.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.1.2Critique multipleperspectives ofAmerican identityin terms ofopportunity,
Students must beable to demonstratethe ability toevaluate the extentto which opportunity,prosperity, and crisis
Different groups mayview a nation’s identityfrom differentperspectives dependingon how they have beentreated within that
Historical eras ofopportunity in UnitedStates’ history
Historical eras of crisis inUnited States’ history
American Revolution
Great Depression
Roaring 20’s
The teacher poses thecentral question: Towhat extent did the CivilWar challenge and/orreinforce the Americanidentity? Students work
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prosperity, andcrisis
have influencedAmerican identity ofvarious groups.
Students must beable to make theseevaluations by usingmaterial thatexpresses viewsfrom multipleperspectives.
nation
Moments of opportunity,prosperity, and crisis willinfluence howindividuals and groupsview themselves andtheir nation over time
Historical eras ofprosperity in United States’history
Multiple perspectives ofAmerican identity
Oregon Trail
Immigration
Refugees
Gilded Age
Natural disasters
Civil War
Reconstruction
World War II
GI Bill
Industrialization
Urbanization
Suburbanization
McCarthyism
Civil Rights Movements
Cold War Crisis
Internet
9/11
in groups to create aposter on an assignedprimary source usingdifferent colors: 1) Blue-identify & defineunfamiliar words/terms;2) Red- statements/positions that challengethe American identity;3) Green- statements/positions that reinforcethe American identity;4) Orange- connectionsto other texts, to keyevents from the unit ofstudy, or to our societytoday; 5) Purple- a keyphrase/passage.After each group sharestheir poster, studentswrite a 1-2 paragraphresponse to the centralquestion.
Students select or aregiven a presidentialterm that took placeduring a time ofprosperity, opportunity,or crisis. Studentsdescribe Americanidentity based on twoperspectives. Thestudents assess thepresidency based onthose two perspectives.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.1.3Critique multipleperspectives ofAmerican identityin terms ofoppression,stereotypes,diversity,inclusion, andexclusion
Students must beable to demonstratethe ability toevaluate the extentto whichoppression,stereotypes,diversity, inclusion,and exclusion haveinfluenced Americanidentity of variousgroups.
Students must beable to make theseevaluations by usingmaterial thatexpresses viewsfrom multipleperspectives.
Inclusive and exclusiveexperiences can have adirect impact on howindividuals and groupsview themselves andtheir nation over time
Minority groups within anation may be subject tooppression,marginalization, andexclusion by majoritygroups
Groups within a nationmay be subject toexclusion based onpolitical, social, religiousor economic factors
Groups within a nationmay be subject toinclusion based onpolitical, social, religiousor economic factors
Cultural stereotypesreflect a diverse nation’sstruggles with inclusion
Examples of groups thathave been excluded fromthe definition of Americanidentity
Examples of groups thathave been included in thedefinition of Americanidentity
Multiple perspectives ofAmerican identity
Enslaved people
American Indians
Catholics
Nativism
Immigration
Mormons
Suffrage Movement
Civil Rights Movements
Segregation
Sundown towns
Hyphenated Americans
White Anglo-SaxonProtestants
Internment camps
Military participation
Labor Movement
Eugenics Movement
Americans withDisabilities Act
By the early 1900s,belief in a separatesphere for men andwomen which relegatedwomen to the “cult ofdomesticity” was beingquestioned. Studentsexamine twodocuments on theidentity of early 20thcentury Americanwomen and then usethe documents as wellas their knowledge ofthe time period toanswer the followingessential question: Towhat extent wereAmerican womenincluded in Americansociety in the early 20thcentury?
Students read twoperspectives on thepassage of theAmericans withDisabilities Act andcritique theperspectives in terms ofthe extent to which theconcept of inclusionaligns with America’sidentity.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.1.4 Critiquemultipleperspectives ofAmerican identityin terms ofindividualism andconformity
Students must beable to demonstratethe ability toevaluate the extentto whichindividualism andconformity haveinfluenced Americanidentity of variousgroups.
Students must beable to make theseevaluations by usingmaterial thatexpresses viewsfrom multipleperspectives.
Groups within a nationmay conform, worktowards change andreform, or flee to avoidpersecution
A nation’s identity maybe expressed throughacts of conformity orindividual independenceand self-reliance
Groups and individuals'idea of a nation’s identitymay be based on theextent to which theyconform or stand outfrom cultural norms
A nation's identity maybe viewed throughmultiple perspectives byhow the individualswithin it express theirindividualism orconformity to the idealsand values it holds
How ideas of conformityinfluenced Americanidentity
How ideas ofindividualism influencedAmerican identity
Multiple perspectives ofAmerican identity
Yeoman farmer
“Rugged Individualism”
Cult of Domesticity
Entrepreneurship
Suburbia
Transcendentalism
Flappers
Roaring 20’s
Hobo culture
Utopian societies
Harlem Renaissance
Booker T. Washington vs.W.E.B. Du Bois
Baby Boomers
Development of freepublic education
Beatniks
Counterculture
Anti-Vietnam protests
Students critique theperspectives of BookerT. Washington andW.E.B Du Bois in termsof how each of theirviews conformed orconflicted withAmerica’s identity.
Students read lyrics andlisten to several CivilRights era and VietnamWar protest songs.With the understandingthat protest is typicallyan example ofnon-conformity,students are asked tocritique the lyrics interms of conformity tothe ideals of theAmerican identity.
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Women’s LiberationMovement
Civil Rights Movements
Hippies
Assimilation
Acculturation
Rock N’ Roll culture
Hip Hop culture
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.1.5 Explainhow variousimmigrantexperiences haveinfluencedAmerican identity
Students must beable to demonstratehow immigrantexperiences haveimpacted Americanidentity.
Immigration to a newcountry in pursuit of abetter life can lead toassimilation and theadoption of a newnational identity
A nation’s identity maybe changed by theinfluence of new culturalideas that come withimmigration
Different waves ofimmigration that impactedthe United States
Examples of immigrantexperiences in differentparts of the United States
How and where variousimmigrants entered theUnited States
Assimilation
Push/pull factors
Ethnic Enclaves
Old immigrants vs. newimmigrants
Cultural diffusion
Waves of immigration
Nativism
Settlement houses
Refugees
Students choose twoimmigrants fromdatabases about AngelIsland or Ellis Island.Students read about theimmigrants’ arrivals andlater experiences theyhad as they lived inAmerica. Studentsdescribe the impact ofthe experiences ofthose immigrants onAmerica’s identity.
The teacher assignsstudents to one of fourgroups representing aspecific immigrantgroup during one or
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Hatian immigration
Southeast Asianimmigration
Quotas
Cuban immigration
Mexican/Central Americanimmigration
American internmentcamps
Angel/Ellis Island
Political machines
Salvation Army
Sweatshops
“Melting pot”
more time periods ofhistory. Each groupreceives a packet ofinformation withdescriptions andinformation about animmigrant group. As agroup, the students usechart paper to draw agraphic showing howthe immigrantexperiences of theirgroup influencedAmerican identity.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.1.6 Explainhow theexperiences andachievements ofminorities andmarginalizedpeoples havecontributed toAmerican identityover time in
Students must beable to demonstrateunderstanding ofhow the livedexperiences andachievements ofminorities andmarginalizedpeoples influencedthe development of
When groups of peopleare treated unfairly by thegovernment of a nation,they may advocate forchange againstoppression anddiscrimination
A nation’s identity maybe influenced by
Examples of marginalizedgroups in United States’history
Examples of the strugglesand challenges ofminorities andmarginalized groups forequality
Benjamin Banneker
Abigail Adams
Enslaved people
Suffrage Movement
Ellen Broidy
After reading primarysources concerning theSeneca FallsConvention, studentswrite a paragraphexplaining how theexperiences of thewomen led to theConvention. Studentsalso explain the
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terms of thestruggle againstbias, racism,oppression, anddiscrimination
American identity,paying specificattention to theinfluence of bias,racism, oppression,and discrimination.
Students must beable to demonstratean understanding ofhow minorities andmarginalized groupshave struggled forequality and how thegains made in thatstruggle havebenefited allAmericans.
marginalized groups andindividuals whoadvocate against bias,racism, oppression, anddiscrimination
Advocating against bias,racism, anddiscrimination oftenbenefits the society
The struggles ofminorities andmarginalized peoplemay lead to movementsthat encourage an end tooppression anddiscrimination
Examples of contributionsmade by marginalizedgroups
Mark Allan Segal
Equal Rights Amendment
Civil Rights Movements
Jim Crow/Segregation
Mental Health Reform
Abolitionism
Joseph Smith
Susan B. Anthony
Sojourner Truth
Elizabeth Cady Stanton
Eleanor Roosevelt
Greensboro Four
Ella Baker
Septima Clark
Karen Korematsu
Daisy Bates
Fannie Lou Hamer
A. Philip Randolph
Cesear Chavez
Convention’s impact onAmerica’s identity.
Students create athree-slide presentationthat portraysexperiences of aminority group in theUnited States during aparticular era of UnitedStates history. Thepresentation mayinclude how theexperiences of aminority groupcontributed to thestruggle against racism,oppression, ordiscrimination. Thepresentation may alsoinclude contributions ofthe minority group thatimpacted the evolutionof America’s identity.
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Dolores Huerta
Allan P. Bakke
Harvey Milk
Harlem Renaissance
Jazz
Charles R. Drew
American IndianMovement
Internment ofJapanese-Americans
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.1.7 Explainhow slavery,xenophobia,disenfranchisement, andintolerance haveaffectedindividual andgroupperspectives ofthemselves asAmericans
Students must beable to demonstratean understanding ofthe effects ofxenophobia,disenfranchisement,and intolerance ongroup identitythroughout thehistory of the UnitedStates. Theunderstandingshould cover notonly the groupssuffering from thesethings, but also theeffects on the
Groups excluded frompolitical power in anation often struggle toachieve equality
Excluding certain groupsfrom political power andparticipation in societycan create tensionbetween a nation'sidentity and its foundingprinciples
When a nation-- foundedon the ideals of freedomand equality-- fails toobserve and practice
Examples of intolerance
Examples of xenophobia
Examples ofdisenfranchisement
Grandfather clause
Poll tax
Literacy tests
Nativism
Black codes
Extremist organizations
Indian removal
Labor Movement
Marriage laws
Students listen to orread excerpts from theSlave Narrative Projectfrom the WorksProgress Administration(WPA). After reviewingtwo stories, studentswrite a paragraphdescribing the effectthat slavery had on theindividual’s view ofthemselves asAmericans in bothnarratives.
While studying socialmovements for equality
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groups perpetuatingthese things.
those ideals, individualsand groups may finddifficulty in identifyingthemselves and theirroles in such a nation
Segregation
Civil Rights Movements
Social Darwinism
Bellingham Riots 1907
Internment camps
Religious intolerance
Chinese Exclusion Act
Voter suppression
Gentlemen's Agreement1907
Farm Workers Movement
Tulsa Race Massacre
Chinese Massacre of 1871
Immigration policies
Discrimination againstgroups after 9/11
in the 1960s and 1970s,students participate in aJigsaw activity todiscuss how oppressionimpacted the sense ofidentity held by variousgroups (e.g., women,immigrants, NativeAmericans, AfricanAmericans, etc.).Students then write an“I Am” poem from theperspective of one ofthese groups/individuals.
Standard AH.B.2 Analyze the relationship of tradition and progress in terms of scientific, technological, intellectual and cultural developmentOverarching Concepts: Relationship, Tradition, Progress, Development
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.2.1Differentiate
Students must beable to determine
Scientific andtechnological
Examples of innovationsthat reinforced values and
Cotton gin Given a list of primarysources describing
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among scientificandtechnologicalinnovations interms of howthey havereinforced andredefinedAmerican valuesand beliefs
specific innovationsthat led to changes inAmerican society.
Students must beable to determinespecific innovationsthat led to a fortifyingof traditional beliefsand discouragedchanges.
innovations may changethe values of a societyover time
Changes in societycaused by technologicalinnovations can cause ashift in the values andbeliefs of that society
When innovationconflicts with values andbeliefs, change may bediscouraged
beliefs
Examples of innovationsthat helped to redefinevalues and beliefs
Examples of reactions byvarious groups orindividuals to innovations
Factory towns
Transcontinental railroad
Urbanization
Steam engine
Bessemer process
Mass production
Assembly lines
Interchangeable parts
Telegraph
Penny Press/YellowJournalism
Cinema
Flight
Atomic bomb
Television
Radio
Space exploration
Rock N’ Roll
PC/internet/social media
Renewable energy
technologicalinnovations in MillTowns and their impacton women workers,students select twosources to read andanalyze. Based onanalysis of thedocuments, thestudents write aparagraph to expresswhat they believe is theevidence that eitherreinforces or redefinesbeliefs about women’sroles in 19th centuryAmerica.
Students are given a listof innovations/inventions that occurredin American societysince the advent of theinternet. Studentsselect the innovations/inventions they perceiveas having reinforcedAmerican values andbeliefs and describewhy they feel theinnovations/inventionswere impactful.
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Polio vaccine
X-Ray
Microwaves
Vacuum
Electric refrigerator
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.B.2.2Distinguishreligious beliefsand humanreasoning interms of theirinfluence onAmerican societyand culture
Students must beable to examinevarious religiousbeliefs to determinethe influence onvarious cultures inAmerican society.
Students must beable to examinevarious aspects ofhuman reasoning todetermine theinfluence on variouscultures in Americansociety.
Over time, religiousbeliefs and humanreasoning can influencethe development of anation
As a nation developsover time, its belief inboth religious faith andhuman reasoning maylead to conflict
Examples of religiousbeliefs that shapedAmerican society
Examples of philosophicalthought that shapedAmerican society
Reactions of groups orindividuals to new ideasthat impacted Americansociety
American Revolution andthe Enlightenment
American Revolution andreligion
The Federalist Papers
Second Great Awakening
Transcendentalism
Utopian communities
Social darwinism
Social gospel
American pragmatism
Scopes Trial
Evangelical Movement
Students analyzeprimary sources tomake determinationsabout the influencesthat the Second GreatAwakening revivals hadon the culture withinAmerican society. Thestudents create agraphic organizer toshow components ofthe Second GreatAwakening that serveas evidence to thoseinfluences on culture.
Students readinformation about theScopes TrialScopes trialfrom variousperspectives. Studentsselect the argumentsthat influencedAmerican society and
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Moral majority culture the most in the1920’s. Studentsdefend their positions.
Unpacking the Civics and Government ObjectivesStandard AH.C&G.1 Evaluate the relationship between the American people and the government in terms of freedom, equality, and powerOverarching Concepts: Relationship, People, Government, Freedom, Equality, Power
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.C&G.1.1Explain how variousviews on freedomand equalitycontributed to thedevelopment ofAmerican politicalthought and systemof government
Students must beable to demonstrateknowledge andunderstanding ofhow ideas aboutfreedom andequality impactedideas and policiesabout Americanpolitics andgovernment.
A society’s view offreedom and equalitycan impact the way thesociety’s politicalsystem evolves
Societies may have aninterest in preventing allgroups to freelyparticipate in thesociety
Origins of the Americanpolitical system
Examples of various ideasabout freedom andequality
Examples of how variousviews on freedom andequality contributed topolitical thought
Articles of Confederation
Abigail and John Adams
George Washington’sfarewell address
Federalists vs.Anti-Federalists
Thomas Jefferson
Declaration ofIndependence
Constitution
3/5 Compromise
Enlightenment ideas
Abolitionism
Dred Scott decision
Lincoln-Douglas debates
Students participate in aSocratic Seminar on theviews of the FoundingFathers, AfricanAmericans, and womenon the issues offreedom and equality inthe early republic.Framing questionsinclude: 1) What werethe views of freedomand equality held byeach of the 3 groups? 2)How did various viewson freedom and equalitycontribute to Americanpolitical thought?
The teacher assignseach student an excerptfrom a primary sourcedocument offering aperspective on suffrage.Students individuallycomplete a 3-2-1protocol using theirassigned text in which
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Civil War
Reconstruction
Radical republicans
13th, 14th, 15thamendments
Separate but equal
Suffrage
Civil Rights Movements
Nativism
Slavery
Cold War
Patriot Act
they identify 3 key pointsmade by the speaker/author, 2 pieces ofevidence that show howviews of freedom andequality played out orinfluenced decisionsabout suffrage, and 1personal reaction/opinion on thespeaker/author’s views.Students then formgroups based on theirassigned documents toshare their 3-2-1 andcome to a consensusthat the group shareswith the class.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.C&G.1.2Critique the extentto which variouslevels ofgovernment usedpower to expand orrestrict the freedomand equality ofAmerican people
Students must beable to judge theeffectiveness ofdifferent levels ofgovernment asthey set out toeither expand orrestrict freedomand equality forAmericans.
A government,founded on thedivision of power andauthority, may engagein debates thatchallenge the extent towhich various levels ofgovernment have thepower to expand orrestrict freedom andequality
The branches and levels ofgovernment in the UnitedStates
Examples of expansion ofequality by government inUnited States’ history
Examples of restriction ofequality by government inUnited States’ history
Declaration ofIndependence
State Constitutions
U.S. Constitution
Alien & Sedition Acts
Slave codes
Virginia & Kentucky
Students look at aSupreme Court decision(e.g., Plessy v. Ferguson,Brown v. Board, etc.) andevaluate the extent towhich the differentlevels of governmentused their power toexpand or restrictfreedom and equalitybased on the SupremeCourt decision.
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As a nation evolves, thegovernment maychange their ideasabout the freedom andequality of citizens
resolutions
Fugitive Slave Act
Slavery
Bill of Rights
Civil War
Marriage laws
Jim Crow
Black codes
EmancipationProclamation
13th, 14th, 15thAmendments
American internmentcamps
Blue laws
Great Society
Redlining
Eugenics
Gerrymandering
Indian Removal Act
Sundown towns
Students read asynopsis of the PatriotAct. Students thenrespond to the followingquestion: To what extentdid the federalgovernment restrictfreedom and equality inorder to protect theAmerican people? Basedon what the studentslearn, they have a classdebate about what ismore important:freedom or security.
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House Un-AmericanActivities Committee
Patriot Act
Lilly Ledbetter Law
Affordable Care Act
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.C&G.1.3Explain how variousindividuals andgroups strategized,organized,advocated andprotested to expandor restrict freedomand equality
Students must beable todemonstrate theyunderstand howthe strategies,organization, andadvocacy fromdifferent groupsaffected freedomand equality inAmerica.
When groups andindividuals within anation receive unequaltreatment, they mayorganize to advocatefor change
When law and policiesare created to restrictfreedom and equality,individuals and groupsmay organize varioustypes of proteststrategies in anattempt to demandreforms that benefit allindividuals of a nation
Examples of groups thathave strategized,organized, advocated, andprotested to expand orrestrict freedom andequality
Examples of strategiesused by groups andindividuals to advocate forfreedom and equality
Abolitionism
Temperance Movement
Wilmington Coup
Muckrakers
Suffrage Movement
Civil Rights Movements
Underground Railroad
Extremist organizations
Mental health reform
Prison reform
Labor Movement
Asian AmericanMovement
Students read primarysources concerning theMental Health andPrison reform during theProgressive era.Students create aflowchart showing theways that the individualsand groups advocated toexpand equality and theimpact of those reforms.
The teacher givesstudents variousprimary sources ofprotests from theSuffrage movement.After reviewing thedifferent sources,students create apresentation explaininghow the individuals andgroups organized,strategized, andadvocated to expand
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National Organization ofWomen
Equal Rights Amendment
LGBTQ Movement
Immigration reform
National Rifle Association
Takeover of BIA (Bureauof Indian Affairs)
American IndianMovement occupation ofAlcatraz
National Association forthe Advancement ofColored People (NAACP)
Anti Defamation League(ADL)
Approaches to affectchange● Picketing● Boycotts● Lawsuits● Sit-ins● Voting● Marches● Holding elected
office● Lobbying● Armed resistance● Hunger strike
voting rights for allindividuals.
Students combine whatthey have learned aboutthe organizing efforts ofCeasar Chavez withinformation from ateacher-selected primarysource detailing hiswork to complete acause-and-effect chartdetailing how Chavezorganized agriculturalworkers into a laborunion that would expandthe equality of workingconditions and wagesfor workers.
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● Advertising● Social media
campaigns● Walk-outs● Organizing
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.C&G.1.4Explain how racism,oppression, anddiscrimination ofindigenous peoples,racial minorities,and othermarginalizedgroups haveimpacted equalityand power inAmerica
Students must beable todemonstrateknowledge andunderstanding ofhow racism,oppression, anddiscrimination haveimpacted equalityand power inAmerica, payingspecific attentionto indigenouspeoples, racialminorities, andother marginalizedgroups.
Racism, oppression,and discrimination canlead to the unequaldistribution of powerwithin a nation andmultiple factors thatcan impact political,social, and economicequality
When racism,oppression, anddiscrimination existwithin a nation,marginalizedindividuals and groupsmay experienceinequality and lack ofpower
Discrimination cancontribute to thefrustration ofindividuals and groupsand motivate them todemand equality andopportunities within anation
Examples of groups thatfaced oppression,discrimination, ormarginalization
How racism, oppression,and discrimination haveimpacted equality andpower
Ways in which variousindividuals and groupshave been impacted byracism, oppression, anddiscrimination
Indian Removal Act
Reservation system
Anti-semitism
Enslaved people
Irish
Quakers
Sharecropping/tenantfarming
Jim Crow
Sundown towns
Redlining
Mormons
Voter suppression
Voter restrictions
De Jure and De Factosegregation
Students assess theimpact of racism,oppression, anddiscrimination on theequality and power ofNative Americans byanalyzing an assignedprimary source from aNative American leader.Suggested NativeAmerican leadersinclude: Chief SittingBull, Chief Red Cloud,Chief Joseph, and/orGeronimo. Studentsanswer the questions: 1)How were NativeAmericans impacted byracism, discrimination,and oppression? 2) Whatfactors supported theselected NativeAmerican leader’s questfor equality and power?3) What factors hinderedthe selected NativeAmerican’s leader’squest for equality andpower?
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Racism, oppression,and discrimination canfrustrate efforts byindividuals and groupsto gain equality in anation
American internmentcamps
Marriage laws
Relocation
Catholics
Educational access
Criminal justice system
In small groups,students examineprimary source materialon Chinese and Asianimmigrants coming toAmerica in the late1800s. Usinginformation from theprimary sourcematerials, studentscreate a presentationthat will be given to theChinese ambassador toaddress concerns aboutChinese and other Asianimmigrants’ obstacles.The presentation shouldstate how racism anddiscrimination impactedthe equality and powerto which the Chinese inAmerica had access.
Standard AH.C&G.2 Analyze the American political system in terms of conflict, compromise, and consequenceOverarching Concepts: Political System, Conflict, Compromise, Consequence
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.C&G.2.1Distinguishdecisions byexecutive,legislative, andjudicial leaders interms of resolvingconflict andestablishing
Students must beable to decidewhich decisionsmade by differentbranches ofgovernment haveresolved conflictand facilitatedcompromise.
Decisions by leaderswithin a governmentoften play a critical rolein resolving conflictwithin a nation
Compromises derivedfrom debate within andbetween branches of
Examples of compromisesthroughout United States’history
Examples of how conflictswere resolved byexecutive, legislative, andjudicial leaders throughcompromise
Missouri Compromise
Compromise of 1850
Civil War
EmancipationProclamation
Students analyzepolitical cartoondocuments regardingthe 1820 politicaldebate over how toallow entrance statesinto land acquired withthe Louisiana Purchase.Students point out the
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compromise government may helpto resolve conflict in anation
Branches ofgovernment ofteninvolve a complexsystem of checks andbalances that mayenable resolutions toconflict
Reconstruction
Lincoln-Douglas debates
Kansas-Nebraska Act
Debates about enteringwars
Impeachments
League of Nations
New Deal
Watergate
Affordable Care Act
various ways thecartoonist(s) use thecartoons to show boththe conflict and theterms that resolved theconflict.
In small groups,students are providedwith position statementsabout whether or not theUnited States should jointhe League of Nations.The students examinethe reasons for andagainst joining theLeague of Nations.Based on thisexamination, studentsselect the statementsthat did the best job ofconvincing the UnitedStates not to join theLeague. Students mustdiscuss their rationale.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.C&G.2.2Explain thedevelopment andrealignment ofpolitical parties asreflected in keyelections
Students must beable todemonstrate anunderstanding ofboth the causesand effects of therealignment ofpolitical parties atvarious times in
Political parties mayreshape theirplatforms based onelection results andpopular opinion
New political partiesmay evolve throughthe debates and
Examples of politicalparties throughout UnitedStates’ history
Examples of elections inwhich key changeshappened to politicalparties and why thosechanges took place
Election of 1800
Election of 1824
Election of 1828
Election of 1844
Election of 1860
Election of 1824 Activity,National Endowment forthe Humanities,Edsitement Project:Students work in groupsto examine the causesand effects of politicalrealignment in theelection of 1824 by
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American history.Key elections mustbe used asevidence of theserealignments.
competing ideologiesof existing partysystems
Ways in which the politicalparties developed orrealigned
Election of 1876
Election of 1896
Election of 1912
Election of 1960
Election of 1964
Election of 1968
Election of 1980
Election of 1992
Election of 2016
analyzing documentscentered on the promptand central questions:All of the majorcandidates for presidentin the 1824 electionclaimed allegiance to thesame party, theDemocratic-Republican.What distinguished thecandidates from eachother? What were theimportant issues in theelection of 1824?In a paragraph, studentsexplain changes thatoccured in the partyplatform as a result ofthe election.
Students have a graphicorganizer listing thepositions of both majorparties in the election of1964 and 1968.Students explain howthe election of 1964 andensuing debates helpedrealign the parties forthe 1968 election.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.C&G.2.3Deconstructchanges in balanceof power between
Students must beable to determinethe ways in whichthe balance of
Different levels ofgovernment within anation may engage incooperation and
Examples of power shiftsin the different levels ofgovernment
Articles of Confederation
Constitutional Convention
Students complete aThinking Colors Analysison primary sources fromgroups and individuals
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local, state, andfederal governmentin terms of conflictand compromise
power has shiftedbetween local,state, and federalgovernment.
Students must alsobe able todemonstrate howthose changesresulted in or camefrom conflict andcompromise.
compromise to avoidconflict within a nation
Changes made in onelevel of governmentwithin a nation mayimpact other levels ofgovernment in theirability to resolveconflict and achievecompromise
The distribution ofpower within agovernment maychange over time andmay lead to conflict
Examples of conflicts andcompromises between thedifferent levels ofgovernment
9th and 10th amendments
Manifest Destiny
McCullough v. Maryland
Embargos
Nullification
Plessy v. Ferguson
Popular sovereignty
Civil War
Jim Crow laws
14th and 15thamendments
Espionage and SeditionActs
New Deal
World War II on thehomefront
Little Rock Nine
Great Society
Voting Rights Act
Civil Rights Acts
Brown v. Board
that opposed PresidentRoosevelt’s New Deal: 1)Blue- identify & defineunfamiliar words/terms;2) Red- statements/positions with which youdisagree; 3) Green-statements/positionswith which you agree; 4)Orange- connections toother texts, to key eventsfrom the unit of study, orto our society today; and5) Purple- a keyphrase/passage. Aftereach group shares theiranalyses, the teacherasks students to identifykey themes and ideasthat connect thedocuments, includingconcerns over thebalance of power.Students conclude theactivity by completing anexit ticket with thefollowing prompt:Identify the argumentsthat were against theNew Deal because itwould lead to a shift inthe balance of powerbetween levels ofgovernment. Studentsshould provide theirrationale for thearguments they choose.
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Medicaid expansion
Aftermath of 9/11
No Child Left Behind
Students read primarysource documentsabout the Little RockNine and theintervention of federaltroops. Students use agraphic organizer toanalyze decisions madeby federal, state, andlocal governments.Students write aparagraph explaining thedecisions they believehelped to shift thebalance of powerbetween the levels ofgovernment.
Unpacking the Economics ObjectivesStandard AH.E.1 Analyze the American economic system in terms of affluence, poverty, and mobilityOverarching Concepts: Economic System, Affluence, Poverty, Economic Mobility
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.E.1.1Deconstructmultipleperspectives ofAmericancapitalism interms of affluence,poverty, andmobility
Students must beable to determinethe ways in whichthe Americaneconomy hasaffected variousgroups throughouthistory.
Students must beable to demonstratean understanding ofeconomic mobility
Different groups within anation may experiencedifferent levels ofeconomic mobilitydepending on access toopportunity
The economy of a nationcan lead to changes inaffluence, poverty, andmobility that may alterthe status or quality oflife for individuals and
How economic mobilityaffects affluence andpoverty
Examples of how capitalismimpacts affluence, poverty,and mobility
Examples of differentperspectives on Americancapitalism
National banks
American Plan
Regulation/deregulation
Great Depression
Unions
Farm workers
Students evaluateincome/wealth data fromthe 1920s and 1930s.Students deconstruct theclaim that the wealth gapdiminished during theGreat Depression.Students select theevidence that eithersupports or refutes theclaim and explain theirthoughts in a 1-2paragraph response.
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and how it relates topoverty andaffluence.
groups
An economic systemmay be vieweddifferently by variousindividuals based ontheir level of affluence,poverty, or economicmobility
Horatio Alger
Gilded Age
Jacob Riis
Robber Barons/Captains of Industry
Settlement houses
Roaring 20’s
New Deal
Wealth gap
Minimum wage
Great Society
Silicon Valley
Haves/Have-Nots
Middle class
Wall Street
Reaganomics
Students evaluate theclaim that America was aland of opportunity andeconomic mobility in theearly 20th century.Students rotate in smallgroups to stationscontaining variousdocuments from multipleperspectives. Whilevisiting each station,students complete achart organizinginformation that supportsor refutes the claim.Students select theevidence that eithersupports or refutes theclaim and explain theirthoughts in a 1-2paragraph response.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.E.1.2 Explainhow therelationshipsbetween
Students must beable todemonstrate anunderstanding of
Conflicts between laborand management in anation may affect thequality of life for
Examples of howentrepreneurship impactsquality of life
Innovation - risk/reward
Profit motive
Students work in groupsto research and createposters on four majorlabor disputes: the Great
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entrepreneurship,management,labor, andconsumers haveimpacted thequality of life inAmerican society
the ways in whichthe relationshipbetweenmanagement andlabor impacts thelives of individualsin America.
Students must alsobe able todemonstrate anunderstanding ofhow businessimpactsconsumers andhow consumersrespond toinnovative businessideas andpractices.
individuals
Consumer choices andthe demands of laborcan influence thedecisions ofentrepreneurs andmanagement
Decisions byentrepreneurs andmanagers may impactthe quality of life ofconsumers and workers
Examples of labor disputesfrom United States’ history
How the relationshipbetween management andlabor impacts quality of life
How businesses impactconsumers
Scientific management
Robber Barons/Captains of Industry
Sharecropping/Tenant farming
Assembly lines
Free/cheap labor
Labor disputes/strikes
Copyright laws
Unions
Great Depression
War production
Supply and demand
Scarcity
Wages
Labor conditions
Benefits/healthcare
Pensions andretirement
Company towns
Railroad Strike of 1877,the Homestead Strike,the Pullman Strike, andthe Haymarket Riot. Theposters should include atimeline of events and acause-and-effect chart.Students then complete agallery walk and takenotes on all of the labordisputes and leavequestions for each group.The teacher facilitates aclass conversation asgroups answer thosequestions. The teacherconcludes the lesson byasking students toconsider any trends orpatterns they seeconnecting all of thelabor disputes by writingthree impact statements:one impact statementconcerning the effect onworkers, one impactstatement addressing theeffect on management,and one impactstatement addressing theimpact on the nation as awhole.
Students read about thefounding of a big techcompany (e.g., Google,Apple, AOL, Microsoft,Facebook, etc.). After
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reading about itsentrepreneurialbeginnings, students findand read the missionstatement of thecompany. Studentsdecide if the impact thecompany currently hason consumers’ quality oflife aligns with thefounding and the currentmission statement of thecompany.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.E.1.3 Explainthe causes ofeconomicexpansion andretraction and theimpacts on theAmerican people
Students must beable todemonstrate anunderstanding ofthe things that leadto economicexpansion andeconomicretraction.
Students must alsobe able todemonstrate anunderstanding ofthe effects ofeconomicexpansion andeconomicretraction on theAmerican people.
Economic decisions bya government as well asinternational events maylead to economicexpansion or retractionof a nation
When an economyexpands, it may have apositive or negativeimpact on the lives ofthe people that live inthat nation
When an economyretracts, it may have anegative impact on thelives of the people thatlive in that nation
Examples of periods ofeconomic expansion inUnited States’ history
Examples of periods ofeconomic retraction inUnited States’ history
How economic expansionand retraction impactindividuals
French and Indian WarDebt
Panics of 1800’s
Speculation
Buying on margin
Credit
Roaring 20’s
Great Depression
New Deal
Great Society
1950’s consumerism
The Panic of 1837 andthe Presidency of Martinvan Buren Activity,National Endowment forthe Humanities,Edsitement Project:Students analyze politicalcartoons in small groupsto identify the causes ofthe Panic 1837, its effecton working Americans,and the impact of VanBuren’s response. Theteacher may wish toprovide students with ananalysis worksheet (likethe Cartoon AnalysisWorksheet from NationalArchives EducatorResources) or ananalysis tool (like
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Industrialization
Mass production
E-commerce
Economic policies
Interest rates
Dot Com bubble
Real Estate bubble
Great Recession
Economic stimulus
SCAMS: Subject, Caption,Action, Message,Symbols).
Students use primarysources about thepost-World War IIeconomic boom to createa chart describing thecauses and effects of theeconomic boom onindividuals' quality of life.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.E.1.4 Comparehow some groupsin Americansociety havebenefited fromeconomic policieswhile other groupshave beensystemicallydenied the samebenefits
Students must beable to discuss thesimilarities anddifferencesbetween groupsthat have benefitedand those that havenot benefited fromAmericaneconomic policies.
The policies andpractices of aneconomy may beestablished to benefitcertain groups of peopleat the expense of othergroups
Individuals and groupsin a nation that are notrecipients of economicbenefits often have aninterest in changingeconomic policies of thenation
The economic policies
Examples of specificeconomic policies thatbenefited some at theexpense of others
The similarities of howeconomic policies impactdifferent groups
The differences of howeconomic policies impactdifferent groups
Alexander Hamilton’sfinancial plan
Slavery
Indian relocation
Freedmen’s Bureau
Reconstruction
Black Wall Streets
Robber Barons/Captains of Industry
Sherman Antitrust Act
Students work in smallgroups to analyzeprimary sources relatedto the economiccondition of freedmenfollowing the Civil War.Each group shares theiranalysis using aGood-Bad-Ugly protocolin which they identify thegood (positiveconsequences/advances,the bad (negativeconsequences/setbacksor barriers), and the ugly(violations of majorprinciples or ethics) of
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of a government mayhave positive ornegative consequencesthat alter the status orquality of life forindividuals and groups
Great Depression
Fair Labor StandardsAct
Social security
Equal Pay Act of 1963
Great Society
Medicare
Equal EmploymentOpportunity Act of 1972
Globalization
Reaganomics
Welfare reform
Great Recession
economic policies duringReconstruction. Finally,students write aparagraph comparinghow the economicpolicies ofReconstruction impacteddifferent groups.
Students revieweconomic policies of theNew Deal affectingdifferent categories ofjobs. Students thenreview demographic dataof the 1930s to see howthose jobs weredistributed among thedifferent races and ethnicgroups. Students thencompare how variousgroups were impacted bythe economic policies.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.E.1.5Distinguish therole women andracial minoritieshave played incontributing to theeconomicprosperity ofAmerican societyin terms of equity,
Students must beable to decide therole women andracial minoritieshave played in theAmerican economywhile alsounderstanding theirlimitations due toequity, equality, and
Individuals and groupsthat struggle foreconomic equality mayencourage moreeconomic mobilitywithin a nation
While economicopportunities formarginalized groups
Examples of economiccontributions of womenand racial minorities inUnited States’ history
How women and racialminorities affectedeconomic equity, equality,and mobility in America
Slavery
Cult of Domesticity
American IndianReservations
Freedmen’s Bureau
Radical Reconstruction
Students reviewdocuments relating toAfrican Americans andwomen on the homefrontduring World War II.Students selectdocuments they feelshow the contributions ofthese groups to theeconomic prosperity of
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equality, andmobility
mobility withinsociety.
may be limited, theeconomic contributionsof those groups canlead to economicprosperity for a nation
Women and racialminorities often play akey role in contributingto economic equity,equality, and mobilitywithin a nation byadvocating for changein economic policies
Chinese RailroadWorkers
Lowell Mill Girls
Booker T. Washington
Black Enterprisemagazine
Businesses in TheGreen Book
Fair Pay Act
Ceaser Chavez
Mexican cowboys
Lilly Ledbetter
National Organizationfor Women
Gloria Steinem
Madam CJ Walker
Rosie the Riveter
Flappers
Title IX
Farm workers
Young Women's
America. Students canuse a Now-and-Laterprotocol where theyhighlight the immediateimportance as well as theenduring importance ofthese economiccontributions.
Students review primarysource documents thatinclude economic dataabout theTranscontinentalRailroad. Studentsevaluate the impact ofthe railroad workers onthe general economy bydistinguishing what wasearned by using therailroad and how muchwas paid to the Chineselaborers that worked onthe railroad. Studentsprovide evidence fromtheir reading to answerthe following prompt:Distinguish the economicimpact of Chineselaborers on the railroad inthe late 1800’s.
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Christian Association(YWCA)
The Great Migration
Emerging diversity infortune 500 CEOs
Unpacking the Geography ObjectivesStandard AH.G.1 Understand how movement, settlement, and expansion influenced American developmentOverarching Concepts: Movement, Settlement, Expansion, Development
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.G.1.1 Explainhowenvironmental,technological,cultural, andeconomic factorsinfluencedpopulationdistribution andpatterns ofmigration andimmigration
Students must beable todemonstrate anunderstanding andknowledge of howpopulationdistributions andpatterns of humanmovement areaffected byenvironmental,technological,cultural, andeconomic factors.
Population distributionsmay shift due to cultural,economic, orenvironmental factors
Economic policies andtechnological innovationmay lead to changes inpatterns of migration andimmigration within and toa nation
Examples of migration andimmigration patterns
Examples ofenvironmental, cultural,and economic factors thatinfluenced migration andimmigration
How and why populationsshift
Indian removal
Slavery
Immigration policies
Ethnic neighborhoods
Waves of immigration
Epidemics/pandemics
Worldwide conflict
Famine
Railroad
Compromise of 1820
Manifest Destiny
Push/pull factors
Students explore theNorthwest Ordinance byexamining primarysources. Students thenwrite a journal from theperspective of a late18th-century immigrantto the NorthwestTerritory. The journalshould explain tworeasons why theimmigrant chose tomove to the regionconsidering theenvironmental,technological, cultural,and economic concerns.
Students work in groupsto analyze primaryresources related to thefounding of Blackcommunities in
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Mormons
Refugees
Urbanization
Gold Rush
Homesteaders
Sundown towns
The Great Migration
Climate change
Dust Bowl
Globalization
Natural disasters
Latinx migration
Industrialization
Great Depression
Baby Boom
“White Flight”
Rust Belt
Sun Belt
Iron Belt
Nicodemus, Kansas,and Mound Bayou,Mississippi. As theyrotate through each setof documents, studentscomplete a graphicorganizer detailing theenvironmental,technological, andcultural motivations ofthe Exodusters and theircritics. Each groupbuilds consensus toidentify the top threecauses and effects ofthe migration ofExodusters to sharewith the class. Studentsthen write an “I Am”poem from theperspective of anindividual who chose toleave.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.G.1.2 Explainhow geographicconditions andexpansion havepresented bothopportunities andchallenges in thedevelopment ofAmerica
Students must beable todemonstrate anunderstanding andknowledge of thepositive andnegative impactsof geographicconditions andexpansion on thedevelopment ofAmerica.
As a nation expands itsterritorial boundaries,people will be presentedwith various opportunitiesand challenges over time
As a nation expands itsterritorial boundaries, itmay be presented withnew challenges andopportunities over time
Geographic conditionsmay present challengesand opportunities thatimpact a nation’s politicaland economicdevelopment
Geographic expansion ofa state or nation may leadto unintendedconsequences for thebalance of political powerand economic diversity
Examples of geographicexpansion in United States’history
Geographic conditions indifferent regions of theUnited States
Examples of opportunitiesand challenges presentedby geographic conditions
Triangular Trade
Louisiana Purchase
Northwest Ordinance
American System
Trail of Tears
Manifest Destiny
Mexican Cession
Gold Rush
Desert Conditions
Transcontinental Railroad
Oregon Trail
Imperialism
Buffalo
Grand Canyon
San Andreas Fault
Dust Bowl
Annexation of Alaska
Cuba, Puerto Rico, Guam,
Students use a Jigsawactivity to understandthe opportunities andchallenges associatedwith geographicexpansion. Studentswork in groups to reviewdocuments about eitherminers, ranchers, orfarmers moving westthroughout the 19thcentury. Studentsrespond as a group tothe following question:How did thoseopportunities andchallenges shape thedevelopment of theUnited States andimpact their group(farmers, miners, orranchers)? Studentsthen form groups ofthree with one farmer,one miner, and onerancher to share theexperiences of theirassigned character.
Students read primarysource documentsabout the geographicconditions of the DustBowl. After reading,students create a
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Philippines
Annexation of Hawaii
Route 66
Interstate HighwaySystem
Tornado Alley
Reservoir system
Industrialization
cause-and-effect chartto show how thegeographic conditionsof the dust bowlpresented challengesfor the development ofAmerica.
Students are given a listthat identifiesgeographic conditionsand expansions. Thestudents complete achart with the followingcolumns: 1) GeographicConditions andExpansions; 2)Opportunities thegeographic condition orexpansion posed to thedevelopment ofAmerica; and 3)Challenges thegeography condition orexpansion posed to thedevelopment ofAmerica.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.G.1.3 Explainthe reasons forand effects offorced andvoluntarymigration onsocieties,
Students must beable todemonstrate anunderstanding andknowledge of thecauses of forcedand voluntary
Forced and voluntarymigration may help toshape the developmentof a nation bycontributing new ideas,culture, and a workforce
Examples of forcedmigrations in UnitedStates’ history
Examples of voluntarymigrations in UnitedStates’ history
Slavery
Gold rushes
Trail of Tears
Oregon Trail
Students analyzeprimary sources aboutAmerican Indianrelocation and forcedassimilation. Studentswrite a 1-2 paragraphresponse to the
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individuals andgroups over time
migration.
Students must beable todemonstrate anunderstanding andknowledge of theeffects of forcedand voluntarymigration onindividuals andsociety.
Territorial expansion of anation may generate theneed for increased laborwhich can lead to bothvoluntary and forcedmigration
A nation may put politicalor economic interestsahead of the freedom ofgroups or individuals thatcan lead to forcedmigrations orreconcentrations ofpopulations
War, conflict, persecution,natural disasters, oreconomic factors in aplace may forceindividuals or groups toseek relocation to otherplaces
How forced and voluntarymigration impactindividuals and groupsover time
Mormon Trail
Transcontinental Railroad
Homesteaders
Sooners
Waves of immigration
Angel Island/Ellis Island
Refugees
Latinx migration
Natural disasters
The Great Migration
Rust Belt
Sun Belt
American internmentcamps
Dust Bowl
Immigration policy
Urbanization
Red Scare
Agricultural opportunities
following question: Howdid forced migration andassimilation affect theAmerican Indians andthe society as a whole?
In small groups,students exploreimmigration from anassigned LatinAmerican country sincethe 1980s. The groupsexplain the push-pullfactors that influencedimmigration. Studentsalso describe the impactof that migration on theindividuals that endedup in the United Statesand the impact themigration had on thenation they left behind.The groups share withthe rest of the class.The whole class workstogether to corroboratethe impact of thisvoluntary migration onindividuals andsocieties.
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Religious freedom andopportunities
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.G.1.4 Explainhow slavery,forced migration,immigration,reconcentrationand otherdiscriminatorypractices havechangedpopulationdistributions andregional culture
Students must beable todemonstrate anunderstanding andknowledge of theimpacts of slavery,forced migration,immigration,reconcentration,and otherdiscriminatorypractices onpopulationdistributions aswell as the impacton regionalcultures.
The forced migration ofgroups andreconcentration ofpeople can cause regionsof a nation to experienceshifts in population whichcan have both positiveand negative effects
The increased use ofimmigrant workers andforced labor in a nationmay contribute toincreased populationsthat can lead to bothcultural diffusion andregional conflict
Discriminatory practicesmay play a direct role inthe development andevolution of regionalculture
Examples ofreconcentration in UnitedStates’ history
Examples of forcedmigrations in UnitedStates’ history
Examples ofdiscriminatory practices inUnited States’ history
How and why populationshifts occur
Examples of how regionalculture is shaped
Latinx migration
Indian reservationsystem
Trail of Tears
Triangular Trade
Ethnic enclaves
Sharecropping
Urban planning
Chinese gold miners
American internmentcamps
Redlining
Sundown towns
Using census data from1800-1860, studentsexplore the racialmakeup of cities instates on both sides ofthe Mason-Dixon line.Students explain theimpact of thediscriminatory policieson the way the Blackpopulations shifted inthe cities.
After reading aboutdiscriminatory practicesand policies that Latinxfaced during the1990-2020 period ofmigration, studentsexplain how populationdistributions andregional culture werechanged and impactedby those practices andpolicies in 1-2paragraphs.
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Unpacking the History ObjectivesStandard AH.H.1 Understand the reasons for American involvement in conflicts and the domestic and foreign impactsOverarching Concepts: Conflict, Domestic, Foreign, Impact
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.1.1 Explainthe causes andeffects of variousdomesticconflicts in termsof race, gender,and political,economic, andsocial factors
Students must beable to demonstratetheir understandingof how and whyrace, gender,politics, economics,and/or socialfactors have beenthe cause ofdomestic conflictsas well as theeffects that resultfrom the role thesethings play.
Students must beable to demonstratetheir understandingof how and whyrace, gender,politics, economics,and/or socialfactors have beenaffected bydomestic conflictsas well as thecauses that led tothose effects.
Political, economic, andsocial conditions in anation can create conflictand war that may havelasting impacts on racialand gender equality
A nation’s internalconflicts can lead topolitical, social, oreconomic problems andissues that maypositively or negativelyimpact various groupsand individuals
Political, economic,and social factors thathave led to domesticconflicts
How factors like raceand gender haveaffected domesticconflicts
The effects ofdomestic conflicts onpolitics, economics,and society
Shays’ Rebellion
Articles of Confederation
Constitutional Convention of1787
Whiskey Rebellion
Excise Tax
Battle of FallenTimbers/Treaty of Greenville
Nat Turner’s Rebellion
Seminole War
Bleeding Kansas
U.S. Civil War
Sectionalism
Slavery
Reconstruction
Indian Wars
Gilded Age Labor Conflicts
Students review primarysources relating toBleeding Kansas.Students complete acause-and-effect chartdetailing the economic,political, and socialcauses and effects ofthe conflicts.
Students are assigned aspecific source relatedto Japanese-Americaninternment duringWorld War II. Studentscreate an infographicreflecting informationthat answers thefollowing questions: 1)What motivated UnitedStates internment ofJapanese-Americansduring World War II? 2)How did internmentimpact the UnitedStates as a nation andJapanese-Americans asindividuals?
Students are assignedto 4-5 groups. Eachgroup is assigned a
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Chinese Massacre of 1871
Red Scare
Bonus March
Tulsa Race Massacre
American internment camps
McCarthyism
Freedom Riders
Segregation
United Farm Workers
Delano Grape Strike
Watergate
American Indian Movementtakeover of Alcatraz
Wounded Knee
Vietnam War/Kent State
domestic conflict. Onchart paper, groupscreate a bubble mapshowing the causesand effects of theirconflict, making sure toinclude causes andeffects involving raceand gender as well aspolitical, economic, andsocial factors.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.1.2 Explainthe causes andeffects of variousinternationalconflicts/wars interms of political,
Students must beable todemonstrate theirunderstanding ofhow and whypolitics, economics,
International conflicts canlead to political, social,and/or economic changeswithin participatingnations
Examples of political,economic, and socialfactors that led tointernational conflicts
The effects of
Revolutionary War
Monroe Doctrine
Roosevelt Corollary
Students are given agraphic organizer for aninternational conflict oran international warwith one cause and oneeffect already identified.
39
economic, andsocial factors
and/or socialfactors have beenthe cause ofinternationalconflicts as well asthe effects thatresult from the rolethese things play.
Students must beable to demonstratetheir understandingof how and whypolitics, economics,and/or socialfactors have beenaffected byinternationalconflicts as well asthe causes that ledto those effects.
A nation’s desire forpower, territory, andresources may contributeto international conflictand chaos
Commitment to thepreservation of humanrights can be acontributing factor innations intervening inglobal conflict andinternational wars
A shift in the balance ofpower and theredistribution of land canbe a direct result ofinternational conflict andwar
international conflictson politics, economics,and social conditions
War of 1812
Wars with American Indians
Mexican-American War
Spanish-American War
Panama Canal
Filipino-American War
World War I
World War II
Regime Change/CIA
Cold War
Cuban Missile Crisis
Bay of Pigs
Vietnam War
Korean War
American Interventions inCaribbean and Latin America
War on Drugs
War on Terror
Persian Gulf War
Iraqi War
Students add at least2-4 causes and 2-4effects to the onesalready identified.Students should makesure the causes andeffects representpolitical, economic, andsocial factors. Oncethe students add theircauses and effects tothe organizer, theydiscuss their graphicorganizer in a pair-shareactivity with a partner.
After discussing WorldWar I, studentscomplete athree-column graphicorganizer. The columnsshould be labeled:“Social,” “Political,” and“Economic.” The rowsof the graphicorganizers should becauses and effects ofWorld War I. Thestudents identifycauses and effects ofthe War and list them inthe appropriatecolumns and rows.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.1.3Differentiate theexperience of waron groups andindividuals interms ofcontribution,sacrifice, andopposition
Students must beable todemonstrate theirknowledge andunderstanding ofhow the variouscontributions,sacrifices, andopposition to warshave affecteddifferent groups inAmerican society.
Support and oppositionto a war may bemotivated by the livedexperiences ofindividuals and groups aswell as national motivesfor the war
During war thecontributions ofindividuals and groupsmay be different basedon their role, position,and status within anation
Support and oppositionto war can both unite anddivide the people of anation and lead todiffering levels ofcontributions andsacrifice
The contributions andsacrifices that groupsand individuals makeduring times of war maylead to the demand forcivic inclusion and equaland civil rights
Examples of thedifferent experiencesvarious groups livedthrough during timesof war
Examples of the typesof opposition variousgroups encounteredduring times of war
Examples of the waysvarious groupscontributed to the war
Examples of the typesof sacrificesAmericans madeduring times of war
Conscientious objectors
Henry David Thoreau
Homeguard during Civil War
Blockade runners
54th Massachusetts Infantry
War bonds
Buffalo Soldiers
The Lost Generation
Post Traumatic StressDisorder
Mental health among veterans
Veterans AffairsAdministration
War rations
Manhattan Project
Victory gardens
MeatlessTuesdays/WheatlessWednesdays
Office of Price Administration
Students look atprimary sourcesconcerning Loyalistsand Patriots in theRevolutionary War.Students differentiatethe experiences of thetwo groups based onwhat they contributedand sacrificed for thewar, using informationfrom the primarysources as evidence.Students write aone-paragraphconclusion of thedifferent contributionsand sacrifices amongthe two groups.
Students analyze anarticle written about theWorld War II homefrontsacrifice to eat“meatless meals” onTuesdays. Thestudents analyze thearticle for the type ofsacrifices made by thefollowing groups andhow they felt about the“meatless Tuesdays”war effort sacrifice:hotel/restaurantowners, delicatessen,
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(OPA)
POW/MIA/KIA organizations
Vietnam War protests
Daniel Ellsberg
meat factory workers,Catholics, and kosherbutchers.
Standard AH.H.2 Evaluate the relationship between America and other nations in terms of national interests and global interdependenceOverarching Concepts: Relationship, nation, national interests, global interdependence
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.2.1 Explainhow economic,social, andpolitical interestshave influencedthe direction ofAmerican foreignpolicy
Students must beable to demonstratetheir knowledge andunderstanding ofhow economic,social, and politicalinterests haveimpacted Americanforeign policy.
A nation’s desire toincrease its spheres ofinfluence can have adirect influence onforeign policy decisions
The goals and actions ofa nation interacting withother nations may bedriven by economic,social, or politicalinterests
Examples ofeconomic, social, andpolitical factors thataffected foreign policyin United States’history
Examples of UnitedStates’ foriegn policies
Embargoes
Tariffs
XYZ Affair
Louisiana Purchase
Neutrality Acts
Reasons for entering wars
Manifest Destiny
Great White Fleet
Monroe Doctrine
Roosevelt Corollary
Good Neighbor Policy
Dollar Diplomacy
Marshall Plan
Students read variousprimary sourcescontaining opposingideas to Americaninvolvement in theFrench Revolution (e.g.,Jefferson andHamilton). AfterdiscussingWashington’sdeclaration of neutrality,students answer thefollowing question in ashort paragraph: Whatsocial, political, andeconomic factors seemto motivate PresidentWashington’s decision?
Students read variousprimary sourcedocuments about thedecision to engage inWorld War I. Studentscomplete a 3-2-1
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“Fifty-Four Forty or Fight”
Seward’s Folly
Annexation of Hawaii
Imperialism
United Fruit Company
Moral diplomacy
League of Nations
United Nations
Teller and Platt amendments
1898 Treaty of Paris(Acquisition of Puerto Rico)
Brinkmanship
Truman Doctrine
Containment
Domino theory
Mutually Assured Destruction
Detente
Bush Doctrine
activity: 3 politicalinterests thatinfluenced the UnitedStates’ involvement inWorld War I, 2economic interests thatinfluenced the UnitedStates’ involvement inWorld War I, and 1social interest thatinfluenced the UnitedStates’ involvement inWorld War I.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.2.2 Critiquethe extent towhich Americaninteraction withother nations hasachieved nationaland globaleconomic, social,and politicalgoals
Students must beable todemonstrate theyunderstand whatthe goals ofspecific Americanforeign policies areas well as measurehow well Americadid in achievingthose goals.
Leaders often determinethe extent to which anation will interactinternationally to achievethe goals of both itsforeign and domesticpolicies
The degree to which anation commits tointernational cooperativeefforts can play animportant role in helpingto achieve both nationaland international goals
The achievement of anation's goals can be thedirect result of the levelof engagement it haswith other nations
Examples of Americanforeign policy goals
Examples of Americanforeign policyinteraction
Tools of diplomacy(including force) thathave been used to helpthe United Statesachieve economic,social, and politicalgoals
Louisiana Purchase
Embargoes
Monroe Doctrine
Manifest Destiny
Spanish American War
World War I neutrality
Wilson’s 14 Points
League of Nations
North Atlantic TreatyOrganization
United Nations SecurityCouncil
Cuban Missile Crisis
Berlin Wall
Lend-Lease Act
Berlin Airlift
Vietnam
Suez Canal Crisis
Bay of Pigs
After introducing theprovisions of Jay’sTreaty, the teacher asksstudents to predictAmerican reactions tothe treaty. Studentsthen are assigned towork in small groups toanalyze a sourcedemonstratingAmerican reactions tothe treaty. Studentscontribute to a class“+/-“ chart to assess theextent to which thetreaty achievedAmerican economic,social, and politicalgoals.
Students use ateacher-created ratingscale and set of criteriato evaluate the successof American foreignpolicy during the ColdWar. The responsesshould focus on thesocial, political, andeconomic goals of theUnited States. Studentsconclude the activity bywriting a paragraphgiving PresidentEisenhower a final
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North Korea
United Nations Declaration ofHuman Rights
Persian Gulf War/ OperationDesert Storm
North American Free TradeAgreement
War on Terror
Panama Canal
Trans-Pacific Partnership
Iran Nuclear Agreement
Paris Climate Agreement
rating of effectivenesswith support/justification based onthe rating scale.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.2.3Distinguish theextent to whichAmerican foriegnpolicy hasadvanced theinterests ofhistoricallyprivileged groupsover the interestsof historicallymarginalizedgroups
Students must beable to decidewhich Americanforeign policiessignificantlybenefited or did notbenefit variousgroups in Americansociety.
While a nation’s foreignpolicy decisions aredesigned to help advanceits domestic goals, thosedecisions may createvarying levels of social,political, or economicobstacles for differentgroups within a nation
Foreign policy decisionsdesigned to promotehuman rights and
Examples of foreignpolicy efforts that hadadditional benefits forcertain groups
Examples of howAmerican foreignpolicies benefited ordid not benefit variousgroups
Louisiana Purchase
Embargo Act of 1807
Monroe Doctrine
Manifest Destiny
Chinese Exclusion Act
Gentlemen’s Agreement 1907
World War I neutrality vs.
After studying theRoosevelt Corollary,students analyze theimpact of imperialism.Students distinguishgroups that benefitedfrom this policy.Students write a 1-2paragraph response tothe question: Whichgroups benefited themost? To what extentdid the Roosevelt
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discourage aggressionmay play a role inadvancing the interestsof some groups within anation over others
intervention
Wilson’s 14 Points
Alien & Sedition Act
Good Neighbor Policy
Containment
Domino theory
Suez Canal Crisis
“Wet-Foot, Dry-Foot” Policy
Cuban economic embargo
Gulf of Tonkin resolution
Immigration Act of 1965
Immigration reform
Corollary advance theinterest of certaingroups?
Students then completea writing assignmentassessing the influenceof opposition onPresident Clinton’sspeech about theremarks on the signingof NAFTA and how headdresses thearguments made bythose who opposed thelaw. Students identifythe two most influentialparts of PresidentClinton’s speech.
Standard AH.H.3 Analyze various turning points in American history in terms of perspective, causation, and changeOverarching Concepts: Turning Point, History, Perspective, Causation, Change
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.3.1Deconstructvarious turningpoints in terms ofmultiplecausation
Students must beable to demonstratethey can determinecauses of variousturning points andhow some of thosecauses had a biggereffect on thatturning point than
Significant historicalturning points can havemultiple causes
Though there can bemultiple causes ofsignificant historicalturning points, some canplay larger roles in the
Turning points aresignificant events orideas where the worldor a portion of theworld is significantlychanged as a result ofthe event or idea
Certain people, events,
Bill of Rights
Stamp Act
Louisiana Purchase
Second Great Awakening
Marbury v. Madison
Students read about theBill of Rights and whatled to its creation.Students then completea writing assignmentassessing the multiplecauses for the creationof the Bill of Rights.
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others. turning point than others or ideas can play a rolein triggering someturning points
How to determinewhich of severalcauses played themost significant role incausing a turning point
Various points of viewunderlying historicalturning points
Cotton gin
Nat Turner’s Rebellion
Monroe Doctrine
Trail of Tears
Seneca Falls
Mexican-American War
Civil War
Emancipation Proclamation
Transcontinental Railroad
Gold Rush
Chinese Exclusion Act
Wounded Knee
Plessy v. FergusonGreat Depression
19th amendment
World War I
Scopes TrialScopes trial
Harlem Renaissance
New Deal
Students analyze 2-3teacher-selectedpolitical cartoons abouta specific turning pointin American history. Inanalyzing the cartoons,students identifyvarying perspectivespresented by thecartoonists.
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Pearl Harbor
D-Day
Korematsu v. United States
Atomic Bomb
Marshall PlanBrown v. Board of Education
Civil Rights Movements
Civil Rights Act of 1964
Vietnam War
Watergate
9/11
Tea Party Movement
Great Recession
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.3.2 Usehistoricalempathy andcontextualizationto deconstructmultipleperspectives ofindividuals andgroups withinvarious turning
Students must beable todemonstrate thatthey not onlyunderstandhistorical empathyandcontextualization,but they can applyboth to determine a
Historical empathy canhelp understand themotives, emotions,decisions, and actions ofpeople from the past
Contextualization canhelp provide a frame ofreference forunderstanding the
How to usecontextualization tounderstand a historicalevent
Various turning pointsin American historyfrom the perspectivesof various people andgroups
Bill of Rights
Stamp Act
Louisiana Purchase
Second Great Awakening
Cotton gin
After studying theProclamation of 1763,students use historicalempathy andcontextualization towrite two brief journalentries illustratingdifferent perspectiveson the Proclamation of1763. Students choose
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points point of view ofindividuals andgroups involved in ahistorical turningpoint.
interaction of people,places, and events of thepast
Turning points can beunderstood fromdifferent perspectivesusing historical empathyand contextualization
How the variouspeople and groups thatwere involved in oraffected by a turningpoint had varyingmotives for theirparticipation
How turning pointshave had varyingeffects on differentgroups and people
Marbury v. Madison
Monroe Doctrine
Nat Turner’s Rebellion
Trail of Tears
Seneca Falls
Mexican-American War
Civil War
Emancipation Proclamation
Transcontinental Railroad
Gold Rush
Chinese Exclusion Act
Wounded Knee
Plessy v. Ferguson
19th amendment
World War I
Scopes Trial
Korematsu v. U.S
Atomic Bomb
Marshall Plan
2 of the followingpositions: poor farmerin western Virginia; rummanufacturer inProvidence, RI; furtrapper in Kentuckyregion; British memberof Parliament; andmember of the Ottawatribe living west ofAppalachia.
After studying theimpact of the GreatDepression onAmericans through anexploration of the livesof hobos, those living inHoovervilles, and theOkies migrating westduring the Dust Bowl,students use historicalempathy andcontextualization towrite a poem or createa piece of art with anaccompanyingexplanation for two ofthe three groups.
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Brown v. Board of Education
Civil Rights Movements
Civil Rights Act of 1964
Vietnam War
Watergate
New Deal
9/11
Tea Party Movement
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.3.3 Critiquethe extent towhich economic,social, cultural,geographic, andpolitical factorsof various turningpoints changedthe Americanhistoricalnarrative
Students must beable to evaluatehow much or howlittle economics,society, culture,geography, orpolitics have playeda role in shifting thehistorical narrativeof Americanhistory.
Economic, social,cultural, geographic, andpolitical factors canchange the direction of anation’s history
The narrative of a storymay be influenced by anindividual or collectiveperspective of a turningpoint
Examples of historicalnarratives
Examples of turningpoints
Economic, social,cultural, geographic,and political factorsthat lead to turningpoints
Various wayseconomic, social,cultural, geographic,and political factorshelp determinenarratives in Americanhistory
Taxation with representation
Monroe Doctrine
States rights
Cotton gin
The end of the plantationeconomy
Slavery
Jim Crow
Easy credit
Buying on margin
Students analyzeprimary sources relatedto the 3/5 compromise.Students write a 1-2paragraph responseanswering the question:To what extent was the3/5 Compromise asignificant event inAmerican history interms of changing theAmerican historicalnarrative?
Students analyzeprimary sources relatedto the dropping of theatomic bombs in Japan.Students write 1-2
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Speculation
Assembly lines
Mass production
Zimmerman Note
Stock Market Crash
Scopes Trial
Great Depression
New Deal
Atomic Bomb
Death of Emmett Till
Cold War
Civil Rights Movements
Integration of schools
Federal Aid Highway Act of1956
Watergate
Rock N’ Roll
Hip Hop
Computer revolution
9/11
paragraphs describingthe extent to whichpolitical, social, cultural,geographic, oreconomic factorsinfluenced America’sdecision to drop thebombs. Students mustuse information fromthe sources as evidenceof their assessment.
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Tea Party
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentAH.H.3.4Compare howcompetinghistoricalnarratives ofvarious turningpoints portrayindividuals andgroups includingmarginalizedpeople
Students must beable to comparewritten, visual, ororal historicalnarratives fromcontrasting sourcesand the picture theypaint of the sameturning point. Thehistorical narrativesneed to includevoices ofmarginalizedgroups involved oraffected by theturning point aswell.
Historical narratives maytell conflicting storiesabout what happened ina turning point
Comparing competingclaims may helpcorroborate a historicalnarrative
Historical narrativessurrounding turningpoints in a nation'shistory may or may notaccurately portray theroles of marginalizedgroups in those events
A historical narrative isa way to relate historyin a form thatresembles a story
Historical narrativesreflect the biases ofthose who write them
Historical narrativesreflect perspectives ofthose who write them
Various perspectivesof a turning point
Teachers should selectcompeting narrativesconcerning a single turningpoint in history for thefollowing:● American Revolution● Constitution● Trail of Tears● Civil War● Emancipation
Proclamation● Reconstruction● League of Nations● Scopes Trial● New Deal● Atomic Bomb● Cold War● Civil Rights Movements● Suffrage Movement● Integration of Public
Facilities● Vietnam War● Pentagon Papers● Fall of Berlin Wall● Impeachments● Space Race● Citizens United v. Federal
Election Commission
Students complete aJigsaw activity withvarious perspectives onthe Vietnam War.Students then create aVenn Diagramcomparing perspectiveson whether the UnitedStates should haveparticipated in theVietnam War.Perspectives shouldinclude how groupswith similar viewpointswere portrayed basedon their opposition to orsupport of the VietnamWar.
Students complete aJigsaw activity withvarious perspectives onthe EmancipationProclamation. Studentsthen write a paragraphcomparing perspectivesthat include how thefollowing groups wereportrayed in thenarratives aboutEmancipationProclamation: Lincoln,
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Enslaved AfricanAmericans, free AfricanAmericans, andConfederate leaders.
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