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ROCKAWAY TOWNSHIP PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

GRADE SEVEN

Unit Title Timeframe

The New Nation

(Thomas Jefferson)

First quarter

The Causes of the War of 1812

First quarter

War of 1812

First quarter

Westward Expansion

(Lewis and Clark Expedition)

First quarter

Westward Expansion

(American Foreign Policy))

First quarter

Westward Expansion

(More Expansion into Texas and Oregon)

First quarter

Westward Expansion

(Indian Removal Act)

First quarter

Westward Expansion

(Mexican-American War)

First quarter

Westward Expansion

(California Gold Rush)

First quarter

The Industrial Revolution

in America (The South& North)

First quarter

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

GRADE SEVEN-continued

Unit Title Timeframe

Pre Civil War Society

Second quarter

Causes of the Civil War

Second quarter

Civil War (1861-1865)

Third quarter

Reconstruction

Third quarter

The Western Movement

Fourth quarter

The Second Industrial

Revolution

Fourth quarter

Immigration Fourth quarter

Progressivism

Fourth quarter

Imperialism

Fourth quarter

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE

GRADE: SEVEN

Unit Title: Time Frame:

The New Nation First Quarter

Cumulative Progress Indicator Number(s): 21st

Century Theme

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

6.1.8.a.3.bEvaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights)in establishing a federal government that allows for growth and change over time.

6.1.8. A.3.e Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties.

6.1.8A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.

Global Awareness

Civic Literacy

Enduring Understandings: Essential Questions:

Presidents influence the future of the United States.

The Supreme Court has the power to review laws and interrupt their constitutionality.

What effect did Thomas Jefferson‘s presidency have on the future of the United States?

Did Marbury v. Madison strength/confirm the Supreme Court powers?

Unit Learning Targets: The student will be able to….

Suggested Activities: Including Differentiated Strategies (DI)

1. Discuss major historical and contemporary conflicts over United

States constitutional principles, including judicial review in Marbury

v. Madison, slavery in the Dred Scott Decision, separate but equal in

Plessy v. Ferguson and the rights of minorities in the Indian Removal

Act.

2. Describe the political, economic, and social changes in New Jersey

and American society preceding the Civil War including the early

stages of industrialization, the growth of cities, and the political,

legal and social controversies surrounding the expansion of slavery.

--View Louisiana Purchase and Western expeditions (transparency)

--create a campaign slogan for each political party in the election of 1800

--Discuss the political cartoon (Party Politics in the Jefferson Era

--Vocabulary Builder Section 1 (Jefferson Era)

-- Read and discuss Biography of John Marshall

--Biography of Jefferson p.271 textbook

----define words or terms that are unfamiliar

-----Draw a hammer to show Federalists’ emphasis on manufacturing and a sheaf

3. Explain the concept of the Manifest Destiny and its relationship

to the westward movement of settlers and territorial expansion,

including the purchase of Florida (1819), the annexation of Texas

(1845), the acquisition of the Oregon Territory (1846), and

territorial acquisition resulting from the Mexican War (1846-1848)

4, Describe and map the continuing territorial expansion and

settlement of the frontier, including the acquisition of new

territories and conflicts with Native Americans, the Louisiana

Purchase, the Lewis and Clark expedition, and the California gold

rush

5.Discuss how societies have been affected by industrialization and

by different political and economic philosophies

6. Describe and distinguish among the various map projections,

including size, shape, distance, and direction

7. Compare and contrast the physical and human characteristics of

places in regions in New Jersey, the United States, and the world.

8. Describe how physical and human characteristics of regions

change over time.

of wheat to show Democratic-Republicans’ emphasis on agriculture ( to help

clarify the different political parties in the section)

Resource Materials/Related Literature Assessments

Literature:

---Letter of Recommendation:

Write a letter recommending that Thomas Jefferson should be included on

the top ten President List

Section 1 questions p. 270 questions 1-5

--section 1 quiz

Technology Integration Vocabulary

LCD—Transparency (on CD) (maps)

www.pbs.org/Jefferson/

Thomas JeffersonMarbury v. Madison

John MarshallLouisiana Purchase

Judicial review

http://www.pbs.org/Jefferson/


The Causes of the War of 1812 First Quarter


Century Theme

6.1.8. B.3.a Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.

6.1.8A.4.aExplain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.

Global Awareness


American foreign policies affectrelations with countries.

Native Americans played and important role in United States history.

Why did the United States declare war on Great Britain?

How did Native Americansplay role in the outcome of the War of 1812?



1. Describe the continuing struggle to bring all groups of Americans into the mainstream of society with the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B. Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez

2. Discuss the background and major issues of the War of 1812 (e.g., sectional issues, role of Native Americans)

3. Describe the political, economic, and social changes in New Jersey and American society preceding the Civil War including the early stages of industrialization, the growth of cities, and the political, legal and social controversies surrounding the expansion of slavery.

4. Explain how state and federal policies influenced various Native American tribes (e.g., homeland vs. resettlement, Black Hawk War, Trail of Tears)

Discuss the USS Constitution and how the advances in technology affected society

(p279 textbook)

--Create a conflict meter of the leading events

--create a timeline of events leading up to the War of 1812

--vocabulary builder section 3

--Tecumseh’s Speech Read and Discuss

---Create a graphic organizer to help explain the effects of the Embargo Act of

1807. (include topics such as: What it did, Why it was passed, political effects,

and economic effects


Literature:

William Tecumseh’s Warrior Speech

Read and analyze the piece of literature

Section 3 questions p.283 questions 1-5

---section 3 quiz


http://www.nps.gov/pevi/HTML/Tecumseh.html

USS Constitution

Impressment

Embargo

War Hawks

Battle of Tippecanoe

The Chesapeake

Non-Intercourse Act

Tecumseh

James Madison

http://www.nps.gov/pevi/HTML/Tecumseh.html


The War of 1812 First Quarter


Century Theme

6.1.8. A.4.a Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.

Global Awareness


The War of 1812 gave the United States a sense of Nationalism, World Power, and strong sense of patriotism.

How did the outcome of War of 1812 affect the future of the United States?



1. Discuss the background and major issues of the War of 1812 (e.g., sectional issues, role of Native Americans)


3. Compare political interests and views regarding the War of 1812 (e.g. US responses to shipping harassment, interests of Native Americans and white settlers in the Northwest Territory).

-Biography of Dolly Madison

--Complete a cause and effect graphic organizer

--Review chapter with quick facts transparency (The Jefferson Era Visual

Summary)

--View the Nation at War and Peace time line

--p288-289 discuss and view map of America’s growth in 1820

Create a detailed timeline of events during the War. Have students draw symbols

to help them remember these events and the order that they occurred.


Music:

Star Spangled Banner

---Have students listen to the song and then share feelings. Have students

create new lyrics to the song that describe another significant battle or event

from the War of 1812

Primary Source

--Jefferson’s Inaugural Address

----Political Cartoon of the Embargo Act

----Tecumseh’s urge to Native Americans)and William Henry Harrison’s

----Section 4 questions p.287 questions 1-5

----Section 4 quiz

----Chapter review p. 291 (home)

---Chapter Review (class)

response to obtaining land for settlers


http://americanhistory.si.edu/ssb/6_thestory/6a_birth/fs6a2a.html

Oliver Perry

Battle of Lake Erie

Battle of New Orleans

Battle of Ft. Jackson

Treaty of Ghent

Andrew Jackson

Hartford Convention

http://americanhistory.si.edu/ssb/6_thestory/6a_birth/fs6a2a.html


Lewis and Clark Expedition First Quarter


Century Theme

6.1.8. B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.

6.1.8. C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation.

Global Awareness


Presidential decisions impact the future of United States . How did Thomas Jefferson influence American Expansion?

How does American foreign policy and expansion change after the War of 1812?

How did Manifest Destiny effect America’s policy of expansion?



1. Describe and map American territorial expansions and the settlement of the frontier during this period


3. Describe and map the continuing territorial expansion and settlement of the frontier, including the acquisition of new territories and conflicts with Native Americans, the Louisiana Purchase, the Lewis and Clark expedition, and the California gold rush

4. Discuss how meeting the needs and wants of a growing world population impacts the environment and economic growth.

5. Translate maps into appropriate spatial graphics to display geographical information

6. Describe how regions change over time.

---vocabulary builder section 1 and 2

---Biographies on Catharine Maria Sedwick

Thomas Cole

Noah Webster (Literature)

---Geography: The National Road

discuss the Erie Canal (p.303, 306-307)

connect to NJ’s canal

----Discuss nationalism

----View and explore 3 maps

US Boundary changes 1818-1819

US Roads and Canals 1850

The Missouri Compromise 1820 (

---View and discuss the political cartoon of the Monroe Doctrine

Role Play Lewis and Clark

--Discuss environmental discoveries

--Vocabulary Builder

--Map Lewis and Clark and Pike’s expedition

--Biography of Sacagawea (6.4.E.7)

--Connect Lewis and Clark to trail today (National Park System)

--analyze Lewis’s letter p. 276 textbook

--Political cartoon on Louisiana Purchase

---to help students follow the sequence of events, create timeline of events that

led up to the Louisiana Purchase


Journalism/Photography:

----Have students view 3 photos regarding the journey west

----Have students describe the different types of terrain and transportation

that would have been used.

----September 17, 1804 Great Plains letter by Meriwether Lewis (Primary

Source )

Section 2 questions p.277 questions 1-5

--section 2 quiz


---LCD—Transparency Maps

www.americaslibrary.gov/cgi-bin/page.cgi/jb/nation/lapurchas_1

Lewis and Clark

Sacagawea

Zebulon Pike

Louisiana Purchase

http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/nation/lapurchas_1


More Expansion into Texas and Oregon First Quarter


Century Theme

6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.

6.1.8. B.4.aAssess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.

6.1.8. B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.

Global Awareness


People moved west to find new economic opportunities, greater freedom or to get away from something.

Pioneer life on the trail and prairie like all pioneering, was filled with dangers and hardships.

Why did pioneers decide to face the dangers and hardships of the trail and life on the prairie?



1. Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force.

2. Discuss how cultures may change and that individuals may identify with more than one culture.

3. Describe and map American territorial expansions and the settlement of the frontier during this period.


5. Explain the concept of the Manifest Destiny and its relationship to the westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848)

6. Describe and map the continuing territorial expansion and settlement of

--Introduction to Mexican Cession p.345 #1-4

--Vocabulary Builder Section 1 (6.4.F.3), (6.4.F.9)

---Journal Entry: about life on the Oregon, California, and Santa Fe Trails.

---Discuss mountain men/marriage with Native Americans

--Biography of James Beckwourth (mountain men)

--Interpreting Maps: Expansion (physical features): explain to the President of

Mexico the possible changes to the Mexican boundaries because of U.S.

expansion

Graphic Organizer: Reasons why Americans moved west and challenges they faced

-View map of the Texas Revolution p.352 also view transparency of Texas’s

Revolution

the frontier, including the acquisition of new territories and conflicts with Native Americans, the Louisiana Purchase, the Lewis and Clark expedition, and the California gold rush

7. Explain the law of supply and demand. Discuss how meeting the needs and wants of a growing world population impacts the environment and economic growth.


Language Arts

--- New Orleans to San Francisco in ‘49

Primary Sources

View the Republic of Texas’s flag and discuss why the flag was created this

way p.353

---Section 1 questions P.349 #1-4

---Review Quiz Section 1

---Section 2 questions p.352 questions 1-4



http://unicomm.byu.edu/about/brigham/

http://thealamo.org/

John Jacob Astor

American Fur Company

Mountain Men

Oregon Country

Oregon Trail

Willamette Valley

Santa Fe Trail

Joseph Smith

Mormons

Book of Mormon

Brigham Young

(Continued on next page )

Father Miguel Hidalgo y Costilla

Empresarios

Stephen F. Austin

Antonio Lopez de Santa Anna

Alamo

Battle of San Jacinto

Texas Independence

Sam Houston

http://unicomm.byu.edu/about/brigham/

http://thealamo.org/


Indian Removal Act First Quarter


Century Theme

6.1.8. B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.

Global Awareness


The settlement of the west by pioneers resulted in “unsettling” the Native Americans.

What happens when cultures collide?

Did the United States treat the Native Americans fairly?



Students will…

1. Discuss major historical and contemporary conflicts over United states constitutional principles, including judicial review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal in Plessy v. Ferguson, and the rights of minorities in the Indian Removal Act.

2. Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans, civil rights, women’s rights) and discuss how the conflicts have been addressed.

3. Describe and map American territorial expansions and the settlement of the frontier during this period.

4. Analyze the causes and consequences of continuing conflict between Native American tribes and colonists (e.g., Tecumseh’s rebellion)


6. Explain how state and federal policies influenced various Native American tribes (e.g., homeland vs. resettlement, Black Hawk War, Trail of Tears)

7. Discuss how and why people cooperate, but also engage in conflict, to control the Earth’s surface.

--Geography: view map on Indian Removal Treaties

p.336-337

-Geography: view on Second Seminole War

Vocabulary Builder Section 3

--Compare and Contrast: effects on Native Americans’ lives and Settlers’ lives

-- Discussion question: How might the Southeast be different today if Native

Americans had successfully resisted removal?

-Read personal accounts of Trail of Tears p334

--Biographies of John C. Calhoun, Sequoya, Black Hawk, Daniel Webster---Discuss the

court case: Worcester v. Georgia

--Complete Map activities: Seminole Wars

---to help students follow the sequence of events, create timeline of events that led

up to the Louisiana Purchase (DI)

----Personal Accounts: Trail of Tears


Journalism/Photography: Section questions p.344 questions 1-5--Section 3 quiz

----Have students view 3 photos regarding the journey west.

----Have students describe the different types of terrain and

transportation that would have been used.

---Trail of Tears questions p.334


http://researcher.hrw.com/acts_congress.jsp?id=377

http://researcher.hrw.com/supremecase.jsp?id=404

http://www.pbs.org/wgbh/aia/part4/4p2959.html


http://www.cviog.uga.edu/Projects/gainfo/chdebate.htm

http://www.historycooperative.org/cgi-

bin/justtop.cgi?act=justtop&url=http://www.historycooperative.org/jour

nals/jah/86.1/hershberger.html

Indian Removal Act

Indian territory

Bureau of Indian Affairs

Sequoya

Worcester v. Georgia

Trail of Tears

Black Hawk

Osceola

http://researcher.hrw.com/acts_congress.jsp?id=377

http://researcher.hrw.com/supremecase.jsp?id=404



http://www.cviog.uga.edu/Projects/gainfo/chdebate.htm

http://www.historycooperative.org/cgi-bin/justtop.cgi?act=justtop&url=http://www.historycooperative.org/journals/jah/86.1/hershberger.html




Mexican- American War First Quarter


Century Theme

6.1.8. B.4.a Assess the impact of the Louisiana Purchase

and western exploration on the expansion and economic

development of the United States.

Global Awareness


The concept of Manifest Destiny affected relations with Mexico. How did expansion in the South West effect relations with the Mexico?




2. Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force.


4. Discuss Spanish exploration, settlement, and missions in the American Southwest




Vocabulary builder section 3

---Discuss Ranch Life p.356

---Geography: Spanish Missions in California, discuss the missions in California. Also,

read and discuss a journal entry of a Spanish Missionary and Explorer Junipero Serra

---Timeline events that led to the Mexican American War

--View Mexican American War map (1846-1847) p.359 and map transparency

----List key battles of the Mexican American War

---Create a timeline of the Mexican American War

---Discuss the conflicts between the Native Americans and the settlers and compare

the two different cultures

---Biography on Lorenzo De Zalava

---Read and discuss a Mexican’s view on the War


To help clarify the differences in California under different rulers

Have students create collages. Once would show life in California under

Spanish rule and another collage would have images showing in California

under Mexican rule. Can compare and contrast the two different rules

Art/Music:

create an outline for a documentary film during the time period:

Explain how words, sounds and images could be used to explain manifest

destiny and the Mexican-American War to your audience (middle school

students as audience)

Read a Mexican Views the War

--From the Journal of Junipero Serra

---Map questions #1-2 p.359

---Section 3 questions p.363 #1-5

--Review Quiz Section


Spanish Missions

http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musewcbfng_act1ir http://www.californiamissions.com/cahistory/index.html http://www.missionsjc.com/schoolreport.html http://susdl.fcla.edu/fh/outline/1492spa1.html Texas Ballads http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musewcbfng_act2ir http://www.harcourtschool.com/activity/biographies/houston/ http://www.harcourtschool.com/activity/biographies/bowie/ http://www.harcourtschool.com/activity/biographies/crockett/ interactive map Mexican American War 1846-1847 (www.go.hrw.com)

Manifest Destiny

John O’Sullivan

Fifty-Four forty or fight!

Vaqueros

California banknotes

Californios

Mariano Guadalupe Vallejo

Bear Flag Revolt

John C Fremont

Treaty of Guadalupe Hidalgo

Mexican Cession

Gadsden Purchase

http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musewcbfng_act1ir


http://www.californiamissions.com/cahistory/index.html

http://www.missionsjc.com/schoolreport.html

http://susdl.fcla.edu/fh/outline/1492spa1.html



http://www.harcourtschool.com/activity/biographies/houston/

http://www.harcourtschool.com/activity/biographies/bowie/

http://www.harcourtschool.com/activity/biographies/crockett/


California Gold Rush First Quarter


Century Theme

6.1.8. B.4.a Assess the impact of the Louisiana Purchase and western

exploration on the expansion and economic development of the United

States.

6.1.8. D.4.a Analyze the push-pull factors that led to increases in

immigration, and explain why ethnic and cultural conflicts resulted.

Global Awareness


Manifest Destiny led to a conflict of cultures in the United States.

Scarcity of resources and goods can lead to conflict.









5. Discuss how innovation, entrepreneurship, competition, customer satisfaction, and continuous improvement in productivity are responsible for the rise in the standard of living in the United States and other countries with market economies.


Read about the experience traveling to California (New Orleans to San Francisco)

Create a list of items used and needed by the people heading to California

Great a guide book for people who want to explore California (include items needed,

expectations, cost of materials, and living conditions)

Discuss how the “gold rush” had a lasting impact on California’s population and

economy

Create a timeline of events leading up to the Gold Rushhelp understand the

rush to California)

----create an advertisement urging people to go to California.

---List the many reasons why people were going westward

(extend beyond on mining towns)

---create a newspaper for Gold Rush mining town

Read Fam Literature:

Read New Orleans to San Francisco in ‘49ily letters during the California Gold Rush

6. Discuss how societies have been affected by industrialization and by different political and economic philosophies.

7. Discuss how and why people cooperate, but also engage in conflict, to control the Earth’s surface.

8. Describe how physical and human characteristics of regions change over time

9. Analyze the impact of various human activities and social policies on the natural environment and describe how humans have attempted to solve environmental problems through adaptation and modification. (6.6.E.2)


Section 4 questions p.369 #1-


List effects of the westward movement in the U.S.

----Chapter Review


http://www.pbs.org/goldrush/allabout.html

California

John Sutter

Sutter’s Fort

Donner Party

James Marshall

Forty-niners

San Francisco


Prospect

“Stake a claim”

Placer mining

Hangertown

Poker Flat

Chinese immigrants

Levi Strauss

http://www.pbs.org/goldrush/allabout.html


The Industrial Revolution in America (North and South) First Quarter


Century Theme


6.1.8.C.4.cAnalyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.

Global Awareness


Technology has positive and negative effects on society, politics and economics of country.

A historical interpretation is influenced by one’s perspective.

The Industrial Revolution positively or negatively effected the future of the United States of America

How does technological change influence people’s lives? Society?

What social, political, and economic opportunities and problems arise from changes in technology?



1. Explain how non-governmental organizations influence legislation and policies at the federal, state, and local levels.

2. Discuss the basic contemporary issues involving the personal, political, and economic rights of American citizens (e.g. dress codes, sexual harassment, fair trial, free press, minimum wage).


4. Discuss American cultural, religious, and social reform movements in the antebellum period (e.g. abolitionists, the Second Great Awakening, the origins of the labor and women’s movements).

5. Discuss the economic history of New Jersey, including growth of major industries and businesses, the lives of factory workers, and occupations of working people.

6. Describe and map the continuing territorial expansion and settlement of the frontier, including the acquisition of new territories and conflicts with Native Americans, the Louisiana

create a chart that includes each contributor and his/her invention

and improvements made to society

vocabulary builder section 1

-Economics: mass production and its affect on society Vocabulary builder section

2

Biography of Samuel Slater

Discuss the overall growth of factories, factory life and factories in early NJ

Discuss mill life and the working experience

Biography on Sarah Bagley

Explain why workers organized; the benefits for the workers and disadvantages

for the employer.


Create a timeline listing the key events of the steamboat and transportation

Biography of Peter Cooper

View Growth in U.S. 1853, p.400 and map transparency (6.4.F.1) (6.4.F.9)

Geography: Transportation Revolution—identify routes and identify the railroads

throughout the U.S. in the 1850’s

Vocabulary Builder section 4

Purchase, the Lewis and Clark expedition, and the California gold rush

7. Explain the law of supply and demand 8. Discuss how innovation, entrepreneurship, competition,

customer satisfaction, and continuous improvement in productivity are responsible for the rise in the standard of living in the United States and other countries with market economies.

9. Describe how inventions and innovations have improved standards of living over the course of history.

10. Analyze and give examples of how business and industry influence the buying decisions of consumers through advertising.

Biography on John Deere. Connect Deere and McCormick and how farms began to

expand throughout the U.S.

Create a jingle for one of the inventions, share jingles with class, discuss the

importance for these products to sell.

View the Fears of the Railroad p Help understand importance of inventors and

inventions)

---Write headlines for a newspaper, headlines are regarding the inventors and

inventions. Discuss why these key terms would be in the news.

(Help connect inventor with invention and effects)

--graphic organizer identifying the inventorinnovationeffects on society

Help connect how the steamboat changed lives)

---View picture p397 (picture of Mississippi Riverboat), identify people and what

they are doing. Discuss how this innovation changed lives and society

(Extend and explore more on the railroad systems)

Research the Baltimore and Ohio railroad. Research railroad company’s growth

and effect on the economy

Help understand importance of inventors and inventions)---Write headlines for a

newspaper, headlines are regarding the inventors and inventions. Discuss why

these key terms would be in the news.

(Help connect inventor with invention and effects)

--graphic organizer identifying the inventorinnovationeffects on society

Help connect how the steamboat changed lives)

---View picture p397 (picture of Mississippi Riverboat), identify people and what

they are doing. Discuss how this innovation changed lives and society

(Extend and explore more on the railroad systems)

---Research the Baltimore and Ohio railroad. Research railroad company’s growth

and effect on the economy


Section 1 questions p.389 #1-5

---Review quiz Section 1


--Review quiz section 2

--Section 3 questions 401 #1-6

-Review quiz section 3

---How did the use of steam power change where factories are located


---How did McCormick change agriculture?

--Review quiz section 4

Chapter Review


The Industrial Revolution

http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musigcbfng_act1ir

http://eliwhitney.org/inventor.htm

http://www.teachersfirst.com/lessons/inventor/ag1.htm

http://www.history.rochester.edu/steam/brown/index.html

Samuel Slater


http://www.slatermill.org/html/history.html

http://www.woonsocket.org/slater.htm

http://www.ncto.org/textilecrisis/index.asp

Lowell Scrapbook


http://www.hfac.uh.edu/MediaFutures/lowell/lowell.html

http://historymatters.gmu.edu/d/5714/

http://www.lewis-clark.org/index.asp

Textiles

Richard Arkwright

Samuel Slater

Moses Brown

Smith Broth and William Almy

Pawtucket

Technology

Eli Witney

Mass Production

Interchangeable parts

Apprentices

Rhode Island System

Slatersville

Francis Cabot Lowell

Lowell System

Lowell Girls

Lowell Offering

Trade Unions

Strikes

Transportation Revolution

Steamboat

Steam powered locomotives

Robert Fulton

Clermont

Gibbons v. Ogden

Peter Cooper

Tom Thumb

Coal City, Carbondale

Samuel Morse

Telegraph

Morse Code

John Deere

Cyrus McCormick

Isaac Singer

Elias Howe

Sewing machine


http://eliwhitney.org/inventor.htm

http://www.teachersfirst.com/lessons/inventor/ag1.htm

http://www.history.rochester.edu/steam/brown/index.html


http://www.slatermill.org/html/history.html

http://www.woonsocket.org/slater.htm

http://www.ncto.org/textilecrisis/index.asp


http://www.hfac.uh.edu/MediaFutures/lowell/lowell.html

http://historymatters.gmu.edu/d/5714/

http://www.lewis-clark.org/index.asp


Industrial Revolution (The South) First Quarter


Century Theme


6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.

Global Awareness




The Industrial Revolution positively andnegatively affected the future of the United States of America.





Students will..

1. Describe the continuing struggle to bring all groups of Americans into the mainstream of society with the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B. Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez (6.2.B.3)

2. Describe how one’s heritage includes personal history and experiences, culture, customs, and family background. (6.2.E.6)

3. Describe the political, economic, and social changes in New Jersey and American society preceding the Civil War including the early stages of industrialization, the growth of cities, and the political, legal and social controversies surrounding the expansion of slavery. (6.4.F.1)

4. Explain the concept of the Manifest Destiny and its relationship to the westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848) (6.4.F.3)

Vocabulary builder Section 1

Biography of Eli Whitney, create an advertisement to promote the cotton gin

Discuss and list the effects of the cotton gin on the southern economy

----Geography: view The Cotton Kingdom p. 416 and map transparency. Identify the

cotton belt and how the cotton gin changed the productivity (expansion into Texas)

Vocabulary Builder section 2 )create a costs-benefits chart, for a southern planter

deciding on if they want to switch their crops

Geography: (Cotton in the South) identify the crops of the South, identify their

locations and the amounts produced.

--View a southern plantation p.421, identify the different workers and working parts

of the plantation


---Create a chart that lists four groups of southern society and describe life for these

groups: planters, yeomen, poor whites, free African Americans

Nat Turner’s biography, Geography: View Nat Turner’s Rebellion, map transparency

Denmark Vesey Biography

Frances Anne Kemble, Journal of a Residence on a Georgian Plantation

-Jacob Stroyer, My Life in the South

5. Explain the law of supply and demand (6.5.A.2) 6. Discuss how innovation, entrepreneurship, competition, customer

satisfaction, and continuous improvement in productivity are responsible for the rise in the standard of living in the United States and other countries with market economies. (6.5.A.7)

7. Discuss how societies have been affected by industrialization and by different political and economic philosophies (6.5.B.3)

8. Describe how inventions and innovations have improved standards of living over the course of history. (6.5.B.4)

9. Analyze and give examples of how business and industry influence the buying decisions of consumers through advertising. (6.5.B.6

10. Discuss the similarities and difference among rural, suburban, and urban communities. (6.6.B.6)

Economics: Identify and compare southern population 1860 (The Southern

Population, 1860) (6.4 help understand the cotton boom

and the effect on southern society)--create a chart, list the positives and negative

effects of the cotton boom(extension on cotton in the South)

---Write an editorial to support his/her position on the over-reliance on cotton in the

South.

(Help explain life in the Urban South)

--List the public services and the Role of slavery

(help understand the differences between theslaves)

---Create a chart: agricultural slaves, slaves in the house, skilled slaves: identify,

describe, compare(help understand the challenging of the slave system)

--Create a chart: identify the many challenge


Literature:

Plantation Life before Emancipation

Biography on Mary Boykin Chesnut

Nat Turner’s Rebellion p.429

---Frances Anne Kemble, Journal of a Residence on a Georgian plantation

--The Denmark Vesey Conspiracy

---Jacob Stroyer, My Life in the South

Section 1 questions #1-5 p. 419


----Section 2 questions #1-4 p.423

----Review Quiz Section 2

----Section 3 questions p.429 #1-4

----Review Quiz Section3

----Chapter Review


Freedom Diary

http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musstcbfng_ac

t1ir

http://www.cr.nps.gov/nr/travel/underground/

http://afe.easia.columbia.edu/song/

http://www.freedomcenter.org/

Tredgar Iron Works


t2ir

http://civilwar.bluegrass.net/ArtilleryAndArms/tredegarironworks.html

http://www.cwartillery.org/art-cost.html

http://web.ukonline.co.uk/members/b.gardner/tredegar/trediron.htm

Cotton

Eli Whitney

Cotton Gin

Planters

Cotton belt

Slave Labor

Charleston, S. Carolina

Savannah, Georgia

New Orleans, Louisiana

Factors

Ohio & Mississippi River

Corn-primary food crop

http://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musstcbfng_act1ir


http://www.cr.nps.gov/nr/travel/underground/


http://www.freedomcenter.org/



http://civilwar.bluegrass.net/ArtilleryAndArms/tredegarironworks.html

http://www.cwartillery.org/art-cost.html

http://web.ukonline.co.uk/members/b.gardner/tredegar/trediron.htm

Slavery and Housing


t3ir

http://etext.lib.virginia.edu/etcbin/toccernew2?id=AnoSlav.sgm&images

=images/modeng&data=/texts/english/modeng/parsed&tag=public&part

=1&division=div1

Sugarcane

Joseph R. Anderson

Tredegar Iron Works

Yeomen farmers

Free African Americans

(Continued on next page)

Slaves (enslaved African Americans)

Slave Codes

Folktales

Spirituals

Nat Turner

Turner’s Rebellion

Tobacco- cash crop



http://etext.lib.virginia.edu/etcbin/toccernew2?id=AnoSlav.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1




Pre Civil War Society Second Quarter


Century Theme

6.1.8. A3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.

6.1.8. D.4.b Explore efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.

6.1.8. D.4.c Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.

Global Awareness


The institution of slavery caused a rift between slave and non-slave states.

The North and South had different economic bases; North was industrialized and the South was agrarian.

What individual was the most influential in changes in pre Civil War?

How does a regions geography climate and natural resources influence society?




2. Explain how non-governmental organizations influence legislation and policies at the federal, state, and local levels.



5. Discuss the economic history of New Jersey, including growth of major industries and businesses, the lives of factory workers, and occupations of working people.

6. Understand the institution of slavery in the United States, resistance to it, and New Jersey’s role in the Underground Railroad.

---Vocabulary Builder Section 1

-Create a chart: identify the reason for rapid urban growth and the problems that

occurred. Discuss NJ’s industrial growth, rise of cities. (6.4.F.1) (6.4.F.6)-

Vocabulary Builder section 2

Create a chart: list the transcendentalists and describe who they are and what

they accomplished. (6.4.F.1)


Biography of Grandison Finney

Biography of Dorothea Dix

Biography of Mary Lyon (Pioneers in Education)


-Identify and examine the Underground Railroad p.457, and map transparency.

Discuss NJ’s role in the Underground Railroad

-Explore Frederick Douglass and Frederick Douglass (What the Black Man

Wants)

Read about the abolitionists: Theodore Weld, Robert Purvis, John Brown

Create a timeline of important events in women’s rights (1838, 1848, 1851, 1860)

-Identify Seneca Falls Convention, reasons for meeting and accomplishments

(Biography of Mott, Fuller, Anthony

View and discuss the Temperance Reform Political Cartoon help understand why

immigrants came to the U.S.)

--Create a chart: list the homeland and reasons for leaving

(Help understand abolitionists)

---Create a chart, list the leaders in one column, identify their methods and

successes in another column

(Help understand the connection between the abolitionist movement and

women’s rights movement)

--Create a graphic organizer that displays the reasons for the abolitionist

movement and then connect these reasons to the women’s rights movement


Literature: P.446 Romanticism and Realism

---Jack and Jill by Louisa May Alcott

Primary Sources

---Horace Mann to the Board of Education p.451

---Anti-Abolitionist Rally p451

---Frederick Douglass, “What the Black Man wants”

---David Walker’s “An Appeal to the Colored Citizens of the World”

---Elizabeth Cady Stanton- Letter to Lucretia Mott


---Review Quiz section 1








--Review Quiz section 5

---Chapter Review


Abolitionist press

http://www.cr.nps.gov/nr/travel/underground/ma2.htm



http://www.loc.gov/exhibits/african/afam006.html

Transcendental Who’s Who

http://www.geocities.com/~freereligion/index.html

Immigrants

Nativists

Know-Nothing Party

Middle Class

Tenements

Transendentalism

Ralph Waldo Emerson

http://www.cr.nps.gov/nr/travel/underground/ma2.htm



http://www.loc.gov/exhibits/african/afam006.html

http://www.geocities.com/~freereligion/index.html

http://www.greatwomen.org/women.php?action=viewone&id=63

http://www.thoreau.niu.edu/

Education Reformers

http://usinfo.state.gov/usa/infousa/facts/democrac/16.htm


http://www.pbs.org/wnet/slavery/experience/education/index.html

Margaret Fuller

Henry David Thoreau

Utopian Communities

Nathaniel Hawthorne

Edgar Allan Poe

Emily Dickinson

Henry Wadsworth Longfellow

Walt Whitman

Second Great Awakening

Temperance Movement

Charles Grandison Finney

Lyman Beecher

Dorothea Dix

Common-School movement

Horace Mann

Catharine Beecher

Thomas Gallaudet

Quakers

Abolition

William Lloyd Garrison

American Anti-Slavery society

Angelina and Sarah Grimke

Frederick Douglass


Sojourner Truth

Underground Railroad

Harriet Tubman

Elizabeth Cady Stanton

Lucretia Mott

Seneca Falls Convention

Lucy Stone

Susan B. Anthony

Declaration Of Sentiment

http://www.greatwomen.org/women.php?action=viewone&id=63

http://www.thoreau.niu.edu/

http://usinfo.state.gov/usa/infousa/facts/democrac/16.htm


http://www.pbs.org/wnet/slavery/experience/education/index.html


Causes of the Civil War Second Quarter


Century Theme

6.1.8.D.5.a Prioritize the causes and events that led to the Civil War from different perspectives. Global Awareness


The cause of the Civil War was State’s Rights.

Congress passed legislation to attempt to maintain balance between free and slave states; yet still leading to conflict.

The Election of 1860 was the tipping point in the war between the states.

What is the most significant cause of the Civil War?

How did expansion of the United States led to the Civil War?

What effect did expansion have on Native Americans?

Unit Learning Targets The student will be able to….


1. Describe the continuing struggle to bring all groups of Americans into the mainstream of society with

the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B.

Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez

2. Discuss the role of political parties in the American democratic system including candidates,

campaigns, financing, primary elections, and voting systems.

3. 3.Discuss major historical and contemporary conflicts over United States constitutional principles,

including judicial review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal

in Plessy v. Ferguson and the rights of minorities in the Indian Removal Act.

4. Discuss the basic contemporary issues involving the personal, political, and economic rights of

American citizens (e.g. dress codes, sexual harassment, fair trial, free press, minimum wage).

5. Describe the political, economic, and social changes in New Jersey and American society preceding

the Civil War including the early stages of industrialization, the growth of cities, and the political, legal

and social controversies surrounding the expansion of slavery.

6. Explain the concept of the Manifest Destiny and its relationship to the westward movement of

settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas

(1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the

Mexican War (1846-1848)

7. Explain the characteristics of political and social reform movements in the antebellum period in New

Jersey, including the 1844 State Constitution, the temperance movement, the abolition movement,

and the women’s rights movement.

8. Understand the institution of slavery in the United States, resistance to it, and New Jersey’s role in

---Economics: connect North and South worksheet

---Identify 36°30’

---Vocabulary Builder Section

Create an advertisement for Uncle Tom’s Cabin (or

book Jacket)

----Read: Response to the Fugitive Slave Act

Identify how the Fugitive Slave Act affected the

entire society (owners, slaves, abolitionists)

Discuss Frederick Douglass Narrative

---Examine, analyze, and discuss the political cartoon

(Forcing Slavery Down the Throat of a Free Soiler)

--Create a graphic organizer: identify the Kansas-

Nebraska Act, when it passed, what it did, how it

dealt with the slavery issue, and the effects

View Compromise to Conflict p.485 and Map

Transparency

Discuss the Dred Scott Decision, read biography

--Discuss the Lincoln-Douglas Debates p.475,

Compare and Contrast Lincoln and Douglas,

Biography of Douglas-Interview Dred Scott, write a

synopsis of the interview

the Underground Railroad. (6.4.F.11)

---Geography: view map of 1860 p. 495 and map

transparency, identify the divided nation

---Create a newspaper article for the following

papers (northern abolitionist paper, northern

Democratic paper, southern Democratic paper, and a

Constitutional Union Party paper)

---Biography of Jefferson Davis

--View and discuss the Antislavery Poster political

cartoon


Literature:

---Excerption from Uncle Tom’s Cabin p.482

Primary sources

---Chicago Speech of 1858, by Stephen Douglas

---The Seventh of March Speech p.478

---Southern View of the Compromise of 1850 Speech p.479

---A Fugitive Slave Convention

---William P. Newman, A Response to the Fugitive Slave Act

---Charles Sumner: On the Crime Against Kansas- May 19-20, 1856

---John Brown, Address to the Court, Nov. 2 1859

---Speech: A House Divided p.491

---John Brown’s Last Speech p.494



---Section 2 questions p.487#1-5

--Review Quiz section 2

Summary Review: Create a newscast about one of

the topics: Kansas-Nebraska Act, Sack of Lawrence,

Pottawatomie Massacre, Caning of Charles Sumner--

-Section 3 questions p.492 #15




--Ch Help understand the key terms)

--Identify key terms, draw a diagram to help connect

the terms (Understand the key people)

--Create a chart that lists the key people, then

describe who they are and their importance


Action Against Slavery Popular sovereignty

Wilmot Proviso

http://www3.iath.virginia.edu/jbrown/master.html


http://jefferson.village.virginia.edu/utc/sitemap.html

Lincoln-Douglas Debates

http://odur.let.rug.nl/~usa/H/1994/ch6_p8.htm

http://showcase.netins.net/web/creative/lincoln.html

http://www.founding.com/library/lbody.cfm?parent=64

Multiple Viewpoints

http://douglassarchives.org/calh_a59.htm

http://douglassarchives.org/aass_a58.htm

http://www.vlib.us/amdocs/texts/canadian_slaves.html

Sectionalism

Free-Soil Party

Henry Clay

Compromise of 1850

Secede

Fugitive Slave Act

Anthony Burns

Sen. John C. Calhoun

Sen. Daniel Webster

Uncle Tom’s Cabin

Harriet Beecher Stowe

Franklin Pierce

Stephen Douglas

Kansas-Nebraska Act

Sack of Lawrence

John Brown

Pottawatomie massacre

Charles Sumner

Preston Brooks

Andrew Pickens Butler

Republican Party

James Buchanan

John C Fremont

Dred Scott

Lincoln-Douglas Debates

Abraham Lincoln

Roger B. Taney

Freeport Doctrine

John Brown’s raid

John C. Breckinridge

Constitutional Union Party

John Bell

John J. Crittenden

Jefferson Davis



http://jefferson.village.virginia.edu/utc/sitemap.html

http://odur.let.rug.nl/~usa/H/1994/ch6_p8.htm

http://showcase.netins.net/web/creative/lincoln.html

http://www.founding.com/library/lbody.cfm?parent=64

http://douglassarchives.org/calh_a59.htm

http://douglassarchives.org/aass_a58.htm

http://www.vlib.us/amdocs/texts/canadian_slaves.html


Civil War 1861-1865 Third Quarter


Century Theme

6.1.8. A.5.a Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.

6.1.8. C.5.a Assess the human and material costs of the Civil War in the North and South.

6.1.8. B.5.aDetermine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War.

6.1.8. D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.

6.1.8. D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War.

Global Awareness


The Civil War resulted from complex regional differences

involving political, economic, and social issues, as well as

different views on slavery.

The Civil War and Reconstruction had a lasting impact on the

development of the United States.

What was the most important battle in changing the tied of the war?

Which individual do you believe was the most significant?

What effect did technology have on the war?



Explain the major events, issues, and personalities of the American

Civil War including:

The causes of the Civil War (e.g., slavery, states’ rights)

The course and conduct of the war (e.g., Antietam, Vicksburg, Gettysburg)

Sectionalism

The role of women

The role of African Americans

The Gettysburg Address

The Emancipation Proclamation

Juneteenth Independence Day

Identify the 7 states that seceded

--view and discuss the Folly of Secession political cartoon

---Geography (Choosing Sides) worksheet

---Identify and discuss the first spark of the Civil War (Fort Sumter)

---View map of Fort Sumter p.511 and map transparency of Charleston South Carolina


---Compare Pensacola Florida to Fort Sumter South Carolina

---View map p.512, North v. South, identify the border states

---compare and contrast chart, the North’s and South’s resources

---Identify the different uniforms, examine the differences and the similarities. Have

students draw and label a Union and Confederate uniform


---Create a timeline of the battles in the east, add the winner and the importance of the

battle

----View map battles in the east p.517 and map transparency

--Identify and explain the battle of the Sea, illustrate the battle between the Merrimack

and Monitor, View the Union blockade map p520 and map transparency

---Biography of Stonewall Jackson


---Interview David Farragut, write a synopsis of the interview

---View the map of the war in the west p.523, and map transparency

Add the new battles to the timeline

---View the map of Vicksburg. P.526

---Discuss and examine the Emancipation Proclamation, reflect on how this

proclamation affected both the North and the South.

---View map of Emancipation Proclamation p.528 and map transparency

---Vocabulary Builder Section4

---Discuss and write about the role of African Americans in the war, Biography of

William H. Carney

---Connect the battle field communications from Civil War time to current time

---Discuss the soldiers on the battlefield and the role prisoners

had in the war

----View the movie Andersonville

---Discuss hospitals and medicine at the time period, and the recovery of wounded

soldiers. Biography of Clara Barton

---Examine Lincoln ad the Union leader and president


---Discuss and examine the impact Gettysburg had on the war. View Pickett’s Charge,

P.539 and map transparency

---Add the new battles to the timeline

----View Final Campaigns map p.541 and map transparency

---Chart the causes of the war and the effects of the War on the U.S.

----Biography of William Tecumseh Sherman

---Create a battle brochure

----Read Novel Behind Rebel Lines

. Battles of War

Eastern Theatre of War

First Battle of Bull Run- McDowell, Beauregard

Seven Pines, Seven Days-McClellan, Lee

Second Battle of Bull Run-Pope, Jackson, Lee

Antietam- Hooker, Lee

Fredericksburg- Burnside, Lee

Chancellorsville- Hooker, Lee

Gettysburg-Meade, Gettysburg Address

Western Theatre of War

Fort Donelson, Fort Henry- Grant, Johnston

Shiloh- Grant, Johnston

New Orleans-Farragut

Vicksburg

Wilderness Campaign

Cold Harbor, Spotsylvania, Wilderness

Siege of Petersburg

Sherman’s March, Total War

Fall of Richmond, Collapse of Confederate Government

Surrender at Appomattox

Chamberlain, Lee. Longstreet, and Pickett


Literature

---Andersonville Diary

View and discuss Anaconda Plan p.520

---Speech Response to Farragutp.524

---Read and Discuss The Battle of Shiloh, April 1862

---Joseph E. Williams, African American Soldier letter p.532

---John L. Ranson, Andersonville Diary

---The Civil War Era Diary of



---Write a compare and contrast essay about the North and the South at the beginning

of the War. Include the resources that both regions had.





---Be able to identify and label the battles learned so far





---Write about how the war ended and the effects of the war on the U.S.

---Chapter Review

Help understand differences between North and South)

---Identify the resources the North had and explain their importance. Then do the same

for the South. Compare and contrast these resources.


http://www.pbs.org/wgbh/amex/lincolns/atwar/sf_soldier.html


http://etext.virginia.edu/civilwar/

http://www.npg.si.edu/exh/brady/gallery/bradindx.html#three

War Writers

http://www.owlcreekproductions.com/ocv5.html

http://xroads.virginia.edu/~CAP/hospital/whitman.htm

http://www.whitmanarchive.org/

Gettysburg

http://www.nps.gov/gett/getttour/main-ms.htm

http://www.oswego.edu/academics/colleges_and_departments/depar

tments/earth_sciences/index.html

http://www.pbs.org/civilwar/

Border states

Winfield Scott

Cotton Diplomacy

Dr. Elizabeth Blackwell

U.S. Sanitary Commission (The Sanitary)

Bull Run/Manassas

Irvin McDowell

Pierre G.T. Beauregard

Seven Pins, Seven Days

George McClellan

Robert E. Lee

Thomas “Stonewall” Jackson

Second Battle of Bull Run, Manassas

John Pope

Antietam

Hooker

Anaconda Plan

Fredericksburg

Appomattox Courthouse

Burnside

Chancellorsville

Ironclads

Merrimack/Virginia

Monitor

Ulysses Grant

Battle of Shiloh

Joseph Johnston

David Farragut

Siege Of Vicksburg

Fort Donelson, Fort Henry

Emancipation

Contrabands

54th

Massachusetts Infantry

Fort Wagner

Copperheads

Habeas Corpus

Clara Barton

Gettysburg

George Pickett

Pickett’s Charge

Gettysburg Address

Wilderness Campaign

Cold Harbor, Spotslyvania, Wilderness

Siege of Petersburg

William Tecumseh Sherman

Total War



http://etext.virginia.edu/civilwar/

http://www.npg.si.edu/exh/brady/gallery/bradindx.html#three

http://www.owlcreekproductions.com/ocv5.html

http://xroads.virginia.edu/~CAP/hospital/whitman.htm

http://www.whitmanarchive.org/

http://www.nps.gov/gett/getttour/main-ms.htm

http://www.oswego.edu/academics/colleges_and_departments/departments/earth_sciences/index.html

http://www.oswego.edu/academics/colleges_and_departments/departments/earth_sciences/index.html

http://www.pbs.org/civilwar/


Reconstruction Third Quarter


Century Theme

6.1.8. A.5.b Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South.

6.1.8. C.5.a Assess the human and material costs of the Civil War in the North and South.

6.1.8. C.5.b Analyze the economic impact of Reconstruction on the South from different perspectives.

6.1.8. C.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.

Global Awareness


The Reconstruction Amendments gave citizenship rights and Constitutional protection to newly freed slaves.

The South circumvented laws to prevent integration.

What were the challenges of Reconstruction?

Who were the winners and who were the losers of Reconstruction?



Explain Reconstruction as a government action, how it worked, and its effects

after the war

Discuss the impact of retaliatory state laws and general Southern resistance to

Reconstruction

Describe how regions change over time

---Vocabulary builder Section 1

---Economics: Examine the devastation of war—worksheet

--Compare and Contrast 10% Plan, Wade-Davis Bill

---Examine the reasons behind the creation of the 13th

Amendment

---View and discuss political cartoon Lincoln Repairing the Union

--Compare and Contrast life for African Americans before the war compared

to life after the war

---List the roles of accomplishments of Freedmen’s Bureau

---Biography of Andrew Johnson, compare Johnson’s Plan to the 10% Plan and

the Wade-Davis Bill


---Discuss the strong opposition to Johnson, Radical Republicans, Biography of

Thaddeus Stevens

---View and examine the military districts in the South p.561 and Map

Transparency

---Geography: complete Reconstruction Acts worksheet

---List and analyze the Reconstruction Amendments

---Explore the impeachment process, Mock impeachment

--Vocabulary Builder Section 3

---Discuss and write about African Americans as leaders, biography Blanche K.

Bruce, view map of African American Representation in the South, 1870 p.565

and map transparency

---examine the rise of the Ku Klux Klan, connect to time period, list the effects

of the Klan

---Discuss the cause of the Panic of 1873 and the effects on society

---Discuss the cause of the Panic of 1873 and the effects on society

---Discuss the role of the political parties after the Civil War (compromise of

1877) (Redeemers)

---Discuss the court case Plessy v. Ferguson and connect court case to current

time

---Identify how the entire country tried to rebuild the southern economy

through sharecropping

Help understand political parties

---Create political banners or slogans that describe reforms enacted by

Republican governments (promote accomplishments of the party

Resource Materials/Related Literatur Assessments

---Literature: Jim Crow Laws

---Supporting Radical Republican Ideas p.559

---Johnson vs. Stevens p. 460

---Reconstruction and the Ku Klux Klan

Section 1 Questions p.557 #1-5

---Section 1 Review Quiz

---Section 2 questions p. 563 #1-6

---Section 2 Review Quiz

---Chapter Review


Evaluate the source

http://historymatters.gmu.edu/d/6225


Reconstruction

Ten Percent Plan

Senator Benjamin Wade

Representative Henry Davis

Wade-Davis Bill

Thirteenth Amendment



http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_colby.html

http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm

http://memory.loc.gov/ammem/ndlpedu/features/timeline/civilwar/recontwo/w

pjones.html

Population Chart

http://www.comm.unt.edu/histofperf/tonyspenser/introduction_page.htm

http://k12.albemarle.org/murrayelem/white/Frontier/afroamer.html

http://www.nps.gov/untold/banners_and_backgrounds/expansionbanner/exodu

ster.htm

Reconstruction Poster

http://www.picturehistory.com/find/p/6417/mcms.html

http://statelibrary.dcr.state.nc.us/nc/bio/afro/revels.htm

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/impeachmt.htm

40 Acres

Freedmen’s Bureau

Oliver O. Howard

Andrew Johnson

Black Codes

Radical Republicans

Thaddeus Stevens

Charles Sumner

Civil Rights Act of 1866

Fourteenth Amendment

Reconstruction Acts

Impeachment

Fifteenth Amendment

Carpetbaggers

Scalawags

KKK

Panic of 1873

Jay Cook and Company

Compromise 187

Redeemers

Poll tax

http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_colby.html

http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm

http://memory.loc.gov/ammem/ndlpedu/features/timeline/civilwar/recontwo/wpjones.html

http://memory.loc.gov/ammem/ndlpedu/features/timeline/civilwar/recontwo/wpjones.html

http://www.comm.unt.edu/histofperf/tonyspenser/introduction_page.htm

http://k12.albemarle.org/murrayelem/white/Frontier/afroamer.html

http://www.nps.gov/untold/banners_and_backgrounds/expansionbanner/exoduster.htm

http://www.nps.gov/untold/banners_and_backgrounds/expansionbanner/exoduster.htm

http://www.picturehistory.com/find/p/6417/mcms.html

http://statelibrary.dcr.state.nc.us/nc/bio/afro/revels.htm

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/impeachmt.htm


The Western Movement Fourth Quarter


Century Theme

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

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

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

Global Awareness


Westward movement, industrial growth, increased immigration, the

expansion of slavery, and the development of transportation systems

increased regional tensions.





1. Describe the continuing struggle to bring all groups of Americans into

the mainstream of society with the liberties and equality to which all

are entitled, as exemplified by individuals such as Susan B. Anthony,

Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez

Describe major conflicts that have arisen from diversity (e.g., land and

suffrage for Native Americans, civil rights, women’s rights) and discuss

how the conflicts have been addressed.

2. Discuss the Dawes Act of 1887, how it attempted to assimilate Native

Americans by converting tribal lands to individual ownership, and its

impact on Native Americans

3. Describe the economic development by which the United States

became a major industrial power in the world and analyze the factors

that contributed to industrialization

---Discuss the frontier and the movement westward

---Discuss the natural resources that were found in the West

---Discuss the rise of boom towns and cattle ranches

---View and discuss the political cartoon on the Transcontinental Railroad

---Geography: view Routes West, 1870

---Discuss the importance of the buffalo

---View: Native American Land Loss in the West, identify the battles fought and

discuss the effects of these battles on the U.S.

4. Discuss how societies have been affected by industrialization and by

different political and economic philosophies

5. Describe how regions change over time

6. Describe the types of regions and the influence and effects of region

labels including:

Formal regions: school districts, states

Functional regions: marketing area of a newspaper, fan base of a sport team

Perceptual regions: the Bible Belt, the Riviera in southern France

---Identify the mistreatment of Native Americans (Long Walk)

---Biography on Sarah Winnemucca/George Armstrong Custer

Create a compare and contrast organizer for Miners, Cowboys, Rail workers


Art

---View pictures of the battles fought between Native Americans and

Americans

Literature

---A Letter from a Pony Express Rider

Primary Sources

---E.C. Abbott’s Memoirs of Cowhands and cattle drive

---The Battle of the Little Bighorn

---Section 1 Questions p.592 # 1-4


---Section 2 Questions p. 598 # 1-4


---Identify the conflicts that took place between the Native Americans and the U.S.

Government in the mid 1800’s


Myth Legend or reality?

http://www.pbs.org/now/quiz/quiz12.html

http://www.lib.washington.edu/exhibits/FRONTIER/Image/

http://www.tsha.utexas.edu/handbook/online/articles/BB/aob1.html

Frontier

Comstock Lode

Boom towns

Cattle Kingdom

Cattle drive

Chisholm Trail

Pony Express

http://www.pbs.org/now/quiz/quiz12.html

http://www.lib.washington.edu/exhibits/FRONTIER/Image/

http://www.tsha.utexas.edu/handbook/online/articles/BB/aob1.html

http://www.npr.org/templates/story/story.php?storyId=836442

Geronimo Diary

http://memory.loc.gov/ammem/ndlpedu/collections/amwest/history5.html

http://www.desertusa.com/magfeb98/feb_pap/du_apache.html

Transcontinental Railroad

Treaty of Ft. Laramie

Reservations

Crazy Horse

Treaty of Medicine Lodge

Geronimo

Buffalo soldiers

George Armstrong Custer

Sitting Bull

Battle of Little Bighorn

Massacre at Wounded Knee

Long Walk

Ghost Dance

Sarah Winnemucca

Dawes General Allotment Act

http://www.npr.org/templates/story/story.php?storyId=836442

http://memory.loc.gov/ammem/ndlpedu/collections/amwest/history5.html

http://www.desertusa.com/magfeb98/feb_pap/du_apache.html


The Second Industrial Revolution Fourth Quarter


Century Theme

6.1.8.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation.

6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.

Global Awareness




The Industrial Revolution positively or negatively effected the future of the United States of America





Explain how non-governmental organizations influence legislation and

policies at the federal, state, and local levels

Discuss the basic contemporary issues involving the personal, political,

and economic rights of American citizens (e.g. dress codes, sexual

harassment, fair trial, free press, minimum wage).

Analyze and evaluate key events, people and groups associated with

industrialization and its impact on urbanization, immigration, farmers,

the labor movement, social reform, and government regulation

inducing:

Inventions such as the telephone and electric light

The formation of Standard Oil Trust

The Interstate Commerce Act

The Sherman Anti-Trust Analyze the development of industrialization in America and New Jersey during this period and the resulting transformation of the country, including the construction of the transcontinental railroad, the introduction of

Identify and list the changes of rapid growth in the U.S.manufacturing in

the late 1800’

--Describe the Bessemer Process and explain how this process changed society

and improved the economy

---Create a timeline of inventions

---Create an invention made out of junk, try to market the product

---Biography of Edison, Graham Bell, Wright, Stanford, and Mother Jones

---Economics: Monopolies and Trusts

Geography: Pullman’s Company Town

---Describe the corporations and their effect on society

---Compare vertical and horizontal integration

---Monopoly game: understand the effect of monopolies on society and the

growth of the economy

mechanized farming, the rise of corporations and organized labor, and the growth of cities Describe the economic development by which the United States became a

major industrial power in the world and analyze the factors that contributed

to industrialization

Discuss how innovation, entrepreneurship, competition, customer

satisfaction, and continuous improvement in productivity are responsible for

the rise in the standard of living in the United States and other countries

with market economies.

Discuss how meeting the needs and wants of a growing world

population impacts the environment and economic growth

Discuss how societies have been affected by industrialization and by

different political and economic philosophies

Describe how inventions and innovations have improved standards of

living of the course of history

---Graphic Organizer: Unions and the actions toward improving the workforce

---Compare the strikes: Haymarket Riot, Homestead Strike, Pullman Strike

---Geography: Locate the strikes on the U.S. map


---In Support of the Coal Miners

---Samuel Gompers, Testimony before Congress, 1900







---Compare vertical and horizontal integration and include an example for each

type of integration

---List the leaders of Big Business and explain their role in society

---Chapter Review


Technology Time Line

http://www.pbs.org/wgbh/amex/telephone/timeline/index.html

http://www.hfmgv.org/museum/heroes/home.asp

Second Industrial Revolution

Bessemer Process

Thomas Edison


http://www.hfmgv.org/museum/heroes/home.asp

http://www.hfmgv.org/exhibits/showroom/intro.html

http://www.pbs.org/wgbh/amex/telephone/gallery/index.html

http://americanhistory.si.edu/lighting/19thcent/hall19.htm

Life as a steelworker

http://www.pbs.org/wgbh/amex/carnegie/milltour/

http://history.osu.edu/projects/PittsburghSurvey/SteelWorkers/

http://history.osu.edu/Projects/Steel/Default.htm

Recognizing Mother Jones

http://digital.library.upenn.edu/women/jones/MotherJones.html

http://myhero.com/myhero/heroprint.asp?hero=majones

http://www.kentlaw.edu/ilhs/majones.htm

Patents

Alexander Graham Bell

Henry Ford

Wilbur and Orville Wright

Corporations

Andrew Carnegie

Vertical Integration

John Rockefeller

Horizontal Integration

Trust

Leland Stanford

Social Darwinism

Monopoly

Sherman Antitrust Act

Frederick Taylor

Knights of Labor

Terence Powderly

American Federation of Labor (AFL)

Samuel Gompers

Collective Bargaining

Marry Harris Jones

Haymarket Riot

Homestead Strike

Pullman Strike

http://www.hfmgv.org/exhibits/showroom/intro.html

http://www.pbs.org/wgbh/amex/telephone/gallery/index.html

http://americanhistory.si.edu/lighting/19thcent/hall19.htm

http://www.pbs.org/wgbh/amex/carnegie/milltour/

http://history.osu.edu/projects/PittsburghSurvey/SteelWorkers/

http://history.osu.edu/Projects/Steel/Default.htm

http://digital.library.upenn.edu/women/jones/MotherJones.html

http://myhero.com/myhero/heroprint.asp?hero=majones

http://www.kentlaw.edu/ilhs/majones.htm


Immigration Fourth Quarter


Century Theme

6.1.4.D.3Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.

Global Awareness


Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.


How did immigrants affect expansion?

What potential problems arise from immigration and what possible solutions

Why do people immigrate?




2.Engage in activities that foster understanding of various cultures (e.g., clubs, dance, groups, sports, travel,

community celebrations

3.Analyze and evaluate key events, people and groups associated with industrialization and its impact on

urbanization, immigration, farmers, the labor movement, social reform, and government regulation inducing:




The Sherman Anti-Trust Act ) 4. Analyze the development of industrialization in America and New Jersey during this period and the resulting

transformation of the country, including the construction of the transcontinental railroad, the introduction of mechanized farming, the rise of corporations and organized labor, and the growth of cities

5. Discuss how societies have been affected by industrialization and by different political and economic

philosophies

6. Compare and contrast various careers, examining educational requirements and costs, salary, and benefits,

longevity, impact on society and the economy, and demand

--Compare old immigrants to new

immigrants

---Map and identify where the

immigrants came from and where they

settled

---Journal Entries, immigrant

experiences, journey, and settlement

---Describe the opposition to

immigration and compare this behavior

to the benevolent societies that helped

the immigrants get settled and adjust to

American life

---Compare the reactions to immigrants

---Describe the type of work, immigrants

did

---Describe the growth of cities

7. Discuss the similarities and differences among rural, suburban, and urban communities

---Political Cartoon: Urban Life and

Tenements, view and discuss

---Geography: Central Park, improving

the environment

---Identify the changes made to improve

society

---Biography of Pulitzer and Alice

Hamilton

---Read The novel Land of Hope

---Research personal history regarding

family that might have immigrated to

America

Help understand Reformers of Big City

Troubles)

---graphic organizer: Living Conditions V.

Working Condition


Literature

---The Jungle

---An Immigrant Story

---Chicago 1900 p.643

---Immigrants First –Person Account

---Handbill Recruiting Railroad Workers

---Photo of the Interior of an Immigrant’s One Room Home

---Section 1 Questions p.641 #1-4




---Section 3 Questions p.649 1-3


---Write an essay describing the changes

in America during the late 1800’s

involving the rise of cities, city life, and

immigrant societies


Investigating culture

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=343

http://projects.vassar.edu/1896/nypress.html

http://www.bookrags.com/history/popculture/1900s-the-birth-of-the-american-cen-bbbb-01/

http://usinfo.state.gov/usa/infousa/facts/factover/ch11.htm

Old immigrants

New immigrants

Steerage

Benevolent societies

Tenements

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=343

http://projects.vassar.edu/1896/nypress.html

http://www.bookrags.com/history/popculture/1900s-the-birth-of-the-american-cen-bbbb-01/


Asian Immigrant Experience


http://memory.loc.gov/ammem/ndlpedu/features/immig/introduction.html

http://library.thinkquest.org/20619/index.html

http://angelisland.org/immigr02.html

Columbian Exposition

http://xroads.virginia.edu/~MA96/WCE/title.html

http://users.vnet.net/schulman/Columbian/columbian.html

http://www.chicagohs.org/AOTM/May98/may98fact3.html

http://fly.hiwaay.net/~shancock/fair/contents.html

Sweatshops

Chinese Exclusion Act

Mass transit

Suburbs

Joseph Pulitzer

William Randolph Hearst

Department Store

Frederick Law Olmsted

Jacob Riis

Settlement House

Jane Adams/Hull House

Florence Kelley

Yellow Journalism


Progressivism Fourth Quarter


Century Theme

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

Global Awareness


Progressive reform movements promoted government efforts to address problems created by rapid

industrialization, immigration, and unfair treatment of women, children, and minority groups.

What progressive

reform movements

promoted government

efforts to address

problems created by

rapid industrialization,

immigration, and unfair

treatment of women,

children, and minority

groups?




http://memory.loc.gov/ammem/ndlpedu/features/immig/introduction.html

http://library.thinkquest.org/20619/index.html

http://angelisland.org/immigr02.html

http://xroads.virginia.edu/~MA96/WCE/title.html

http://users.vnet.net/schulman/Columbian/columbian.html

http://www.chicagohs.org/AOTM/May98/may98fact3.html

http://fly.hiwaay.net/~shancock/fair/contents.html

1.Discuss how cultures may change and that individuals may identify with more than one culture

2.Engage in activities that foster understanding of various cultures (e.g., clubs, dance, groups, sports, travel, community

celebrations

3.Analyze and evaluate key events, people and groups associated with industrialization and its impact on urbanization,

immigration, farmers, the labor movement, social reform, and government regulation inducing:




The Sherman Anti-Trust Act ) 8. Analyze the development of industrialization in America and New Jersey during this period and the resulting

transformation of the country, including the construction of the transcontinental railroad, the introduction of mechanized farming, the rise of corporations and organized labor, and the growth of cities

9. Discuss how societies have been affected by industrialization and by different political and economic philosophies

10. Compare and contrast various careers, examining educational requirements and costs, salary, and benefits, longevity,

impact on society and the economy, and demand

11. Discuss the similarities and differences among rural, suburban, and urban communities

Describe the corruption in politics

in the late 1800’s

---Identify ways Americans tried

to clean up politics

---Political Cartoon on Tammany

Hall, view and discuss

---Identify, List and include facts

about Gilded Age Presidents

--Newspaper story, on Tweed’s

escape and his life afterwards

---Vocabulary Section 1

--Discuss and list the changes

made to the voting system

--Discuss how literature was used

in the late 1880’s to expose

poverty and corruption

---Explain how children were used

in the workforce and the changes

made to improve child labor


--Create a timeline of important

events involving women’s rights

---Create an interview with an

important key person that was

involved in women’s rights

---Biography of W.E.B. DuBois,

Carrie Chapman Catt

---Discuss changes and

improvements made to the land

(Nation Park System)

---Identify the results of the

Election of 1912 p.682

---Chart the Amendments,

proposed, passed, effects on

society 16th

-19th

Amendments


The Tammany Ring p663

---Photography- The Other Half p.665

---Triangle Shirtwaist Fire p.673

---“That’s What’s the Matter” (Tweed)

---1855 National Women’s Rights Convention

---Fighting Discrimination p.678

Section 1 Questions p.667 #1-4



--Write an essay describing the

working conditions for children in

the late 1800’s and the reforms

that were made



---Identify and list reforms that

were passed and worked and

those that failed




---Chapter Review


Researching Progressives:

http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-Progressive.htm

http://www.npg.si.edu/exh/roosevelt/


http://www.lafollette.wisc.edu/publications/otherpublications/LaFollette/LaFLegacy.html

http://www.sjsu.edu/faculty/watkins/lafollette.htm

http://www.harcourtschool.com/activity/biographies/addams/

http://wall.aa.uic.edu:62730/artifact/HullHouse.asp

http://lcweb2.loc.gov/ammem/aap/idawells.htmlhttp://www.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html

Tammany Hall

http://www.midtownmedia.com/ndc/history.html

http://memory.loc.gov/ammem/today/dec04.html

http://www.albany.edu/%7Edkw42/tweed.html

Political machines

William Marcy Tweed

Muckrakers

17th

Amendment

Initiative

Referendum

Robert LaFollette

Triangle Shirtwaist Fire

Workers’ Compensation Laws

Capitalism

Socialism

William “Big Bill” Haywood

Industrial Workers of the World

http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-Progressive.htm

http://www.npg.si.edu/exh/roosevelt/


http://www.lafollette.wisc.edu/publications/otherpublications/LaFollette/LaFLegacy.html

http://www.sjsu.edu/faculty/watkins/lafollette.htm

http://www.harcourtschool.com/activity/biographies/addams/

http://wall.aa.uic.edu:62730/artifact/HullHouse.asp

http://lcweb2.loc.gov/ammem/aap/idawells.html

http://lcweb2.loc.gov/ammem/aap/idawells.html

http://www.midtownmedia.com/ndc/history.html

http://memory.loc.gov/ammem/today/dec04.html

http://www.albany.edu/~dkw42/tweed.html

http://www.gwu.edu/~erpapers/abouteleanor/q-and-a/glossary/tammany-hall.htm

National Parks Brochure

http://researcher.hrw.com/biography.jsp?id=169

http://www.cr.nps.gov/history/hisnps/NPSHistory/npshisto.htm

http://www.nps.gov/applications/parksearch/geosearch.cfm

Temperance

Eighteenth Amendment

NAWSA

Alice Paul

Nineteenth Amendment

Booker T. Washington

Ida B. Wells

W.E.B. DuBois

NAACP

Theodore Roosevelt

Pure Food and Drug Act

Conservation

William Taft

Progressive Party

Woodrow Wilson

http://www.gwu.edu/~erpapers/abouteleanor/q-and-a/glossary/tammany-hall.htm

http://researcher.hrw.com/biography.jsp?id=169

http://www.cr.nps.gov/history/hisnps/NPSHistory/npshisto.htm

http://www.nps.gov/applications/parksearch/geosearch.cfm


Imperialism Fourth Quarter


Century Theme

6.2.12.D.4.a Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.

Global Awareness


Nationalism, imperialism, industrialization, and militarism contributed to an

increase in economic and military competition among European nations, the

Ottoman Empire, and Japan, and led to World War I.

How did Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and Japan, and led to World War I



1. Explain why some people favored expansion over isolationism

2. Describe the events that led to U.S. annexation of Hawaii

3. Identify the goal of U.S. foreign policy

4. Explain how the press affected U.S. involvement in conflict between Span

and Cuba

5. Describe what enabled the United States to win war against Spain.

6. Identify the steps that United States took to build a canal across Panama

7. Analyze how U.S. involvement in Latin America changed under President

Theodore Roosevelt

---View and discuss the U.S. territories in the Pacific 1856-1899-Identify

and list the U.S.’s new territories

---Identify and discuss the different traditions and cultures of Hawaii

---Discuss the Open Trade with Japan

---Discuss the Boxer Rebellion

---View and Discuss the Map War in Philippines and Map War in Caribbean

---Identify the countries in the Caribbean and explain their fight for

freedom

---Letter to editor, 1899- citizen who wants to help settle a dispute

between U.S. Puerto Rico

---List the events of the Spanish American War

---Political Cartoon: View and discuss Roosevelt and the Panama Canal

---Biography George Washington Goethals

---View and discuss The Panama Canal map p.706

---Write negotiations treaty between the U.S. and Nicaragua

Graphic organizer: chart the events that lead up the Spanish American

War


Literature:

The Story of Seward Folly

Roosevelt’s Imperialism

---Hawaii’s Story by Hawaii’s Queen

---The Spanish American War Volunteer


Panama Canal

http://www.pancanal.com/eng/photo/camera-java.html

http://www.pancanal.com/eng/general/index.html

http://www.pbs.org/wgbh/amex/tr/panama.html

http://www.loc.gov/exhibits/treasures/trm122.html

Yellow Fever

http://www.who.int/csr/disease/yellowfev/en/

http://www.healthsystem.virginia.edu/internet/library/historical/medical_h

story/yellow_fever/

Imperialism

Isolationism

William H. Seward

Open Door Policy

Boxer Rebellion

Spheres of Influence

Yellow Journalism

Teller Amendment

Emilio Aguinaldo

http://www.pancanal.com/eng/photo/camera-java.html

http://www.pancanal.com/eng/general/index.html

http://www.pbs.org/wgbh/amex/tr/panama.html

http://www.loc.gov/exhibits/treasures/trm122.html

http://www.who.int/csr/disease/yellowfev/en/

http://www.healthsystem.virginia.edu/internet/library/historical/medical_h%20story/yellow_fever/

http://www.healthsystem.virginia.edu/internet/library/historical/medical_h%20story/yellow_fever/

http://www.cdc.gov/ncidod/dvbid/yellowfever/

http://www-micro.msb.le.ac.uk/Tutorials/Panama/Panama.html

http://www.sil.si.edu/Exhibitions/Make-the-Dirt-

Fly/bugwar.htmlhttp://www.who.int/csr/don/archive/disease/yellow_fever/en/inde

x.html

Mexican Revolution Mural

http://www.tsha.utexas.edu/handbook/online/articles/MM/pqmhe.html

http://users.erols.com/mwhite28/mexico.htm

http://runyon.lib.utexas.edu/conflict.html

Rough Riders

Imperialist League

Platt Amendment

Panama Canal

Roosevelt Corollary

Dollar diplomacy

Mexican Revolution

John J. Pershing

Francisco Pancho Villa

http://www.cdc.gov/ncidod/dvbid/yellowfever/

http://www-micro.msb.le.ac.uk/Tutorials/Panama/Panama.html

http://www.sil.si.edu/Exhibitions/Make-the-Dirt-Fly/bugwar.html



http://www.tsha.utexas.edu/handbook/online/articles/MM/pqmhe.html

http://users.erols.com/mwhite28/mexico.htm

http://runyon.lib.utexas.edu/conflict.html


Holocaust First Quarter


Century Theme

6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.

Global Awareness


Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.

What lessons can we learn from the Holocaust?

How did people follow Nazi policy without questioning?



1. Understand the causes and global consequences of World War II 2. Understand the human costs of World War II 3. Learn the consequences of prejudice and intolerance 4. Utilize geography resources to understand the global scope of the

war.

Read the novel The Wave

-----Discuss the people that were involved in the Holocaust

---Identify the concentration camps located in Europe


The Wave Students summary packets

Journal entries

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