The physical environment and natural resources of North ...

Grade 7H Quarter: 1 UNIT 1: Native Americans, Early Encounters and Colonial Development Timeframe: 5 weeks The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America.

CCLS Standards

Skills and Knowledge Overarching Concepts Resources/Materials Unit Assessment

STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in

Skills

Geography and climate influenced the migration and cultural development of Native Americans. Native Americans in North America settled into different regions and developed distinct cultures.

• Students will examine theories of human settlement of the Americas.

• Students will compare and contrast different Native American culture groups, with a focus on the influence geographic factors had on their development, including Sioux and Anasazi.

• Students will examine the various Native American culture groups located within what became New York State including Haudenosaunee (Iroquois), and the influence geographic factors had on their development.

Essential Question: To what extent does geography, and the way in which a people adapt to it, shape their life and culture? Supporting Questions: 1. What were some of the Native American groups before contact? 2. How does your environment, and the resources it provides, determine your survival? 3. Evaluate the impact a people’s climate has on their way of life. 4. The geographic location of a civilization can isolate it. Provide one example of how this can be positive and negative for the people inhabiting it.

Primary/Secondary Sources: For More Information: 1. Breaking the Great League of Peace and Power: The Six Iroquois Nations During and After the American Revolution http://www.umbc.edu/che/tahlessons/pdf/The_League_of_Peace_and_Power_PF.pdf http://www.c3teachers.org/ https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

Writing Tasks/Essays: 1. Does geography determine your fate as a civilization? 2. Compare and contrast the ways in which two varied early American civilizations adapted to their environment to ensure survival and create a culture. Text Book Series Assessments Teacher-created quizzes and

the history of the United States and New York. STANDARD 2: WORLD HISTORY Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad

A. Gathering, Using, and Interpreting Evidence

1. Define and frame questions about the United States that can be answered by gathering, using, and interpreting evidence.

2. Identify, select, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).

3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.

4. Describe and analyze arguments of others with supports.

5. Make inferences and draw general conclusions from evidence.

6. Recognize an argument and identify supporting evidence related to a specific social studies topic. Examine arguments related to a specific social studies topic from multiple perspectives. Recognize that the perspective of the argument’s author shapes the selection of evidence used to support it.

B. Chronological Reasoning and Causation

Concepts/People/Vocabulary: Bering Sea, Ice Age, Land Bridge, mammoths, glaciers, farming, hunter-gathers, Pre-Columbian, Native Americans, Aztec, Maya, Inca, Iroquois, Confederacy, Algonquin

http://www.regentsprep.org/regents/ushisgov/onlineresources/index.htm http://ny.pbslearningmedia.org/collection/wa/?topic_id=534 http://www.ushistory.org/ http://www.nysedregents.org/USHistoryGov/home.html http://www.let.rug.nl/usa/outlines/history-2005/early-america/ http://www.learner.org/courses/amerhistory/ http://etc.usf.edu/Maps/galleries/us/earlyamerica14001800/index.php http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases.aspx http://teachingamericanhistory.org/teacher-resources/ http://www.archives.gov/research/alic/reference/history.html

tests: Multiple Choice Questions, Thematic Essays, Document Based Question Essays portfolio assessment of station-based activities

sweep of history from a variety of perspectives. STANDARD 3: GEOGRAPHY Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the

1. Identify how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

2. Employ mathematical skills to measure time by years, decades, centuries, and millennia; to calculate time from the fixed points of the calendar system (B.C.E. and C.E.); and to interpret the data presented in time lines.

3. Identify causes and effects using examples from current events, grade-level content, and historical events.

4. Identify and analyze the relationship between multiple causes and effects.

5. Distinguish between long-term and immediate causes and effects of an event from current events or history.

6. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time.

7. Recognize that changing the periodization affects the historical narrative.

8. Identify patterns of continuity and change as they relate to larger historical process and themes.

9. Identify models of historical periodization that historians use to categorize events.

C. Comparison and Contextualization

1. Identify a region of colonial North America or the early United States by describing multiple characteristics

distribution of people, places, and environments over the Earth’s surface. STANDARD 4 – ECONOMICS Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associate

common to places within it, and then identify other similar regions (inside or outside the continental United States) with similar characteristics.

2. Identify and categorize multiple perspectives on a given historical experience.

3. Describe, compare, and evaluate multiple historical developments within the United States in various chronological and geographical contexts.

4. Identify how the relationship among geography, economics, and history helps to define a context for events in the study of the United States.

5. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes.

6. Understand the role that periodization and region play in developing the comparison of colonial settlements in North America. Identify general characteristics that can be employed to conduct comparative analysis of case studies in the early history of the United States.

D. Geographic Reasoning

1. Use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in early United States history were in relation to each other, to describe connections among places, and to evaluate effectively the benefits of particular places for purposeful activities.

d institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms. STANDARD 5 – CIVICS, CITIZENSHIP, AND

2. Distinguish human activities and human-made features from “environments” (natural events or physical features— land, air, and water—that are not directly made by humans) and describe the relationship between human activities and the environment.

3. Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.

4. Recognize and analyze how characteristics (cultural, economic, and physical environmental) of regions affect the history of the United States.

5. Characterize and analyze changing interconnections among places and regions.

6. Describe the spatial organization of place considering the historical, social, political, and economic implication of that organization. Describe how boundaries and definition of location are historically constructed.

E. Economics and Economic Systems

1. Explain how economic decisions affect the well-being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.

2. Identify examples of buyers and sellers in product, labor, and financial markets.

GOVERNMENT Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the governmental system of the U.S. and other nations, the U.S. Constitution, the basic civic values of American constitutional democracy, and the

3. Describe the role that competition has in the determination of prices and wages; identify other factors that help to determine prices.

4. Examine the role of institutions such as joint stock companies, banks, and the government in the development of the United States economy before the Civil War.

5. Examine data on the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.

6. Explain how government policies affected the economies in colonial and early United States history.

F. Civic Participation

1. Demonstrate respect for the rights of others in discussions and classroom; respectfully disagree with other viewpoints. Use techniques and strategies to be an active and engaged member of class discussions of fellow classmates’ views and statements with teacher support.

2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.

3. Identify and explain different types of political systems and ideologies used at various times in colonial history and the early history of the United States and explain the role of individuals and key groups in those political and social systems.

roles, rights, and responsibilities of citizenship, including avenues of participation.

4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.

5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine the role of conflict resolution.

6. Identify situations in which social actions are required and determine an appropriate course of action.

7. Identify how people in power have acted to extend the concept of freedom, the practice of social justice, and the protection of human rights in United States history.

8. Identify how social and political responsibilities developed in American society.

9. Develop the connections of an interdependent community by engaging in the political process as it relates to a local context.

Knowledge

NATIVE AMERICANS: The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America. (Standards 1, 2)

The Americas prior to early explorers and colonial settlement ■ Theories of human settlement in the

Americas ■ The influence of geographic and climate factors on Native American culture groups ■ Plains ■ Southwest ■ Pacific NW ■ Algonquian ■ Haudenosaunee (Iroquois)

Indigenous cultures of the Americas ■ Compare and contrast different Native American culture groups − Geography − Religion/spirituality − Economics: food, housing, trade − Government system − Warfare − Traditions − Oral history − Culture (arts, music, dance) ■ Interactions among different indigenous peoples

Grade 7H Quarter: 1 UNIT 2: Colonial Developments Timeframe: 5 weeks European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally.

CCLS Standards



Skills

A-Social, economic, and scientific improvements helped European nations launch an Age of Exploration.

• Students will explain the significance of the technological developments and scientific understandings that improved European exploration such as the caravel, magnetic compass, astrolabe, and Mercator projection.

• Students will examine the voyage of Columbus, leading to the Columbian Exchange and the voyages of other explorers such as Champlain, Hudson, and Verrazano.

B-Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from losses of life and land due to the Encounter with Europeans justified by the “Doctrine of Discovery.”

• Students will compare and contrast British interactions with the Wampanoag, Dutch interactions with the Mahican, Mohawk or Munsee, French interactions with

Essential Question: Is culture conflict inevitable when two cultures meet? Is geography your destiny? A-Supporting Questions: 1. Why did Europeans colonize the Americas? 2. How did the Columbian Exchange affect Europe, Africa and North America? 3. How did the Columbian Exchange affect interaction, between and among, Europeans, Africans and Native Americans? B-Supporting Questions: 1. How did the European’s superior view of their culture lead to conflict with the natives they encountered? 2. “Steel, the great conqueror”- Explain how the use of steel by Europeans allowed them to

A-Primary/Secondary Sources: 1. Bartolomé de las Casas: A SHORT ACCOUNT OF THE DESTRUCTION OF THE INDIES written 1542, published 1552* [EXCERPTS] This contains both written excerpts as well as images. http://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/casas_destruction.pdf 2. Bartolome de las Cases and Juan Gines de Sepulveda, two primary source excerpts

A-Short Answer Question (SAQ): Image-based SAQ Use the images at the bottom of the map below to answer parts (a), (b), and (c). a) Briefly explain the differences in point of view expressed about the Spanish between the two images. b) Explain ONE piece of specific historical evidence, from 1500 to 1700, which could be


the Algonquin, and Spanish interactions with the Muscogee.

• Students will investigate other Native American societies found in their locality and their interactions with European groups.

• Students will examine the major reasons why Native American societies declined in population and lost land to the Europeans.

C-European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.

• Students will investigate the reasons for colonization and the role of geography in the development of each colonial region.

• Students will examine the economic, social, and political characteristics of each colonial region.

D-In New York, the Dutch established settlements along the Hudson River and the French established settlements in the Champlain Valley. Dutch contributions to American society were long-lasting.

• Students will compare and contrast the early Dutch settlements with French settlements and with those in the subsequent British colony of New York in terms of

conqueror Native American societies. 3. The Europeans carried diseases that were foreign to the natives in the Americas. Explain how this was a deadly weapon. 4. During European colonization, how did the French, Spanish, and Dutch view the Native Americans and how did their interaction differ? What affect did their interaction have on colonization? C-Supporting Questions: 1. Did geography greatly affect the development of colonial America? 2. Would you have migrated to Colonial America? When is migration a good move? 3. Does a close relationship between church and state lead to a more moral society? 4. Has Puritanism shaped American values? 5. Was colonial America a democratic society? 6. How can a single crop provide limitless opportunity for some, while enslaving others?

http://questgarden.com/77/54/8/090302183207/files/Primary%20Documents%20A%20B.pdf B-Primary/Secondary Sources: 1. Dutch missionary John Megapolensis on the Mohawks (Iroquois), 1644 http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicId=&PrimarySourceId=1174 2. A French Jesuit missionary, 1642 (Great small source which supports the concept that while attempting to convert the natives, the French also assimilated into their culture) http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?TopicI

used to support the point of view in image #1. c) Explain ONE piece of specific historical evidence, from 1500 to 1700, which could be used to support the point of view in image #2.

Tips and tricks to answering a SAQ: • You MUST use complete sentences and employ historical evidence relevant to the source/question—no bullet points are accepted and will be ignored in grading • LABEL YOUR RESPONSES a) b) and c)


political, economic, and social characteristics, including an examination of the patroon system.

• Students will examine the changing status and role of African Americans under the Dutch and English colonial systems.

• Student will examine Dutch contributions to American society, including acceptance of a diverse population, a degree of religious toleration and right to petition. Students will examine Dutch relations with Native Americans.

E-Over the course of the 17th and 18th centuries, slavery grew in the colonies. Enslaved Africans utilized a variety of strategies to both survive and resist their conditions.

• Students will describe the conditions of the Middle Passage.

• Students will explain why and where slavery grew over time in the United States and students will examine the living conditions of slaves, including those in New York State.

• Students will investigate different methods enslaved Africans used to survive and resist their conditions, including slave revolts in New York State.

• Within the context of New York State history, students will distinguish between indentured servitude and slavery.

D-Supporting Questions: 1. What contributions of the Dutch exploration and settlement are still visible in New York today? 2. Define the role of African Americans in the Dutch and English colonial systems in New York. Examine the ways it was strikingly different from that in other English colonies. E-Supporting Questions: 1. Was slavery the basis of freedom in colonial America? 2. What hardships did captured Africans endure in the slave ships on the Middle Passage? 3. How did enslaved Africans demonstrate resistance? A-Concepts/People/Vocabulary: Motives for exploration (GGG), nationalism, caravel, magnetic compass, astrolabe, missionaries, ethnocentrism, Pre-Columbian Era, Columbian Exchange, navigation, Prince Henry the Navigator, Cape of Good Hope, Dias and DeGama, Champlain, Hudson, Verrazano

d=&PrimarySourceId=1181 C-Primary/Secondary Sources: 1. Were the Puritans selfish or selfless? The links below are both primary and secondary sources that allow you to explore this supporting question. http://sheg.stanford.edu/upload/V3LessonPlans/Puritans%20Lesson%20Plan_0.pdf John Winthrop, “City Upon a Hill,” 1630. http://religiousfreedom.lib.virginia.edu/sacred/charity.html John Cotton, “The Divine Right to Occupy the Land,” 1630. http://www.pragmatism.org/american/docs/cotton_divine_right.htm

• ONLY use the space provided to you—answers written outside of the box will not be scored • You should read the directions and prompt closely to make sure you get all of the points. • Use historical thinking skills to form a complete response of no longer than 9 sentences total • Think about counter-arguments, as sometimes these are part of question part c). • Be specific and to the point—generalizations and vague descriptions will not earn you points!










B-Concepts/People/Vocabulary: Ethnocentrism, assimilation, culture conflict, small pox, missionaries C-Concepts/People/Vocabulary: Dissenter, commonwealth, constitution, Puritan, Pilgrim, religious toleration, religious persecution, compact, representative democracy, indentured servant, proprietor, subsistence farming, naval stores, House of Burgesses, cash crop D-Concepts/People/Vocabulary: Religious toleration, diversity E-Concepts/People/Vocabulary: Triangle Trade, Middle Passage, Olaudah Equiano, African Burial Ground

2. What can passenger lists tell us about who settled in the New World and where they settled? The links below allow you to further explore resources to answer this supporting question. http://sheg.stanford.edu/upload/V3LessonPlans/Examining%20Passenger%20Lists_0.pdf Passenger list from the ship Planter, which sailed from London to Boston in 1635. http://www.olivetreegenealogy.com/ships/neng_planter1635.shtml Passenger lists from the ship America from London, England to Chesapeake, Virginia. http://www.olivetreegenealogy.com/ships

D-Writing Tasks/Essays: 1. The Dutch left an important legacy on New York and the nation. Discuss the economic, cultural, political, and geographic aspects of this legacy. E-Writing Tasks/Essays: 1. Which European country was most successful at achieving its goals for colonization? Cite at least one piece of evidence supporting your claim. Then pick one other country and explain why it was less successful than your choice.












1. Identify a region of colonial North America or the early United States by describing multiple characteristics

/tova_america1635.shtml 3. What Caused King Philip’s War of 1675? The links below allow you to further explore resources to answer this supporting question. http://sheg.stanford.edu/upload/V3LessonPlans/King%20Philip%20Lesson%20Plan_0.pdf Albert B. Hart, ed., American History Told by Contemporaries. Vol. 1, 458-60. (New York, 1897). http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=206 John Easton, “A Relation of the Indian War” in A Narrative of the Causes Which Led to Philip’s Indian War (Albany: J. Munsell, 1858), 5–15.

2. To what extent was colonial America a land of [choose one: opportunity, liberty, ordeal, and/or oppression]? Text Book Series Assessments Teacher-created quizzes and tests: Multiple Choice Questions, Thematic Essays, Document Based Question Essays portfolio assessment of station-based activities


common to places within it, and then identify other similar regions (inside or outside the continental United States) with similar characteristics.








http://historymatters.gmu.edu/d/6226 D-Primary/Secondary Sources: 1. New Amsterdam was a valuable colony to both the Dutch, and then the British. This site is filled with primary sources as well as interactive maps to allow exploration and understanding of the area. http://www.newnetherlandinstitute.org/history-and-heritage/digital-exhibitions/a-tour-of-new-netherland/ 2. Fact sheet on slavery in Dutch New York, source: New York Historical Society http://www.slaveryinnewyork.org/PDFs/Fact_Sheet.pdf










3. Peter Stuyvesant and the Jews in New Netherland http://people.hofstra.edu/alan_j_singer/294%20Course%20Pack/2.%20Colonial/121.pdf E-Primary/Secondary Sources: 1. Examining the Middle Passage sources at Gilder Lehrman site 1) An Account of the Slave Trade on the Coast of Africa, 1788, by Alexander Falconbridge (PBS) 2) Olaudah Equiano Recalls the Middle Passage (History Tools) 3) Image of slaves on the Amistad (PBS) http://www.gilderlehrman.org/history-by-era/slavery-and-anti-slavery/resources/examining-middle-passage









2. Laws Affecting Blacks in Manhattan, Slavery in New York, NY Historical Society http://www.slaveryinnewyork.org/PDFs/Laws_Affecting_Blacks_in_Manhattan.pdf 3. Photo cards http://www.slaveryinnewyork.org/PDFs/Photo_Cards.pdf 4. Life Stories: Profiles of Black New Yorkers During Slavery and Emancipation [click on last PDF link] http://www.slaveryinnewyork.org/education.htm 5. Resistance of Enslaved Africans American Revoltion Field Guide, NYC DOE, 2008, [pages 82-87] http://schools.nycenet.edu/offices/teachlearn/ss/7.2_Guide.pdf







Knowledge

COLONIAL DEVELOPMENTS: European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures

A-For More Information: 1. A loose list of all items exchanged during the Columbian Exchange. Please visit the bottom where it gives you some interesting thoughts under “Situations of Interactions to Consider”. One example is, “Dependence on one New World crop exacerbates to Irish potato famine, which leads to massive Irish immigration to America.” http://historyscoop.com/2006/07/02/the-columbian-exchange-chart/ 2. This site is great for students to complete in a computer lab or to review at home. It has definitions, interactive maps and quizzes for review.

under which not all people were treated equally. (Standards 1, 2, 3, 4)

European Age of Exploration ■ Technological developments ■ Voyage of Columbus ■ European voyages to North America including Champlain and Hudson ■ Columbian Exchange; environmental and cultural impact ■ Europeans explore and settle in North and South America

European encounters with Native Americans ■ Europeans explore and settle in North and South America − Doctrine of Discovery − reasons for Native American population decline and loss of land ■ British interactions with the Wampanoag ■ Dutch interactions with the Mahican, Mohawk, or Munsee ■ French interactions with the Algonquin ■ Spanish interactions with the Muscogee ■ Interactions between Native Americans, Africans, and Europeans ■ Native American influences on Western culture

European colonies in North America ■ European migration to Americas ■ Settlement and regional patterns ■ Religious and political reasons ■ Economic and geographical reasons ■ Geography, land use and resources influence development ■ Daily Life in the New England, Middle, and Southern Colonies - social class - culture (art, music, literature, etc.) - political systems - colonial economies - religious beliefs - key people and events ■ Role of Native Americans, Africans, and women ■ European settlers and enslaved peoples ■ Conflicts between indigenous peoples and European settlers

Colonies in New York ■ The development of New England, New France, New Netherland, and New Spain ■ Political

http://www.pbslearningmedia.org/resource/midlit11.soc.splcol/the-columbian-exchange/ 3. This site contains primary sources on all Meso American civilizations. https://resourcesforteachingabouttheborder.wordpress.com/ancient-mesoamerica/ B-For More Information: 1. The Doctrine of Discovery, as it affects Columbus through westward expansion in America. This is to be used as teacher information regarding ways to connect the Doctrine of Discovery to various time periods of American expansion. http://archive.adl.org/education/curriculu

objectives ■ Economic objectives ■ Social Considerations ■ Dutch contributions to American society ■ Changing status of Africans and African Americans under the Dutch and British

Enslaved Africans and the development of the Americas ■ Distinguish between indentured servitude and slavery in NY ■ The Middle Passage ■ Living conditions of slaves, including in NY ■ Survival and resistance, including slave revolts in NY ■ Social and cultural contributions of Africans in the Americas

m_connections/doctrine_of_discovery.html 2. This site details the interaction of the three main European countries, the British, Dutch and French, with the natives they encountered in America. http://teachinghistory.org/history-content/ask-a-historian/25447 3. Guns, Germs and Steel: a closer look at how each of these played an integral part in the destruction of Native American cultures. http://www.pbs.org/gunsgermssteel/educators/index.html C-For More Information: 1. “Deconstructing the Mayflower”, History Channel: Fantastic 3 minute

video with information regarding the Mayflower’s infamous journey to America http://www.history.com/topics/mayflower/videos/deconstructing-history-mayflower 2. “Pilgrims in America”, History Channel: Quick 3 minute video on how the geography, climate and season in which the Pilgrims arrived almost meant their demise. http://www.history.com/topics/mayflower/videos/pilgrims-in-america?m=528e394da93ae&s=undefined&f=1&free=false 3. Virtual Jamestown: This site links numerous primary sources to help explore the creation and settlement of Jamestown, Virginia.

http://www.virtualjamestown.org/fhaccounts_date.html 4. Interactive website exploring the relationship between the settlers of Jamestown and the Powhatan tribe. http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone 5. “Death at Jamestown”, PBS.org: A quick video demonstrating how geography determined the destiny of many colonists at Jamestown. http://www.pbs.org/wnet/secrets/death-jamestown-interactive-explore-jamestown/1584/ 6. “The Value of Tobacco”, History Channel: This quick video demonstrates

how a single cash crop not only saved, but allowed a civilization to flourish, in America. http://www.history.com/topics/jamestown/videos/the-value-of-tobacco D-For More Information: 1. African Burial Ground in Manhattan http://maap.columbia.edu/lesson/7.html E-For More Information: 1. Slavery in New York, NY Historical Society- Click mid-page to view PDF of entire teacher’s guide http://www.slaveryinnewyork.org/education.htm http://www.c3teachers.org/ https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

http://www.regentsprep.org/regents/ushisgov/onlineresources/index.htm http://ny.pbslearningmedia.org/collection/wa/?topic_id=534 http://www.ushistory.org/ http://www.nysedregents.org/USHistoryGov/home.html http://www.let.rug.nl/usa/outlines/history-2005/early-america/ http://www.learner.org/courses/amerhistory/ http://etc.usf.edu/Maps/galleries/us/earlyamerica14001800/index.php http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases.aspx http://teachingamericanhistory.org/teacher-resources/ http://www.archives.gov/research/alic/reference/history.html

Grade 7H Quarter: 2 UNIT 3: American Independence Timeframe: 6 weeks Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome of the American Revolution.

CCLS Standards



Skills

Conflicts between France and Great Britain in the 17th and 18th centuries in North America altered the relationship between the colonies and Great Britain.

• Students will locate battles fought between France and Great Britain during the 17th and 18th centuries, and how this led to the importance of British troops in the area of New York.

• Students will examine the changing economic relationship between the colonies and Great Britain, including mercantilism and the practice of salutary neglect.

• Students will identify the issues stemming from the Zenger Trial that affected the development of individual rights in colonial America.

Stemming from the French and Indian War, the British government enacted and attempted to enforce new political and economic policies in the colonies. These

Essential Question: Was the French & Indian War a new or old grudge? Supporting Questions: 1. Why did fighting break out in the Ohio River Valley between British colonists and the French? 2. Why did some Native America tribes trust the French more than the British? 3. How did the French and Indian War change the balance of power in North America? 4. How can mercantilism be compared to a sponge? 5. What caused Britain to begin enforcing the Navigation Acts after a period of salutary neglect? 6. How did Britain’s neglect benefit the colonies? 7. How did sibling rivalry keep the colonies from joining the Albany Plan of Union?

Primary/Secondary Sources: For More Information: 1. The link provides the original text to the Albany Plan of Union http://avalon.law.yale.edu/18th_century/albany.asp 2. The link provides an image of Benjamin Franklin’s Albany Plan of Union cartoon, along with an explanation of why both Delaware and Georgia are not present on the snake. http://teachinghistory.org/history-content/ask-a-historian/19227

Writing Tasks/Essays: 1. Support and defend the following: Whether peaceful or hostile, European contact directly changed the lives of the indigenous populations in the Americas forever. 2. Were the colonists justified in resisting British policies after the French and Indian War?


policies triggered varied colonial responses, including protests and dissent.

• Students will investigate the Albany Congress and the Albany Plan of Union as a plan for colonial unification, and the influence of Haudenosaunee ideas in their development.

• Students will examine actions taken by the British, including the Proclamation of 1763, the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.

• Students will compare British and colonial patriot portrayals of the Boston Massacre, using historical evidence.

• Students will compare the proportions of loyalists and patriots in different regions of the New York colony.

• Students will examine the events at Lexington and Concord as the triggering events for the Revolutionary War.

Influenced by Enlightenment ideas and their rights as Englishmen, American colonial leaders outlined their grievances against British policies and actions in the Declaration of Independence.

• Students will examine the influence Enlightenment ideas such as natural rights and social contract and ideas expressed in Thomas Paine’s Common Sense had on colonial leaders in their debates on independence.

8. How did the laws Parliament passed increase British control of the American Colonies? 9. What non-violent and violent methods did the colonists use to protest British taxes? 10. How were words and images used as propaganda after the Boston Massacre? 11. Did the Declaration of Independence establish the foundation of American government? 12. According to the Declaration of Independence, what are your rights? 13. Where do people get their rights? 14. Why was the slavery clause omitted from Jefferson’s draft? 15. How did enslaved Africans choose sides in the Revolutionary War? 16. How did specific individuals, battles and resources shape the outcome of the Revolutionary War? 17. How did the war change lives in the colonies for everyone?

3. Canassatago in His Own Words, speech by chief of the Onondaga Nation and a diplomat for the Iroquois Confederacy https://www.gilderlehrman.org/sites/default/files/inline-pdfs/Canassatego%20In%20His%20Own%20Words.pdf 4. Breaking the Great League of Peace and Power: The Six Iroquois Nations During and After the American Revolution http://www.gilderlehrman.org/history-by-era/thirteen-colonies/resources/french-and-indian-war 5. More primary sources from Gilder Lehrman https://www.gilderlehrman.org/history-by-era/american-revolution-1763-

3. Was the American War for Independence [choose one: a revolt against taxes, inevitable]? 4. Lesson plan contrasting interpretations by prominent historians to answer the question: “Why did the Founders write the Declaration of Independence?” http://sheg.stanford.edu/upload/V3LessonPlans/Declaration%20of%20Independence%20Lesson%20Plan_0.pdf 5. What is the purpose of government? 6. Was the American


• Students will examine the Declaration of Independence and the arguments for independence stated within it.

The outcome of the American Revolution was influenced by military strategies, geographic considerations, the involvement of the Iroquois (Haudenosaunee) and other Native American groups in the war, and aid from other nations. The Treaty of Paris (1783) established the terms of peace.

• Students will explore the different military strategies used by the Americans and their allies, including various Native American groups, during the American Revolution.

• Students will examine the strategic importance of the New York colony. Students will examine the American victory at the Battle of Saratoga in terms of its effects on American and British morale and on European views on American prospects for victory in the Revolution.

• Students will examine the terms of the Treaty of Paris, determine what boundary was set for the United States, and illustrate this on a map.



2. Identify, select, and evaluate evidence about events from diverse sources (including written documents, works

Concepts/People/Vocabulary: King Philip’s War, Seven Years War, Fort Necessity, Treaty of Paris, Pontiac’s Rebellion Navigation Acts of 1660, enumerated commodities, broken journey, salutary neglect, Proclamation of 1763, Stamp Act, Sugar Act, Quartering Act, Intolerable Act, Coercive Act, Boston Tea Party, Boston Massacre, patriot, loyalist, Sons of Liberty, boycott, militia, minutemen, revolution, propaganda, John Adams, Samuel Adams, Paul Revere, Enlightenment, social contract, inalienable rights, tyranny, natural rights Early Battles: Lexington and Concord, Continental Army, Bunker Hill, Peter Salem, Salem Poor Dark Days: Battle of Long Island, occupation of NYC, Washington crossing the Delaware, Battle of Trenton, Valley Forge Turning Point: Battle of Saratoga, Gentleman Johnny Burgoyne, John Paul Jones, Benedict Arnold, West Point

1783/war-for-independence/primary-sources 6. A full lesson on the Stamp Act, with the links below to support it with primary sources. http://sheg.stanford.edu/upload/V3LessonPlans/Stamp%20Act%20Lesson%20Plan_0.pdf Document A B.W. “To the Inhabitants of the Province of the Massachusetts-Bay,” Boston Gazette, October 7, 1765. Retrieved from http://www.masshist.org/dorr/volume/1/sequence/221. Document B Alfred, W. “To Mr. Secretary Conway,” Boston-Gazette Supplement, January 27, 1766. Retrieved from http://www.masshist

Revolution a “radical” revolution? Text Book Series Assessments Teacher-created quizzes and tests: Multiple Choice Questions, Thematic Essays, Document Based Question Essays portfolio assessment of station-based activities


of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).








“Key to the Continent,” Marquis de Lafayette, von Steuben, Kosciusko, Bernardo de Galvez, Francis Marion, Cornwallis, Admiral de Grasse, Battle of Yorktown, Treaty of Paris

.org/dorr/volume/1/sequence/335. Document C Hughes, J. Letter of the Stamp Tax Collector in Philadelphia to London, January 13, 1766. Retrieved from http://facstaff.columbusstate.edu/gardiner_richard/hughes.htm. 7. Loyalists: Why did some colonists support England and oppose independence? http://sheg.stanford.edu/upload/V3LessonPlans/Loyalist%20Lesson%20Plan.pdf Primary Sources to support this question: - Charles Inglis, “The True Interest of America Impartially Stated, 1776. http://odur.let.rug.nl/~usa/D/1776-










1. Identify a region of colonial North America or the early United States by describing multiple characteristics common to places within it, and then identify other similar regions (inside or outside the continental United States) with similar characteristics.


1800/libertydebate/inglis.htm - Pennsylvania Packet, 2 January 1775, in David A. Copeland, Debating the Issues in Colonial Newspapers: Primary Documents on Events of the Period, Westport, CT: Greenwood Press, 2000, pp. 343-344. 8. The Colonies Move Toward Open Rebellion from the Library of Congress http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/ 9. Excerpts from The Crisis http://www.history.org/history/teaching/enewsletter/volume6/images/dec/thecrisis_excerpts.pdf









10. Excerpts from Common Sense http://www.history.org/history/teaching/enewsletter/volume6/images/dec/common_sense_excerpts.pdf 11. Analyzing persuasive writing graphic organizer http://www.history.org/history/teaching/enewsletter/volume6/images/dec/persuasive_writing_go.pdf 12. Declaration of Independence & Slavery lesson: Why did the Constitution allow slavery to continue, if the Declaration of Independence claimed that “all men are created equal”? http://sheg.stanford.edu/upload/V3LessonPlans/Slavery%20in%20the%20Constitution%20Lesson%20Plan.pdf










4. Examine the role of institutions such as joint stock companies, banks, and the government in the

13. Howard Zinn, A People’s History of the United States, 1980, pp. 68 and 72. Bernard Bailyn, The Ideological Origins of the American Revolution, 1967, pp. 94 and 140-142. http://books.google.com/books?id=EjJHUVVzDR8C 14. Lesson plan contrasting interpretations by prominent historians to answer the question: “Why did the Founders write the Declaration of Independence?” http://sheg.stanford.edu/upload/V3LessonPlans/Declaration%20of%20Independence%20Lesson%20Plan_0.pdf 15. African Americans choosing sides lesson found starting on pg 151, NYC DOE

development of the United States economy before the Civil War.








http://schools.nycenet.edu/offices/teachlearn/ss/7.2_Guide.pdf 16. Patriotism of the Africans http://www.slaveryinnewyork.org/gallery_4.htm [page 151] 17. Letter from Alexander Hamilton to John Jay, President of the Continental Congress, March 14th 1779 http://press-pubs.uchicago.edu/founders/documents/v1ch15s24.html 18. Phillis Wheatley’s poem to General Washington https://www.gilderlehrman.org/history-by-era/american-revolution-1763-1783/essays/poem- links-unlikely-allies-1775-phillis-






Knowledge

7.3 AMERICAN INDEPENDENCE: Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome of the American Revolution. (Standards 1, 4, 5) Growth and conflict in the colonies

7.3a The French and Indian War ■ International conflict over colonial territories ■ Trading relationships with different Native American peoples ■ Causes of the American Revolution

wheatley-and-george Washington 19. Diary of Albigence Waldo, Dec. 6-22, 1777 http://www.let.rug.nl/usa/documents/1776-1785/albigence-waldo-from-the-diary-of-a-surgeon-at-valley-forge-1777.php 20. Liberty! PBS – many primary sources like Dr. Albigence Waldo’s extended diary http://www.pbs.org/ktca/liberty/tguide_3.html http://www.c3teachers.org/ https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework http://www.regentsprep.org/regents/ushisgov/onlineresources/index.htm

7.3b ■ Mercantilism ■ Salutary neglect ■ Albany Congress and the Albany Plan of Union ■ The Zenger Trial (1735) and individual rights ■ Proclamation of 1763 ■ Stamp Act (1765) ■ Intolerable Acts (1774) ■ Taxation without representation ■ No redress of grievances ■ Colonial response to British mandates The Road to Independence 7.3a, 7.3b Different perspectives about British rule ■ Loyalists ■ Patriots ■ Propaganda ■ Forms of protest Grievances against the British

7.3c ■ Influence of Enlightenment ideas ■ Common Sense ■ Declaration of Independence (1776) ■ A new political system Military campaigns and battles of the American Revolution

7.3d ■ Military strategy, including the influence of Native American groups ■ British and Colonial military advantages and disadvantages ■ Lexington and Concord ■ Battle of Bunker Hill ■ Battle of Brooklyn ■ NYC area campaigns ■ British prison ships in NY Harbor ■ Battle of Trenton ■ Battle of Saratoga ■ Battle of Yorktown ■ Role of New York State ■ Treaty of Paris (1783) ■ Evacuation Day (November 11, 1783)

http://ny.pbslearningmedia.org/collection/wa/?topic_id=534 http://www.ushistory.org/ http://www.nysedregents.org/USHistoryGov/home.html http://www.let.rug.nl/usa/outlines/history-2005/early-america/ http://www.learner.org/courses/amerhistory/ http://etc.usf.edu/Maps/galleries/us/earlyamerica14001800/index.php http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases.aspx http://teachingamericanhistory.org/teacher-resources/ http://www.archives.gov/research/alic/reference/history.html

Grade 7H Quarter: 2 UNIT 4: HISTORICAL DEVELOPMENT OF THE CONSTITUTION Timeframe: 7 weeks The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights.

CCLS Standards


STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the

Skills

Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.

The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government.

• Students will investigate the successes and failures of the Articles of Confederation, determine why many felt a new plan of government was needed, and explain how the United States Constitution attempted to address the weaknesses of the Articles.

• Students will examine the New York State Constitution, its main ideas and provisions, and its influence on the formation of the United States Constitution.

Essential Question: How did the colonies address their differing social, political, and economic interests and how did they establish unity? Supporting Questions: 1. Locate four provisions within the Articles of Confederation that indicate the concerns of the founding generation with the powers of a central government. 2. Critics of the Articles pointed out its weaknesses and shortcomings. Identify and explain four such areas in the Articles that were changed, altered, removed, or added in the Constitution. 3. Did the Articles of Confederation provide the United States with an effective government?

Primary/Secondary Sources: 1. The Articles of Confederation transcript, Gilder Lehrman [PDF] https://www.gilderlehrman.org/sites/default/files/inline-pdfs/ready.04759_FPS_revised.pdf 2. The Articles of Confederation, 1877 https://www.gilderlehrman.org/history-by-era/war-for-independence/resources/articles-confederation-1777 3. Thomas Jefferson on Shay’s Rebellion, 1787

Writing Tasks/Essays: 1. To what extent does the debate continue today over the power of the federal government? 2. What are the pros and cons of a strong central government? 3. How is Shay’s Rebellion connected to the Articles of Confederation? 4. Is a strong federal system the most effective government for

history of the United States and New York. STANDARD 2: WORLD HISTORY Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of

Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution.

• Students will examine from multiple perspectives arguments regarding the balance of power between the federal and state governments, the power of government, and the rights of individuals.

• Students will examine how key issues were resolved during the Constitutional Convention, including: state representation in Congress (Great Compromise or bicameral legislature), the balance of power between the federal and state governments (establishment of the system of federalism), the prevention of parts of government becoming too powerful (the establishment of the three branches), the counting of the enslaved African American community for purposes of congressional representation and taxation (the Three-Fifths Compromise)

• Students will examine the role of New York State residents Alexander Hamilton and John Jay as leading advocates for the new Constitution.

The Constitution outlined a federalist system of government that shares powers between the federal, state, and local governments.

4. How did Americans react to Shays’ rebellion? 5. Could the Constitution be written without compromise? 6. How could our Founding Fathers balance the needs of the states as we created a national government? 7. Does our state government or our federal government have a greater impact on our lives? 8. Why did the Constitution allow slavery to continue, if the Declaration of Independence claimed that “all men are created equal”? 9. Who determines what is a state power versus what is a federal power? What process allows that to change? 10. Within the state, what governing body exists to execute laws, propose laws and decipher if the laws are being followed or violate? 11. Does the system of checks and balances provide our nation

https://sheg.stanford.edu/sites/all/modules/contrib/pubdlcnt/pubdlcnt.php?nid=253&file=/upload/V3LessonPlans/Shays%20Rebellion_ORIGINAL%20DOCUMENTS_0.doc 4. This site allows for exploration of multiple primary sources concerning Shay’s Rebellion http://shaysrebellion.stcc.edu/shaysapp/artifacts/home.do 5. User friendly secondary source regarding the Articles of Confederation, videos included. http://www.history.com/topics/articles-of-confederation 6. This worksheet is a condensed explanation of the strengths vs weaknesses of the Article of

the United States? Which level of government, federal or state, can best solve our nation’s problems? 5. Which issues did the framers of our government face in 1787 that our current government still faces today? Identify one specific issue and explain how/why it has been a constant challenge for America. 6. Should a state have the right to secede from the federal government? Cite a specific instance in the past, or one you foresee in the future, which

history from a variety of perspectives. STANDARD 3: GEOGRAPHY Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distributi

• Students will identify powers granted to the federal government and examine the language used to grant powers to the states.

The Constitution established three branches of government as well as a system of checks and balances that guides the relationship between the branches. Individual rights of citizens are addressed in the Bill of Rights.

• Students will compare and contrast the powers granted to Congress, the president, and the Supreme Court by the Constitution.

• Students will examine how checks and balances work by tracing how a bill becomes a law.

• Students will identify the individual rights of citizens that are protected by the Bill of Rights.

While the Constitution provides a formal process for change through amendments, the Constitution can respond to change in other ways. The New York State Constitution changed over time, with changes in the early 19th century that made it more democratic.

• Students will examine the process for amending the constitution.

• Students will examine the evolution of the unwritten constitution, such as Washington’s creation of the presidential cabinet and the development of political parties.

with an effective and efficient government? Do separation of powers and checks and balances make our government work too slowly? 12. Was George Washington’s leadership “indispensable” in successfully launching the new federal government? 13. Are political parties good for our nation? 14. Whose ideas were best for the new nation, Hamilton’s or Jefferson’s? 15. Should the United States fear a national debt? 16. Should the United States seek alliances with other nations? 17. Should the political opposition have the right to criticize a president’s foreign policy? 18. Is the suppression of public opinion during times of crisis ever justified?

Confederation, allowing for discussion to occur. http://www.ewing.k12.nj.us/cms/lib6/NJ01001291/Centricity/Domain/122/articles%20of%20conf%20stength%20and%20weaknesses.pdf 7. Stanford lesson: Why did the Founding Fathers keep slavery in the Constitution? Excerpts: Slavery clause in Declaration, Three historians: 1) John P. Kaminski, A Necessary Evil? 1995; 2) William Freehling, “The Founding Fathers and Slavery” 1987; 3) Kermit Hall, The Law of American Slavery, 1987 http://sheg.stanford.edu/upload/V3LessonPlans/Slavery%20in%20the%20Constit

supports your claim. 7. Over the last decade there have been numerous events revolving gun usage that tragically affected our nation causing the 2nd Amendment to become a heated debate. Consider the importance of the 2nd Amendment to the American citizen at the time of ratification and if that has changed. Advocates stand on both sides of this argument, which side do you stand on?

on of people, places, and environments over the Earth’s surface. STANDARD 4 – ECONOMICS Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated

• Students will examine the changes to the New York State Constitution and how they were made during the 19th century.

Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference.

• Students will examine events of the early nation including Hamilton’s economic plan, the Louisiana Purchase, the Supreme Court decision in Marbury v. Madison, and the War of 1812 in terms of testing the strength of the Constitution.

• Students will examine the Monroe Doctrine and its effects on foreign policy.




3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify

19. Should the United States fight to preserve the right of its citizens to travel and trade overseas? 20. Does war cause national prosperity? -Concepts/People/Vocabulary: Articles of Confederation, confederacy, federalism, constitution, Confederation, Land Ordinance of 1785, Northwest Ordinance of 1787, Northwest Territory, Shay’s Rebellion, States rights, federalism, ratify, separation of powers, the Great Compromise, bicameral legislature, the Three-Fifths Compromise, Henry Clay, Alexander Hamilton, John Jay, representative democracy, Federalism, shared powers, separation of powers, Legislative Branch, Executive Branch, Judicial Branch, citizen, checks and balances, bill, amend, ratify, veto, Bill of Rights, Amend, ratify, political parties, bipartisanship, presidential cabinet, Isolationism, foreign policy, Western Hemisphere,

ution%20Lesson%20Plan.pdf 8. The direct text from the Constitution regarding the Three Fifths Compromise and a secondary source interpretation of the document. http://www.heritage.org/constitution#!/articles/1/essays/6/three-fifths-clause 9. Analyzing the Federalist Papers and the role of Alexander Hamilton and John Jay. http://billofrightsinstitute.org/founding-documents/primary-source-documents/the-federalist-papers/ 10. Analyzing the Great Compromise of 1850. This site contains a lesson on how the founding

8. Compare and Contrast the original New York State Constitution to that ratified by Governor Cuomo on January 1, 2014. The original New York State Constitution https://www.gilderlehrman.org/history-by-era/creating-new-government/resources/ratification-us-constitution-new-york-1788 The current New York State Constitution. https://www.dos.ny.gov/info/constitution.htm 9. Defend Thomas Jefferson’s

institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms. STANDARD 5 – CIVICS, CITIZENSHIP, AND GOVERN

bias; explain the role of bias and audience in presenting arguments or evidence.









Louisiana Purchase, Marbury v. Madison, judicial review, war hawks, Monroe Doctrine

fathers attempted to create a balance between the states as well as the states and the federal government. http://www.gilderlehrman.org/history-by-era/creating-new-government/resources/analyzing-great-compromise-1787 11. Interactive website allowing you, and the students, to explore the Constitution. http://constitutioncenter.org/constitution 12. Excellent interactive website that allows you to explore the Constitution, especially the branches of power. http://www.annenbergclassroom.org/page/all-games-and-interactives

decision to purchase the Louisiana Territory for 15 million dollars. 10. While the Louisiana Purchase had many positive effects on the average American over the decades to come, discuss one negative impact it had on ( Native Americans, wild life, the environment, relations with Spain) 11. Was the Monroe Doctrine a policy of expansion or self-defense? 12. Was the Monroe Doctrine a “disguise” for

MENT Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the governmental system of the U.S. and other nations, the U.S. Constitution, the basic civic values of American constitutional democracy, and the roles,











13. Exam examples in American history when the Supreme Court decided on whether the power in a specific historical time period belonged to that of the federal government versus the state government. http://constitution.laws.com/supreme-court-criticisms/federal-versus-state-power 14. Article I of the Constitution, detailing the sections that specifically deal with the powers granted to the Legislative Branch. https://www.law.cornell.edu/constitution/articlei 15. Article II of the Constitution, detailing the sections that specific

American imperialism? Text Book Series Assessments Teacher-created quizzes and tests: Multiple Choice Questions, Thematic Essays, Document Based Question Essays portfolio assessment of station-based activities

rights, and responsibilities of citizenship, including avenues of participation.








the powers of the Executive Branch. https://www.law.cornell.edu/constitution/articleii 16. Article III of the Constitution, detailing the role and responsibility of the Judicial Branch. https://www.law.cornell.edu/constitution/articleiii 17. This site is interactive and exploratory for both educators and students regarding the Bill of Rights. https://billofrightsinstitute.org/founding-documents/bill-of-rights/ 18. A primary source of the original 12 amendments proposed- students may discuss/decide why it was determined that only 10 of them










were necessary. http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html 19. The links below support a Federalists vs Anti-Federalists lesson, identifying what types of government did Federalists and Anti-Federalists prefer? http://sheg.stanford.edu/upload/V3LessonPlans/Federalists%20and%20Antifederalists.pdf Melancton Smith, Speech, June 21, 1788. http://teachers.sduhsd.k12.ca.us/tpsocialsciences/american_govt/antipapers/msmith.htm Alexander Hamilton, Speech, June 21, 1788.









http://presspubs.uchicago.edu/founders/documents/v1ch13s38.html George Washington chose a group of advisors to aid him as first President of the United States. Explore the link to find out more. http://www.mountvernon.org/research-collections/digital-encyclopedia/article/cabinet-members/ 20. Library of Congress guide to the Louisiana Purchase http://www.loc.gov/rr/program/bib/ourdocs/Louisiana.html 21. President Monroe’s address to America and the issuance of the Monroe Doctrine http://www.gilderlehrman.org/history-by-era/age-



Knowledge

7.4 HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights. (Standards 1, 5)

States vs. Federal Power 7.4a, 7.4b Influences on United States Government ■ Magna Carta (1215), Mayflower Compact (1620), Iroquois Confederacy ■ Locke, Montesquieu ■ Articles of Confederation (1781) ■ Drafting and ratification ■ Achievements and limitations ■ Origins of the Northwest Ordinance and public education New York State Constitution (1777) ■ Parallels to the U.S. Constitution 1787

Constitutional Convention 7.4b, 7.4c ■ Differing social, political, and economic interests and attempts to establish unity ■ Drafting and compromises ■ Key people ■ Federalist system of

jackson/resources/monroe-doctrine-1823 22. A unit lesson evaluating the role of the Monroe Doctrine in the establishment of American foreign policy. http://www.gilderlehrman.org/history-by-era/age-jackson/resources/monroe-doctrine For More Information: http://www.c3teachers.org/ https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework http://www.regentsprep.org/regents/ushisgov/onlineresources/index.htm http://ny.pbslearningmedia.org/collection/wa/?topic_id=534 http://www.ushistory.org/

government ■ Electoral college system ■ Ratification process

Constitutional Compromise 7.4c ■ Balance of power; federalism ■ Great Compromise; state representation and bicameral legislature ■ Three-Fifths Compromise, Slave Trade Compromise, Fugitive Slave Clause ■ National vs. states’ rights ■ Popular sovereignty ■ Protection of individual rights ■ Amendment process ■ Role of New Yorkers Alexander Hamilton, John Jay, and Gouverneur Morris

7.5 THE CONSTITUTION IN PRACTICE: The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens. The Constitution is considered a living document that can respond to political and social changes. The New York Constitution also has been changed over time. (Standards 1, 5)

A Federalist System 7.5a, 7.5b ■ Democratic republic ■ Sharing power among Federal, state, local governments ■ Granting powers to the states ■ Separation of Powers ■ Constitution as a living document ■ The Federalist Papers Checks and Balances 7.5b ■ Three branches of government ■ Separate but equal power ■ How a bill becomes a law The Bill of Rights ■ Amendment process ■ First 10 amendments ■ Limits to government power ■ Protection of individual rights George Washington’s presidency 7.5c, 7.5d ■ Unwritten constitution ■ Selection of cabinet members ■

http://www.nysedregents.org/USHistoryGov/home.html http://www.let.rug.nl/usa/outlines/history-2005/early-america/ http://www.learner.org/courses/amerhistory/ http://etc.usf.edu/Maps/galleries/us/earlyamerica14001800/index.php http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases.aspx http://teachingamericanhistory.org/teacher-resources/ http://www.archives.gov/research/alic/reference/history.html

Selection of Supreme Court nominees ■ Presidential powers ■ Farewell Address ■ Alexander Hamilton’s economic plans ■ National banking system ■ U.S. protectionism against free trade The New Nation 7.5d ■ The election of 1800 ■ Establishing stability and precedents ■ Development of political parties (Federalist, Republican Democrats) ■ The Louisiana Purchase (1803) ■ The War of 1812 ■ The Monroe Doctrine Supreme Court Decisions ■ Marbury v. Madison (1803) and judicial review ■ McCulloch v. Maryland (1819) and implied powers Changes to the New York Constitution in the early 19th Century

Grade 7H

Quarter: 4 UNIT 5: REFORM MOVEMENTS Timeframe: 4 weeks Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York State played a key role in major reform efforts.

CCLS Standards


STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the

Skills

The Second Great Awakening, which had a strong showing in New York State, inspired reform movements.

• Students will investigate examples of early 19th-century reform movements, such as education, prisons, temperance, and mental health care, and examine the circumstances that led to the need for reform.

Enslaved African Americans resisted slavery in various ways in the 19th century. The abolitionist movement also worked to raise awareness of and generate resistance to the institution of slavery.

• Students will examine ways in which enslaved Africans organized and resisted their conditions.

• Students will explore the efforts of William Lloyd Garrison, Frederick Douglass, and Harriet Tubman to abolish slavery.

Essential Question: Did reformers achieve their goals in changing America or did they simply create new problems? Supporting Questions: 1.What do the statements of Dix and Mann have in common? How do they differ? 2. What did William Lloyd Garrison stand for in the debate over slavery? 3. What reasons does Calhoun give in support of the system of slavery? 4. According to Sen. Hammond, why is the South more civilized than the North? In other words, why is Southern slavery acceptable, whereas the northern version is not? 5. Thoroughly explain Garnet’s suggestion as to how slaves

Primary/Secondary Sources: 1. Henry David Thoreau, A Plea for Simplcity http://pnwboces.org/ssela/Sample_Lessons/SeventhGrade/G7_U4_L7_A-Plea-for-Simplicity.pdf 2. Dorothea Dix Speaks Out [page 1] http://pnwboces.org/ssela/Sample_Lessons/SeventhGrade/G7_U4_L7_Social-Reform-1800s.pdf 3. Horace Mann Speaks Out [page 2] http://pnwboces.org/ssela/Sample_Lessons/SeventhGrade/G7

Writing Tasks/Essays: 1. What was Horace Mann’s vision for public education and how did his vision shape public education? http://historyproject.ucdavis.edu/lessons/bestofyolo/documents/EditedHoraceMann.pdf 2. What were the leading arguments against slavery in the antebellum era? 3. How did the advocates of

history of the United States and New York. STANDARD 3: GEOGRAPHY Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including

• Students will examine the effects of Uncle Tom’s Cabin on the public perception of slavery.

• Students will investigate New York State and its role in the abolition movement, including the locations of Underground Railroad stations.

Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.

• Students will examine the efforts of women to acquire more rights. These women include Sojourner Truth, Elizabeth Cady Stanton, Matilda Joslyn Gage, and Susan B. Anthony.

• Students will explain the significance of the Seneca Falls Convention and the Declaration of Sentiments.

The Anti-Rent movement in New York State was an attempt by tenant farmers to protest the landownership system.

• Students will trace the Anti-Rent movement in New York State.


should resist their bondage and why. 6. Can words lead to war? 7. How were the lives of black and white New Yorkers affected by southern slavery? 8. Were abolitionists responsible reformers or irresponsible agitators? [G-L] 9. How did the Women’s movement change over time? [use timeline] 10. Why did people oppose woman suffrage? Did anti-suffragists think men were superior to women? 11. Why did the women at Seneca Falls choose to copy the Declaration of Independence? What were 3 things they complained about? Are you surprised by any of the grievances? Do any of the grievances seem like they’re still true today? 12. What arguments did women use to persuade men that they were deserving of rights? (use TT sources) 13. Why did the Tenant’s Revolt in upstate NY have such a strong influence on New York State politics in the early 19th century?

_U4_L7_Social-Reform-1800s.pdf 4. William Lloyd Garrison, “On the Constitution and the Union” (December 29, 1832) [page 5] http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Blackline_0.pdf 5. Slavery is a Positive Good, John C. Calhoun, 1837 http://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/145/Abolitionism%20in%20Antebellum%20America.pdf 6. James Henry Hammond, The Mudsill Theory: A Senator Defends Slavery using an economic argument. A speech to the U.S. Senate, March 4, 1858

American slavery defend the "peculiar institution"? 4. Why is Elizabeth Jennings known as the Rosa Parks of the 19th century? 5. What tactics did suffragettes use to persuade government officials to change the suffrage laws? Were these tactics always effective? 6. Explain how the Anti-Rent movement might be compared to the modern “Occupy” movement. Text Book Series Assessments

the distribution of people, places, and environments over the Earth’s surface. STANDARD 4 – ECONOMICS Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and









-Concepts/People/Vocabulary: Dorothea Dix, asylum, Horace Mann, “Great equalizer” Abolitionist, Harriet Beecher Stowe, William Lloyd Garrision, Frederick Douglass, Harriet Tubman, the Underground Railroad, Fugitive Slave Law Suffrage, the Temperance Movement, union, Sojourner Truth, Elizabeth Cady Stanton, Susan B. Anthony, Seneca Falls Convention, Declaration of Sentiments Patroon, Rensselaerswyck, tenant, land grant

http://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/145/Abolitionism%20in%20Antebellum%20America.pdf 7. Henry Highland Garnet – “An Address to the Slaves of the United States” 1843 http://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/145/Abolitionism%20in%20Antebellum%20America.pdf 8. Frederick Douglass “Fourth of July Speech” [see page 18-] https://www.harrietbeecherstowecenter.org/stowedocuments/Moral_Arguement_vs_Legal_Arguement,The_Question_of_Slavery.pdf

Teacher-created quizzes and tests: Multiple Choice Questions, Thematic Essays, Document Based Question Essays portfolio assessment of station-based activities

associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms. STANDARD 5 – CIVICS, CITIZENSH











9. Elizabeth Jennings, US History Course Pack, Alan J Singer http://people.hofstra.edu/alan_j_singer/294%20Course%20Pack/4.%20New%20Nation/117.pdf 10. The Fall Campaign, OR the Reign of Terror [song with meaning of lyrics] http://www.oneonta.edu/library/dailylife/protest/ For More Information: 1. Slavery’s Opponents and Defenders, EdSITEment. Various docs and organizers http://edsitement.neh.gov/lesson-plan/slaverys-opponents-and-defenders#sect-thelesson

IP, AND GOVERNMENT Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the governmental system of the U.S. and other nations, the U.S. Constitution, the basic civic values of American constitutional democrac








2. Distinguish human activities and human-made features from “environments” (natural events or physical features— land, air, and water—that are not directly made

2. Ten speeches http://edsitement.neh.gov/lesson-plan/slaverys-opponents-and-defenders#sect-preparation 3. Great collection of primary sources from a Pre-AP course http://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/145/Abolitionism%20in%20Antebellum%20America.pdf 4. Can words lead to war? Uncle Tom’s Cabin Inquiry, C3 Inquiry http://www.c3teachers.org/inquiries/utc/ 5. New York Divided: Slavery and the Civil War- great collection of documents divided into 3 units:

y, and the roles, rights, and responsibilities of citizenship, including avenues of participation.

by humans) and describe the relationship between human activities and the environment.









“The Pro-Southern City of New York,” “Black Vigilance,” and “Who Will Fight the War?” http://www.nydivided.org/Education/ 6. New York Divided: Teacher’s Guide – CLICK mid page to download the teacher’s guide http://www.nydivided.org/Education/ 7. Frederick Douglass “Fourth of July Speech” [see page 18-] https://www.harrietbeecherstowecenter.org/stowedocuments/Moral_Arguement_vs_Legal_Arguement,The_Question_of_Slavery.pdf 8. Cultural Change, http://edsitement.neh.gov/lesson-plan/cultural-change#sect-preparation 9. The Women’s Declaration of








4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various

Independence: The Seneca Falls Declaration. EduSITEment National Endowment for the Humanities http://edsitement.neh.gov/lesson-plan/cultural-change#section-20038 10. Women’s Suffrage Lesson, Stanford History Education Group http://sheg.stanford.edu/upload/V3LessonPlans/Background%20on%20Woman%20Suffrage%20Lesson%20Plan.pdf 11. Women’s Suffrage, Teaching Tolerance http://www.tolerance.org/lesson/women-s-suffrage 12. Echoes of a New York Revolt, Ignoring the Public’s grievances can wear down the government

locations in colonial North America and in the early history of the United States.






Knowledge

[[Teachers: Use for Background information- explains the “still exist’’ historical significance]] http://www.timesunion.com/opinion/article/Echoes-of-a-New-York-revolt-2294245.php 13. Reform/Conflict: The Anti-Rent Movement: Letters/Diaries/Newspapers- Primary Sources http://www.oneonta.edu/library/dailylife/protest/antirentletters.html 14. Anti-Rent movement, Encyclopedia of New York State, Syracuse University http://www.syracuseuniversitypress.syr.edu/encyclopedia/entries/antirent-movement.html

http://www.c3teachers.org/ https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework http://www.regentsprep.org/regents/ushisgov/onlineresources/index.htm http://ny.pbslearningmedia.org/collection/wa/?topic_id=534 http://www.ushistory.org/ http://www.nysedregents.org/USHistoryGov/home.html http://www.let.rug.nl/usa/outlines/history-2005/early-america/ http://www.learner.org/courses/amerhistory/ http://etc.usf.edu/Maps/galleries/us/earlyamerica14001800/index.php http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases.aspx

http://teachingamericanhistory.org/teacher-resources/ http://www.archives.gov/research/alic/reference/history.html

Grade 7H Quarter: 4 UNIT 6: A NATION DIVIDED Timeframe: 4 weeks Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.

CCLS Standards



Skills

Early United States industrialization affected different parts of the country in different ways. Regional economic differences and values, as well as different conceptions of the Constitution, laid the basis for tensions between states’ rights advocates and supporters of a strong federal government.

• Students will examine regional economic differences as they related to industrialization.

As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.

• Students will examine attempts at resolving conflicts over whether new territories would permit slavery, including the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act.

Essential Question: Was the Industrial Revolution more positive or more negative for the United States and its people? Supporting Questions: 1. According to Thoreau, is industrialization more helpful or more harmful to American society? 2. How did the Missouri Compromise of 1820 attempt to settle the debate over the future of slavery in the growing American republic? 3. According to Lincoln, what is affection the unity of the nation? (use House Divided) 4. What must be done in order to prevent a divided nation? (use House Divided) 5. Was slavery the primary cause of the Civil War?

Primary/Secondary Sources: 1. A Plea for Simplicity, Henry David Thoreau, Walden http://pnwboces.org/ssela/Sample_Lessons/SeventhGrade/G7_U4_L7_A-Plea-for-Simplicity.pdf 2. Anti Railroad Propaganda Poster: Growth of Regionalism 1800-1860, National Archives http://www.archives.gov/education/lessons/anti-rail/ 3. House Divided Speech, Abraham Lincoln [click where it

Writing Tasks/Essays: 1. How did the Industrial Revolution bring both positive and negative changes to the United States? 2. Draw connections between the House Divided Speech and reasons for South Carolina’s Secession. 3. Was John Brown a “misguided fanatic?”


• Students will examine growing sectional tensions, including the decision in Dred Scott v. Sanford (1857) and the founding of the Republican Party.

Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.

• Students will examine both long- and short-term causes of the Civil War.

• Students will identify which states seceded to form the Confederate States of America and will explore the reasons presented for secession. Students will also identify the states that remained in the Union.

• Students will examine the role of New York State in the Civil War, including its contributions to the war effort and the controversy over the draft.

The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.

• Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War.

• Students will examine the goals and content of Lincoln’s Emancipation Proclamation.

6. What are two reasons why Douglass opposed John Brown’s plan to raid Harper’s Ferry? 7. Was the Civil War inevitable? 8. What three specific reasons does South Carolina give for secession? (use SC Secession) 9. How do they constitutionally justify these reasons? (use SC Secession) 10. Does Abraham Lincoln deserve to be called the “Great Emancipator”? 11. According to historians, did Lincoln free the slaves? 12. Why does it matter whether or not Lincoln was truly bothered by slavery, as Douglass claims? 13. Who was contraband? What was the reality of life in a contraband camp? 14. How were African Americans involved in the Civil War? 15. How did U.S. policy shift to enlisting Africans Americans? 16. Why did African Americans join the Union army? 17. How were African Americans portrayed during the Civil War? 18. Was it possible to have a peace of reconciliation after the Civil War?

says “rtr” for a copy in Word to edit/modify] http://millercenter.virginia.edu/scripps/diglibrary/prezspeeches/lincoln/al_1858_0616.html 4. John Brown's last speech. November 2, 1859. https://sheg.stanford.edu/sites/all/modules/contrib/pubdlcnt/pubdlcnt.php?nid=287&file=/upload/V3LessonPlans/John%20Brown%20ORIGINAL%20DOCUMENTS.doc 5. Frederick Douglass account of his last meeting with John Brown, about three weeks before the raid on Harper’s Ferry. Published by Douglass in 1881 in The Life and Times of Frederick Douglass https://sheg.stanford.edu/sites/all/modules/contrib/pubdlcnt/

4. Did Lincoln free the slaves or did the slaves free themselves? 5. Should the South have been treated as a defeated nation or as rebellious states? 6. Was the Civil War worth its costs? 7. What arguments does the ad use to appeal to African Americans? Text Book Series Assessments Teacher-created quizzes and tests: Multiple Choice Questions, Thematic Essays, Document Based Question Essays


• Students will examine how the use of various technologies affected the conduct and outcome of the Civil War.

• Students will examine the enlistment of freed slaves and how this helped to change the course of the Civil War.

• Students will examine the topography and geographic conditions at Gettysburg and Antietam, and analyze the military strategies employed by the North and the South at Gettysburg or Antietam.

The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.

• Students will examine the roles of women, civilians, and free African Americans during the Civil War.

• Students will examine the aftermath of the war in terms of destruction, effect on population, and economic capacity by comparing effects of the war on New York State and Georgia.

• Students will explain how events of the Civil War led to the establishment of federal supremacy.



19. Identify the reasons why African-Americans would or would not want to fight. -Concepts/People/Vocabulary: Sectionalism Missouri Compromise/ Compromise of 1820, Compromise of 1850, popular sovereignty, Fugitive Slave Act Secession, Confederate States of America, Fort Sumter, border states, draft, sectionalism, popular sovereignty, John Brown, “Bleeding Kansas”, border ruffians Emancipation Proclamation, ironclad ships, telegraph, Minnie ball, Battle of Gettysburg, Gettysburg Address, Battle of Antietam, Draft Riots of NYC Clara Barton, Sherman’s March to the Sea

pubdlcnt.php?nid=287&file=/upload/V3LessonPlans/John%20Brown%20ORIGINAL%20DOCUMENTS.doc 6. South Carolina’s Causes for Secession from the Union [click where it says “rtr” for a copy in Word to edit/modify] http://www.tahg.org/module_display.php?mod_id=110&review=yes 7. The Emancipation Proclamation, January 1, 1863. SHEG https://sheg.stanford.edu/sites/all/modules/contrib/pubdlcnt/pubdlcnt.php?nid=289&file=/upload/V3LessonPlans/Emancipation%20Proclamation%20ORIGINAL%20DOCUMENTS.doc 8. Excerpt from The Life and Times of

portfolio assessment of station-based activities










Frederick Douglass, 1881. https://sheg.stanford.edu/sites/all/modules/contrib/pubdlcnt/pubdlcnt.php?nid=289&file=/upload/V3LessonPlans/Emancipation%20Proclamation%20ORIGINAL%20DOCUMENTS.doc 9. Fighting for Freedom: African Americans in the Civil War, Chicago Historical Society http://chicagohistory.org/static_media/pdf/historylab/chm-historylabfff01.pdf 10. African American Soldiers (various documents), Chicago Historical Society http://chicagohistory.org/static_media/pdf/historylab/chm-historylabfff02.pdf 11. Advertisement: Men of Color [see












original documnet page 2] Let Freedom Ring, CUNY http://www1.cuny.edu/portal_ur/content/freedom_curriculum/PDFs/09-1697_Let_Freedom_Ring_Less3_HM3.pdf 12. MEN OF COLOR TO ARMS! TO ARMS! NOW OR NEVER [see translation of original page 3] Let Freedom Ring, CUNY http://www1.cuny.edu/portal_ur/content/freedom_curriculum/PDFs/09-1697_Let_Freedom_Ring_Less3_HM3.pdf For More Information: 1. Compromise of 1850 http://www.tahg.org/module_display.p









hp?mod_id=134&review=yes 2. Kansas Nebraska Act http://www.tahg.org/module_display.php?mod_id=20&review=yes 3. Election of 1860 http://www.tahg.org/module_display.php?mod_id=110&review=yes 4. Emancipation Proclamation lesson, Stanford History Education Group https://sheg.stanford.edu/emancipation-proclamation http://www.c3teachers.org/ https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework http://www.regentsprep.org/regents/ushisgov/onlineresources/index.htm










4. Examine the role of institutions such as joint stock companies, banks, and the government in the

http://ny.pbslearningmedia.org/collection/wa/?topic_id=534 http://www.ushistory.org/ http://www.nysedregents.org/USHistoryGov/home.html http://www.let.rug.nl/usa/outlines/history-2005/early-america/ http://www.learner.org/courses/amerhistory/ http://etc.usf.edu/Maps/galleries/us/earlyamerica14001800/index.php http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases.aspx http://teachingamericanhistory.org/teacher-resources/ http://www.archives.gov/research/alic/reference/history.html

development of the United States economy before the Civil War.













Knowledge

7.4 HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights. (Standards 1, 5)

States vs. Federal Power 7.4a, 7.4b Influences on United States Government ■ Magna Carta (1215), Mayflower Compact (1620), Iroquois Confederacy ■ Locke, Montesquieu ■ Articles of Confederation (1781) ■ Drafting and ratification ■ Achievements and limitations ■ Origins of the Northwest

Ordinance and public education New York State Constitution (1777) ■ Parallels to the U.S. Constitution 1787

Constitutional Convention 7.4b, 7.4c ■ Differing social, political, and economic interests and attempts to establish unity ■ Drafting and compromises ■ Key people ■ Federalist system of government ■ Electoral college system ■ Ratification process

Constitutional Compromise 7.4c ■ Balance of power; federalism ■ Great Compromise; state representation and bicameral legislature ■ Three-Fifths Compromise, Slave Trade Compromise, Fugitive Slave Clause ■ National vs. states’ rights ■ Popular sovereignty ■ Protection of individual rights ■ Amendment process ■ Role of New Yorkers Alexander Hamilton, John Jay, and Gouverneur Morris

7.5 THE CONSTITUTION IN PRACTICE: The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens. The Constitution is considered a living document that can respond to political and social changes. The New York Constitution also has been changed over time. (Standards 1, 5)

A Federalist System 7.5a, 7.5b ■ Democratic republic ■ Sharing power among Federal, state, local governments ■ Granting powers to the states ■ Separation of Powers ■ Constitution as a living

document ■ The Federalist Papers Checks and Balances 7.5b ■ Three branches of government ■ Separate but equal power ■ How a bill becomes a law The Bill of Rights ■ Amendment process ■ First 10 amendments ■ Limits to government power ■ Protection of individual rights George Washington’s presidency 7.5c, 7.5d ■ Unwritten constitution ■ Selection of cabinet members ■ Selection of Supreme Court nominees ■ Presidential powers ■ Farewell Address ■ Alexander Hamilton’s economic plans ■ National banking system ■ U.S. protectionism against free trade The New Nation 7.5d ■ The election of 1800 ■ Establishing stability and precedents ■ Development of political parties (Federalist, Republican Democrats) ■ The Louisiana Purchase (1803) ■ The War of 1812 ■ The Monroe Doctrine Supreme Court Decisions ■ Marbury v. Madison (1803) and judicial review ■ McCulloch v. Maryland (1819) and implied powers Changes to the New York Constitution in the early 19th Century

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