Unit Plan- Fenwick Page | 1 U.S. History Survey – Defining America Unit 2: Forming a Nation Rationale Unit 2 begins formal study of content material, beginning with English colonization and ending with a look at the federalist and anti-federalist debate. Please see information in the week one through four sections re: Enduring Themes, “Big” Questions, and Essential Questions for specifics. Following completion of this unit, all students will be able to answer the Essential Questions and explain how they relate to certain Enduring Themes of the course. ISBE Standards 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.A.4b Compare competing historical interpretations of an event. 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). 16.B.3b (US) Explain how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
U n i t P l a n - F e n w i c k P a g e | 1
U.S. History Survey – Defining America
Unit 2: Forming a Nation
Rationale
Unit 2 begins formal study of content material, beginning with English colonization and ending with a look at the federalist and anti-federalist debate. Please see information in the week one through four sections re: Enduring Themes, “Big” Questions, and Essential Questions for specifics. Following completion of this unit, all students will be able to answer the Essential Questions and explain how they relate to certain Enduring Themes of the course.
ISBE Standards
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.
16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.4b Compare competing historical interpretations of an event.
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
16.B.3b (US) Explain how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution.
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties’ positions on government intervention in the economy).
U n i t P l a n - F e n w i c k P a g e | 2
16.C.3a (US) Describe economic motivations that attracted Europeans and others to the Americas, 1500-1750.
16.C.3b (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.
16.C.4a (US) Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840.
16.D.2a (US) Describe the various individual motives for settling in colonial America.
16.D.3a (US) Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century.
Prior Knowledge
This unit begins with the third week of instruction. Students spent the first two weeks of instruction 1) learning how to “do” history through historical thinking activities and examining primary and secondary sources about Columbus’s encounter with Indigenous American people and 2) Exploring the Enduring Themes and “Big” Questions that drive the inquiry-based activities of the course. As such, students are prepared to effectively engage this content material within the course framework.
U n i t P l a n - F e n w i c k P a g e | 3
Week One
Becoming America
U n i t P l a n - F e n w i c k P a g e | 4
Enduring Theme(s)
Immigration & Migration: The movement of people and the diffusion of culture and ideas
One Nation Under God: Faith and American Identity
“Big”Question(s)
Is the use of violence to achieve political ends or land and resources ever justified?
Is the United States a “Christian nation”?
Essential Question(s)
Was America destined to be a Christian nation? Are religious principles at the heart of our democratic ideals?
Did colonial America’s social, economic, religious, and racial diversity fuel the drive towards independence?
Subtopics Atlantic Creoles and what might have been
The Great Awakening
Three Americas: Puritan New England, Mercantilist New York, and Plantation Virginia
Schedule Day One(45 min.)
Day Two(75 min.)
Day Three(75 min.)
Day Four(45 min.)
Notes
Establishing Context: Primary Source Secondary Source Secondary Source Visual Literacy:
U n i t P l a n - F e n w i c k P a g e | 5
connections to the present and discussion of enduring themes and “big” and “essential” questions (15 min)
Visual Literacy Activity (30 min)
*The visual literacy activity is followed by an “entry ticket” formative assessment.
*Students receive a concise reference packet that includes lecture notes, a timeline, maps, graphics, and visuals. The packet provides essential background information and context to help students successfully meet objectives during sessions two through four. Students are expected to review the packet and keep it in their class binder. Packet materials are posted online.
Workshop Part One: Comprehension, Application, and Analysis Collaborations(75 min)
*Close reading and examination of primary source material is completed during this session and followed by an “entry ticket” formative assessment.
Workshop: Comprehension, Application, and Analysis Collaborations (75 min)
*Formative assessment conducted during this session may inform content and format of subsequent secondary source reading summative assessment.
Reading Summative Assessment (25 min)
Discuss/Debrief Secondary Source Readings and Summative Assessment (20 min)
*Secondary source reading must be completed before this session.
Selected images from the The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record by Jerome S. Handler and Michael L. Tuite, Jr., and sponsored jointly by the Virginia Foundation for the Humanities and the University of Virginia:http://hitchcock.itc.virginia.edu/Slavery/index.php
Materials from the Library of Congress’s Religion and the Founding of the Republic online exhibition: http://www.loc.gov/exhibits/religion/religion.html
“The Puritans” a digital story by Michael Rayhttp://www.digitalhistory.uh.edu/learning_history/puritans/puritans.wmv
Selected images from The Historical Atlas of New York City by Eric Homberger (1994).
Selections from Colonial Williamsburg’s Life in the 18th centuryhttp://www.history.org/history/index.cfm
Primary Sources:
John Winthrop from “General Observations” and “Model of Christian Charity” (1629-1630)
Jonathan Edwards from Some Thoughts Concerning the Present Revival of Religion (1743)
Assigned Secondary Source Readings:
U n i t P l a n - F e n w i c k P a g e | 6
Ira Berlin: “From Creole to African: Atlantic Creoles and the Origins of African-American Society in Mainland North America”
Selections from Zinn, chs. 2-3
Selections from Johnson, part one
Week Two
Road to Revolution
U n i t P l a n - F e n w i c k P a g e | 7
Enduring Theme(s)
Imperialism and Colonialism: Effects on Human Relations and Perceptions
Capitalism and Economic Growth: Efficiency vs. Equity
“Big” Question(s)
Under what circumstances is protest or rebellion against the government or other authorities acceptable?
Is the use of violence to achieve political ends or land and resources ever justified?
Essential Question(s)
Did capitalism drive us towards independence? How did it shape colonial society?
Were American patriots justified in revolting against British rule?
Subtopics Bacon’s Rebellion
Taxation Without Representation
Boston Massacre
Schedule Day One(45 min.)
Day Two(75 min.)
Day Three(75 min.)
Day Four(45 min.)
Notes
Establishing Context: Primary Source Primary Source Secondary Source Visual Literacy:
U n i t P l a n - F e n w i c k P a g e | 8
connections to the present and discussion of enduring themes and “big” and “essential” questions (15 min)
Visual Literacy Activity (30 min)
*The visual literacy activity is followed by an “entry ticket” formative assessment.
*Students receive a concise reference packet that includes lecture notes, a timeline, maps, graphics, and visuals. The packet provides essential background information and context to help students successfully meet objectives during sessions two through four. Students are expected to review the packet and keep it in their class binder. Packet materials are posted online.
Workshop Part One: Comprehension, Application, and Analysis Collaborations(75 min)
*Close reading and examination of primary source material is completed during this session and followed by an “entry ticket” formative assessment.
Workshop Part Two: Synthesis and Evaluation Activities(75 min)
*Activities related to primary source material are completed during this session. Formative assessment conducted during this session may inform content and format of subsequent secondary source reading summative assessment.
Reading Summative Assessment (25 min)
Discuss/Debrief Secondary Source Readings and Summative Assessment (20 min)
*Secondary source reading must be completed before this session.
Clip from PBS’s Africans in America on Bacon’s Rebellion
John Adams film clips
Paul Revere’s engraving of the Boston Massacre
Primary Sources:
Nathaniel Bacon from “Bacon’s Manifesto” (1676) (excerpt)
Governor William Berkeley “On Bacon’s Rebellion” (1676)
Stamp Act Congress: Declaration of Rights and Grievances of the Colonies (1765)
“The Boston Massacre”, Boston Gazette and Country Journal, March 12, 1770.
Anonymous Account of the Boston Massacre, March 5, 1770
Captain Thomas Preston's account of the Boston Massacre, March 13, 1770
Assigned Secondary Source Readings:
Selections from Zinn, ch. 4; Selections from Johnson, parts one and two
Week Three
The Fight for Independence
U n i t P l a n - F e n w i c k P a g e | 9
Enduring Theme(s)
The Pursuit of Liberty: Freedom isn’t Free
“Big” Question(s)
Is the use of violence to achieve political ends or land and resources ever justified?
Essential Question(s)
How “united” were the States of America at the outbreak of and during the Revolutionary War?
Was the Revolutionary War a glorious, heroic fight or an arduous fight barely won?
Subtopics Loyalists vs. Patriots vs. Moderates
Thomas Paine
Declaration of Independence
British vs. American military experiences, conditions
Schedule Day One(45 min.)
Day Two(75 min.)
Day Three(75 min.)
Day Four(45 min.)
Notes
Establishing Context: Primary Source Primary Source Secondary Source Visual Literacy:
U n i t P l a n - F e n w i c k P a g e | 10
connections to the present and discussion of enduring themes and “big” and “essential” questions (15 min)
Visual Literacy Activity (30 min)
*The visual literacy activity is followed by an “entry ticket” formative assessment.
*Students receive a concise reference packet that includes lecture notes, a timeline, maps, graphics, and visuals. The packet provides essential background information and context to help students successfully meet objectives during sessions two through four. Students are expected to review the packet and keep it in their class binder. Packet materials are posted online.
Workshop Part One: Comprehension, Application, and Analysis Collaborations(75 min)
*Close reading and examination of primary source material is completed during this session and followed by an “entry ticket” formative assessment.
Workshop Part Two: Synthesis and Evaluation Activities(75 min)
*Activities related to primary source material are completed during this session. Formative assessment conducted during this session may inform content and format of subsequent secondary source reading summative assessment.
Reading Summative Assessment (25 min)
Discuss/Debrief Secondary Source Readings and Summative Assessment (20 min)
*Secondary source reading must be completed before this session.
John Adams film clips
Selections from Pictures of the Revolutionary War – National Archiveshttp://www.archives.gov/research/american-revolution/pictures/
Primary Sources:
Thomas Paine: Common Sense (1776) (excerpts)
Charles Inglis: “The True Interest of America Impartially Stated, 1776”
Declaration of Independence – draft (1776)
James Thatcher from Military Journal of the American Revolution (1775-1777)
Assigned Secondary Source Readings:
“Building an Army” by John E. Ferling
Zinn, ch. 5 (77-89)
Selections from Johnson, part two
Week Four
Establishing a Republic: Silencing Rebellion and Shaping American Political Culture
U n i t P l a n - F e n w i c k P a g e | 11
Enduring Theme(s)
Federalism vs. Antifederalism: The debate over government power
Capitalism and Economic Growth: Equity vs. Efficiency
“Big” Question(s)
What is the proper role of a federal government? To what extent should it be responsible for the welfare of its people?
Should there be more or less government in the economy?
Under what circumstances is protest or rebellion against the government or other authorities acceptable?
Essential Question(s)
How are the founders’ political debates still played out today?
How fragile was the nation at its inception?
Subtopics Shays’s Rebellion
Whiskey Rebellion
Federalist vision of America (Hamilton, Madison, Washington, Knox)
Anti-Federalist vision of America (Jefferson, Melancton Smith, George Mason, Patrick Henry)
Schedule Day One(45 min.)
Day Two(75 min.)
Day Three(75 min.)
Day Four(45 min.)
Notes
Establishing Context: Primary Source Primary Source Secondary Source Visual Literacy:
U n i t P l a n - F e n w i c k P a g e | 12
connections to the present and discussion of enduring themes and “big” and “essential” questions (15 min)
Visual Literacy Activity (30 min)
*The visual literacy activity is followed by an “entry ticket” formative assessment.
*Students receive a concise reference packet that includes lecture notes, a timeline, maps, graphics, and visuals. The packet provides essential background information and context to help students successfully meet objectives during sessions two through four. Students are expected to review the packet and keep it in their class binder. Packet materials are posted online.
Workshop Part One: Comprehension, Application, and Analysis Collaborations(75 min)
*Close reading and examination of primary source material is completed during this session and followed by an “entry ticket” formative assessment.
Workshop Part Two: Synthesis and Evaluation Activities(75 min)
*Activities related to primary source material are completed during this session. Formative assessment conducted during this session may inform content and format of subsequent secondary source reading summative assessment.
Reading Summative Assessment (25 min)
Discuss/Debrief Secondary Source Readings and Summative Assessment (20 min)
*Secondary source reading must be completed before this session.
“John Adams” film clips “Empire of Reason” clips
Primary Sources: Proclamation of Shaysite Grievances, 1786
Statement of Plough Jogger, 1786
Correspondence about Shays’s rebellion:- Henry Knox to George
Washington, October, 1786- George Washington to Henry
Knox, December, 1786- Thomas Jefferson to William
Smith, November 13, 1787
Melancton Smith’s speech in New York Ratifying Convention, June 21, 1788 (excerpt)
Alexander Hamilton’s speech in New York Ratifying Convention, June 21, 1788 (excerpt)
Thomas Jefferson - Brutus I, October 18, 1787 (excerpts)
James Madison - Federalist 45, January 26, 1788 (excerpts)
Assigned Secondary Source Readings (42 pages total): Zinn ch. 5, 90-102
Johnson part two, 177-195 & 211-
U n i t P l a n - F e n w i c k P a g e | 13
219.
Formative Assessment:
Formative assessments may include, but are not limited to: reading guides; visual literacy guides (film & visual image analyses); wikispace discussion board posts; online survey responses; historical question formation; thesis formation; graphic organizers to aid comprehension and analysis; oral responses to primary and secondary source material; debates; guided discussion; cooperative reading (jigsaw); entry/exit tickets; journal entries.
Weekly Assessments
At the end of each week of instruction, students complete a summative assessment based upon the assigned secondary source reading. Students address one piece of the reading (for example, Zinn or Johnson) or compare or comment on both. This assessment varies in format. Reading reflection prompts, short answer essay questions, close reading responses, and question formations (general and specific) about the readings are typical examples. The weekly assessment format, tasks, and scoring rubrics are posted to the class wikispace by 5:00pm on Thursday. Students must prepare to complete both posted tasks, but will be randomly assigned to complete only one during the subsequent class session.
Students are permitted to use their annotated texts while working on the weekly assessment. Grading is based on a 3, 2, 1, 0 scale (exceeds expectations, meets expectations, does not meet expectations, incomplete). Each weekly assessment is twenty-five minutes in length and is followed by a twenty minute discussion and debriefing session. Following the completion of each unit, students are permitted to substitute their lowest weekly assessment score for a “historical head” of their choice (see “historical heads” section below). The historical head must be of an individual examined during the unit for which you are opting to substitute a score.
Historical Heads
James Percoco’s summative assessment activity allows students to creatively demonstrate perspective recognition. Students choose a character, personality, or group of people from a particular unit of study and fill in a “historical head worksheet” with images that represent the ideas, thoughts, visions, and motivations of a character, personality, or group of people from a particular unit of study. Students write corresponding statements about the images on the back of the worksheet and explain why they appear in the “head” of the person or persons. Students may propose their own character, personality, or group of people or ask the instructor for a recommendation. The subject(s) of the historical head must be pre-approved by the instructor. Some examples of choices from this unit are: Federalist, Anti-Federalist, Loyalist, Patriot, Daniel Shays, Jonathan Edwards, Nathaniel Bacon, George Washington, Thomas Paine, Thomas Jefferson, Alexander Hamilton, and James Madison. Students may propose their own character, personality, or group of people or ask the instructor for a recommendation.
Summative Assessment
U n i t P l a n - F e n w i c k P a g e | 14
The unit assessment is a Document Based Question (DBQ) historical claim. Students choose or form their own essential question. Students answer the DBQ in standard essay format and use primary and secondary source references as evidence. Students receive detailed instructions and a scoring rubric for the unit assessment. Essays are due one week following the end of the unit. In order to help students polish their writing, students will participate in a peer review writing workshop during the class session before the essay due date. Students are required to bring a final draft to this class session. The final draft is twenty percent of the grade.
Related Documents
