United States History I Honors: Unit 1 - Paterson Public Schools

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Social Studies Curriculum

United States History I

Honors: Unit 1

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Course Description

The United States History I Honors course is the first half of a two-year sequence that constitutes the heart of the History/Social

Science program in the high school. It is intended to satisfy the requirements of the New Jersey law in this area and to apply to all

students who do not choose an alternate United States History I or II sequence. This is a general survey course in American history.

This survey follows a flexible chronology that broadly covers the panorama of our nation’s development of a period of four centuries.

The major divisions of the United States History I course are: the economic, political, and religious factors in European history leading

to the discovery and exploration of the New World; the settlement and growth of colonial America; the American struggle for

independence from England; the creation of a unique American form of government with special emphasis on the Constitution of the

United States; the development of the new nation in regard to its political, economic, and cultural growth; the Civil War and

Reconstruction; and the rise of industrialism and the economic changes that transformed the nation.

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Pacing Chart

PACING CHART

Unit Topic Duration

Unit 1 Colonization, Revolution and Constitution

(1585-1800)

7 Weeks

Unit 2 New Nation, Expansion and Reform

(1801-1861)

7 Weeks

Unit 3 Civil War and Reconstruction (1850-1877)

7 Weeks

Unit 4 The Development of the Industrial United

States and the Emergence of Modern

America (1890-1930)

7 Weeks

Unit 5 The Emergence of Modern America: World

War I and Roaring Twenties (1890-1930) 8 Weeks

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Educational Technology Standards

8.1.12.A.1, 8.1.12.A.3, 8.1.12.A.4

Technology Operations and Concepts

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the

empires discussed.

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or

real-world problem.

Example of use within the unit: Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the

empires discussed.

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the

perspectives of other cultures about a current event or contemporary figure.

Example of use within the unit: Travel Blog: Create a travel blog using Tumblr. Students will address social, political, cultural, economic, and

interactions in each empire

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Career Ready Practices Standards

CRP1, CRP2, CRP4, CRP6 9.1.8.A.1, 9.1.8.A.2, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.D.2, 9.1.8.D.3, 9.3.8.B.3

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

Example of use within the Unit: Students will create a plan for how they can serve their community through US History studies. Students

will create an action plan for a situation in the community where citizens need assistance in understanding their rights.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a

workplace situation.

Example of use within the Unit: Students will research a situation in which a US Citizen’s rights may have been violated and create a plan to

protect these rights in the future.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

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Career Ready Practices

Example of use within the Unit: Students will create a presentation explaining one country in US Historical Period. Students will

conduct research on the country and be able to clearly state the country's history and long-term goals.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

Example of use within the Unit: Students will create a presentation explaining one country in Historically Correct Period. Students

will conduct research on the country and be able to clearly state the country's history and long-term goals.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Leveled Text Chunking text Choice Board Socratic Seminar Tiered Instruction Small group instruction Sentence starters/frames Writing scaffolds Tangible items/pictures (i.e., to facilitate vocabulary acquisition) Tiered learning stations Tiered questions Data driven student partnerships

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Enrichment Accommodate Based on Students Individual Needs: Strategies

● Adaption of Material and Requirements

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self Selection of Research

● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

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New Jersey Student Learning Standards 9-12

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about

how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills

enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

A. Civics, Government, and Human Rights

6.2.12.A.3.a: Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.

6.2.12.A.3.b: Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America.

6.2.12.A.3.c: Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution.

6.2.12.A.3.d: Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.

6.2.12.A.3.e: Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.

6.2.12.A.3.f: Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North America, and evaluate the degree to which each movement achieved its goals.

6.2.12.A.3.g: Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations.

B. Geography, People, and the Environment

6.2.12.B.3.a: Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.

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6.2.12.B.3.b: Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.

6.2.12.B.3.c: Relate the role of geography to the spread of independence movements in Latin America.

C. Economics, Innovation, and Technology

6.2.12.C.3.a: Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land holding.

6.2.12.C.3.b: Analyze interrelationships among the Industrial Revolution, nationalism, and competition for global markets, imperialism, and natural resources.

6.2.12.C.3.c: Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.

6.2.12.C.3.d: Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.

6.2.12.C.3.e: Assess the impact of imperialism on economic development in Africa and Asia.

6.2.12.C.3.f: Determine the extent to which Latin American political independence also brought about economic independence in the region.

D. History, Culture, and Perspectives

6.2.12.D.3.a: Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.

6.2.12.D.3.b: Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.

6.2.12.D.3.c: Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.

6.2.12.D.3.d: Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.

6.2.12.D.3.e: Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

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English Language Arts & History/Social Studies Grades 9-10 Companion Standards

Key Ideas and Details:

RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events

or ideas develop over the course of the text.

RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

English Language Arts Standards » Writing » Grade 9-10

Text Types and Purposes:

WHST.9-10.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Production and Distribution of Writing:

WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge:

WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject demonstrating understanding of the subject under investigation.

WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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Grade: 10th

Unit: 1

Topic: Colonization, Revolution and Constitution (1585-1800)

NJSLS 6.1.12.B.1.a , 6.1.12.C.1.b, 6.1.12.C.1.a, 6.1.12.A.1.a 6.1.12.A.2.a 6.1.12.A.1.b, 6.1.12.D.1.a, 6.1.12.C.2.a,

6.1.12.D.2.a , 6.1.12.A.2.b, 6.1.12.A.2.d, 6.1.12.B.2.b

ELA Companion

Standards

RH.9-10.7, WHST.9-10.4, WHST.9-10.8, WHST.9-10.2, RH.9-10.6, RH.9-10.1, WHST.9-10.1

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Examine how

geographic

characteristics of a

region (e.g., climate,

social conditions, other

natural resources)

contributed to economic

development in the New

World.

Standard: RH.9-10.7

6.1.12.B.1.a

6.1.12.C.1.b.

How did the

experiences of Colonial

America set the

foundation for the

future United States?

Did geography greatly

affect the development

of colonial America?

Why did the settlers

settle near water?

Map

activity:Triangular

Trade Map Activity-

colonies/colonial

regions

Map Activity: Students

will complete a map of the

colonial regions. They

should label the colonies,

document the date they

became a colony, and

color them in. In the key,

students will create

symbols to show the

various economic

activities of each colony

and they will place these

symbols on the map. They

will also answer a short

Birth of the US

Constitution: http://www.khanacade

my.org/humanities/hist

ory/1600s-

1800s/declaration-of-

independence/v/birth-

of-the-us-constitution

NY Times, All Over

the Map: 10 Ways to

Teach About

Geography: http://learning.blogs.ny

times.com/2012/12/04/

all-over-the-map-10-

ways-to-teach-about-

geography/?_php=true

Science: Examine how

technological advances

in navigation made it

possible to explore the

New World.

RH.9-10.1. Accurately

cite strong and thorough

textual evidence, to

support analysis of

primary and secondary

sources

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question packet analyzing

their map and the impact

of these economic

activities on the

relationship between the

colonies and Great

Britain.

&_type=blogs&_r=0

Evaluate the extent to

which labor systems

(i.e., indentured

servants, African slaves,

and immigrant labor)

and entrepreneurship

contributed to economic

development in the

American colonies.

Standard: 6.1.12.C.1.b

Was colonial America a

democratic society?

What was the

contribution made by

African slaves in

building the new

nation?

What was the system of

indentured servitude

that developed in the

American colonies?

Newspaper Project: Research and publish a

Colonial Newspaper on

a specific colonial

region assessing the

economy, politics, and

social issues including

the impact on Native

Americans; use

Microsoft Publisher

program to create

newspaper.

Research: Research

information about labor

in the colonies and

participate in a

simulation of

indentured servants and

free market agents who

negotiate labor

contracts.

Handout, Tobacco

and Labor:

http://historyisfun.org/p

df/Life-at-Jamestown-

Lesson-

Plans/TobaccoandLabo

r.pdf

Website, Plantation

Systems:

http://www.spartacus-

educational.com/USAS

plantation.htm

Math: Create some form

of statistical analysis of

slaves, indentured

servants, and their

economics contribution

Make inferences and justify conclusions from sample surveys, experiments, and observational studies

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Produce clear and

coherent writing to

explain how economic

ideas and the practices

of mercantilism and

capitalism conflicted

during this time period.

Standard: WHST.9-10.4

6.1.12.C.1.a

Should the government

regulate business

closely?

How was mercantilism

a predecessor to

capitalism?

Where did slavery fit

into the economic

system of the colonies?

Research Paper: Write

a research paper on how

the triangle trade was a

product of mercantilism

PowerPoint: Create a

PowerPoint on the

development of

capitalism using Adam

Smith’s arguments

ABC-CLIO,

Mercantilism: http://americanhistory.a

bc-

clio.com/Topics/Displa

y/1183173?cid=71&sid

=1183176&useConcept

=False

Early European

Imperial Colonization

of the New World: http://www.gilderlehrm

an.org/history-by-

era/imperial-

rivalries/resources/earl

y-european-imperial-

colonization-new-

world

Visual Arts: Students

will create a movie

using movie-maker or a

similar video-editing

program on

mercantilism and/or

capitalism. Standard:1.1.12.D.1

Explain how self-

government in the

British North American

colonies evolved from

British governmental

structures.

Standard: WHST.9-10.8

6.1.12.A.1.a

What important ideas

and major events led to

the American

Revolution?

In what ways were the

colonies modeled after

their British homeland?

Prezi: Create a Prezi on

the system of checks

and balances

PowerPoint: The

Colonies Come of Age

http://ushistoryimackay.

wikispaces.com/file/vie

w/Ch.%203.1.ppt.pdf/4

50931248/Ch.%203.1.p

pt.pdf

Lesson plan, several

activities listed,

Jamestown and the

Founding of English

America:

http://www.gilderlehrm

an.org/history-by-

era/early-

settlements/essays/jame

stown-and-founding-

english-america

Website, The Colonial

ELA: Write a report on

the early governmental

structures of the

American Colonies,

such as a comparison

between Massachusetts

and Virginia Standard: WHST.9-10.2 a

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Experience,

http://www.ushistory.or

g/gov/2a.asp

Determine how the

British government and

the British North

American colonies

addressed the issue of

individual rights for

men and women.

Standard: 6.1.12.A.1.a

Does a government that

governs least, governs

best?

What protections and

rights did Britain revoke

in leading to the

American Revolution?

How did the political

rights of self-

governance relate to

eventual American

Revolution?

Jigsaw: activity on the

way different people

were treated in the

colonies by race, class,

and gender.

Lecture: on different

rights established for

each, including

inheritance for women

and men.

Article: Religion,

Women, and the Family

in Early America,

http://nationalhumanitie

scenter.org/tserve/eighte

en/ekeyinfo/erelwom.ht

m

Reading Like a

Historian Lesson

Plan- Great

Awakening: http://sheg.stanford.edu

/great-awakening

Colonization &

Settlement, 1585-

1763:

http://www.gilderlehrm

an.org/history-by-

era/colonization-and-

settlement-1585-1763

ELA: Write a paper

comparing the rights of

women and men in the

United States today.

This can include

disparities among pay,

medical treatment,

Article, Wage Gap for

U.S. Women Endures

Even as Jobs Increase,

http://www.bloomberg.c

om/news/2012-10-

25/wage-gap-for-u-s-

women-endures-even-

as-jobs-increase.html

Standard: WHST.9-10.2 a

Assess how gender,

property ownership,

religion, and legal status

affected an individual’s

political rights.

Standard: WHST.9-10.2

How did the different

colonies demographic

make-up affect their

political structure?

What rights were

women afforded in

colonial America?

Editorial: Write an

editorial calling for the

expansion of political

rights as if you were

living in one of the

colonies.

Internet Game: Early

Book, Women and the

Law of Property in

Early America:

http://www.uncpress.un

c.edu/browse/book_det

ail?title_id=578

Technology: Create a

pamphlet as if you were

a colonist at the time

that calls for expanded

political rights.

Standard:1.1.12.D.1

18

6.1.12.A.1.b

How did property

ownership affect

political rights?

US government,

http://www.phschool.co

m/atschool/us_history/k

now_it_show_it/mod_c

h1_sec3/

Voting in Early

America: http://www.history.org/

Foundation/journal/spri

ng07/elections.cfm

Compare the point of

view of two or more

authors to understand

the impact disease, war,

and other conflicts had

on Native American

peoples during this time

period.

Standard: RH.9-10.6

6.1.12.D.1.a

What diseases were

responsible for the

decline of the Native

population?

How did colonists use

inter-tribe conflict to

further their own goals

of more land

accumulation?

Presentation Project:

Create a multimedia

presentation on how

disease and war led to

the sharp population

decline of the Native

Americans

Read Article: Massive

Population Drop Found

for Native Americans,

DNA Shows http://news.nationalgeo

graphic.com/news/2011

/12/111205-native-

americans-europeans-

population-dna-

genetics-science/

Website, Disease and

Native Americans:

http://www.gohistorygo

.com/#!small-pox-the-

secret-killer/c1hu6

Essay, Early

European Exploration

and Colonization: http://www.vcdh.virgin

ia.edu/solguide/VUS02

/essay02.html

Science: PBS lesson on

Infectious Diseases,

http://www.pbs.org/weta

/thewest/lesson_plans/le

sson09.htm

Article,

http://news.nationalgeog

raphic.com/news/2011/1

2/111205-native-

americans-europeans-

population-dna-genetics-

science/

Standard: 5.1.12.A.3

Analyze the intellectual

origins (e.g., John

Locke) of the key ideas

expressed in the

Declaration of

Independence.

Standard:

Does the system of

checks and balances

provide us with an

effective and efficient

government?

What ideas did John

Locke express in his

Newspaper Article: Events Leading up the

Revolutionary War

newspaper project:

Students create a colonial

newspaper about the

events leading up to and

the start of the

Video, All Men are

Created Equal:

http://www.khanacade

my.org/humanities/hist

ory/1600s-

1800s/declaration-of-

independence/v/all-

men-are-created-equal

ELA: Lesson plan on

Locke:

http://teachinghistory.or

g/teaching-

materials/english-

language-learners/24139 Standard: WHST.9-10.2 a

19

RH.9-10.1

6.1.12.A.2.a

writings?

What influence did

Locke have on the

drafters of the

Declaration of

Independence?

Revolutionary War

(nothing beyond

Lexington and Concord).

They will be required to

take the perspective of

either a Loyalist or a

Patriot and they must

consistently use this

perspective throughout the

newspaper.

Activity on John Locke:

http://teacher.scholastic.

com/scholasticnews/ma

gazines/junior/pdfs/juni

or-020209-repro-03.pdf

Teacher notes, John

Locke: http://galileo.rice.edu/C

atalog/NewFiles/locke.

html

Use quantitative or

technical analysis to

explain why financing

the American

Revolutionary War was

problematic and the

impact it had on the

colonies and the new

governments. Also

review war profiteering.

Standard: RH.9-10.7

6.1.12.C.2.a

What role did inflation

have on the economies

of the colonies?

What role did Haym

Solomon place in

financing the American

Revolution?

What impact did war

profiteering have on the

War?

Article: Read article on

The American

Revolution and the

Birth of American

Finance

http://amrevmuseum.or

g/blog/american-

revolution-and-birth-

american-finance

Read and discuss: U.S.

Debt and Foreign

Loans, 1775–1795,

https://history.state.gov/

milestones/1784-

National Archives,

Primary resources on

the American

Revolution:

http://www.archives.go

v/education/lessons/rev

olution-images/

Pinterest, collection of

materials for the

American Revolution: http://www.pinterest.co

m/rlfrankl/revolutionar

y-war/

Lesson Plan, Cause of

the British defeat:

http://www.pbs.org/ktc

ELA: write a research

paper on Haym Solomon

(a financier of the

revolution),

http://www.revolutionar

ywararchives.org/salom

on.html Standard: WHST.9-10.2 a

Economics: Lesson plan

on inflation:

http://www.econedlink.o

rg/lessons/index.php?lid

=615&type=educator Standard: S-ID

20

1800/loans

Short Essay: Write a

short essay on war

profiteering and its

impact on the

revolution.

a/liberty/tguide_4.html

Describe the

contributions and

perspectives of African

Americans, Native

Americans, and women

during the American

Revolution.

Standard: WHST.9-10.8

6.1.12.D.2.a

What contributions did

African-Americans play

in the American

Revolution?

What were the

sentiments of African-

Americans during the

War?

What role did Native

Americans play in

fighting the American

Revolution?

Document Activity: In

pairs, students will receive

a packet containing

primary and secondary

sources on the Middle

Passage and slavery in the

Americas. These packets

contain pictures, quotes,

runaway slave ads, charts,

and general information

on the Middle Passage and

slavery. Students will

examine the sources and

answer a question packet

analyzing what slavery

was really like for

Africans and their

experiences on the Middle

Passage.

The Native Americans'

Role in the American

Revolution: Choosing

Sides:

http://edsitement.neh.gov/l

esson-plan/native-

americans-role-american-

Thomas Walke's

Account of Capturing

his Runaway Slaves in

New York City:

http://arcweb.archives.

gov/arc/action/External

IdSearch?id=2441090

Speech of the United

Indian Nations at

their Confederate

Council, 12/18/1786:

http://arcweb.archives.

gov/arc/action/External

IdSearch?id=2544432

Recommend Film:

The Patriot

Art: Students can create

a collage of women and

African-American

leaders of the

Revolution, either using

computer graphics or

traditional methods Standard:1.1.12.D.1

21

revolution-choosing-sides

Determine the central

ideas in foundational

documents such as the

Declaration of

Independence

the U.S. Constitution,

and the Bill of Rights,

making clear the

relationship among key

concepts, such as self-

government, democratic

government structures,

and the protection of

individual rights.

Standard: 6.1.12.A.2.b

Is the Constitution a

living document?

(amendment process,

elastic clause, judicial

interpretation,

legislative

modifications, etc.)

Is a strong federal

system the most

effective government

for the United States?

Which level of

government, federal or

state, can best solve our

nation’s problems?

Two activities on the

Declaration of

Independence: http://edsitement.neh.go

v/lesson-

plan/declaration-

independence-

expression-american-

mind#section-16198

Activities on

protecting individual

rights:

http://www.education.n

e.gov/SS/CSSAP

Modules/CSSAP First

Phase

Modules/individrights/a

ctivity1.html

First Draft of the

Declaration of

Independence: http://www.khanacade

my.org/humanities/hist

ory/1600s-

1800s/declaration-of-

independence/v/first-

draft-of-the-

declaration-of-

independence

Common Sense,

Declaration of

Independence,

Federalist Papers,

Constitution,

American Anthem

Text: http://www.usa.gov/Topics/

Reference-

Shelf/Documents.shtml

Literacy: Read Thomas

Paine’s Common Sense

Lesson plans, Common

Sense: The Rhetoric of

Popular Democracy,

http://edsitement.neh.go

v/lesson-plan/common-

sense-rhetoric-popular-

democracy Standard: WHST.9-10.2 f

Examine state

constitutions, including

New Jersey’s 1776

constitution, and the

U.S. Constitution,

How did the role of

state constitutions

influence the

development of the

federal Bill of Rights?

The Constitutional

Convention Project:

http://teachingamerican

history.org/lessonplans/

act1/

Website:

www.constitutioncenter

.org

ELA: Students write a

research paper on

freedom of religion in

Virginia and its

contribution to freedom

22

attending to date and

origin of the

information, to

determine their impact

on the development of

American constitutional

government.

Standard: RH.9-10.1

6.1.12.A.2.c

What role did New

Jersey’s delegation play

in forming compromise

in the federal

Constitution?

How were less

populated states and

larger state able to

compromise on

representation in the

new Constitution?

Chart: Have students

read the Constitution of

Virginia and have them

compare with the US

Constitution:

http://constitution.legis.

virginia.gov/

Reading Like a

Historian- Lesson

plan Declaration of

Independence: http://sheg.stanford.edu

/declaration-

independence

ABC-CLIO,

Constitutional

Compromises:

http://americanhistory.a

bc-

clio.com/Topics/Displa

y/1183216

of religion at the federal

level:

Virginia Statute for

Religious Freedom,

http://billofrightsinstitut

e.org/resources/educator

-

resources/americapedia/

americapedia-

documents/va-statute-

for-religious-freedom/

http://www.loc.gov/exhi

bits/religion/rel06.html Standard: WHST.9-10.2 f

Develop claims and

counterclaims that

reflect the Federalists

and Anti-Federalists

positions during the

ratification debates on

issues such as

federalism, factions,

checks and balances,

and the importance of

independent judiciary.

Standard: WHST.9-10.1

6.1.12.A.2.d

Are political parties

good for our nation?

(Federalists v.

Democratic-

Republicans)

Who were the

opponents of an

expanded national

government and why?

What was George

Washington’s position

on political parties?

Venn Diagram: Research and analyze

their political

preferences of

Republican vs.

Democrat and compare

ideas to Hamilton and

the Jefferson in a Venn

Diagram.

Venn Diagram: Create

a chart to compare and

contrast differences

between Federalists and

Anti-Federalists.

Reading Like a

Historian- Lesson

plan Federalists vs.

Anti-federalists: http://sheg.stanford.edu

/federalists-

antifederalists

Lesson Plans on

Federalists and Anti-

Federalists positions:

http://edsitement.neh.g

ov/curriculum-

unit/federalist-and-anti-

federalist-debates-

Music/Technology:

create a song related to

the federalists or anti-

federalists debates.

Software for editing

music:

http://audacity.sourcefor

ge.net/

Article on how to use

Audacity in the

classroom:

http://www.makeandbre

akeducation.com/2013/0

2/14/audacity-lesson-

plans/ Standard:1.1.12.D.1

23

diversity-and-extended-

republic

Example of anti-

federalists song:

http://www.youtube.com

/watch?v=YWHgZHUk

PE8

Develop claims and

counterclaims regarding

current day issues that

reflect the Federalists

and Anti-Federalists

views on the role of the

government.

Standard: WHST.9-10.1

6.1.12.A.2.d

In what ways are the

current political parties

similar to the federalists

and anti-federalists?

What major

accomplishments did

the anti-Federalists

achieve?

Journal: How much

influence should the

government have on the

economy?

Article: Gay Marriage

and state’s rights.

http://www.washingtont

imes.com/news/2014/m

ar/16/officials-in-three-

states-bank-on-states-

rights-ar/?page=all

Reading Like a

Historian- Lesson

plan Hamilton vs.

Jefferson: http://sheg.stanford.edu

/hamilton-jefferson

Lesson plans:

http://edsitement.neh.g

ov/lesson-plan/anti-

federalist-arguments-

against-complete-

consolidation

Timeline of the

Essential

Antifederalists:

http://teachingamerican

history.org/fed-

antifed/timeline-

essantifed/

Anti-Federalists: http://americangovern

ment.abc-

clio.com/Search/Displa

y/201224?terms=anti-

Economics: Have

students develop a

presentation on the

economic policies of the

federalists and the anti-

federalists and highlight

their differences. Standard: S-ID

24

federalists

George Washington,

“Farewell Address,”

Yale University:

Avalon Project.

Evaluate the

effectiveness of the

Northwest Ordinance in

resolving disputes over

Western lands and

limiting the expansion

of slavery.

Standard: 6.1.12.B.2.b

How did the federal

government deal with

the issue of slavery in

the northwest

territories?

Why was the

incorporation of new

territories a delicate

situation as it pertained

to slavery?

ABC-CLIO, Slavery

and Northwest

Ordinance activities:

http://americanhistory.a

bc-

clio.com/Topics/Displa

y/1183585?cid=71&sid

=1183588&useConcept

=False

ABC-CLIO, Native

American Lands:

http://americanhistory.a

bc-

clio.com/Analyze/Displ

ay/1334180?cid=20&ter

ms=northwest+ordinanc

e

Northwest Ordinance:

http://www.ourdocume

nts.gov/doc.php?doc=8

The Act of April 30,

1802 ("Ohio Enabling

Act"): 2 STAT 173,

"enabling the people of

the Eastern Division of

the territory northwest

of the river Ohio to

form a Constitution and

State government and

for the admission of

such state into the

Union.” 04/30/1802 -

04/30/1802

http://arcweb.archives.

gov/arc/action/External

IdSearch?id=299949

Timeline of the New

Science: Article on

DNA and slavery:

http://www.smithsonian

mag.com/science-

nature/a-history-of-

slavery-and-genocide-is-

hidden-in-modern-dna-

180947707/ Standard: 5.1.12.A.3

25

Nation: http://www.gilderlehrm

an.org/history-by-

era/new-nation-1783-

1815

Identify the themes of

regionalism and national

identity during this time

period

Standard: RH.9-10.7

6.1.12.B.2.a

How did geography

affect the cultural

development of

different regions in the

US?

How did regionalism

develop in the /united

States?

What role did

geography play in the

development of

regionalism and

American identity?

Reading Like an

Historian Lesson

plans, several

activities, Irish

Immigration:

http://sheg.stanford.edu/

irish-immigration

Vocabulary Exercise: Ask students to write or

brainstorm words that

come to mind when the

think of the United

States. What are the

positive words? Are

there any negative

words? Then ask

students what they think

the image of American

is in other countries.

How do other

populations view the

U.S? What are some of

the reasons for these

views?

ABC-CLIO,

American Identity:

http://americanhistory.a

bc-

clio.com/Topics/Displa

y/1183179

Teaching With

Documents: Anti-

railroad Propaganda

Poster -- The Growth

of Regionalism, 1800 -

1860:

http://www.archives.go

v/education/lessons/ant

i-rail

Math: Create a chart or

graph illustrating

demographics of

different regions in the

US during this time

period Standard: S-ID

Art: Lesson Plan on

Regionalism and Art in

the US, Americana in

Art: A Look at Thomas

Hart Benton,

http://www.pbs.org/kenb

urns/benton/educators/ Standard:1.1.12.D.1

26

Examine the

interrelationship of the

ideals set forth in the

Constitution (i.e., due

process, rule of law, and

individual rights) and

provide examples of

their denial or

fulfillment to different

groups of people in the

past and today.

Standard: RH.9-10.7

When is rebellion

justified?

Does US history

illustrate the expansion

of rights overtime?

How has the 14th

Amendment’s equal

protection clause been

used in addressing

racial inequalities?

Presentation or

debate: Have students

review a Supreme Court

case relating to the

expansion of civil

liberties and create a

presentation or report

on the case.

http://www.oyez.org/iss

ues/

Vocabulary Exercise: Have students create a

government dictionary.

Begin with four pieces

of white paper; fold

them lengthwise, then

fold width-wise. On

each page write a letter

of the alphabet, a word

that begins with that

letter, a definition in

students' own words,

and an example.

Illustration is optional.

National Archives

interactive lesson

plan, Docteach- From

Dred Scott to the Civil

Rights Act of

1875:http://docsteach.o

rg/activities/8773

Lesson Plan, The

Fight to End

"Separate but Equal"

in American Schools:

http://www.pbs.org/bey

ondbrown/foreducators

/ed_lesson_fighttoend.h

tml

Benjamin Franklin

Petitions Congress:

http://www.archives.go

v/legislative/features/fr

anklin/

Science: Students write

an essay on an important

historical figure that is

women, African-

American, or Native

American, and explain

the difficulties and

discrimination they

faced or tackled during

their time.

Example figure, African

American Medical

Pioneer: Daniel Hale

Williams

http://www.pbs.org/wgb

h/amex/partners/early/e_

pioneers_williams.html Standard: 5.1.12.A.3

27

Unit Vocabulary Triangular Trade Route

Indentured servants

Pilgrims

Puritans

Quakers

House of Burgesses

1st/2nd Continental Congress

French and Indian War

Proclamation of 1763

Stamp Act

Boston Massacre

“Shot heard around the world”

Boston Tea Party

Intolerable Acts/Coercive Acts

No Taxation without representation”

Thomas Paine’s Common Sense

Declaration of Independence

1st Great Awakening

Articles of Confederation

Anti-federalists

Federalists

Constitutional Convention

28

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the

African slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as

educators in Paterson Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed

to communicate the challenges and contributions made. Lessons designed are not limited to the following suggested activities, we

encourage the infusion of additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

Frederick Douglass Students will examine the life and

deeds of Frederick Douglass.

Students will write and perform a

short skit on Frederick Douglass.

Students will then discuss the

information found in their skits.

https://www.varsitytutors.com/englishteacher/narrative-

of-the-life-of-frederick-douglass

Daily Life of Slaves in the United

States

Students will research the daily life

of slaves in the United States.

Students will create a flowchart

representing their research.

Students will present their

flowchart to the class.

https://www.history.com/topics/black-history/slavery

African-American Board Game Students will create a board game

based on African-American

history. Students will play their

boardgame with the rest of the

students in class. Students will

write a short essay on the

information found in their board

game.

https://www.history.com/topics/black-history/slavery

Harriet Tubman Collage Students will recount the history of

Harriet Tubman. Students will

create a collage based on the life of

https://www.biography.com/activist/harriet-tubman

29

Harriet Tubman. Students will

conduct a gallery walk and post

comments on their work.

30

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-

1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st

Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 6.Gallery Tools

31

2. Activities 7.Griot

3. Assessments 8. Library

4. Essentials 9.Links

5.Gallery 10.Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

32

Decades Project (Required)

Objective: For students to research various aspects of American culture and politics during their assigned decade. This is also an opportunity for students to work on

research, communication and presentation skills.

Project Description:

1. Students will have deadlines at the conclusion of each semester.

2. Each student will select aspects of the decade to research.

Decades will be from the 1910s to the 1990s.

3. Each project should include information on the following:

A) Fashion/Clothing/Hairstyles (men and women)

B) Music

C) Entertainment/Recreation/Leisure

D) Values (Culture, what was important, slang, etc.)

E) Politics

F) Economy

G) Inventions, technology

H) Celebrities

I) At least one local example of one of the trends you detected for your

decade.

4. This project should provide the audience with an overall idea of what happened during that decade and what it would be like to live during that time period.

5. After researching the topic, you will 500 word Paper and corresponding (8) box Museum Box visual presentation. You will have one cube for each of the areas you

research.

6. The presentation should give the impression of what it is like to have lived in the period.

7. If time period permits, students should consider interviewing a living person to gain a perspective on the period.

8. Students should use this project to help narrow down the information to help create their DBQ questions and documents.

Project requirements:

1.Thorough information provided about the assigned decade

2. Use at least 8 different sources

3. MLA formatted bibliography for paper

4. The presentation must be in Museum Box format.

5. Each presentation must have a local example of one of the trends

detected.

33

6. Need to include an MLA formatted bibliography on each cube.

DBQ (Required)

American History DBQ Volume 1

Early Jamestown: Why Did So Many Colonists Die?