Download Abbott Lawrence Academy 2016-2017 Curriculum Map: Year at a

Abbott Lawrence Academy 2016-2017 Curriculum Map:
Year at a Glance
Subject: AP History
Grade: 10
Unit Title
Summer Unit
Time
Allocation
(# 0f
weeks
based on
38 weeks
in school
year)
Essential Questions
(for unit)
3 weeks
Is it possible for historians to be
unbiased?
1. Class Protocols/
Procedures,
Period 1
1491-1607
3 weeks
2. Period 2
1607-1754
3 weeks
How do I succeed in AP US
history?
How does environment impact
the development of civilization?
When two powers meet, must
there always be a conflict with
a winner and loser?
How do the settlers of a
community impact its
development?
Core Text/Supplemental
Learnings
(include major references)
America’s History Ch. 1, 2
A People’s History, Zinn, Ch. 1
and 2
America’s History Ch. 1, 2 cont’d
A People’s History, Zinn, Ch. 1
and 2 cont’d
Image: The Kincaid Site, Herb Roe
America’s History Ch 3, 4
A People’s History, Zinn, Ch. 3
Examining bias- WWII
propaganda posters
Performance Tasks
(How will you know that
students have mastered
the taught concepts)
Comparative Essay- Howard Zinn
vs. America’s History textbook
Reading Quiz- Chapters 1+2
Binder Check
Themes Chart- Students can take
events from chapters 1-4 and
place/defend what AP theme
categories they fit into (such as
Work, Exchange, Technology
versus Politics and Power)
Reading Quiz- Chapters 3+4
What are the warning signs of a
coming revolution?
City Upon a Hill, John Winthrop
Letter of John Pory
Themes, Primary Source Analysis
Quiz
What causes revolution?
Edenton Ladies’ Tea Party
Transatlantic Migration 15001760, Stanley Engerman and
Kenneth Sokoloff p. 121 of
textbook
A Revival of Religious Fervor,
1744 by Thomas Prince
AP DBQ Essay on periods 1 and 2
regarding Puritanism and the rise
of American Exceptionalism
Unit 1+ 2 Test- Multiple Choice
and Short Answer
Binder Checks (2)
DBQ Primary Sources, Prompt
from 1993 AP Exam
3. Period 3
1754-1800
4 weeks
To what extent was the
American Revolution a revolt
against taxes?
To what extent did the
Declaration of Independence
establish the foundation of
American government?
How successful were the
America’s History Ch 5, 6, 7, 8
Reading Quiz- Chapters 5, 6, 7, 8
Zinn, Ch. 4 and 5
Project- Synthesizing how 1 AP
theme (student choice) can be
applied across 3 AP time periods
(units 1 and 2)
Declaration of Independence
Articles of Confederation
United States Constitution
Binder Checks (2)
Articles of Confederation in
proving the US with a
government?
Could the constitution have
been written without
compromise?
4. Period 4
1800-1848
4 weeks
Was a common American
identity formed at the cost of
minorities?
America’s History Ch 9, 10, 11, 12
Speech by John A. Morris about
railroad on July 4, 1828
Henry David Thoreau, Walden, or Life
in the Woods, 1854
Reading Quiz- Chapters 9, 10, 11,
12
AP Long Essay on a period 4
prompt
Binder Checks (2)
Amsco Chapter 8
History Channel- Erie Canal video clip
Eric Johnson Trail of Tears lyrics
Kerri Washington Actor Portrayal of
Sojourner Truth’s speech, Ain’t I A
Woman? Video
5. Period 5
1844-1877
4 weeks
How did American
Exceptionalism influence US
foreign policy?
Excerpts from:
- Molly Seawell, The Ladies’ Battle,
1911
-Jane Addams, The Annuals of the
American Academy of Social and
Political Science, November 1914
-Anna Howard Shaw, NAWSA
Convention speech, 1913
-Doris Stevens, Jailed for Freedom,
1917
America’s History Ch 13, 14, 15,
16
Amsco chapters 14, 15 (p. 268318)
Reading Quiz- Chapters 13, 14, 15,
16
Debate Simulation representing
state representatives leading up
to the Civil War
Midterm
6. Period 6
1865- 1898
7. Period 7
1890-1945
4 weeks
4 weeks
How did industrialization
influence the United States,
both socially and economically?
What role did ethnocentrism
play in making the US a world
power?
America’s History Ch 17, 18, 19,
20
Binder Checks (2)
Reading Quiz- Chapters 17, 18, 19,
20
Amsco chapters 14, 15 (p. 268318)
Research paper
(Eng/Speech/History)
America’s History Ch 21, 22, 23,
24
Binder Checks (2)
Reading Quiz- Chapters 21, 22, 23,
24
Amsco Ch. 20-25 (p. 409-555)
8. Period 8
1945-1980
5 weeks
How did the dropping of atomic
bombs influence the US in
world affairs?
America’s History Ch 25, 26, 27,
28, 29
Propaganda Project- Student will
create/justify a propaganda piece
for either the Spanish American
War, World War I, or World War II
Binder Checks (2)
Reading Quiz- 25, 26, 27, 28, 29 Chapters
Amsco pgs. (Chapters 26-29),
pages 557-649
9. Period 9
1980- Present
2 weeks
How has media changed the
way citizens view/participate in
politics?
America’s History Ch
30, 31
3 weeks
How do I score a 5 on my AP
exam?
Binder Checks (3)
Reading Quiz- Chapters 30, 31
AP Practice Exam
Amsco (Ch. 30, 31), pages 653701
10. Test Review/Final
Project
AP practice exam on periods 1-8
Amsco APUSH Test Review (p.
702-728)
Binder Checks (1)
AP Exam
Final Year Project
AP presentation to Pre-AP World
students about what it takes to
succeed in AP History
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Period 1 1491-1607 (3 Weeks)
Essential
Questions
How do I succeed in AP US history?
How does environment impact the development of civilization?
SWBAT sort current and historical events into APUSH themes.
Learning Objectives for Unit
SWBAT describe the similarities and differences among Native
American societies and how geography affected their lifestyle.
SWBAT compare and contrast European society with that of
Native Americans, and articulate the impact of the Columbian
Exchange.
Performance tasks: Formative and Summative
Comparative Essay- Students will write an essay comparing the
first two chapters of Howard Zinn’s A People’s History of the
United States and the America’s History textbook. Possible
topics may be examining bias, topic, book coverage, and tone.
Reading Quiz- Chapters 1+2
Binder Check
AP Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
The reading,
speaking, writing,
and listening skills
will you teach,
re-teach, or review
so students will be
able to explain and
apply the content,
skills, and/or
procedures.
The formallanguage skillsvocabulary,
grammar,
punctuation,
syntax, disciplinespecific
terminology, or
rhetorical
conventions—that
allow students to
acquire knowledge
Content Objectives
What students will know
and be able to do at the
end of the unit
Texts and
Supplemental
Learnings
CrossContent
Connectio
ns
A1- A historical
analysis of sources
focuses on the
interplay between the
content of a source
and the authorship,
point of view,
purposes, audience,
and format or medium
of that source,
assessing the
usefulness, reliability,
and limitations of the
source as historical
evidence.
SWBAT write a
paragraph describing
how two tribes differed
from one another due
to their geographic
differences.
C1- Historical thinking
involves the ability to
identify, compare, and
evaluate multiple
perspectives on a
given historical event
in order to draw
conclusions about
that event.
SWBAT discuss the
impact of the
Columbian Exchange
on North America and,
in writing, compare its
impact on both Europe
and North America.
SWBAT read and
summarize the initial
encounters of the
Spanish and Native
Americans and
define/offer examples
of the Columbian
Exchange.
1.1 As native
populations migrated
and settled across the
vast expanse of North
America over time,
they developed
distinct and
increasingly complex
societies by adapting
to and transforming
their diverse
environments.
1.2 Contact among
Europeans, Native
Americans, and
Africans resulted in
the Columbian
Exchange and
significant social,
cultural, and political
changes on both
sides of the Atlantic
Ocean.
Comparison,
Hypothesize,
Source, Evidence,
Claim, Reasoing,
Pueblo,
Navajo Sioux,
Apache. Great
Basin, Great
Plains, Iroquois
Confederacy of the
Northeast; Creek,
Chocktaw, or
Cherokee of the
Southeast,
Northwest
Passage, Caravel,
sextant, joint-stock
trading company,
encomienda
system, smallpox,
caste, Mestizo,
Zambo, mulatto,
joint-stock
companies
SWBAT explain the
relevance of the author’s
point of view, author's
purpose, audience, format
or medium, and/or historical
context as well as the
interaction among these
features to demonstrate
understanding of the
significance of a primary
source.
America’s History
Ch. 1, 2
A People’s
History, Zinn,
Ch. 1 and 2
Image: The
Kincaid Site,
Herb Roe
SWBAT compare diverse
perspectives represented in
primary and secondary
sources in order to draw
conclusions about one or
more historical events.
ELA- Julius
Caesartheme of
starting
anew/contras
t of Native
Americans
already being
present,
Europeans
didn’t
‘discover’ the
new world
SWBAT compare two
Native American tribes, and
articulate how geography
impacted their lifestyles.
Using primary sources,
SWBAT describe the initial
interactions between the
Spanish and Native
Americans.
SWBAT compare the
similarities and differences
of European and Native
American societies.
SWBAT summarize the
impact of the Columbian
Exchange on both North
America and Europe/Africa.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Period 2 1607- 1754 (3) Weeks
Essential Questions
To what extent was the American Revolution a revolt against taxes?
To what extent did the Declaration of Independence establish the foundation of American
government?
How successful were the Articles of Confederation in proving the US with a government?
Could the constitution have been written without compromise?
SWBAT describe how different labor systems developed in North America and how different
systems affected the lives of Americans and US society.
Learning Objectives for Unit
SWBAT explain how patterns of exchange, markets, and private enterprise have developed
and analyze ways that governments have responded to economic issues.
Performance tasks: Formative
and Summative
SWBAT explain how religious groups and ideas have affected American society and
institutions .
Themes Chart- Students can take events from chapters 1-4 and place/defend what AP
theme categories they fit into (such as Work, Exchange, Technology versus Politics and
Power)
Reading Quiz- Chapters 3+4
Themes, Primary Source Analysis Quiz- students will be able to match both current and
historical events or characters to AP themes
AP DBQ Essay on periods 1 and 2 regarding Puritanism and the rise of American
Exceptionalism
Unit 1+ 2 Test- Multiple Choice and Short Answer
Binder Checks (2)
AP
Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplemental
Learnings
Cross-Content
Connections
2.1 Europeans
developed a
variety of
colonization
and migration
patterns,
influenced by
different
imperial goals,
cultures, and
the varied
North
American
environments
where they
settled, and
they competed
with each
other and
American
Indians for
resources.
2.2 The British
colonies
participated in
political,
social, cultural,
and economic
exchanges
with Great
Britain that
encouraged
both stronger
bonds with
Britain and
resistance to
Britain’s
control.
Using a map,
SWBAT write
in colonial
settlements,
and using
colony names,
describe how
geography
impacted their
development.
SWBAT
deliver an oral
presentation,
using
vocabulary of
historical
events, to
describe the
tension arising
between
European
powers.
SWBAT use a
graphic
organizer to
pair up
European and
Native
American
powers to
demonstrate
understanding
of alliance
systems.
SWBAT draw
a cause and
effect model
of British
imposed taxes
and legislation
to colonial
rebellion.
Cause and Effect,
Contextualization,
proprietorship,
Navigation Acts,
Quakers,
Dominion of New
England, Glorious
Revolution,
Second Hundred
Years’ War,
tribalization, South
Atlantic System,
Middle Passage,
salutary neglect,
William Penn,
John Locke,
Enlightenment,
Piety, natural
rights, deism,
consumer
revolution,
Benjamin Franklin,
William Pitt, Isaac
Newton
SWBAT use a map in
describing European
settlements in North
America, and describe
how geography
impacted their
development.
SWBAT to deliver a
presentation on the
tension arising
between European
powers in the New
World as they
competed for
resources.
SWBAT describe the
alliances that formed
between European
powers both with each
other and with Native
American tribes.
SWBAT use a timeline
to argue the effect
taxes and strong
British oversight had
on the development of
colonial identity.
SWBAT describe the
impact the Navigation
Act, Stamp Acts, and
other British legislation
had on colonial
rebellion.
America’s History Ch 3,
4
A People’s History,
Zinn, Ch. 3
Examining bias- WWII
propaganda posters
City Upon a Hill, John
Winthrop
Letter of John Pory
Physics/ChemSciences becoming
more credible based on
the Enlightenment and
discoveries of scientists
like Isaac Newton.
ex. Newton/FranklinDiesim and the rise of
scientific discovery
ELA- Propaganda and
Persuasion
Advanced Honors
Algebra II- Students will
look at immigration
trends to the US and
identify/describe
patterns of change.
Students will also look
at the population of
Native Americans as
compared to Europeans
and hypothesize the
correlation between the
two populations.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Period 3 1754-1800 (4) Weeks
To what extent was the American Revolution a revolt against taxes?
Essential Questions
To what extent did the Declaration of Independence establish the foundation of American
government?
How successful were the Articles of Confederation in proving the US with a government?
Could the constitution have been written without compromise?
SWBAT explain how ideas about democracy, freedom, and individualism found expression in
the development of cultural values, political institutions, and American identity.
Learning Objectives for Unit
SWBAT explain how interpretations of the Constitution and debates over rights, liberties, and
definitions of citizenship have affected American values. politics, and society.
Performance tasks: Formative
and Summative
SWBAT explain how different beliefs about the federal government’s role in US social and
economic life have affected political debates and policies.
Reading Quiz- Chapters 5, 6, 7, 8
Project- Synthesizing how 1 AP theme (student choice) can be applied across 3 AP time
periods (units 1 and 2)
Binder Checks (2)
AP
Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplemental
Learnings
Cross-Content
Connections
3.1 British
attempts to
assert tighter
control over its
North
American
colonies and
the colonial
resolve to
pursue selfgovernment
led to a
colonial
independence
movement and
the
Revolutionary
War.
3.2 The
American
Revolution’s
democratic
and republican
ideal inspired
new
experiments
with different
forms of
government.
3.3 Migration
within North
America and
competition
over
resources,
boundaries,
and trade
intensified
conflicts
among
peoples and
nations.
SWBAT annotate
different types of
propaganda and
organize
information from
the source into
different
categories of the
primary source
graphic organizer.
SWBAT annotate
the Declaration of
Independence
and organize
information from
the source into
different
categories of the
primary source
graphic organizer.
SWBAT verbally
explain the
demographics
most protected by
the Declaration of
Independence
and the
Constitution, and
with the use of
classroom
technology,
highlight sections
of text that
explicitly leave out
reference to other
groups.
SWBAT write a
short essay
describing two
major
disagreements
between colonial
leadership, and
what the
compromise
included in order
to satisfy both
sides.
Loyalists, Patriots,
Rebels, Shays’s
Rebellion, The
Philadelphia
Convention, The
Virginia Plan, New
Jersey Plan, The Great
Compromise,
Federalists,
Antifederalists,
SWBAT describe the
beginnings of the print
revolution and its
impact on the
American Revolution.
SWBAT summarize
the most important
ideals contained in
the Declaration of
Independence and
interpret their greater
significance on
American society.
SWBAT describe the
significance of the
Constitutional
Conventions and the
compromises made in
order to secure unity.
SWBAT articulate the
major disagreements
among colonial
leadership in crafting
a unified front against
the British.
America’s History
Ch 5, 6, 7, 8
Zinn, Ch. 4 and 5
Declaration of
Independence
Articles of
Confederation
United States
Constitution
Common Sense,
Thomas Paine
Speech and
Composition- students
will identify the use of
rhetoric in political
speeches and
documents and well as
explain the logical
fallacies present in
American leadership,
such as, Thomas
Jefferson owning slaves
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Unit 4 1800-1848 (4) Weeks
Was a common American identity formed at the cost of minorities?
Essential Questions
Learning Objectives for Unit
SWBAT explain to what extent did Thomas Jefferson’s presidency shape conceptions of
national identity as expressed in the development of political institutions and cultural values.
SWBAT describe how westward migration led to political and social conflicts (domestic,
foreign, Native American) and the effects on Native Americans.
SWBAT express how competing conceptions of national and regional identity express in the
development of political institutions and cultural values after the war of 1812.
Performance tasks: Formative
and Summative
SWBAT describe how geography and developments in transportation affect migration, the
economy, and the development of different regions of North America.
Long essay style question focusing on period 4 and how this time period drastically changed
the outlook for migration into the US.
Reading Quizzes for chapters 9, 10, 11, 12
Binder Checks (2)
CC
Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplementa
l Learnings
Cross-Content Connections
4.1 The United
States began
to develop a
modern
democracy
and celebrated
a new national
culture, while
Americans
sought to
define the
nation’s
democratic
ideals and
change their
society and
institutions to
match them.
4.2
Innovations in
technology,
agriculture,
and commerce
powerfully
accelerated
the American
economy,
precipitating
profound
changes to
U.S. society
and to national
and regional
identities.
4.3 The U.S.
interest in
increasing
foreign trade
and expanding
its national
borders
shaped the
nation’s
foreign policy
and spurred
government
and private
initiatives.
SWBAT list (in
writing) the
causes of the
Industrial and
Market
revolutions
and verbally
explain the
impact of
these changes
on the
economy.
SWBAT read
and annotate
primary
sources about
the impact of
the Market
Revolution on
ordinary
Americans,
and then
compose a
letter from the
perspectives
of someone
living during
that time
comparing
how their life
was before
and after the
revolution.
SWBAT
create a
graphic
organizer and
write in the
perspectives
of each side of
the federal
power debate.
SW listen to
their
classmates
and update
this graphic
organizer
based on their
arguments.
SWBAT
verbally
debate the
power of the
federal
government
over states
through the
form of a
debate,
listening to
and rebutting
classmate
arguments.
Economy, Market,
industrial, division
of labor, mineralbased economy,
mechanics,
unions, labor
theory of value,
Market Revolution,
Erie Canal, Middle
class, Moral free
agent,
Temperance,
Nativist
movements,
political machines,
Consolidated
government,
nullification,
Second Bank of
the United States,
Indian Removal
Act of 1830, Trail
of Tears, Classical
liberalism,
Laissez-faire,
Whigs, Panic of
1837,
Transcendentalis
m, Utopia,
Socialism,
Underground
railroad, Separate
sphere, Seneca
Falls Convention,
Republican
aristocracy,
SWBAT identify
and describe the
causes and
consequences of
the Industrial and
Market
revolutions.
SWBAT describe
how the Market
Revolution
impacted how
ordinary
Americans lived.
SWBAT describe
the debate of the
government’s role
in the economy
and connect this
debate to present
day arguments
on the same
issue.
SWBAT identify
and describe the
three branches of
the federal
government, and
the debate about
federal power
versus states’
rights.
America’s
History,
Chapters 9-12
Speech by John
A. Morris about
railroad on July
4, 1828
Henry David
Thoreau,
Walden, or Life
in the Woods,
1854
Amsco Chapter
8 (p. 150-173)
History ChannelErie Canal video
clip
Eric Johnson
Trail of Tears
lyrics
Kerri
Washington
Actor Portrayal
of Sojourner
Truth’s speech,
Ain’t I A
Woman?
Excerpts from:
Molly Seawell,
The Ladies’
Battle, 1911
Jane Addams,
The Annuals of
the American
Academy of
Social and
Political Science,
November 1914
Anna Howard
Shaw, NAWSA
Convention
speech, 1913
Doris Stevens,
Jailed for
Freedom, 1917
Advanced Honors Algebra IIgraphs studying the explosion of
the economy based on the
improvements in industry.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Unit 5 1844-1877 (4) Weeks
Essential Questions
Learning Objectives for Unit
How did American Exceptionalism influence US foreign policy?
SWBAT describe the major aspects of domestic debates over US expansionism and how
these debates shaped the formation of regional identities.
How did conceptions of national and regional identity and of democratic ideals shape the
debates over expansion and slavery,
What role did the following factors play in bringing about civil war- political realignment,
differing political beliefs, actions taken by abolitionist, arguments over economic policies,
debates about interpretation of the Constitution, environmental factors, and migration to the
US and the West
How did the Civil War shape conceptions of national group, and regional identity?
How did Reconstruction shape conceptions of national and regional identity? How did
arguments over the meaning and interpretation shape the reconstruction.
Performance tasks: Formative
and Summative
Reading Quiz- Chapters 13, 14, 15, 16
Debate Simulation representing state representatives leading up to the Civil War
Midterm
Binder Checks (2)
CC
Standards/
Lawrence
Standards
5.1 The United
States became
more
connected with
the world,
pursued an
expansionist
foreign policy
in the Western
Hemisphere,
and emerged
as the
destination for
many migrants
from other
countries.
5.2 Intensified
by expansion
and deepening
regional
divisions,
debates over
slavery and
other
economic,
cultural, and
political issues
led the nation
into civil war.
5.3 The Union
victory in the
Civil War and
the contested
reconstruction
of the South
settled the
issues of
slavery and
secession, but
left unresolved
many
questions
about the
power of the
federal
government
and citizenship
rights.
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplementa
l Learnings
Cross-Content Connections
Sectionalism,
Thirteenth
amendment,
Manifest Destiny,
conscience whigs,
Wilmot Proviso,
free-soil
movement,
squatter
sovereignty,
Compromise of
1850, Gadsden
Purchase,
Kansas-Nebraska
Act, Bleeding
Kansas,
Crittenden
Compromise,
Total War, Habeas
Corpus, King
Cotton,
Greenbacks,
Emancipation
Proclamation,
Scorched-earth
campaign, War
Democrats/Peace
Democrats, March
to the Sea, Ten
Percent Plan,
Wade-Davis Bill,
Black Codes, Civil
Rights Act of
1866, Fourteenth
Amendment,
Reconstruction
Act of 1867,
Fifteenth
Amendment,
Women's’
Suffrage, Sharecropping,
Scalawags/Carpet
baggers, Civil
Rights Act of
1875, Classical
liberalism, Credit
Mobilier,
Slaughter-House
Cases,
SWBAT explain
the two causes of
the Mexican War,
and in what ways
that war brought
about a growing
sectional crisis
during the 1850s.
America’s
History,
Chapters 13-16
World History- students will be
asked to think about trends
across history and why countries
often spread their geographic
territory. We will then talk about
the
SWBAT explain
how a desire for
territorial
expansion
resulted in war,
the creation of
new markets,
territory
acquisition, and
ideological
conflicts.
SWBAT explain
how an
expansionist
foreign policy
connected the
United States to
the world.
SWBAT explain
how westward
expansion and
expansionist
foreign policies
made America a
destination for
migration.
SWBAT explain
how the end of
slavery shaped
boundaries and
led to conflicts.
SWBAT to outline
the attempts at
political
compromise over
slavery as well as
the reasons for
their failure,
Amsco chapters
14, 15 (p. 268318)
ultimately leading
to secession.
SWBAT explain
the reasons for
Union victory
over the
Confederacy.
SBWAT explain
how the end of
the Civil War
altered the
relationships
between the
states and the
federal
government as
well as among
the three
branches of
government.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Unit 6 1865-1898 (4) Weeks
Essential Questions
Learning Objectives for Unit
How did industrialization influence the United States, both socially and economically.
SWBAT explain how different labor systems developed in North America and the United
States, and explain their effects on workers’ lives and US society.
Explain how patterns of exchange, markets, and private enterprises have developed and
analyze ways that governments have responded to economic issues.
SWBAT explain how different beliefs about the federal government’s role in US social and
economic life have affected political debates and policies.
Performance tasks: Formative
and Summative
SWBAT analyze causes of internal migration and patterns of settlement in what would
become the United States, and explain how migration has affected American life.
Reading Quiz- Chapters 17, 18, 19, 20
Research paper (Speech/History)
Binder Checks (2)
CC
Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplementa
l Learnings
Cross-Content Connections
6.1
Technological
advances,
large-scale
production
methods, and
the opening of
new markets
encouraged
the rise of
industrial
capitalism in
the United
States.
SBWAT Large
scale
industrial
production accompanied
by massive
technological
change,
expanding
international
communicatio
n networks,
and ro-growth
government
policiesgenerated
rapid
economic
development
and business
consolidation.
Homestead
Lockout, vertical
integration,
horizontal
integration, trust,
mass production,
Chinese Exclusion
Act, Great
Railroad Strike of
1877, Granger
Laws, Knights of
Labor, Anarchism,
Haymarket,
Andrew CArnegie,
John D..
Rockefeller,
Samuel Gompers,
Plessy v.
Ferguson,
National Park
Service, National
Association of
Colored Women,
National American
Woman Suffrage
Association,
Social Darwinism,
Social Gospel,
Thomas Edison,
John Muir, Booker
T. Washington,
Mark Twain,
tenement, yellow
journalism,
muckrakers,
political machine,
progressivism,
Hull House, Pure
Food and Drug
Act, Triangle
Shirtwaist Fire,
Jacob Riis, Jane
Addams, Upton
Sinclair,
referendum,
Gilded Age,
Sherman Antitrust
Act, free silver,
National
Association for the
Advancement of
Colored People,
William Jennings
Bryan, Theodore
Roosevelt, W.E.B
Du Bois, Eugene
V. Debs
SWBAT analyze
the causes of
large scale
industrial
production accompanied by
massive
technological
change,
expanding
international
communication
networks, and
growth of
government
policies- and how
these changes
generated rapid
economic
development and
business
consolidation.
America’s
History Ch 17,
18, 19, 20
Mark Twain- Adventures of
Huckleberry Finn- As a Do Now
activity, students will be asked to
construct a KWL chart on what
society was like in the deep
South, like Mississippi.They will
use characters from Huckleberry
Finn as evidence.
6.2 The
migrations that
accompanied
industrializatio
n transformed
both rural and
urban areas of
the United
States and
caused
dramatic social
and cultural
changes.
6.3 The Gilded
Age produced
new cultural
and intellectual
movements,
public reform
efforts, and
political
debates over
political and
social policies.
SWBAT read
several
primary
sources
outlining the
views on the
economy and
labor, and
how economic
downturns
highlighted
strengths and
weaknesses
of the role of
labor in the
economic
system.
SWBAT
compose
letters of
factory
workers
during the
Gilded age
describing the
New systems
of production
and
transportation
and how it
changed their
everyday life
both in the city
and in the
country.
responses
from farmers.
SWBAT
SWBAT identify
and explain a
variety of
perspectives on
the economy and
labor developed
during a time of
financial
downturns and
panics.
SWBAT explain
the new systems
of production and
transportation
and how they
enabled
consolidation
within agriculture,
causing farmers
to react.
SWBAT analyze
data on
international and
internal migration
and the increased
urban
populations, and
explain how this
influx fostered the
growth of a new
urban culture.
SWBAT give
examples of the
how the growing
numbers of of
migrants moving
Amsco chapters
14, 15 (p. 268318)
Speech and CompositionStudents will be researching
/drafting a topic of their choice
about the Industrial Revolution.
This research paper will overlap in
both AP US History and Speech
and Composition.
compose
journal entries
in the role of
A) a migrant
describing
what it's like to
live in large
US cities,
such as New
York or
Chicago.
B) of a
migrant who
moved to the
West in
search of land
and economic
opportunity.
In writing,
SWBAT
describe new
cultural and
intellectual
movements
taking shape
during the
Gilded Age
and the
reasons for
their
formation.
SWBAT
analyze
primary
sources
outlining the
social
changes in the
period and in
writing,
describe how
these political
debates
impacted
citizenship,
corruption,
and
relationships
between
business and
government.
to the West in
search of land
and economic
opportunities
provoked
competition and
violent conflict.
SWBAT analyze
the reasons for
the new cultural
and intellectual
movements
during the Gilded
Age and how
these changes
caused social,
political and
economic
tension.
SWBAT explain
the dramatic
social changes in
the period and
how they inspired
political debates
over citizenship,
corruption, and
the proper
relationships
between
business and
government.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Unit 7 1890-1945(4) Weeks
Essential Questions
What role did ethnocentrism play in making the US a world power?
SWBAT explain how ideas about women’s rights and gender roles have affected society
and politics.
Learning Objectives for Unit
SWBAT explain how and why political ideas, beliefs, institutions, party systems, and
alignments have developed and changed.
SWBAT explain how different group identities. including racial, ethnic, class and regional
identities have emerged and changed over time.
SBWAT analyze how ideas about national identity changed in response to US involvement
in international conflicts and the growth of the United States.
Performance tasks: Formative
and Summative
SWBAT analyze the reasons for, and results of, US diplomatic, economic, and military
initiatives in North America and overseas.
Reading Quiz- Chapters 21, 22, 23, 24
Propaganda Project- Student will create/justify a propaganda piece for either the Spanish
American War, World War I, or World War II
Binder Checks (2)
CC
Standards/
Lawrence
Standards
7.1 Growth
expanded
opportunity,
while
economic
instability led
to new efforts
to reform US
society and its
economic
system.
7.2
Innovations in
communicatio
ns technology
contributed to
the growth of
mass culture,
while
significant
changes
occurred in
internal ad
international
migration
patterns.
7.3
Participation in
a series of
global conflicts
propelled the
United States
into a position
of international
power while
renewing
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplementa
l Learnings
Cross-Content Connections
SWBAT
verbally
describe how
the United
States
continued its
transition from
a rural,
agricultural
economy to
an urban,
industrial
economy led
by large
companies.
American
exceptionalism,
Remember the
Maine, Teller
Amendment,
Insular Cases,
Platt Amendment,
Open Door Policy,
Panama Canal,
Roosevelt
Corollary,
Zimmermann
telegram, War
Industries Board,
National War
Labor Board,
Committee on
Public information,
Sedition Act of
1918, Great
Migration,
Fourteen Points,
League of
Nations, Treaty of
Versailles, Red
Scare, Palmer
Raids, Teapot
Dome Scandal,
Dollar Diplomacy,
Prohibition,
National Origins
Act, Harlem
Renaissance, panAfricanism, Lost
Generation,
consumer credit,
flapper, SmootHawley Tariff,
Hundred Days,
fireside chats,
Glass-Steagall
SWBAT use a
timeline to trace
how the United
States continued
its transition from
a rural,
agricultural
economy to an
urban, industrial
economy led by
large companies.
America’s
History Ch 21,
22, 23, 24
Speech and CompositionStudents will view several
speeches by leaders of Germany,
Italy, the Soviet Union and, the
United States and examine them
for evidence of rhetoric. They will
also use debate/speech strategy
terms learned from Speech and
Composition to describe these
speeches.
SWBAT read
primary
sources
analyzing
events during
the
Progressive
Era including
political
corruption,
economic
instability, and
social
concerns.
SWBAT read
primary
sources of
those who
struggled
during the
Great
Depression,
and analyze
SWBAT analyze
the reasons for
the formation of
Progressive Era
of the early 20th
century and
provide examples
of how
Progressives
responded to
political
corruption,
economic
instability, and
social concerns
by calling for
greater
government
action and other
political and
social measures.
SWBAT describe
the different
initiatives created
during the 1930s
and how
policymakers
Amsco Ch. 2025 (p. 409-555)
domestic
debates over
the nation’s
proper role in
the world.
the
government
response in
creating a
limited welfare
state to assist
people during
this time.
SWBAT use
graphs to
verbally
explain how
economic
pressures,
global events,
and political
developments
caused sharp
variations in
the numbers,
sources,
experiences of
both internal
and
international
migration
patterns.
SWBAT take
on roles as
politicians in
the In the late
nineteenth
century and
early 20th
century and
verbally argue
the reasons
for acquiring
new US
territory and
areas in the
Pacific.
SWBAT
analyze
primary
sources
describing the
debates about
the nation’s
role in the
world after
WWI, as well
as how to
achieve
national
security and
pursue
American
interests.
SWBAT
verbally
articulate how
US
Act, Public Works
Administration,
Civilian
Conservation
Corps, Securities
Exchange
Commission,
Wagner Act,
welfare state,
Social Security
Act, classical
liberalism, Works
Progress
Administration,
Keynesian
economics, dust
bowl, Fascism,
Nazi Party, RomeBerlin Axis,
America First
Committee, LendLease Act, Pearl
HArbor, War
Powers Act,
Executive Order
8802, DD-Day,
Holocaust,
Manhattan Project
responded to the
mass
unemployment
and social
upheavals of the
Great Depression
by transforming
the US into a
limited welfare
state, redefining
the goals and
ideas of modern
American
liberalism.
SWBAT describe
the changes in
popular culture in
US society, and
the impact that
debates had on
culture, public
values, morals,
and American
national identity.
SWBAT give
reasons for the
growth in
economic
pressures,
changes in global
events, and
political
developments
and how these
occurrences
caused sharp
variations in the
numbers,
sources,
experiences of
both internal and
international
migration
patterns.
SWBAT articulate
the reasons for
US territorial
ambitions and
how this led to
the acquisitions in
the Western
hemisphere and
the Pacific
accompanied
heightened public
debates over
America’s role in
the world.
SWBAT analyze
the causes of
World War I and
how the US
participation
in World War
II transformed
American
society, and in
writing, argue
how the US
victory vaulted
the country
into an
international
leader.
decision to join
the war caused
intense national
debates of the
US’ role in the
world.
SWBAT describe
how US
participation in
World War II
transformed
American society,
and explain how
the victory of the
United States and
its allies over the
Axis powers
vaulted the US
into position of
global, political
and military
leadership.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Unit 8 1945-1980 (5) Weeks
Essential Questions
Learning Objectives for Unit
How did the dropping of atomic bombs influence the US in world affairs?
SWBAT analyze the reasons for, and results of, US diplomatic, economic, and military initiatives in North
America and overseas.
SWBAT analyze how ideas about national identity changed in response to US involvement in international
conflicts and the growth of the United States.
Performance tasks: Formative
and Summative
Reading Quizzes- Chapters 25, 26, 27, 28, 29 (5)
AP practice exam on periods 1-8
Binder Checks (3)
CC
Standards/
Lawrence
Standards
Language
Objectives
Academic
Language
Content
Objectives
Texts and
Supplementa
l Learnings
Cross-Content Connections
8.1 The United
States
responded to
an uncertain
and unstable
postwar world
by asserting
and working to
maintain a
position of
global
leadership, farreaching
domestic and
international
consequences
.
A2 Evaluate
the
usefulness,
reliability,
and/or
limitations of a
primary source
in answering
particular
historical
questions.
SWBAT
compose a
comparative
essay about
capitalist and
communist
society, and
argue why
governments
with these two
systems
opposed one
another.
Yalta, , United
Nations, Potsdam,
containment,
Truman doctrine,
Marshall Plan,
NATO, Warsaw,
Bay of Pigs,
Cuban Missile
crisis, Joseph
Stalin, Joseph
McCarthy, Nikita
Khrushchev, John
F. Kennedy, Fidel
Castro, Ho Chi
Minh, International
Monetary Fund,
baby boom,
Dwight D.
Eisenhower, Jim
Crow, Brown v.
Board of
Education,
Montgomery Bus
Boycott, Civil
Rights Act of
1964, Voting
Rights Act of
1965, Rosa Parks,
Martin Luther King
Jr. , Malcolm X,
Great Society,
Medicare, The
Feminine
Mystique, Tet
Offensive Detente,
Lyndon B.
Johnson, Richard
Nixon, Henry
Kissinger, OPEC,
Silent Spring,
EPA, Watergate,
Roe v. Wade,
Rachel Carson,
Jimmy Carter
SWBAT
summarize why
United States
policymakers
were opposed to
communism and
how this dislike
influenced use of
military force,
ideological
warfare, and build
an international
security system.
America’s
History Ch 25,
26, 27, 28, 29
ELA- The Things They CarriedAs a Do Now, students will
construct a KWL chart about
Vietnam and what it was like to
be there as a soldier. Students
will be encouraged to use
characters from The Things They
Carried as evidence of their
claims.
8.2 New
movements for
civil rights and
liberal efforts
to expand the
role of
government
generated a
range of
political and
cultural
responses.
C3 Situate
historical
events,
developments,
or processes
within the
broader
regional,
national, r
global context
in which they
occurred in
order to draw
conclusions
about their
relative
significance.
8.3 Postwar
SWBAT
create a
written
timeline of US
federal
policies during
the Cold War
and their
effects on
ordinary
Americans.
Seeking to
fulfill
Reconstructio
n-era
promises, civil
rights activists
and political
leaders
achieved
some legal
and political
successes in
ending
segregation,
although
progress
toward racial
equality was
slow.
SWBAT
verbally
present a
written project
to the class
about a Civil
Rights leader
and their
contributions
to the Civil
Rights
movement. .
SWBAT
construct a
SWBAT outline
the arguments for
Cold War policies
regarding the use
of federal power
in pursuing
international and
domestic goals
and describe the
costs of
Americans in the
loss of civil
liberties.
SWBAT provide
evidence for the
success and
limitations of the
Civil Rights
movement in
making progress
toward racial
equality.
Additionally,
SWBAT describe
how these
movements
inspired other
movements
regarding social
justice, identity,
and the
environment.
SWBAT describe
and critique the
Liberalism
movement
through the lens
of the left as well
as the
Conservative
movement.
SWBAT describe
the rapid
economic and
Amsco pgs.
(Chapters 2629), pages 557649
economic and
demographic
changes had
far-reaching
consequences
of American
society,
politics and
culture.
graphic
organizer
describing the
ideas
associated
with
Liberalism and
why it was
politically
unpopular with
the left and
conservative
movement.
social changes in
American society
and how these
changes fostered
a sense of
optimism in
postwar years.
SWBAT
summarize the
new demographic
and social
developments
that took place
immediately
following the Cold
War, and how
these changes
caused anxiety
and debate
among
Americans.
SWBAT draft
posters
comparing life
in the US and
life in Europe
immediately
following
WWII.
SWBAT read
several
primary
sources
illuminating
what is was
like to be an
immigrant
post-WWII in
the US, as
well as
describing the
fears
Americans
had of
Communists.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP History
Grade: 10
Unit 9 1980-Present (2) Weeks
How has media changed the way citizens view/participate in politics?
Essential Questions
Learning Objectives for Unit
SWBAT explain how different beliefs about the federal government’s role in US social and
economic life have affected political debates and policies.
Performance tasks: Formative
and Summative
SWBAT explain how patterns of exchange, markets, and private enterprise have
developed, and analyze ways that governments have responded to economic issues.
Reading Quizzes- Chapters 30, 31 (2)
AP Practice Exam
Binder Checks (1)
CC
Language
Academic
Content
Texts and
Cross-Content
Standards/
Lawrence
Standards
Objectives
Language
Objectives
Supplementa
l Learnings
Connections
9.1 A newly
ascendant
conservative
movement
achieved
several
political and
policy goals
during the
1980s and
continued to
strongly
influence
public
discourse in
the following
decades.
SWBAT
summarize in
writing the
Conservative
beliefs
regarding the
need for
traditional
social values
and a reduced
role for
government
and verbally
describe how
these beliefs
turned into US
policies in the
1980s.
Hostage crisis,
Reaganomics,
HIV/AIDS,
Sandinistas, IranContra Affair,
Glasnost,
Perestroika,
Persian Gulf War,
Barry Goldwater,
Ronald Reagan,
Milton Friedman,
Sandra Day
O’Connor, Mikhail
Gorbachev,
George H.W.
Bush, Al Qaeda,
Globalization,
WTO, G8, NAFTA,
WWW, Defense of
Marriage Act,
Planned
Parenthood of
Southeastern
Pennsylvania v
Casey, USA
Patriot Act, Abu
Ghraib prison, Tea
Party, Osama Bin
Laden, Bill Clinton,
Monica Lewinsky,
Saddam Hussein,
Barack Obama
SWBAT
summarize the
Conservative
beliefs regarding
the need for
traditional social
values and a
reduced role for
government and
how these beliefs
turned into US
policies in the
1980s.
America’s
History Ch 30,
31
Advanced Honors Algebra IIStudents will evaluate data
points and graphs to identify and
express demographic trends
regarding immigration, terrorism,
and how media impacts politics.
D2 Evaluate
the relative
significance of
different
causes and/or
effects on
historical
events or
processes,
distinguishing
between
causation and
correlation and
showing
awareness of
historical
contingency.
9.2 Moving
into the 21st
century, the
nation
experienced
significant
technological,
economic, and
demographic
changes.
9.3 The end of
the Cold War
and new
challenges to
US leadership
forced the
nation to
redefine its
foreign policy
and role in the
world.
SWBAT
verbally
identify and
describe new
developments
in science and
technology
and in writing,
describe how
these
innovations
enhanced the
economy and
transformed
society.
SWBAT read
data tables
regarding US
demographic
changes, and
verbally
discuss trends
they have
identified with
a partner.
Students will
then compare
historical
examples in
writing and by
constructing a
graph to show
how
Americans
reacted to
demographic
shifts.
SWBAT
compose a
brief essay
about what
they want their
SWBAT describe
the impact of new
developments in
science and
technology and
how they
enhanced the
economy and
transformed
society.
SWBAT construct
graphs of the US
population and
demographic
shifts that had
significant cultural
and political
consequences.
SWBAT compare
presidential
legacies, and
describe how the
Reagan
administration
promoted an
interventionists
foreign policy that
continued in later
administrations,
even after the
Cold War.
SWBAT compile
various media
clips from news
agencies
following the
attacks of 9/11
and describe how
this event caused
a shift in US
foreign policy
efforts, now
focusing on
fighting terrorism
around the world.
Amsco (Ch. 30,
31), pages 653701
legacy to be,
and follow up
by verbally
identifying/co
mparing other
presidential
legacies to
that of Ronald
Reagan.
SWBAT
verbally
present to the
class in
groups on
media
coverage
following the
events of 9/11
and draft a
brief essay
describing
how this event
caused a shift
in US foreign
policy.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject: AP US History
Grade: 10
Unit 10 Test Review/Final Project (3) Weeks
How do I study for a year-long comprehensive exam?
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Standards/
Lawrence
Standards
Language
Objectives
SWBAT articulate the necessary content and skill knowledge to achieve a passing score
on the Pre-AP US history exam.
Pre-AP Final Exam (modeled after AP exam)
Final Year Project
Academic
Language
Content
Objectives
Texts and
Supplementa
l Learnings
Cross-Content
Connections
E1- Articulate
a defensible
claim about
the past in the
form of a clear
and
compelling
thesis that
evaluates the
relative
importance of
multiple
factors and
recognizes
disparate,
diverse, or
contradictory
evidence or
perspectives.
E2- Develop
and support a
historical
argument
including in a
written essay,
through a
close analysis
of relevant and
diverse
historical
evidence,
framing the
argument and
evidence
around the
application of
a specific
historical
thinking skills.
SWBAT
compose
short answer
responses
responding to
three-part
prompts.
SWBAT read
several
primary
sources and
compose an
essay
response
examining
author’s point
of view,
historical
context, while
leveraging
their skills of
historical
argumentation
.
SWBAT apply
their skills of
multiple choice
process of
elimination, short
answer
compilation and
document based
question analysis
to successfully
complete the
Advanced
Placement exam.
AMSCO Practice
Test- (p. 702728)
Collegeboard AP
US 2015 Sample
Exam and
Answers
Pre-AP World- Students will discuss
how freshmen history skills will
transfer to sophomore AP history
classes. Students will describe the
quality and quantity of work
necessary to succeed in a course of
this magnitude.
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject:
Grade:
Unit 11 “Title” (#) Weeks
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Language
Academic
Standards/ Objectives
Language
Lawrence
Standards
Content
Objectives
Texts and
Supplementa
l Learnings
CrossContent
Connections
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject:
Grade:
Unit 12 “Title” (#) Weeks
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Language
Academic
Standards/ Objectives
Language
Lawrence
Content
Objectives
Texts and
Supplementa
l Learnings
CrossContent
Connections
Standards
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject:
Grade:
Unit 13 “Title” (#) Weeks
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Language
Academic
Standards/
Objectives
Language
Lawrence
Standards
Content
Objectives
Texts and
Supplemental
Learnings
CrossContent
Connections
Abbott Lawrence Academy 2016-2017 Curriculum Map:
Subject:
Grade:
Unit 14 “Title” (#) Weeks
Essential Questions
Learning Objectives for Unit
Performance tasks: Formative
and Summative
CC
Language
Academic
Standards/
Objectives
Language
Lawrence
Standards
Content
Objectives
Texts and
Supplemental
Learnings
CrossContent
Connections