Download Plumsted Township Public Schools

Plumsted Township Public Schools
Social Studies Program
United States History II
1812 to 1900
PHILOSOPHY:
The social studies curriculum fosters a child centered learning environment, which enables students to use knowledge and methods of
history, geography, and the social sciences to understand the ideals and realities of past and present societies. Its primary goal is to
address the developmental nature of each learner, promote critical thinking skills, make connections across the curriculum, and,
address issues at the local, state, national, and international levels, while infusing real life applications to develop students who are
lifelong learners. We believe that critical thinking skills, research, writing, cultural appreciation, and geographical skills are vital for
all students to obtain. The district advocates courses that provide the student with a variety of activities that will enable him/her to
understand and appreciate history as a part of the overall human experience. All courses are aligned to national and New Jersey Core
Content Curriculum Standards.
OBJECTIVES:
The learners will be able to:








Synthesize historical content and formulate knowledge as related to social, economic, political, and human change
Relate past and present events and evaluate their significance to the modern social system of today
Develop an appreciation of cultural differences and develop tolerance
Analyze and develop an understanding for the development of human and physical systems over time
Construct meaning and apply knowledge of economics within social studies and the real world
Use technology as a tool to enhance the implementation of the social studies curriculum
Understand the significance of political processes and make authentic judgments to participate in society
Apply critical thinking skills to develop and incorporate historical knowledge
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Plumsted Township Public Schools
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in both academics and behavior, giving attention to
all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong
learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
Plumsted Township Board of Education
Herbert Marinari, President
Karen Amburgey, Vice President
Katherine McCaughey
Albert Petroni, III
Kathleen Sandford
District Administration
Dr. Gerald Woehr, Superintendent
Jim Edwards CPA, Business Administrator
Gerald North, Principal New Egypt High School
Lisa Harper, Human Resources
Toni Pennell, Assistant Principal New Egypt High School
Matt Jennings, Director of Special Services
Christine Carlson, Principal New Egypt Middle School
Dr. Christopher Tienken, Director of Curriculum and Instruction
Jean Morgan, Principal New Egypt Elementary School
Thomas Tramaglini, Supervisor of Curriculum and Instruction
Lynne Meara, Principal New Egypt Primary School
Lead Curriculum Writer
Tom Corby
Tom Federici
Tom Corby
Alicia Frost
Sara Boroult
Mark Dyba
Program Review Committee
Donna Westby-Gibson
Tracy VanDuyn
Jean Petersen
Diane Carr
Sena Siegler
Theresa Russell
Tara Rook
Patricia Frazier
Keith McEvoy
2
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
New Jersey Core Curriculum Content Standards
Grades 5 to 8
6.1 Social Studies Skills
A. Many Worlds Meet (to 1620)
B. Colonization and Settlement (1585-1763)
6.2 Civics
A. Civic Life, Politics, and Government
C. Revolution and the New Nation (1754-1820)
B. American Values and Principles
D. Expansion and Reform (1801-1861)
C. The Constitution and American Democracy
E. Civil War and Reconstruction (1850-1877)
D. Citizenship
Grade 9 to 12
E. International Education: Global Challenges,
A. American History through Reconstruction:
Cultures and Connections
Foundations of Modern America
B. The Industrial Revolution (1870-1900)
6.3 World History
C. The Emergence of Modern America (1890-1930)
A. The Birth of Civilization to 1000 BCE(BC)
D. The Great Depression and World War II (1929B. Early Human Societies to 500 CE (AD)
1945)
C. Expanding Zones of Exchange and Interaction to
E. Postwar Years (1945-1970)
1400 CE (AD)
F. Contemporary America (1968-Present)
D. The Age of Global Encounters (1400-1750)
E. The Age of revolutionary Change (1750-1914)
6.5 Economics
F. The Era of the Great Wars (1914-1945)
A. Economic Literacy
G. The Modern World (1945-1979)
B. Economics and Society
H. Looking to the Future (1980-Present)
6.6 Geography
6.4 United States/New Jersey History
A. The World in Spatial Terms
Grades K to 4
B. Places and Regions
A. Family and Community Life
C. Physical Systems
B. State and Nation
D. Human Systems
E. Environment and Society
3
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Scope and Sequence
1. Expansion and Reform
a. Reasons for Territorial Expansion
b. Louisiana Purchase
c. Nationalism and Sectionalism
d. Madison and the War of 1812
e. Monroe Doctrine
f. Conflicts with Native-American Inhabitants
g. Manifest Destiny
h. Western Territories
i. Mexican War
j. Political, Economic, and Social Changes in New
Jersey
k. Abolition movement
l. Women’s Rights Movement
2. Civil War and Reconstruction
a. Pre-War Economies and Society
b.
c.
d.
e.
f.
g.
h.
i.
Pre-War Conflicts
Base knowledge of Civil War
War in the East
War in the West
Post-War society
Reconstruction
Constitutional Amendments
Women’s Suffrage
3. The Industrial Revolution
a. Railroads
b. Settling the Plains
c. Natives on the Plains
d. New Industries
e. New Immigration
f. Reforms
g. Racial Problems
4
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Topic: Expansion and Reform (1801-1861)
Enduring Understanding: The Learner Will Be Able To:
1. Analyze American territorial expansion during this period, including the reasons for and consequences of the Louisiana Purchase, the Monroe
Doctrine, Manifest Destiny, the Mexican War, settlement across the frontier, and conflicts with Native-Americans inhabitants.
2. Evaluate and critique the political, economic, and social changes in New Jersey prior to the Civil War, including the growth of New Jersey’s cities,
New Jersey’s 1844 constitution, and the political and economic implications of the transportation monopolies.
3. Analyze the characteristics of cultural, religious, and social reform movements in the antebellum period, including the abolition movement, and the
women’s rights movement.
Suggested
Time
Concepts
1. Reasons for territorial expansion
Essential Question (s):
 Why did territorial expansion
occur?
 What factors play into a person’s
decision to relocate?
 What were the results of westward
expansion?
3 Days
Objectives
The Learner Will:

 Geographically illustrate westward expansion 
and highlight specific natural and physical
characteristics of each
 Compare and contrast the similarities and
differences between westward expansion
before 1763 and after the Revolutionary War.
 Describe specific struggles that Americans
had during the early part of the 19th century
and apply these struggles to financial,
political, religious, and scientific justifications
for territorial expansion.
 Explain how different socioeconomic, ethnic,
and religious groups were affected both
positively and negatively by expansion.
 Identify Turner’s Thesis of Manifest Destiny
and relate his work to the many territorial
expansions in the U.S. up to and including the
American Civil War
Core Activities
NJCCCS
(CPI)
Map Activity on Territories
Indian Tribe Map
6.4.B.4
6.5.A.1
6.5.B.6
6.6.A.2-4
6.6.E.1,4,8-9
6.6.B.1-3
6.6.C.1-2
6.6.D.1-3,5
6.6.E.1,5,6,8
5
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4 Days
3 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
2. Louisiana Purchase
The Learner Will:
Essential Question (s):
 Relate the Haitian situation with Napoleon
under Toussaint L’Ouverture to the Louisiana
 How did America purchase the
Louisiana Territory?
Purchase and conclude the overwhelming
reasons why Napoleon Bonaparte sold
 What were the effects of the
Jefferson the Louisiana Territory
Louisiana Purchase?
 Comprehend the ideological struggle
 How did this purchase aid
Jefferson had with the purchase.
expansion as well as “fan the fire”
of the slavery epidemic?
 Understand how this purchase opened up the
country for conflict and adventure.
 Once attained, was and if so, how
did Americans really find out how  Signify the military and geographical
rich the Louisiana Territory was?
advantages that the Louisiana Purchase
provided to the Americans
 Define and discuss the expedition by Lewis
and Clarke
 Identify and underscore how Sacaj(g)awea
was helpful to the exploration of the west
 Summarize the knowledge of the land that
was gained through mapping and evaluating
the expedition of Lewis & Clark.
3. Nationalism and Sectionalism
The Learner Will:
Essential Question (s):
 Define and discuss nationalism and
 How do nations show their
sectionalism
nationalistic spirit?
 Summarize the history of slavery in 18th
 Why was slavery not a moral
century America and predict how it would be
movement for most in the South,
dictated by climate
as compared to the North?
 Identify how climate and geography predicted
economy in the United States
 How did the American nation
apply their nationalism to the
 Connect and explain how slavery produced
growing sectional debate in the
sectionalism
early 19th century?
 Evaluate why the abolition of slavery was not


Honors- Jefferson
Dilemma handout, Journals
of Lewis & Clark
Lewis & Clark Journals &
Worksheet 11
6.4.B4
6.5.B1
6.5.A6
6.6.A.2-4
6.6.B.1-3
6.6.E.1,5,6,8



Honors- McCullough v.
Maryland
Discussion: Use previous
knowledge of Rev War,
how did the nation divide?
Chart showing reasons for
divide.
Discuss nationalism in
today’s climate.
6.4.B4
6.6.A.2-4
6.6.B.1-3
6.6.D.1-3,5
6.6.E.1,5,6,8
6
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
added in the Constitution in 1787
 What is nationalism?

Examine reasons as to why a nationalistic
 What is sectionalism?
feeling overtook the country in the early 19th
 If an antislavery clause was put
century.
into the constitution, would it have
 Recognize how sectionalism planted the seeds
avoided sectional conflict, or
to a civil war.
caused more to occur?
 Identify the interest of the North, South, and
 How can nationalism lead to
West during this period.
sectionalism fanaticism?
 What were the sectional
differences in the United States
during westward expansion?
 What were the differences
between the North and the South?
4. Madison and the War of 1812
The Learner Will:

Essential Question (s):
 Identify and discuss the causes and effects of
the War of 1812
 What were the strengths and
weaknesses of the Madison
 Explore and chart the major battles of the War
administration?
of 1812
 Why did the War of 1812 occur?
 Compare and contrast the Revolutionary War
and the War of 1812
 Was the presidency of Madison
more successful than that of
 Evaluate the gains and losses of the War of
Jefferson?
1812 and how the war changed the United
States
 How did America win the war of
1812?
 Identify how the War of 1812 was elevated
the United States to the dominant power in
 Why was Britain still trying to
fight a successful foreign war after
the Western Hemisphere
the embarrassing loss in the
 Predict long term effects of the war of 1812
American Revolutionary War?
on the home front
 Explore the Treaty of Ghent and develop an
understanding of how Americans would view
foreign policy in the 19th century
6.2.A.3
6.2.B.2,5
6.2.C.4
6.2.E.1-4
6.6.E.1,5,6,8
7
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4 Days
3 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
 Examine the relationship that would exist
between the United States and foreign
(European) powers following the War of 1812
 Identify and discuss how the War of 1812
affected other nations within the Western
hemisphere
5. Monroe Doctrine
The Learner Will:
Essential Question (s):
 Define the domestic and foreign policies of
the James Monroe administration
 What was the Monroe Doctrine
and how did it serve as a buffer for  Build evidence for how the War of 1812
America?
could justify the Monroe Doctrine
 What were the lasting effects of
 Understand the provisions within the Monroe
the Monroe Doctrine?
Doctrine.
 What were the strengths and
 Chart and interpret several situations in which
weaknesses of the Monroe
the Monroe Doctrine proved to protect the
Doctrine?
American nation, as well as other nations
within the Western Hemisphere
 Given its premise, why was the
impetus of the Monroe Doctrine
 Predict how the provisions of the Monroe
successful?
Doctrine could protect America, as well as
lead to major foreign conflict.
 How can an event aid or destroy
the world’s view of a country?
 Compare and contrast: The enemy of my
enemy is my friend and the cold war, to the
provisions of the Monroe Doctrine
 Argue how the Monroe Doctrine document
strengthened the power of the United States.
6. Conflicts with Native-American
The Learner Will:
Inhabitants
 Identify the lives of specific Native American
Essential Question (s):
contributors and how they were affected by
westward expansion
 Why is the subjugation and the
extermination of the Native
 Explore sentiment within the Native tribes
Americans not discussed more
regarding how they felt about westward


Map Activity Latin
America
Honors- Essay relation of
Doctrine and Nationalism
6.2.A.3
6.2.B.2,5
6.2.C.4
6.2.E.1-4
6.3.B.4
6.6.A.2-4
6.6.E.1,5,6,8



Story (myth) of Tecumseh
Read short story Blankets
for the Dead.
Discuss government
relation toward minorities
yesterday and today.
6.4.B4
6.6.A.2-4
6.6.D.1-3,5
8
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
3 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
within this country than it is
expansion and how they were helpless against
today?
the American military
 What evidence exists that justifies  Investigate the effect of domestic expansion
the reasoning behind what
of the United States on the Native American
happened to the Native Americans
tribes.
on the frontier?
 Examine the federal government’s role in the
displacement and extermination of Native
 How were the Native Americans
targeted by the economy?
Americans.
 Compare and contrast the Native American
tribes from the 18th century to today
 Identify the contributions of the Native
Americans to the United States
 Explore specific events of the 18th century
that occurred which are related to
discrimination and persecution of other
groups
7. Manifest Destiny
The Learner Will:
Essential Question (s):
 Identify and discuss Manifest Destiny
 What was the Manifest Destiny?
 Describe this expansionist belief that aided a
moral reasoning behind westward movement
 Was it America’s Manifest
Destiny to move to its natural
 Examine and critique the safety valve theory
borders at the expense of others?
 Understand why many Americans decided to
 Is their evidence to support that
head West during this time period
the west was a safety valve for
 Discover how this belief adversely affected
people who could not make it in
other groups in the nation
the East?
 Evaluate the strengths and weaknesses of
 How did the Manifest Destiny lead
westward movement and how it affected the
to the destruction of many Native
people who moved westward
American societies?
 Describe and discuss the meaning of Manifest
 Is it right to take over something
Destiny and its relation to foreign policy
that already has a rightful owner?
 Explore how westward expansion related and


Oregon Trail computer
game
Tribe project- groups of 3
research effect of Manifest
Destiny on individual
tribes.
6.4.B.4
6.5.B.3-5
6.6.A.2-4
6.6.B.1-3
6.6.D.1-3,5
6.6.E.1,5,6,8
9
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4 Days
2 Days
2 Days
8. Western Territories
Essential Question (s):
 What methods were used for
Americans to move west?
 What was the westward journey
like for Americans?
 What were the positive and
negative aspects of moving west?
 What were the dangers of “Going
West”?
 What were the lasting effects of
Americans moving westward?
 How are western areas different
than places in the East?
9. Mexican War
Essential Question (s):
 Was the Mexican War justified?
 What were the causes and effects
of the Mexican War?
 How was the Mexican War
different than other wars?
10. Political, Economic, Social
Changes in New Jersey
Essential Question (s):
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
opened the door for immigration
The Learner Will:
 Analyze what life on the frontier was like in
the shoes of the pioneers
 Synthesize “a new start” versus freedom and
how it changed the thinking process for
failing Americans in the East
 Identify and locate the different territories
within the westward expansion
 Describe the settlers and understand the
lifestyles of those that settled the Oregon
Territory.
 Explain the difficulties in acquiring Texas.
 Differentiate between the reasons for the
settling of California and Utah.
The Learner Will:
 Summarize the reasons for and what was
gained by war with Mexico.
 Discover why there was opposition to this
war.
 Determine whether the Mexican War was a
just war
 Identify the causes and effects of the Mexican
War
 Summarize the significance of the Mexican
war on domestic and foreign policy
 Compare and contrast the War in Iraq
(Enduring Freedom) and the Mexican war
The Learner Will:
 Comprehend how reform movements changed
the landscape of the NJ Constitution in 1844.

Skits of traveling across
the country to Utah,
California, etc.
6.4.B.4
6.6.A.2-4
6.6.B.1-3
6.6.D.1-3,5




Movie The Alamo
Honors- Civil
Disobedience Lesson:
Thoreau
CP- Civil Disobedience:
Box Cutter Article
Pre/Post Constitution;
compare and contrast
6.2.A.3
6.2.B.2,5
6.2.C.4
6.2.E.1-4
6.4.B.4
6.6.B.1-3
6.4.B.4
6.5.A.4,7-8
10
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
1.5 Days
1.5 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
 How did changes in our home
 Revise the New Jersey Constitution with
state reflect those made years
regards to how today differs from the one of
later?
150 years ago.
11. Abolition movement
The Learner Will:
Essential Question (s):
 Illustrate the definition of abolishment telling
 Was it moral to have slavery in the
it through the stories of others.
United States in the North? South?  Explore and discuss the role of an abolitionist
West?
and the abolitionist movement.
 Why would women be at the
 Determine the significance of the efforts of
forefront of the abolitionist
Frederick Douglass, Harriet Tubman, and
movement?
other abolitionists
 How were the abolitionists
 Identify the roles of newspapers and other
different than other Americans
writings within the movement.
with regards to risk?
 Compare and contrast the moral feeling for
 Would you have been an
slavery before 1800 and after 1800
abolitionist? Why or Why not?
 Examine how slavery caused the underlying
issue on states’ rights
 Differentiate the successes and failures of the
abolitionists and the abolitionist movement
 Identify and simulate the dangers of the life of
abolitionists
12. Women’s Rights Movement
The Learner Will:
Essential Question (s):
 Summarize the lack of rights given to women
throughout US history.
 Though bleak at times, why do
you believe that women never
 Analyzes the various groups and conventions
gave up the struggle for equal
women organized in an effort for equality.
rights?
 Compare and contrast the efforts of D. Dix, E.
 How much progress towards
Stanton, L. Mott, etc in the struggle for
women’s rights has been made?
suffrage.
 Are women the most
 Reconstruct other social movements in
discriminated group of Americans
America to the Women’s Rights Movement.


Honors- Summer reading
Uncle Tom’s Cabin
Read slaves journals; write
slave journal
6.4.B.4



Research-groups make
projects of core reformers
& their accomplishments
Honors- compare Seneca
Falls Constitution vs.
actual one.
Most discriminated group
discussion.
6.4.B4
11
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
in U.S. history?
 Explore the struggles of the American woman
and her eventual victory with the Seneca Falls
What are the lasting effects of the
women’s rights movement?
Declaration
 Compare and contrast the struggles of women
in the before 1900 and today.
12
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
.
Topic: Civil War and Reconstruction (1850-1877)
Enduring Understanding: The Learner Will Be Able To:
1. Identify and discuss the causes and effects of the American Civil War and how the United States was able to “preserve the Union.”
2. Analyze key issues, events, and personalities of the Civil War period, including New Jersey’s role in the Abolitionist Movement and the national
elections.
3. Assess the continuing social and political issues following the Civil War, including the various Reconstruction plans, the amendments to the
United States Constitution, and the women’s suffrage movement
Suggested
Time
4 Days
4 Days
Concepts
Objectives
1. Pre-War Economies & Society
Essential Question (s):
 What did the economies of each
region depend upon?
 What issues within the country
divided the nation as a whole?
 Connecting the issues of the Civil
War and the Missouri
Compromise, what did Jefferson’s
statement, “It was like a fireball in
the night” mean?
The Learner Will:
 Compare the manufacturing economy of the
North vs. the Southern agricultural economy.
 Analyze the impact of the novel Uncle Tom’s
Cabin within American society.
 Understand the impact of the new methods of
transportation
 Differentiate how the North and South were
different
 Justify how the United States government
failed to rectify the problem of states’ rights
over its history
The Learner Will:
 Comprehend how the single issue of slavery
was about the rip the country in half.
 Translate the Dred Scott decision as the
court’s view of the institution of slavery.
 Know the failed political attempts to try &
deal with the issue of slavery.
2. Pre-War Conflicts
Essential Question (s):
 How did neglecting the issue of
slavery for too long come back to
haunt the country?
 At what lengths would you go to
preserve your way of life?
Core Activities






Honors- discuss why Uncle
Tom’s Cabin would affect
the nation
CP- Worksheet from Uncle
Tom’s Cabin
Discussion- outlets for
“spreading the word”
yesterday vs. today.
Worksheet- Separate
Economies
Class Battle- North v
South: one on one topic
battle.
Honors- Essay “Did the
issue of slavery or
expansion force the
country into war?”
NJCCCS
(CPI)
6.4.B5
6.5.A3-4,6-7
6.5.B.1,2,4,5
6.2.C1
6.4.B5
6.5.A3-4,6-7
6.5.B.1,2,4,5
13
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
In what way did expansion lead to  Recognize New Jersey’s role in the
a civil war?
Abolitionist Movement.
3. Prelude to the Civil War
Essential Question (s):
 Why would the South fight this
war with such a huge
disadvantage?
 Why would didn’t the North just
let the go instead of going to war?
 What similarities do you see with
this war and the Revolutionary
war?
4 Days
5 Days
4. War in the East
Essential Question (s):
 Who had a greater sense of
urgency to win the Civil War –
The Learner Will:
 Distinguish the pre-war advantages and
disadvantages on both the Northern &
Southern sides.
 Identify key Northern & Southern military
figures within the war.
 Compare the strategies to win the war by both
the North and the South.
 Examine and criticize the causes of the
American Civil War including:
o The Missouri Compromise
o The Compromise of 1833
o The compromise of 1850
o The Crittenden Compromise
o The Kansas-Nebraska Act
o The Election of Abraham Lincoln
o Harper’s Ferry and John Brown
o Secession
o Wilmot Proviso
o Dred Scott Decision
 Identify the foreign policy situation and the
significance of the English and French
situations with regards to support and
recognition of the Confederacy
The Learner Will:
 Compare and contrast the North and the South
with regards to the war
 Identify how the Union almost lost the war


“Tale of the Tape”background packet
Show Photography Lessonbook and PowerPoint
6.2.A.3
6.2.B.2,5
6.2.C.4
6.2.E.1-4
6.4.B5
6.5.A3-4,6-7
6.5.B.1,2,4,5
6.6.B.1-3


Life of Lincoln
Background
Honors- First hand battle
account
6.4.B5
14
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
7 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
The Union or the Confederacy
 Summarize the early victories of the South.
 How did the overconfidence of the  Breakdown each battle and look at the
North hurt their cause?
successes and failures of each side.
 Can the absence of military
 Review the Gettysburg Address and its
leadership cause defeat even with
significance to what has been called the “Real
the stronger army?
American Revolution.”
 How did technology play a vital
 Critique the Emancipation Proclamation and
role in the war and there after?
its effect, if any, on society.
 Explore the leaders of the war, and how
leadership in the Union was different than the
Confederacy
 Identify the role that technology played in the
war and after the war
5. War in the West
The Learner Will:
Essential Question (s):
 Comprehend the significance of controlling
the Mississippi River.
 Why would the North have the
advantage fighting out West?
 Describe the significance of Grant’s victories
 How would fighting out there
& leadership to the Union’s efforts.
affect the frontier?
 Explore Sherman’s march to the sea and how
it changed the scope of the war
 How was the war different in the
West than in the North?
 Explore medical advancements late in the war
and its evolution of medicine
 What evidence can be made to
show that the war was positive for  Examine the harsh reality of “total war” and
the Union in the West?
identify how this occurred in the South
 How did the war affect the people  Identify and discuss the lasting effects of the
who lived in the South?
Civil War with regards to:
o Economy
o Society
o Politics
o Policy
o Slavery


CP- Battle group project
Video- Civil War battle
Re-enactment


Picture project
Movie Glory
6.4.B5
15
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
2 Days
4 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
o States’ Rights
6. Post-War Society
The Learner Will:
Essential Question (s):
 Illustrate how Lincoln’s assassination
affected the country’s stability
 What repercussions should take
place to those that rebelled against  Interpret things that could happen to the South
the government?
before the end of the war and possible
 How do you make people respect
surrender plans that could have saved
those that they previously
Southern economies
discriminated against?
 Examine how the South was affected by the
Anaconda Plan towards the end of the Civil
 How was America changed with
the assassination of President
War
Lincoln?
 Interpret the differences in the lives of former
slaves.
 What issues needed to be decided
by the Congress toward the end of  Examine the different decisions that needed to
the War?
be made with regards to the postwar situation
and reconstructing America
 Was President Johnson an
effective southerner?
 Distinguish who im America would lead the
nation before the end of the war
 Describe the difficulties of Andrew Johnson,
as he became President.
7. Reconstruction
The Learner Will:
Essential Question (s):
 Categorize the postwar situation within the
South and the congressional ideas that went
 What difficulties would exist
when America would need to be
into rebuilding the south after the war.
reconstructed?
 Describe the military rule that was placed on
the South following the war.
 How was the government going to
allow the Southern states that
 Break down the agenda of the Radical
succeeded to reenter the Union?
Republicans toward the South.
 Can a government function
 Explain the significance of the Freedman’s
successfully if the Congress and
Bureau in aiding former slaves in the South.
President can’t work together?
 Define carpetbaggers & scalawags



Secret Ballot project- What
to do with the South.
First Hand Reading of
Lincoln assassination.
Honors- What if the South
Won?
6.4.B5
6.5.C6
6.5.A3-4,6-7
6.5.B.1,2,4,5
6.6.A.2-4



Research role of religion in
African Americans in the
South.
Honors- Radical
Republicans: For the
people or themselves?
CP- Essay: Effect of
Lincoln’s Assassination on
Reconstruction
6.4.B5
6.5.A3-4,6-7
6.5.B.1,2,4,5
16
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
4 Days
4 Days
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
 What were the lasting effects of the Civil War
on the South
 Identify the players in Congress who would
outline the reconstruction era
 Examine how President Grant became
President and led one of the most corrupt
administrations within the history of the
nation
 Explore the Election of 1876 (Tilden verus
Hayes) and how contributed to the end of
Reconstruction
8. Constitutional Amendments
The Learner Will:
Essential Question (s):
 Explore different changes to the American
Constitution that fundamentally changed
 Why do you believe the founding
fathers allowed for the
American society
Constitution to have amendments?  Compare and contrast the right to vote for
African-Americans versus women not having
 What were the problems with
black men getting the right to vote
the right to vote
before all women?
 Differentiate between the 13th Amendment
and the Emancipation Proclamation
 How was the states’ rights issue
solved
 Investigate the longing implications of the
 How was the 14th Amendment not
14th Amendment, stemming from the Civil
only civil rights legislation?
Rights focus
 Identify the changes in society that these
amendments brought with them.
 Understand how these amendments were
meant to punish the South.
 Discover how the South still tried to deny
rights even after the passing of the
amendments.
9. Women Suffrage
The Learner Will:


Honors- Amendment
project & quiz
CP- “Amendment Hunt” &
Discuss changes made in
society today
6.2.A.1-6
6.2.B.1-4
6.2.C.1-6
6.2.D.1-6
6.4.B.5
6.5.A3-4,6-7
6.5.B.1,2,4,5

Both- Influential women of
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
6.4.B5
17
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Essential Question (s):
 Evaluate the women’s situation following the
passing of the 15th amendment.
 What conflicting emotions must
women have felt after African Interpret the lasting contribution that women
American men were given the
have made to the development of the
right to vote?
American nation in the 21st century
 Was the United States really
 Understand the continued progress of the
progressive toward women?
movement well after Seneca Falls.
 Will a woman ever become
 Identify Jane Addams, E. Stanton, and other
President of the United States?
influential women and their accomplishments.
 Examine the role women played at the turn of
the century, including the problems that
existed socially
 Identify progressivism and evaluation how
politicians thought regarding women’s
suffrage
the past vs. present.
18
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Topic: The Industrial Revolution (1870-1900)
Enduring Understanding: The Learner Will Be Able To:
1. Connect the development of industrialization in America and New Jersey during this period and the resulting transformation of the country,
including the construction of the transcontinental railroad, the introduction of mechanized farming and their impact on Native Americans, the rise
of corporations and organized labor, and the growth of cities.
2. Analyze social and political trends in post Reconstruction America, including immigration restrictions, Jim Crow Laws, and racial segregation, the
rise of extra legal organizations such as the Ku Klux Klan and the Plessy v. Ferguson Decision.
Suggested
Time
2 Days
Concepts
1. Railroads
Essential Question (s):
 Explain the effect advances in
transportation can have on a
society?
 Does better transportation
allow for a better economy?
 What did the steam engine
prove in the struggle between
man and machine?
Objectives
The Learner Will:

 Differentiate between America
before and after the railroad
 Examine the business of railroads
and their existence in New Jersey
(Drew, Vanderbilt)
 Explain the significance of the
transcontinental railroad in relation
to expansion, economy, and
society as a whole.
 Identify how railroads impacted
big business and the economy
 Describe the impact of C.
Vanderbilt & J. Gould on the
railroad industry.
 Discover the contributions of
immigrants in the construction of
the country’s railroad system.
 Evaluate how railroads were a
major source for the development
Core Activities
NJCCCS
(CPI)
Article: Immigration and the Railroads
6.4.C.1
6.5A.2
6.5.A.4
6.5.B.1
6.5.B.3
6.6.A.2-4
19
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
1 Days
2 Days
4 Days
2. Settling the Plains
Essential Question (s):
 What would entice people to
up and move to the Plains?
 Why was the West settled
before the Plains were?
 How might the Indians feel
about new settlers on the
Plains?
3. Natives on the Plains
Essential Question (s):
 Why do you believe the
American government treated
the Natives so unfairly?
 How did the buffalo aid the
survival of the Natives?
 Could the settlers and Natives
have co-existed?
4. New Industries
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
of Monopolies
 Connect the 14th Amendment to
the growth of railroads and the
significance of the marriage
between business and government
The Learner Will:
 Buffalo Project- Destruction of the Herd
 Interpret the effect the Homestead  Movie Dances With Wolves
Act had on the settlement of the
Plains.
 Comprehend the difficulties
endured by farmers
 Explain the changes made by
farmers when confronted with this
difficult environment.
 Identify the impact of Buffalo Bill
& other settlers on the buffalo
population.
The Learner Will:
 CP- Dissecting A Buffalo Lesson: Native
Survival vs. Settlers Waste
 Identify the many tribes of Indians
that were already settled on the
 Honors- Lesson: Impact of Jackson on the
Plains.
Natives
 Predict how the settlement of the
Plains by Americans would
adversely affect the tribes.
 Recognize the dependence of the
buffalo by the Natives.
 Evaluate the many political &
physical battles between the
Americans & their government
against the Native Americans.
The Learner Will:
 Individual Project: Become an Inventor
6.4.C.1
6.5.B.1
6.6.A.2-4
6.6.B.1-3
6.6.D.1-3,5
6.4.C.1
6.6.A.2-4
6.6.B.1-3
6.6.D.1-3,5
6.4.C.1
20
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Essential Question (s):
 Why would America be a
fertile ground for industry?
 How did inventions aid
industry?
 What functions does a union
provide for its members?
 What is meant by big
business?
2 Days
2 Days
5. New Immigration
Essential Question (s):
 How did immigrants of early
years help shape the country?
 Why would a new set of
immigrants decide to come to
America at this time?
 Why is there discrimination
against immigrants, even
today?
6. Reforms
Essential Question (s):
 How could big business hurt
the farming industry?
 Does government look out for
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
 Describe the natural &
 Honors- Article: “Impact of Technology
governmental resources that
on Economics”
allowed the country to become and  Compare/contrast entrepreneurs of past
industrial power at this time.
with present
 Identify famous inventors such as
Edison, Bell, etc and the
significance of their inventions on
industry.
 Comprehend the impact of labor
unions in relation to working
conditions.
 Identify entrepreneurs Rockefeller,
Carnegie, etc and their impact on
big business.
The Learner Will:
 Technology: Students look for relatives on
Ellis Island.com
 Differentiate between pre & post
19th century immigration from
 Honors- Discrimination Lesson: An
Europe.
American Tradition
 Describes the discrimination that
 CP- Discrimination Throughout History
many immigrants faced when they
Group Project
arrived.
 Explain the effect immigration had
on the condition of cities.
 Recognize restrictions placed on
immigration during the latter half
of the 19th century.
The Learner Will:
 Big Business vs. Agriculture: Ghosts of
Jefferson vs. Hamilton
 Analyze the financial problems
that hit farmers in the 1880’s.
 Understand and chart the
differences between the farmers
6.5.A.2
6.5.A.4
6.5.B.3
6.5.D.6
6.2.A6
6.4.C1
6.4.C2
6.5.B3
6.2.B4
6.4.C2
6.4.D1
21
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
the people or for the money?
2 Days
7. Racial Problems
Essential Question (s):
 Why would the South not want
equality for AfricanAmericans?
 Even though legislation
continues to be created within
the American society, why is
America still considered to be
in the same mode, if not less
progressive since 1776? How
has this contributed to racial
problems?
 What advancements by blacks
Southern whites were trying to
prevent?
 Why do you think the KKK is
still around today?
 What is discrimination?
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
and life in the cities
 Identify the growing Populist party
and the money issues it had
 Define and discuss the growing
problems of the economy and the
“rich get richer” mentality of
government officials
 Critique the agenda of the
Progressives in relation to
women’s right and big business.
The Learner Will:

 Evaluate the phrase “separate but
equal” in relation to segregation.

 Identify the Jim Crow & what they 
meant to African-Americans at the
time.
 Discover the role of government in
aiding the idea of segregation.
 Analyze the Supreme Court case
Plessy vs. Ferguson in relation to
“separate but equal.”
 Explain the rise of the Ku Klux
Klan from its birth to present
situation.
Honors- Immediate & lasting impact of
Plessy vs. Ferguson
CP- Racial problems of yesterday & today
Influence of the KKK throughout history
6.2.A6
6.2.C2
6.4.C2
6.5.B7
22
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Social Studies Content Matrix
Civics
K
1
2
3
4
5
6
7
Civic Life, Politics, and
Government
American Values and
Principles
The Constitution and
American Democracy
Citizenship
X
International Relations
World History
Historical Understanding
Pre-history
The Ancient Period
The Middle Ages
The Age of Global
Encounters
The Age of Revolutionary
Change
The Era of the Great
Wars
The Modern World
K
1
2
3
4
5
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
8USI
X
9
USII
X
10
USIII
X
11
WH
6
7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
23
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Untied States
History/New Jersey
History
Family and community
life
State and nation
Historical understanding
Three worlds meet
Colonization and
settlement
Revolution and the new
nation
Expansion and reform
Civil war and
reconstruction
American history through
reconstruction:
Foundations of Modern
America
The Industrial Revolution
The emergence of
modern America
The Great Depression
and World War II
Postwar years
K
1
2
3
4
5
6
7
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
24
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Contemporary America
Economics
K
1
2
3
4
5
Economic Literacy
Economics and Society
X
X
6
7
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
Personal Financial
Management
Geography
The world in Spatial
Terms
Places and Regions
Physical Systems
Human Systems
Environment and Society
X
K
1
2
3
4
5
6
7
8USI
9
USII
10
USIII
11
WH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
25
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Reading Forms Matrix
Text
K
1
2
3
4
5
6
7
8-US I
Biography/Autobiography
X
X
X
Reference/Research
X
X
X
Historical Fiction
X
X
X
Mystery
X
X
X
X
X
Science Fiction
USII
USIII
WH
X
X
X
X
X
X
X
X
X
X
Fantasy
X
X
X
X
X
Realistic Fiction
X
X
X
X
Fairy Tales
X
X
X
Folk Tales
X
X
X
Myth
X
X
X
Play
X
X
X
X
X
X
X
Poetry
X
X
X
X
X
X
Short Story
X
X
X
X
X
X
Picture Book
X
X
X
Novels
How To/Technical
X
X
X
X
X
X
X
X
X
General Non-Fiction
X
X
X
X
X
X
X
X
X
News Articles/Informational Text
X
26
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
Plumsted Township Public Schools
Social Studies Program
United States History II (1812-1900) Curriculum
Writing Forms Matrix
Form
K
1
2
3
4
5
6
7
8-US I
USII
US III
Letter
X
X
X
X
X
Free writing exploration
X
X
X
X
X
X
Report
X
X
X
X
Journal
X
X
X
X
X
X
Essay
X
X
X
X
X
X
X
X
X
X
Play/Skit
WH
Editorial
X
X
X
X
Story
X
X
X
X
X
X
Poem
X
X
X
X
X
X
Advertisement
X
X
X
X
X
Review/Critique
X
X
X
X
X
Article
X
X
Speech
X
X
X
X
X
X
How to Sequence
X
X
X
X
X
Narrative
X
X
X
X
X
Expository
X
X
X
X
X
X
Persuasive
X
X
X
X
X
X
27
Last Revised: 6/22/2017
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.