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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 OBJECTIVES: The learners will be able to: Synthesize historical content and formulate knowledge as related to social, economic, political, and human change Relate past and present events and evaluate their significance to the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.