Download USH1 Unit 4 Plan

DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 4 PLAN FOR AMERICAN HISTORY I
Unit Overview:
Instructional Time: 4 weeks/20 days on a traditional schedule, 2 weeks or 10 days on a block schedule
Quarter
One
Two
Three
Four
Course/Grade Level: American History I
Unit Theme: Building a Better Republic (1789-1815)
Revised Bloom’s Taxonomy: All
Unit Summary: This unit focuses on the development of the nation after the ratification of the Constitution. The precedents set by Washington’s
administration will serve as a foundation for the rest of the unit’s discussion of foreign policy, the development of political parties, and the
establishment of federal authority. Students will learn about the Federalists and Democratic-Republicans and their stances on the issues of the
day, as well as the death of the Federalist party after the War of 1812. They will evaluate how individuals’ personal beliefs may be different from
their actions once in political office with Thomas Jefferson and the “Revolution” of 1800. Further, they will investigate early expansion westward
and the evolution of foreign policy through the War of 1812. Finally, they will compare the rights and social roles of women, indentured servants,
African-American slaves and freedmen, and Native Americans during the Federalist era.
North Carolina Informational Technology Essential Standards:
HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others.
HS.TT.1.1 Use appropriate technology tools and other resources to access information.
HS.TT
NC Essential Standards:
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AH1.H.2.2 Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact (e.g., conflicts, legislation, elections,
innovations, leadership, movements, Supreme Court decisions, etc.).
AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g.,
American Revolution, Constitutional Convention, Bill of Rights, development of political parties, nullification, slavery, states’ rights, Civil War).
AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g.,
mercantilism, Revolutionary Era taxation, National Bank, taxes, tariffs, territorial expansion, economic “Panics”, Civil War).
AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement
of American Indians, manifest destiny, slavery, assimilation, nativism).
AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization
through Reconstruction (e.g., the Marshall Court, Jacksonian era, nullification, secession, etc).
AH1.H.6.1 Explain how national economic and political interests helped set the direction of United States foreign policy from independence through
Reconstruction (e.g. treaties, embargo, tariffs, Proclamation of Neutrality, Monroe Doctrine, etc).
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AH1.H.6.2 Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs (e.g.,
French and Indian War, War of 1812, Mexican War, Civil War)
AH1.H.7.1 Explain the impact of wars on American politics through Reconstruction (e.g. issues of taxation without representation, Proclamation of 1763,
Proclamation of Neutrality, XYZ Affair, Alien & Sedition Acts, War Hawks, Hartford Convention, slavery Compromises, scalawags, carpetbaggers, etc.).
AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction (e.g., Hamilton’s Financial
Plan, Bank of the United States, Embargo of 1807, Manifest Destiny, phases of Reconstruction, etc.).
Essential Question(s):
 How can a government balance meeting the needs of the people with respecting their individual liberties?
 How did the rights of citizens evolve over time?
 What factors lead nations to declare war?
 What kind of influence can the government have on the economy?
Enduring Understanding(s): resource - from NCDPI UNPACKING DOCUMENT – what students will understand…
 Political relationships can change and impact the domestic and foreign affairs between people and/or nations.
 A government founded on the division of power and authority may endure internal and external debates that can lead to conflict and/or
compromise.
 While a nation’s economic policies may encourage national growth, these policies may also lead to sectional tensions.
 Leaders can make changes to government institutions in response to the challenges of their time.
 Economic and political interests will guide a nation’s foreign policy.
 Foreign policy decisions may be a source of national pride or sectional tension.
 When a nation’s economic interests are threatened it can lead to war.
 Politicians or parties who support or refute a nation’s participation in war can politically benefit or suffer from their stance.
 An individual or group’s perceptions of themselves, their country, and their place within a society may be influenced by times of prosperity
and crisis.
I Can Statement(s):
 Describe how debates about how much power the national government led to the development of political parties.
 Explain how George Washington and Thomas Jefferson dealt with debates about the economy and foreign policy.
 Give examples of how the federal government grew stronger during this time through presidential actions, legislation, and court decisions
(Judiciary Act, Marbury v. Madison, Louisiana Purchase, Whiskey Rebellion, etc).
 Evaluate whether the election of 1800 was truly a “revolution?”
 Explain the parts of Alexander Hamilton’s financial plan and how they impacted the nation.
 Tell how government policies affected Native Americans in the new nation.
 Analyze how George Washington’s presidency and John Marshall’s Supreme Court established a stronger national government.
 Explain why the French Revolution and conflict between Great Britain and France led to a foreign policy of neutrality.
 Describe the impact of tariffs and embargos on the American economy and politics.
 Identify the treaties and agreements that led to western expansion and economic development.
 Explain how the issues of maritime rights, trade, and territorial expansion led to undeclared shipping wars and the War of 1812.
 Explain the effects of the War of 1812 on the United States and its politics (e.g. nationalism, demise of the Federalist Party).
Vocabulary:
Federalists
DemocraticRepublicans
Whiskey Rebellion
Marbury v. Madison
Judiciary Act
Jay Treaty
Tariff
Embargo
Quasi-War
Abigail Adams
Hamilton’s Financial
Plan
Louisiana Purchase
Pinckney’s Treaty
Proclamation of
Neutrality
Farewell Address
Alien & Sedition Acts
Kentucky and Virginia
Resolutions
Concepts:
Strict vs. loose
interpretation of the
Constitution
precedents
Reading and Writing for Literacy and Interdisciplinary Connections
Students may read Washington’s Farewell Address and/or excerpts from Jefferson’s Inaugural Address and analyze the significance of these.
They will incorporate writing through the Hawk or Dove, which forces them to develop an argument supporting their point of view.
Evidence of Learning (Formative Assessments):
Federalist and Democratic-Republican chart
Am I Federalist or Democratic-Republican?
Are you a Hawk or a Dove?
Summative Assessment(s):
Multiple choice assessment
Essay
Unit Implementation:
RESOURCES for this unit:
PH US History Chapter 2 (pp. 58-90)
Washington’s Farewell Address and Lesson Plan
Alexander Hamilton Rap—Lin-Manuel Miranda
Jefferson’s Inaugural Address
Significance of Jefferson’s Presidency learning module
War of 1812 song
PBS Jefferson’s Blood
Women in the Early Republic article by Matthew Erlich
First Invasion: War of 1812
John Adams series on HBO (links on Youtube: http://www.youtube.com/watch?v=QcWaCsvpikQ)
Week 1: Washington’s Administration (CCSS: AH1.H.2.2, AH1.H.4.1, AH1.H.4.2)
This week should begin with a discussion of the issues and concerns facing Americans as citizens of a new nation. Have them brainstorm about the concept of the social
contract—what rights do citizens give up and what do they expect in return? Students might be able to relate to the idea of a new leader needing to exert his authority
and should be able to brainstorm some of the fears that Americans would have at that time left over from the revolutionary era. An activity like “What would George
Washington Do?” can help students connect to the questions and concerns facing Americans at the time. Students should also familiarize themselves with Washington’s
Farewell Address and evaluate the precedents left by the Washington Administration and how successful they were.
During Washington’s administration, the political parties develop under the leadership of Alexander Hamilton and Thomas Jefferson. Introduce these concepts and
consider using a chart or graphic organizer to compare the two parties. “Am I a Federalist or Democratic Republican?” is a good activity to review this material.
Week 2: The Federalist Era (CCSS: AH1.H.4.4, AH1.H.6.1, AH1.H.6.4)
This week should look at both the status of various social groups during the Federalist era and evaluate what rights and social roles African-Americans, women, indentured servants, and
Native Americans had. It should also review the John Adams’ presidency and the foreign policy issues that evolved during this time. To emphasize the concept of the extension of rights,
have students think about what rights they gain by being citizens of the United States. Which of those would they have had in the Federalist era (taking into consideration race, gender, and
economic status)?
To review the social history of the period, use the primary sources and questions in the “Minority Groups in Early America” document. Students could then chart the basic information about
each group, or work on a more creative written response (perhaps a letter to the future) about individual experiences during the Federalist Era.
The key concepts for John Adams’ presidency turn on the issue of just how large the Federal government can be and attempts to preserve America’s neutrality. Relate to students the
series of events evolving out of the French and British conflict in Europe. How does that affect American shipping? How does it lead to the XYZ Affair and Quasi-War? Once involved in this
Quasi-War, discuss the laws passed to protect America during this time. The theme of expansion of American government during wartime is one that students will return to often; you may
choose to explore this through the “Laws in Wartime” activity or class discussion. You should talk about the Virginia and Kentucky Resolutions as a response and the concept of nullification
as well here. Link back to the idea of the rights of a citizen? When does a government have the right to limit those rights? Does it depend on the individual?
Week 3: Jefferson and the Revolution of 1800 (CCSS: AH1.H.4.1, AH1.H.5.2, AH1.H.6.1)
Jefferson is a complex individual and his presidency affords the opportunity to review the positions of the early political parties as well as build on the story of our
desperate attempts to stay neutral. One way to look at Jefferson’s complexity is by reviewing his inaugural address & asking students why he emphasizes the idea that
“We are all Federalists, we are all Republicans.” What are the aspects of his address that point to the Democratic-Republican platform of beliefs? How do the actions of
his presidency correspond to this (that is, is he truly a Democratic-Republican?)
Students are also often hooked by Jefferson’s attitudes on slavery. How could the man that wrote the Declaration of Independence also be a slave-owner? The PBS
Documentary Jefferson’s Blood has some excellent resources regarding this issue.
This is also an opportunity to emphasize the issue of strict vs. loose construction of the Constitution. A key feature of Jefferson’s presidency illustrating this is the
Louisiana Purchase, and Lewis & Clark’s exploration of it. SAS curriculum pathways has some good resources regarding this.
Week 4: The War of 1812 (CCSS: AH1.H.4.4, AH1.H.6.1, AH1.H.6.4)
Spend some time reviewing the foreign policy events that have taken place so far. Review the causes/events/effects of the war. Asking students to take a position on the
war will allow you to formatively assess their understanding of the causes (see “Are you a Hawk or a Dove?”).
The video “First Invasion” (clips available on Youtube) is a documentary based on the War of 1812. The way the video is produced provides ample opportunity to talk
about patriotism and nationalism, which are major consequences of the war then and continue to play a significant role in our foreign policy over the course of the 19th,
20th, and 21st centuries.
Students should also be familiar with the goals and results of the Hartford Convention. You may want to have students review the Hartford Convention resolutions,
discuss why Federalists would have wanted these things, and then talk about the ultimate impact of Federalists resisting the war and threatening secession during war
time. Connect this to earlier discussions of the Kentucky and Virginia Resolutions and the concept of nullification.
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional
Activities:
( ES/CO AH1.H.4.2 )
Am I a Federalist or Democratic-Republican?
Scaffolding Option 2:
Maintenance
( ES/CO AH1.H.6.1 )
Are you a Hawk or a Dove?
Scaffolding Option 3:
Extension
(ES/CO AH1.H.8.4 )
Have students compare the debate over the size of the
federal government to issues dividing political parties
(notably the Tea Party and the Democratic Party) today.
Write an editorial using historical precedent to support
their position on whether or not today’s government is
too large.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
( ES/CO AH1.H.6.1)
Hippocampus: War of 1812 tutorial Have students use
this link to review the causes and effects of the War of
1812.
( ES/CO AH1.H.6.1 )
SAS Curriculum Pathways QL 1257: Early Foreign
Policy An overview of early foreign policy with several
interactive check points for students to complete.
( ES/CO AH1.H.6.1 )
SAS Curriculum Pathways QL 398: Encountering Lewis
and Clark Follow module to learn about Lewis and
Clark’s explorations of the Louisiana Purchase.
First Invasion: video that covers the War of 1812. Has a
very patriotic tone, which could be used as a point of
discussion with students.