Download Huntsville City Schools Instructional Guide Course _____US History

Huntsville City Schools
Instructional Guide
Course _____US History_____ Grade __10_
__1st_ Nine Weeks
Honors
Standard
“I Can” Statements
2010 Alabama Course of Study Social
Studies United States History I
Beginnings to the Industrial Revolution
1. Compare effects of economic,
geographic, social, and political
conditions
before and after European
explorations of
the fifteenth through seventeenth
centuries
on Europeans, American colonists,
Africans, and indigenous Americans.
1.a Describing the influence of the
Crusades, Renaissance, and
Reformation on
European exploration
1.b Comparing European motives for
establishing colonies, including
mercantilism, religious persecution,
poverty, oppression, and new
opportunities
1.c Analyzing the course of the
Columbian
Exchange for its impact on the global
economy
Resources
Prentice Hall United States History Beginnings
to the Industrial Revolution, Alabama Edition,
©2015
1. I can contrast European motives for
establishing colonies.
2. I can trace the course of the Columbian
Exchange.
3. I can explain the development of slavery in the
colonies.
4. I can describe conflicts among Europeans that
occurred regarding the colonies
5. I can explain how mercantilism was a motive
for colonization
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
1. TE: The First People of the Americas,
4-6; Early American Indian Cultures, 6, 910; Ancient Cliff Dwellers, 7; Native
American Cultures, ca. 1500 (map), 8;
Common Cultural Features, 10; Life in
Europe in 1400, 11-12; Europe Looks
Beyond Its Borders, 12-13; West African
Kingdoms, 15-16, 18; West African Life, 18;
Slavery in West Africa, 18-19; The Spanish
Expand
Their
Empire,
23-24;The
Transatlantic Exchange, 25-26; Spain
Organizes Its American Empire, 35-36;
Pueblos Revolt Against the Spanish, 39; Life
in New France, 42-43; England’s First
Colonies, 44-45; Jamestown Overcomes
Hardships, 45-47; The Effects of Expansion
in Virginia, 47-48; Puritans Arrive in
Massachusetts, 51-53; Conflict With the
Native Americans, 53-54; The Dutch
Establish New Netherland, 55-56; New
Sweden Is Founded, 56; William Penn
founds Pennsylvania, 57, 59; Africans Are
Transported to America, 68-70; Africans in
America, 70-71 TE: History Background,:
Penn and Lenni Lenape, 58
Pacing
Recommendation
/ Date(s) Taught
3 weeks/
Aug.5-Aug. 26
1.d Explaining triangular trade and
the
development of slavery in the
colonies
1.a.
TE: Europe Looks Beyond Its Borders, 1213; Roots of Democracy, 74
1.b. TE: The Portuguese Begin to Explore,
14; Spain Looks to the West, 20-21; Why It
Matters, 40; Why It matters, 44; England’s
First Colonies, 45-46; Maryland, 48;
Georgia,
49;
Puritans
Arrive
in
Massachusetts, 51; The Dutch Establish
New Netherlands, 55-56; New Sweden Is
Rounded, 56; New Jersey is Settled, 57;
William Penn Founds Pennsylvania, 57, 59;
William Penn’s Holy Experiment, 58;
Mercantilism Drives the British Economy,
75-76
1.c.TE: The Columbian Exchange, 25: The
Transatlantic Exchange, 25-26
1.d. TE: Triangular Trade Route, 77
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2. Compare regional differences
among
early New England, Middle, and
Southern
colonies regarding economics,
geography,
culture, government, and American
Indian
relations.
2.a Explaining the role of essential
documents in the establishment of
colonial
governments, including the Magna
1. I can identify tensions that developed between
the colonists and their local governments and
between the colonists and Great Britain.
2. I can describe the influence of the
Enlightenment.
3. I can explain the role of the House of Burgesses
and New England town meetings on colonial
society.
4. I can describe the impact of the Great
Awakening on colonial society
2. TE: Regional Economic Patterns, 80-81;
Regional Social Patterns, 82, 83-84;
Geography and Regional Economies, 82
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
2.b.TE: The Great Awakening, 78-79;
Effects of the Great Awakening, 79
2.a TE: Mayflower compact, 33; Puritans
Arrive in Massachusetts, 51; The House of
Burgesses, 46; Traditions of English
Government, 72-73; Glorious Revolution
Results in a Bill of Rights, 73-74; Roots of
Democracy, 74; The Mayflower Compact,
1173
4 weeks/
Aug. 27-Sept. 24
Carta,
the English Bill of Rights, and the
Mayflower
Compact Explaining the significance
of the
House of Burgesses and New England
town
meetings in colonial politics
2.b Describing the impact of the
Great
Awakening on colonial society
3. Trace the chronology of events
leading to
the American Revolution, including
the
French and Indian War, passage of
the
Stamp Act, the Boston Tea Party, the
Boston Massacre, passage of the
Intolerable
Acts, the Battles of Lexington and
Concord,
the publication of Common Sense,
and the
signing of the Declaration of
Independence
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
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http://alex.state.al.us/browseSS.php
http://faculty.usiouxfalls.edu/arpeterson/
1. I can summarize the origins of the Declaration
of Independence.
2. I can summarize the beliefs of John Locke,
Baron de Montesquieu, and Jean-Jacques
Rousseau..
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
3.c Summarizing major ideas of the
Declaration of Independence,
including the
theories of John Locke, Charles de
Montesquieu, and Jean-Jacques
Rousseau
TE = Teacher’s Edition
3. TE: The French and Indian War, 86-88,
Pontiacs Rebellion, 88-89; Aftermath of the
War, 89; Colonists’ Political Heritage, 9899; New Taxes Upset Colonists, 100;
Colonial Protests Intensify, 100-102, New
Taxes Lead to New Protests, 102-103;
Colonists Unite Against Harsh Measures,
104-105; War Begins, 108-109; The Second
Continental Congress, 109; Patriots and
Loyalists Disagree, 110-111; Opinion
Swings Toward Independence, 111-112;
Thomas Paine’s Common Sense, 111;
Declaration of Independence, 113-115
3.c. TE: Roots of Democracy, 74;
Enlightenment Thinkers Offer New
Worldviews, 78; Enlightenment Ideas, 101;
Thomas Paine’s Radical Proposal, 111; The
Colonists Declare Independence, 112;
Declaration of Independence, 113-116;
John Locke: Two Treatises of Government,
149
TE: History Background: Roots of American
Democracy, 149
2 weeks/
Sept. 25-Oct. 3
Fall Break
Oct. 6-10
Benchmark I
10. 13-17
Huntsville City Schools
Instructional Guide
Course _____US History_____ Grade __10_
__2nd_ Nine Weeks
Honors
“I Can” Statements
Standard
2010 Alabama Course of Study Social
Studies United States History I
Beginnings to the Industrial Revolution
3. Trace the chronology of events
leading to
the American Revolution, including
the
French and Indian War, passage of
the
Stamp Act, the Boston Tea Party, the
Boston Massacre, passage of the
Intolerable
Acts, the Battles of Lexington and
Concord,
the publication of Common Sense,
and the
signing of the Declaration of
Independence
3.a Explaining the role of key
revolutionary
leaders, including George
Washington; John
Adams; Thomas Jefferson; Patrick
Henry;
Samuel Adams; Paul Revere; Crispus
Attucks; and Gilbert du Motier,
Marquis de
Lafayette
Resources
Prentice Hall United States History Beginnings
to the Industrial Revolution, Alabama Edition,
©2015
1. I can explain the role of key leaders and major
events of the Revolutionary War, including
Washington, Jefferson, Henry, Lafayette, and
others.
2. I can identify the significance of key battles
including Bunker Hill, Trenton, Saratoga, and
Yorktown.
3. I can compare roles in and perspectives of the
American Revolution from different regions and
groups in society, including men, women, white
settlers, free and enslaved African Americans, and
Native Americans
4. I can describe reasons for American victory in
the American Revolution.
5. I can analyze how provisions of the Treaty of
Paris (1783) affected relations of the United
States with European nations and Native
Americans.
6. I can contrast prewar colonial boundaries with
those established by the Treaty of Paris (1783).
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
3. TE: The French and Indian War, 86-88,
Pontiacs Rebellion, 88-89; Aftermath of the
War, 89; Colonists’ Political Heritage, 9899; New Taxes Upset Colonists, 100;
Colonial Protests Intensify, 100-102, New
Taxes Lead to New Protests, 102-103;
Colonists Unite Against Harsh Measures,
104-105; War Begins, 108-109; The Second
Continental Congress, 109; Patriots and
Loyalists Disagree, 110-111; Opinion
Swings Toward Independence, 111-112;
Thomas Paine’s Common Sense, 111;
Declaration of Independence, 113-115
3.a. TE: Paul Revere: A Silversmith, 80;
Enlightenment Ideas, 101; Patriot Leaders
Emerge, 101; Violence Erupts in Boston,
102-103; The Colonies Take Action, 104105; The Battles of Lexington and Concord,
108-109; The Second Continental Congress,
109; The Colonists Declare Independence,
112; George Washington, 118; Patriot’s
Strength, 118; The War Shifts to the Middle
States, 119; European Allies Enter the War,
120; The Continental Army Faces
Challenges, 120; The War Ends, 124;
Pacing
Recommendation
/ Date(s) Taught
2 week/
Oct 20-31
Honors classes.
3.b Explaining the significance of
revolutionary battles, including
Bunker Hill,
Trenton, Saratoga, and Yorktown
3.d Comparing perspectives of
differing
groups in society and their roles in
the
American Revolution, including men,
women, white settlers, free and
enslaved
African Americans, and American
Indians
3.e Describing how provisions of the
Treaty
of Paris of 1783 affected relations of
the
United States with European nations
and
American Indians
Cornwallis Surrenders, 124
TE: History Background: Foreign Aid, 120
3.b. TE: The Battles of Lexington and
Concord, 108-109; The British Make
Mistakes, 117-118; The War Shifts to the
Middle States, 119; Military Turing Points,
118-119; The Continental Army Faces
Challenges, 120; Turning Points of the
American Revolution, 121; The War Moves
West, 122; The British Win Early Victories,
123-124; Patriots Drive the British Back,
124; Cornwallis Surrenders, 124; The Battle
of Yorktown, 125
3.d. TE: The Frontier War, 122; The
Revolution Impacts Women, 126; Changes
for African Americans, 126-127;
Revolutionary Ideas Spread, 127
3.e.TE: The Treaty of Paris, 125-126
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http://alex.state.al.us/browseSS.php
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4. Describe the political system of the
United States based on the
Constitution of
the United States
4.a Interpreting the Preamble to the
Constitution of the United States;
separation of powers; federal system;
elastic clause; the Bill of Rights; and
the
Thirteenth, Fourteenth, Fifteenth,
and
Nineteenth Amendments as key
elements of
the Constitution of the United States
1. I can describe the inadequacies of the Articles
of Confederation.
2. I can describe personalities, issues, ideologies,
and compromises related to the Constitutional
Convention and ratification of the Constitution.
3. I can identify factors leading to the
development and establishment of political
parties, including Alexander Hamilton's economic
policies and the election of 1800
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
4. TE: United States Constitution, 162-189
4.a. TE: Adding the Bill of Rights, 153;
Principles of the New Constitution,153,
155-156; Expanding and Protecting Civil
rights, 154; The Six Basic Principles, 162;
The Preamble, 164; Clause 18, 170; Lincoln
Looks to the Future, 391; Radical
Reconstruction Begins, 407; The Fifteenth
Amendment Extends Suffrage, 409;
Supreme Court Decisions Impeded
Equality, 422; Can the Federal Government
4.b. TE: Weaknesses of the Articles of
Confederation, 140-141
2 weeks/
Nov. 3-14
4.b Describing inadequacies of the
Articles
of Confederation
4.c.TE: The Convention Begins, 143;
Hamilton and Madison, 143-144; Meet the
Framers, 144-145; Rival Plans of
Government, 144-146; Settling Differences
Through Compromise, 146-148; The
Struggle Over Ratification, 150-152; History
Makers, 152; Ratifying Conventions, 152153 TE: History Background: A Close
Compromise, 146; History Background: The
Virginia Bill of Rights, 154
4.c Distinguishing personalities,
issues,
ideologies, and compromises related
to the
Constitutional Convention and the
ratification of the Constitution of the
United
States, including the role of the
Federalist
papers
4.d.TE: Hamilton’s Plan Stirs Debate, 193194; Opposing Hamilton, 194-195; Political
Parties Grow, 196; A Two-Party System
Emerges, 196-197; The Parties Debate
Foreign Policy, 202-203; The Election of
1800, 203; George Washington: Farewell
Address, 204 TE: History Background: The
Whiskey Rebellion, 195; History
Background: Congressional Pugilists,
Washington’s Farewell, 201-202; History
Background: Effects of Washington’s
Farewell Address, 204
4.d Identifying factors leading to the
development and establishment of
political
parties, including Alexander
Hamilton’s
economic policies, conflicting views of
Thomas Jefferson and Alexander
Hamilton,
George Washington’s Farewell
Address, and
the election of 1800
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http://alex.state.al.us/browseSS.php
http://faculty.usiouxfalls.edu/arpeterson/
5. Explain key cases that helped shape
the
United States Supreme Court,
including
Marbury versus Madison, McCullough
versus
Maryland, and Cherokee Nation
versus Georgia
5.a Explaining concepts of loose and
strict
interpretations of the Constitution of
1. I can identify concepts of loose and strict
interpretations.
2. I can describe the outcomes and impacts of
court cases including Marbury versus Madison
and McCullough versus Maryland.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
5.TE: John Marshall’s Supreme Court, 206207; Marshall and the Supreme Court
Boost Federal Power, 243
5.a.TE: Interpreting the Constitution, 195;
John Marshall’s Supreme Court, 206-207;
How Can the Supreme Court Declare Laws
to Be Unconstitutional?, 207; Marshall and
the Supreme Court Boost Federal Power,
243 TE: History Background: The “Midnight
Judges”, 207
1 week/
Nov 17-Dec 3
Thanksgiving
Nov. 24-28
the
United States
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6. Describe relations of the United
States
with Britain and France from 1781 to
1823,
including the XYZ Affair, the War of
1812,
and the Monroe Doctrine.
1. I can describe the relations between the United
States with Britain and France between 17811823 including XYZ Affair, War of 1812, and the
Monroe Doctrine.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
6.TE: Relations With Britain Deteriorate,
139;-140 American Relations With Europe,
199-200; Americans Debate the French
Revolution, 200; Adams Confronts Crisis
With France, 202; Jefferson’s Foreign
Troubles, 209-211; Gearing Up for War,
214-215; Should the United States declare
War on Britain?, 215; War Breaks Out, 216217; War’s Aftermath and Effects, 218-219;
Expanding the United States, 244; “The
Monroe Doctrine, 246; Document-Based
Assessment: The Monroe Doctrine, 263 TE:
History Background: The French and
American Revolutions, 199
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TE = Teacher’s Edition
2 weeks/
Dec 4-Dec 12
Benchmark Dec. 15-19
Huntsville City Schools
Instructional Guide
Course _____US History_____ Grade __10_
__3rd_ Nine Weeks
Honors
Standard
“I Can” Statements
2010 Alabama Course of Study Social
Studies United States History I
Beginnings to the Industrial Revolution
7. Describe causes, courses, and
consequences of United States’
expansionism prior to the Civil War,
including the Treaty of Paris of 1783,
the Northwest Ordinance of 1785, the
Northwest Ordinance of 1787, the
Louisiana Purchase, the Indian
Removal Act, the Trail of Tears,
Manifest Destiny, the Mexican War
and Cession, Texas Independence, the
acquisition of Oregon, the California
Gold Rush, and the Western Trails.
Resources
Prentice Hall United States History Beginnings
to the Industrial Revolution, Alabama Edition,
©2015
1. I can explain the causes, courses, and
consequences of U.S. expansion prior to the Civil
War, including the:
-Treaty of Paris, 1783
-Northwest Ordinance, 1785
-Northwest Ordinance, 1787
-Louisiana Purchase
-Indian Removal Act
-Manifest Destiny
-Texas Independence & Annexation
-Mexican War & Cession
-Acquisition of Oregon
-California Gold Rush and
-Western Trails.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
TE: The Treaty of Paris, 125-126; Congress
Creates a Plan for Western Lands, 136-137,
138; Settling the Northwest Territory, 138;
Conflict in the Ohio Valley, 198-199; The
Nation Expands, 208-209; Defeating the
Native Americans, 216; The Nation
Continues to Grow, 219; Document-Based
Assessment: Settling the Northwest
Territory, 223; Native American Removal,
252-253; Trail of Tears, 252-254; Mormons
Are Persecuted, 269-270; Settling the
Spanish Borderlands, 298-300; Americans
Look Westward, 300-302; Trails to the
West, 302-303; The Journey Westward,
302-304; Texas Wins Independence, 305307; Americans Debate Expansion, 307308; The Mexican-American War, 308-310;
America Achieves Manifest Destiny, 311312; The California Gold Rush, 313-314;
Effects of the California Gold Rush, 315 TE:
History Background: Samuel Worcester,
253
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Pacing
Recommendation
/ Date(s) Taught
3 weeks/
Jan 5-23
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8. Compare major events in Alabama
from 1781 to 1823, including
statehood as part of the expanding
nation,
acquisition
of
land,
settlement, and the Creek War, to
those of the developing nation.
9. Explain dynamics of economic
nationalism during the Era of Good
Feelings, including transportation
systems, Henry Clay’s American
System, slavery and the emergence of
the plantation system, and the
beginning of industrialism in the
Northeast.
1. I can compare the simultaneous expansion of
the state of Alabama with the that of the United
States, including:
-statehood
-land acquisition
-settlement and the
-Creek War.
8.TE: Connect to Your World: Global
Interdependence, 91; The Creek War,
1813-1814, 94; Connect to Your World:
America Goes to War, 129; Connect to
Your World: American Indian Policy, 159;
Slavery and Cotton in Alabama, 224; Native
American Removal, 252-253
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
http://www.besthistorysites.net/
1. I can explain the dynamics of economic
nationalism during the Era of Good Feelings,
including:
-transportation systems
-the American System
-the plantation system and
-industrialization.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
TE = Teacher’s Edition
3 weeks/
Jan 26-Feb 13
http://alex.state.al.us/browseSS.php
http://faculty.usiouxfalls.edu/arpeterson/
3 weeks/
Feb 16 – Mar 6
Benchmark
Mar 2- mar 6
Huntsville City Schools
Instructional Guide
Course __US History_____ Grade __10_
__4th_ Nine Weeks
Honors
Standard
“I Can” Statements
2010 Alabama Course of Study Social
Studies United States History I
Beginnings to the Industrial Revolution
10. Analyze key ideas of Jacksonian
Democracy for their impact on
political
participation,
political
parties,
and
constitutional
government.
1. I can explain the impact of Jacksonian
Democracy on:
-political participation
-political parties and
-constitutional government.
10.a Explaining the spoils system,
nullification, extension of voting
rights, the Indian Removal Act, and
the common man ideal
2. I can explain:
-the spoils system
-nullification
-expansion of the electorate
-Indian removal and
-the common man ideal.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
1. I can evaluate the emergence of a distinct prewar American culture as a result of social and
political reforms, including:
-American religion (Second Great Awakening)
-American literature and
11. Evaluate the impact of American
social and political reform on the
emergence of a distinct culture.
11.a Explaining the impact of the
Second Great Awakening on the
Resources
Prentice Hall United States History Beginnings
to the Industrial Revolution, Alabama Edition,
©2015
10. TE: Jackson Emerges, 251-252; The
Nullification Crisis, 255-256; The Bank War,
256-258
10.a TE: Jackson Begins His Next Campaign,
250-251; Jackson Emerges 251-252; Native
American Removal, 252-254
Pacing
Recommendation
/ Date(s) Taught
1 week/
Mar 17-21
Spring Break
Mar 23-27
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11. TE: The Second Great Awakening
Changes America, 266-267; NonProtestants Suffer Discrimination, 269-270;
Utopias and Transcendentalism, 271-272;
Reforming Education, 274-276; Helping the
1 week/
Mar 30-Apr 3
emergence of a national identity
11.b Explaining the emergence of
uniquely American writers
Examples: James Fenimore Cooper,
Henry David Thoreau, Edgar Allen Poe
11.c Explaining the influence of
Elizabeth Cady Stanton, Dorothea
Lynde Dix, and Susan B. Anthony on
the development of social reform
movements prior to the Civil War
-the women’s movement.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
Ill and Imprisoned, 276; The Temperance
Movement, 277; The Fight Against Slavery,
282-283; Working Against Abolition, 283285; Women Work for Change, 286-287;
Women Begin the Fight for Rights, 288-289
11.a TE: The Second Great Awakening
Changes America, 266-267
11.b.TE: American Art and Literature
Flourish, 244; Transcendentalists Advance
New Ideas, 272; Henry David Thoreau, 272;
Nature by Ralph Waldo Emerson, 273;
11.c TE: Dorothea Dix Campaigns for
Reform, 276; Dorothea Dix, 276; Women
Disagree on Aims, 289; The Seneca Falls
Convention Inspires Women, 290
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12. Describe the founding of the first
abolitionist societies by Benjamin
Rush and Benjamin Franklin and the
role played by later critics of slavery,
including William Lloyd Garrison,
Frederick Douglass, Sojourner Truth,
Angelina and Sarah Grimké, Henry
David Thoreau, and Charles Sumner.
1. I can explain the origin and growth of the
abolitionist movement in the United States,
including:
-key leaders
-religious support
-anti-slavery laws
-covert operations (Underground Railroad) and
-anti-slavery literature.
12.TE: Life Under Slavery, 278-278; The
Lives of Free African Americans, 281;
Garrison Founds The Liberator, 282; The
Fight Against Slavery, 282-283; Frederick
Douglas, 283; Working Against Abolition,
283-285; Women Lead Reform Efforts, 287;
Radicals Oppose the Ten Percent Plan, 404
12.a TE: The Fight Against Slavery, 282
12.a Describing the rise of religious
movements in opposition to slavery,
including objections of the Quakers
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
12.b TE: Governing Western Lands, 137138
12.b Explaining the importance of the
Northwest Ordinance of 1787 that
banned slavery in new states north of
the Ohio River
12.c. TE: Underground Railroad to
Freedom, 333; Stowe and Delany Condemn
Slavery. 333-334
http://www.besthistorysites.net/
1 week
Apr 6-Apr 10
12.c Describing the rise of the
Underground Railroad and its leaders,
including Harriet Tubman and the
impact of Harriet Beecher Stowe’s
Uncle Tom’s Cabin, on the abolitionist
movement
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13. Summarize major legislation and
court decisions from 1800 to 1861
that led to increasing sectionalism,
including the Missouri Compromise of
1820, the Compromise of 1850, the
Fugitive Slave Acts, the KansasNebraska Act, and the Dred Scott
decision.
1. I can explain increasing sectionalism in pre-war
America as a result of legal decisions, including
the:
-Missouri Compromise, 1820
-Compromise of 1850
-Fugitive Slave Acts
-Kansas-Nebraska Act and
-Dred Scott Decision.
13.a Describing Alabama’s role in the
developing sectionalism of the United
States from 1819 to 1861, including
participation in slavery, secession, the
Indian Wars, and reliance on cotton.
2. I can explain Alabama’s role in sectionalism in
terms of:
-slavery
-Indian Wars
-cotton cultivation and
-secession.
13.b Analyzing the Westward
Expansion from 1803 to 1861 to
determine its effect on sectionalism,
including the Louisiana Purchase,
Texas Annexation, the Mexican
Cession, and the acquisition of
Oregon.
13.c Describing tariff debates and the
nullification crisis between 1800 and
1861
13.d Analyzing the formation of the
Republican Party for its impact on the
1860 election of Abraham Lincoln as
President of the United States
3. I can analyze pre-war westward expansion from
1803-1861 and determine its affect on
sectionalism, including the:
-Louisiana Purchase
-Texas Annexation
-Mexican Cession and the
-Oregon Acquisition.
4. I can relate the evolution of the national debate
on tariffs and the Nullification Crisis.
5. I can explain the formation of the Republican
Party and its impact on the 1860 presidential
election.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
13.TE: The Nation Compromises of Slavery,
246-249; The Missouri Compromise (map),
247; A compromise Avoids a Crisis, 326328; Should the Union Be Saved? 328;
Resistance Against the Fugitive Slave Act,
331, 333-334; The Kansas-Nebraska Act
Undoes the Missouri Compromise, 334;
Territories Open to Slavery (map), 335; The
Dred Scott Decision Triggers Outrage, 341,
343; Does Congress Have the Power to
Limit Slavery?, 342 TE: History Background:
Dred Scott v. Sandford, 342
13.a. TE: Slavery and Cotton in Alabama,
224; Alabama in the Civil War, 320 TE:
Connect to Your World: Sectionalism and
National Politics, 355
13.b. TE: Governing Western Lands, 137138; The Nation Compromises of Slavery,
246-247; Texas Wins Independence, 305307; The Wilmot Proviso Divides
Americans, 312; Wilmot Proviso Seeks to
Limit Slavery, 325; Compromise Avoids a
Crisis, 326-328; Senate Adopts the
Compromise of 1850, 328-329; The KansasNebraska Act Undoes the Missouri
Compromise, 334
13.c. TE: The Nullification Crisis, 255-256
13.d. TE: The Republican Party Is Born,
340-341; Republicans Nominate Lincoln,
347-348
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1 week
Apr 13-Apr 17
Honors classes.
14.Describe how the Civil War
influenced the United States,
including the Anaconda Plan and the
major battles of Bull Run, Antietam,
Vicksburg, and Gettysburg and
Sherman’s March to the Sea.
1. I can explain the impact of the Anaconda Plan
and major civil war battles on the United States.
14.a Identifying key Northern and
Southern Civil War personalities,
including Abraham Lincoln, Jefferson
Davis, Ulysses S. Grant, Robert E. Lee,
Thomas Jonathan “Stonewall”
Jackson, and William Tecumseh
Sherman
2. I can identify key Civil War personalities.
14.b Analyzing the impact of the
division of the nation during the Civil
War regarding resources, population
distribution, and transportation
3. I can analyze the impact of a divided America
during the Civil War in terms of:
-resources
-population distribution and
-transportation.
4. I can explain why border states did not secede
from the United States.
14.c Explaining reasons border states
remained in the Union during the Civil
War
14.d Describing nonmilitary events
and life during the Civil War, including
the Homestead Act, the Morrill Act,
Northern draft riots, the
Emancipation Proclamation, and the
Gettysburg Address
14.e Describing the role of women in
American society during the Civil War,
including efforts made by Elizabeth
Blackwell and Clara Barton
14.f Tracing Alabama’s involvement in
the Civil War
5. I can relate the importance of non-military
events during the Civil War, including the:
-Homestead Act
-Morrill Act
-Northern draft riots
-Emancipation Proclamation, and the
-Gettysburg Address.
6. I can relate the role of women in American
society during the Civil War.
7. I can trace Alabama’s involvement in the Civil
War.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
paper each semester. Additionally, teachers may
14.TE: Union and Confederate Resources,
360-362; Confederate and Union
Strategies, 362; Early Battles of the Civil
War, 364—365; The Civil War, 1861-1862
(map), 365; Stalemate Develops in the
East, 366; The Push Towards Emancipation,
367-368; Emancipation at Last, 368-370;
African Americans Join the Fight, 370-371;
The Home Front in the North, 373-375; The
Home Front in the South, 375-376; The Life
of a Soldier, 376-377; Women and War,
378; Songs of the Civil War, 379; Union
Victory at Vicksburg, 380-381; A Turing
Point in the East, 382-385; The Battle of
Gettysburg, 384-385; The Union Presses
the Advantage, 386-387; Experience the
Siege of Vicksburg, 388-389; The War’s
Final Days, 390-392; Why the North Won,
392-393; The War’s Lasting Impact, 393,
395; The Civil War, 1863-1865 (map), 394;
Document-Based Assessment: Total War,
399
14.a.TE: The Election of 1860, 346-349;
Abraham Lincoln, 352; Jefferson Davis,
352; Advantages of the Confederacy, 361;
Bull Run Shakes Union confidence, 364;
Grant Fights in Tennessee, 364; Union
forces Capture New Orleans, 364; Sherman
Drives to the Sea, 386-387
14.b.TE: Union and Confederate Resources,
360-362; Why the North Won, 392-393
14.c.TE: Lincoln Avoids the Slavery Issue,
363
14.d.TE: Emancipation at Last, 368-370;
Abraham Lincoln: The Emancipation
Proclamation; The Home Front in the
North, 373-375; The Home Front in the
south, 375-376; Effects on the Economy,
393-394
14.e.TE: Women and the War, 378 TE:
Connect to Your World: Women in
American Society, 397
2 weeks
Apr 20-May 1
assign more activities to increase the rigor for
Honors classes.
14.f.TE: Alabama in the Civil War, 320
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15. Compare congressional and
presidential reconstruction plans,
including African-American political
participation.
1. I can compare Congressional and Presidential
Reconstruction plans.
15.a Tracing economic changes in the
post-Civil War period for whites and
African Americans in the North and
South, including the effectiveness of
the Freedmen’s Bureau
2. I can trace economic changes for whites and
African-Americans in the North and South in the
post-Civil War period.
15.b Describing social restructuring of
the South, including Southern military
districts, the role of carpetbaggers
and scalawags, the creation of the
black codes, and the Ku Klux Klan
3. I can describe social restructuring in the postwar South, including:
-military districts
-the role of carpetbaggers and Scalawags
-the creation of black codes and
-the rise of the Ku Klux Klan.
4. I can explain the Compromise of 1877.
15.c Describing the Compromise of
1877
15.e Explaining causes for the
impeachment of President Andrew
Johnson
5. I can explain the causes relating to President
Andrew Johnson’s impeachment.
15.f Explaining the impact of the Jim
Crow laws and Plessey versus
Ferguson on the social and political
structure of the New South after
Reconstruction
6. I can explain the impact of Jim Crow laws and
Plessey vs. Ferguson on the social and political
structure of the New South after Reconstruction.
15.g Analyzing political and social
motives that shaped the Constitution
of Alabama of 1901 to determine
their long-term effect on politics and
economics in Alabama
7. I can identify the political and social motives
that shaped the 1901 Alabama constitution and
their effect on politics and economics in Alabama.
HONORS: Honors classes will complete a
minimum of 1 essay on a topic from each nine
weeks. Honors classes will also write a research
15. TE: The Issues of Reconstruction, 402403; Lincoln Sets a Moderate Course, 403405; Johnsons’ Reconstruction Plan, 405406; Congressional Reconstruction, 406407, 408
15.a.TE: How Will the South Be Rebuilt?,
403; Government Aids Freedmen, 405;
Southerners Aim to Restore Old Ways, 405;
Freed People Build New Communities, 413,
415; Freedman’s Bureau, 415; Remaking
the Southern Economy, 415-416; Economic
Panic Leads to Depression, 421; Evaluating
Reconstruction’s Effects, 424-425 TE:
History Background: “40 Acres and a
Mule”, 415
15.b.TE: Congressional Reconstruction,
406-407, 409; Republican Governments
Bring Change, 410-412; Remaking the
Southern Economy, 415-416; Violence
Undermines Reform Efforts, 416-418
15.c.TE: Reconstruction Officially Ends, 424
15.d.TE: Lincoln Looks to the Future, 391;
Radical Reconstruction Begins, 407; The
Fifteenth Amendment Extends Suffrage,
409; Freed People Build New Communities,
413, 415; Supreme Court Decisions
Impeded Equality, 422
15.e.TE: Congress Impeaches the
President, 407
15.f.TE: The New South (post 1877) and
“after reconstruction” is beyond the scope
of this book. Plessey versus Ferguson
(1896) is beyond the scope of this book.
Black Codes during reconstruction can be
found in Southerners Aim to Restore Old
2 weeks/
May 1- May 15
Benchmark
May 11- May 15
paper each semester. Additionally, teachers may
assign more activities to increase the rigor for
Honors classes.
Ways, 405
15.g.TE: For related content see, United
States Constitution, 162-189
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TE = Teacher’s Edition