instructor: ms. tracy stepka room: whatever it will be, at...
TRANSCRIPT
Instructor: Ms. Tracy Stepka
Room: whatever it will be, at Insert Name Here High School
Email: [email protected]
Course Description
The content of this class is centered around the understanding of United States history. Students
will learn about the important aspects of history by focusing on the evolution of civil rights,
development of American democracy, changing cultural norms, and internal/external military
conflicts. You will learn about these recurring themes through the course work, which will
include group work, response papers, essays, class participation, and exams. You will explore the
themes, and their connections throughout time. Throughout the course you will learn to research
effectively using primary and secondary sources. Your ability to use sources will help you think
critically about historical concepts and connections.
Big Goal
You will become an effective and creative historian by deeply understanding and explaining the
connections that appear in United States history.
As an effective and creative historian you will:
1. Perform effective and thoughtful research. Have a thorough understanding of primary and secondary sources, and their role in research.
2. Be able to make connections throughout history using the recurring themes. 3. Argue a perspective using proper historical sources. Students will be able to change perspectives
when instructed. 4. Understand important historical concepts, themes, people, and places. 5. Explain and connect the reoccurring themes to explain the evolution of the United States. 6. Understand your place in history and how you connect to the themes.
Grading/ Evaluation
Unit Exams (8X25) 200 pts
Research Paper 50 pts
Group Projects (4x 25) 100 pts
Participation and Attendance 25 pts
Interactive Student Notebook 100 pts
Classroom Discussions and Debates 75 pts
Reaction Papers (5x10) 50 pts
Total 600 pts
Unite Exams (8x25)
Student will be given a unit exam after each unit. The exams will wither come in a multiple-
choice form or essay question form. The multiple-choice form will consist of 25 multiple-choice
questions. Essay question exams will have six possible essay options. The students will pick
three out of the six questions to write a response to.
Research Paper
Students will complete a research paper at the end of semester. The research paper will address
one of the reoccurring themes. Students are expected to write the paper using multiple
perspectives, and multiple sources. Students will use a variety of primary and secondary sources
and quote them correctly throughout the paper. Further instructions to follow.
Group Projects (4x25)
Students will be put into small groups throughout the class to further understanding. Students
will have projects throughout the course of the term to be able to further understand the content.
There will be four group assignments that students will be expected to complete in their groups.
Participation and Attendance
Students will be graded on their attendance and participation in class. Insert Name Here High
Schools attendance rues and procedures will be enforced in this class. Students will be expected
to attend class regularly. Participation is based on student's behavior in class. Students should be
on task and contributing when necessary. Participation grading will include contributing to group
work, paying attention during lessons, respecting others inputs, completing assignments,
contributing to debates and classroom discussions.
Interactive Student Notebook
Students will be given an interactive student notebook at the beginning of the term. Students will
use the notebook to complete course work, do assignments, and prepare for debates and
discussions. The interactive student notebook will be used multiple times throughout the term.
Classroom Discussions and Debates
Throughout the class there will be classroom discussions and group debates. Open class
discussions will encourage the students to talk about the topics that they have been learning
about throughout the course. Class debates will happen throughout the course. Student will be
assigned a role within the debate. Further instructions to follow.
Reaction Papers (5x10)
Reaction papers will serve as bell work. They will be brief one page reaction to the day's lesson.
Students will be expected to talk about what they have learned and what they have further
questions on. The reaction papers will be given periodically throughout the term. In some cases
the reaction paper will serve as a debrief for interactive activities, or to check on the progress of
group work. The reaction paper will also include a writing assignment that students will be
expected to complete at the end of the unit. The writing assignment will be a two page personal
analysis of events.
Course Outline
Week 1-2: Native American Nations, European Contact, and Colonization
Native American tribes prior to settlement Contact with Europeans
Themes: Changing cultural norms and expectations
Evolution of civil rights
Interactive students notebook assignment
Week 3-4: Origin and growth of the Atlantic slave trade, changing relationships with Native
Americans, growth of American colonies
The development of the Atlantic slave trade and its effect on the colonies Understand the changing relationship between the colonist and Native Americans Understand the growth of the colonies and their divergence from European nations French and Indian War
Themes: Changing cultural norms and expectations
Evolution of civil rights
Interactive student notebook assignment
Reaction paper
Unit exam
Week 4-5: American Revolution, and the Declaration of Independence
Events leading up to the American Revolution Understanding of the content of the Declaration of Independence Timeline of the events leading up to the revolution Understand the reason for American victory
Themes: Development of American democracy
Internal and international conflicts
Changing cultural norms and expectations
Classroom debate regarding the events leading to the revolution
Group project: timeline of important events in the American Revolution
Week 6-8: Organization of the federal government, Ratification, Emergence of the two party
systems, Expansion and Reform
Important changes that were being made in the nation and to the declaration Understand the organization of the new nation and its government Be able to explain the impact of the original political parties, and there stance in government Understand new technology of the time and its impact on labor Analyze the expansion of the United States
Themes: Development of American democracy
Changing cultural norms and expectations
Evolution of civil rights
Interactive student notebook assignment
Political party and ratification debate
Reaction paper
Unit Exam
Week 9-10: Second party system, religious and social reform, political and cultural movements
Discuss and debate the changing political system and voting rights Understand the emergence of the second party system Understand the impact of various religious and social reforms and their impact on the nation
Theme: Evolution of civil rights
Changing cultural norms and expectations
Development of American democracy
Interactive student notebook assignment
Class discussion regarding the social and religious movements
Group project: breakdown of a political or social debate
Week 11-13: Experiences of African Americans, regional differences, Civil War
Evaluate experiences of African Americans in society at the time ex. free men and slaves Compare and contrast the economic, social, and political differences in the South and the North Be able to argue the slavery debate Southern Secession and establishment of the Confederate States of America Describe important events, people, and issues in the Civil War
Theme: Evolution of civil rights
Internal and international conflicts
North and South debate
Reaction paper
Week 14-15: Emancipation, reconstruction, race relations, thirteenth fourteenth and fifteenth
amendment
Understand the emancipation of African American slaves Legacy of the Civil War Understand events and polocies regarding race realtions Debate the success of reconstruction Be able to explain the impact and content of the thirteenth, fourteenth, and fifteenth
amendment
Theme: Evolution of civil rights
Development of American democracy
Changing cultural norms and expectations
Interactive student notebook assignment
Reaction paper
Unite exam
Week 15-17: Industrialization and globalization of the United States, rise of big business,
urbanization, racial conflict and reform, immigration
Industrialization promoted by technological innovation Labor reform and unions Immigration and its impact on the United States Effects of an Industrialized United States Changing Native American policies, and assimilation Jim Crow Progressive era Monopoly capitalism
Theme: Evolution of civil rights
Changing culture and expectations
Reaction paper
Interactive student notebook assignment
Week 18-19: World War I
United States involvement in World War I Domestic and foreign policy War effort Legacy
Theme: Internal and international conflicts
Reaction paper
Unit exam
Week 20-21: The impact of music and art of the time, economic causes of the Great Depression,
the Great Depression, the New Deal
Look at the impact of music and art on the Great Depression Understand the economic conditions that lead to the Great Depression Understand the impact of the Great Depression on people lives Be able to explain the content and impact of the New Deal
Theme: Changing cultural norms and expectations
Interactive student notebook assignment
Week 22-23: World War II
United States initial attempts to remain neutral World War II causes and connection to World War I Pearl Harbor and entrance into war Major conflicts in WW2 Pacific theater European Theater Dropping of the atomic bomb Japanese interment camps Home front United Nations Tuskegee Airmen
Theme: Evolution of civil rights
Internal and international conflicts
Interactive student notebook assignment
Reaction paper
Unit exam
Week 24: Post WW2
Emergence as a superpower Changing cultural norms Gender roles Suburbanization Baby boom
Theme: Changing cultural norms and expectations
Interactive student notebook assignment
Classroom discussion on changing cultural norms
Week 25-26: Development of the Cold War
Marshall Plan Truman Doctrine Korean War Cuban Missile crisis Anti-communism Ending of the Cold War
Theme: Internal and international conflicts
Changing cultural norms and expectations
Interactive student notebook assignment
Reaction paper
Unit exam
Week 27-29: Vietnam, Secret War in Laos
Cultural impact of the war Role of the United States Progression of the conflict Impact of the war Secret War in Laos Hmong alliance 60s and 10s changing culture
Theme: Internal and international conflict
Interactive student notebook assignment
Vietnam debate
Week 30-31: Civil Right movement
Understand the building tension behind the Civil Rights movement Understand the impact Be able to compare various civil rights movements Key leaders and groups Legacy Opposition American Indian changes in the time period
Theme: Evolution of civil rights
Changing cultural norms and expectations
Interactive student notebook assignment
Groups project: in depth look of the Civil Rights movement
Reaction paper
Unit exam
Week 32-33: United Sates involvement in world affairs after Cold War, Progression of culture
Changing world affair Progression of culture in the 1980's to present
Theme: Changing cultural expectations and norm
International and internal conflict
Week 34-36: Immigration and refugees, twenty first century technology, connections to other
countries, present day conflicts, Research paper
Difference between an immigrant and a refugee and their impacts Technology innovations and their impact on society Current conflicts Economic and global connections
Theme: Changing cultural norms and expectations
Internal and international conflict
Evolution of civil rights
Reaction Paper
Group Project: Current event issues
Unit exam
Research paper
Standards
Standard 15: The course will cover standards 9.4.4.15.2 and 9.4.4.15.2 they will both be covered
briefly and not in to much depth. I want students to understand the initial relationship between
Native Americans and colonist.
Standard 16: All the benchmarks were covered in the course. Emphasis was given to
9.4.416.4and 9.4.4.16.7. The class will cover all the benchmarks and explain the time period and
progression.
Standard 17: The benchmarks will all be covered in some form. The American Revolution will
have its own instruction. Benchmarks 9.4.4.17.4 will be the start of a new time period and will be
separated from the other standards.
Standard 18: The benchmarks will be covered throughout the course in different forms. Since
the standard covers many benchmarks they will be spit up by there time period.
Standard 19: The benchmarks in this standard will be covered in the Civil War unit. Emphasis
will be given to benchmarks 9.4.4.19.1 and 9.4.4.19.2 since this will create a better
understanding of the main ideas behind the Civil War conflict. Emphasis will also be given to
understanding the foundation of African American civil rights.
Standard 20:There are a lot of benchmarks in this standard they will be broken into sections of
study to better understand the topics. Students will understand industrialization and monopolies,
as well as the technological and cultural changes. Special emphases will be paid to benchmark
9.4.4.20.5 since it focuses on a theme. Benchmark 9.4.420.9 will be its own section so the war
can be explained properly.
Standard 21: The benchmarks will be split into section. The Great Depression will lead on to a
lesson of World War II. Since these are important parts of American history they will be covered
in depth.
Standard 22: All the conflicts and important events will be broken into relevant sections. The
various conflicts need to be explained in depth and need to be addressed chronologically to build
understanding. Since this standard cover a relatively large chunk of time the benchmarks will be
covered by weight given to important events and concepts.
Standard 23: The course will end with current events in American History. Both benchmarks
will be covered in depth to help students understand current events. The benchmarks will also
build on information about current issues and there place in history.
Standard 2: Both benchmarks will be covered throughout the course.
Unit Plan
Unit Plan
American Revolution (9th
grade U.S. History)
Tracy Stepka
Minnesota Social Studies Benchmarks:
9.4.4.17.1 (U.S. History) Describe the political and military events that cause some North
American colonies to break with Great Britain, wage war and proclaim a new nation in 1776.
9.4.4.17.2 (U.S. History) Analyze the American revolutionaries' justifications, principals and
ideals as expressed in the Declaration of Independence; identify the sources of these principals
and ideals and their impact on subsequent revolutions in Europe, the Caribbean, and Latin
America.
9.4.4.17.3 (U.S. History) Develop a timeline of the major events and turning point of the
American Revolution, including the involvement of other nations; analyze the reason for
American victory.
Essential Question:
Was it inevitable for the colonies to rebel and create a new nation?
The students will:
1. Describe the events that caused the colonies to rebel against Great Britain, and the turmoil surrounding the revolution.
2. Interpret the ideas/philosophy's that influenced the Declaration of Independence. 3. Develop a sequence of important events and turning point in the revolution. 4. Analyze the reasons for American victory.
Evaluation. The students will:
1. Complete a section exam (multiple choice and essay question) on the American Revolution 2. Create a timeline containing the important events and turning points in the American
Revolution. 3. Describe and analyze important content in the American Revolution. 4. Describe and explain reasons for the American victory.
Day-to-Day Outline:
Day 1
Students will:
1. Understand important events leading up to the American Revolution. 2. Create a class list of important events that cause the American Revolution. 3. Be given the outline of the unit. They will understand their assignments and goal for this section
of the class.
Academic language: Revolution, representation, tax, military occupation, continental congress,
Boston Tea Party, acts
Students are given an overview of the lesson and a breakdown of the next eight days. They will
be given the essential question. The students will discuss as a class what they know about the
American Revolution. Students will watch a video (America: The Story of US-Episode 1
"Rebels"). After the video they will create a class list of the important events that led to the
American Revolution.
Day 2:
Students will:
1. Review the cause of the American Revolution. 2. Understand the turmoil within the colonies regarding revolution.
Academic language: Loyalist, rebel
Students will have a quick review of what they learned in the previous class.
The class will then be split up into groups of four. Two students will argue the need for
revolution from a "rebels" point of view, and the other two group member will argue against the
revolution from a "loyalist" point of view. The teacher will circulate throughout the room
observing the conversations. After fifteen minutes of debate the teacher will instruct the students
to switch roles and argue from their new perspective. After another fifteen minutes the class will
come together and discuss their debates.
Day 3:
Students will:
1. Analyze sources of inspiration for the Declaration of Independence. 2. Understand the content of the Declaration of Independence. 3. Understand Thomas Jefferson's role in the Declaration of Independence.
Academic language: Continental Congress, Thomas Jefferson, Declaration of Independence
Students will watch a brief video clip regarding the Declaration of Independence (America the
Story of US: Declaration of Independence). Students will be broken up into teacher assigned
reading groups. The students will be given a reading that relates to the inspiration behind the
declaration. These reading will include sections from writings by John Locke, Thomas Pain, and
George Mason. The class will discuss ideal from the reading that they think were important to
writing the declaration. After the discussion the students will be given a copy of the Declaration
of Independence. Each group will be given a specific section of the declaration. They will be
responsible for translating their section into everyday language. Each group will present their
section. After, students have an understanding of the declaration, and the inspiration behind it
they will be asked to compose three questions that they would ask Thomas Jefferson.
Day 4:
Students will:
1. Actively participate in an interactive activity involving a Thomas Jefferson impersonator. Students will focus on the speaker's presentation about the Declaration of Independence and the revolution. Students will ask questions that they developed in the previous class.
Day 5:
Students will:
1. Start working on a timeline of important events and turning points in the American Revolution. 2. Understand the progression of the American Revolution. 3. Learn about the involvement of foreign allies in the war.
Academic language: guerrilla warfare, foreign ally, turning point
Students will be given an interactive lesson on the American Revolution and the important
events that happened throughout the war. The lesson will also contain information regarding the
warfare that was taking place, as well as the involvement of foreign nations. After the lesson the
students will use their notes and textbook to start the process of creating a timeline of important
events in the revolution.
Day 6:
Students will:
1. Complete their events timeline. 2. Analyze the involvement of foreign allies.
Academic language: Influence, ally, turning point, and military strategies
Students will complete their work on the timeline regarding the important events and turning
points in the revolution. After students complete their timeline they will write a paper regarding
the involvement of foreign allies. The students will write the paper in pairs. They will discuss
how the involvement of foreign countries influenced the war, and identify specific things they
contributed to the revolution.
Day 7:
Students will:
1. Review for the exam. 2. Analyze the reasons for American victory. 3. Summarize information to create possible answers for the essential question.
Students will have a class discussion analyzing the American victory and the essential question.
After the discussion the students will be split into two teams and play a jeopardy style review
game to prepare for their unit exam.
Day 8:
Students will: Take the unit exam.
Dear Students,
Welcome to our new unit! For the next eight days we will be discussing the American
Reveloution. We will be covering the causes of the American Revolution, the Declaration of
Independence, and important events within the war. At the end of the lesson we will explain the
American victory.
Throughout our lesson we will be learning information to determine if it was inevitable for the
colonies to rebel and create a new nation.
You will be expected to:
. Understand important events leading to the American Revolution,
and the turmoil within the colonies.
. Understand the content and inspiration regarding the Declaration
of Independence. Students will look closely at the influence of Thomas Jefferson.
. Summarize important events and turning point in the war through
the creation of a timeline.
. Analyze the reason for American victory.
Students will be graded on:
. Participation in group activities.
. Completion of an event timeline.
. Unit exam.
I look forward to starting this new unit.
Ms. Stepka
Benchmarks:
In standard 9.4.4.17.1 I left out covering the French and Indian war in this unit. It would take to
much time and would distract from the essential question that the lesson is built around.
Covering the war would fit in prior to this unit, while we are discussing the colonies and there
progression toward revolution.
In standard 9.4.4.17.2 I chose not to focus on the declarations effects on other revolutions
throughout the world. There was not enough time to analyze the effects of the Declaration of
Independence on revolutions around the world. This is more suitable for a world history class or
a civics class. I would want to collaborate with civic lessons to teach the effect of the declaration;
I believe this would be more effective. Throughout this unit I want my students to focus on the
effects that the Declaration of Independence had on America during the revolutionary period, so
they can better grasp the American Revolution.
Formative assessment:
Formal
. Students will express understanding of the American Revolution
through the creation of a timeline highlighting the important events and turning points
throughout the war.
. Students will be graded on their participation in group activities.
The grade will focus on participation, and willingness to work with the group.
. Students will have a unit test at the end of the lesson that will be
there final assessment regarding the unit.
Informal
. Group activities and discussions will be used to gauge depth of
understanding, and allow time for questions.
. Interactive lessons will be used to present information and gauge
understanding and prior knowledge.
Sample exam questions:
Which answer shows the correct order of important military events in the American Revolution?
a) Lexington and Concord, Tea Act, Yorktown, Charleston
b) Charleston, Crossing of the Delaware, Lexington and Concord, France signs treaty of
alliance
c) Lexington and Concord, Burgoyne, France signs a treaty of alliance, Charleston
d) Burgoyne, Washington crosses the Delaware, Yorktown, Lexington and Concord
The Boston tea party was responding to?
a) Coercive act
b) Tea act
c) Intolerable act
d) Stamp act
Which statement about the Declaration of Independence is opinion and not a fact?
a) The Declaration of Independence if the foundation of the United States government.
b) Writing from John Locke influenced the Declaration of Independence.
c) Thomas Jefferson drafted the Declaration of Independence.
d) Thomas Jefferson was the only qualified writer in the Continental Congress.
Who was the commander and chief of the rebel army?
a) George Washington
b) James Madison
c) Benjamin Franklin
d) Lord Cornwallis
Essay Question:
What caused the American Revolution? Explain the significance of at least three important
events that were influential in starting the American Revolution.
You should:
. Identify three events that played a role in starting the American
Revolution
. Explain the events significance
. How did this event affect the relationship between the colonies and
Britain
I picked this question because it relates directly to the unit and the essential question. Talking
about the events that caused the Revolution will help students formulate an answer to the
essential question. The question also has multiple answers.
Unite Plan Reflection:
Learning Objective Content Process Product Use in Unit
Understand important
events leading up to the
American Revolution
All students will
have an
understanding of
the important
events that led to
the American
Revolution.
Students will
watch a video
that covers the
events leading up
to the American
Revolution.
Subtitles will be
added to the
video to help
students
understand the
content of the
video.
Students will
create a class list
of important
events.
The class list will show
the content that students
retained from the video.
The class list will also
serve as an informal
assessment to gauge
understanding. Since the
class will be constructing
the list all students of all
level can participate in the
identification exercise.
The list will also serve as
a debrief for the lesson.
Understand the turmoil
within the colonies
regarding the revolution.
Students will
understand the
turmoil that
existed between
the colonist by
exploring the
view of loyalists
and rebels.
Students will
participate in a
debate where
they argue the
position of the
loyalist and
rebels. Students
will be graded on
the participation.
The review
session will help
students clarify
the information
they have been
presented and
allow them to
discuss the
turmoil in the
colonies.
Students will
participate in a
debate. Arguing
from the point of
view of a loyalist
and a rebel. Since
they will switch
sides they will
understand the
argument from
both sides.
The debate will show the
students understanding of
the colonies and political
ideals of the time.
Analyze sources of
inspiration for the
Declaration of
Independence. Translate the
content in the Declaration
of Independence.
Students reading
groups will
translate the
content of the
Declaration of
Independence and
identify important
content in
readings that
have been
identified as
Reading groups
will be pre-
determined by the
teacher. The
groups will
consist of
members that are
strong readers
and member that
have trouble with
the content. The
Students will
translate the
Declaration of
Independence
into every day
English. Students
will identify
important ideas
within the
sources and their
relation to the
The translation will help
the students better
understand the content of
the Declaration of
Independence. The
sources will help the
students understand the
process of writing the
declaration.
sources of
inspiration for the
Declaration of
Independence.
groups will be
designed so
students can learn
from one another.
Groups will be
small enough
where students
can participate
with the
documents.
Declaration of
Independence.
Actively participate in an
interactive activity
involving a Thomas
Jefferson impersonator
The activity will
allow students to
better understand
the content of the
declaration, and
clearly
understand the
role of Thomas
Jefferson.
Students will
actively
participate in the
presentation.
They will be
given an
opportunity to
ask questions.
Students will be
able to participate
in an interactive
activity regarding
the declaration.
Talking to Thomas
Jefferson will allow the
students to gain a deeper
understanding of the
content and drafting of
the declaration.
Create a timeline of
important events and
turning points in the
American Revolution
Students will
understand the
important event
and turning point
in the American
Revolution
Students will
produce a
timeline that
summarizes
information
regarding
important
military events
throughout the
war
Students will be
able to use their
notes and text to
create a timeline
of important
events Students
who are
struggling can
receive help from
the teacher or
students that are
excelling
The timeline will allow
the students to understand
the war and its important
events.
Analyze the involvement of
foreign allies
After students
complete their
timeline they will
write a paper
regarding the
involvement of
foreign allies.
The students will
write the paper in
pairs. They will
discuss how the
involvement of
foreign countries
influenced the
war, and identify
Students will
express their
understand of
foreign
involvement in
the revolution.
Students will
produce a paper
based on their
knowledge. The
paper will be
done in pairs so
students can be
paired to increase
understanding.
The paper and lesson will
allow the students to
understand the
involvement of foreign
powers and the influence
they had on the war
specific things
they contributed
to the revolution.
Analyze the reasons for
American victory.
Students will use
their knowledge
of the revolution
to explain the
American victory
Students will
have a class
discussion
analyzing the
American victory
and the essential
question
Students will
participate in a
discussion where
they discuss the
American victory
and the content
supporting their
opinion
The discussion will allow
the students to review
what they have learned in
an open teacher led
discussion.
Take unit exam Knowledge of the
content will be
tested.
Students will be
given assistance
with the test
material if they
have trouble
understanding the
language or
content.
Students will
produce a formal
assessment
The culmination of the
unit. Will allow the
teacher to assess
understanding of the unit.
Academic language:
Day 1:
Revolution, representation, tax, military occupation, King George, Stamp Act, protest,
Declaratory Act, customs law, Boston Massacre, Tea Act, Boston Harbor, Boston Tea Party
Students will complete the plan and expectations for day one. The lesson will include a general
overview of academic language. The information will be presented through the video.
Day 2:
Loyalist, rebel
Students will have an overview of the previous days lesson. This will provide targeted
instruction of the academic language since it will gauge understanding and clarify information
that students are struggling with. The debate will allow the students to get a through
understanding for the day twos academic language.
Day 3:
Continental Congress, Thomas Jefferson, Declaration of Independence, John Locke, Thomas
Pain, Common Sense, George Mason, Declaration of Rights
Students will interact with reading regarding the declaration and the documents that inspired it.
The documents will allow the students to target the academic language by allowing them to
understand the content and their relation to the academic language.
Day 4:
Students will address the academic language that they learned regarding the declaration. They
will be able to clarify the content through and interactive lesson involving a Thomas Jefferson
impersonator.
Day 5-7:
guerrilla warfare, foreign ally, turning point, Lexington and Concord, Minute Men, George
Washington, Crossing of the Delaware, Trenton, Fort Ticonderoga, Brandywine, Saratoga,
Treaty of Alliance, Charleston, Yorktown
The lesson will provide a general overview of content, and students will gain a deeper
understanding of the academic language through the creation of an events timeline. The analysis
for American victory, and the involvement of foreign allies will allow the students to actively
engage the academic language and gain a deeper understanding.
Spiral curriculum: