united states history i honors grade: 10 · unit: war of 1812 westward expansion third marking...

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

UNITED STATES HISTORY I HONORS

GRADE: 10

Prerequisite: World History Honors

Credits: 5

ABSTRACT The United States History I Honors program provides students with a working practical knowledge of their role as citizens. Emphasis is placed on The United States Constitution and the rights and responsibilities that are associated with that document. The important events, personalities, and issues of the period beginning with colonization and ending with Reconstruction are examined and their importance relative to present affairs is assessed. A variety of strategies is employed to engage the students in the development of critical thinking skills and the evaluation of historical events and the consequences.

2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

UNIT:

Exploration and Colonization First Marking Period (2

weeks)

Revolutionary War First Marking Period (3

weeks)

The Birth of the US The Constitution

Second Marking Period (2.5 weeks)

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

NJCCS Social Studies 6.1.12.A.1-D.2

Technology 8.1.12.D.2;F.2

8.2.12.B.3 21st Century Life and Careers

9.2.12.A.3,4;F.6 Common Core

RH 10.1-10 Common Core

WH 10.1-10






WH 10.1-10






WH 10.1-10

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

Summarize the reasons for the colonization of North America by the British.

Assess the deeply rooted historical factors that moved America toward independence from Great Britain.

Summarize the weaknesses of the Articles of Confederation and the need for a new document on which the government would be based.


UNIT:


weeks)


weeks)



Assess the role each colony had, such as the reason for its establishment and the economic contributions and its impact on the natives and the landscape. Conclude both the differences that distinguish the colonies and the similarities that unite them. Discuss the new “American” culture that began to develop.

Examine the taxes and acts that angered the colonists and their reactions. Outline the major events of the Revolutionary War from the meetings of the Continental Congress to the Treaty of Paris.

Summarize the implications of the amendments to the Constitution. Analyze the contributions of early presidents in the formation of the new nation and early political parties. Discuss local and state government organization.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

For what purposes was each of the colonies established? What are the characteristics that make a place a colony? How does one even begin to create such a place? How did the relationship between the colonies and Britain work? What caused changes to this relationship?

What changes in the relationships between the colonists and the British caused the Revolutionary War? How were the issues resolved? Of what interest did foreign countries, such as France, have in the American Revolution?

How did democratic ideas shape the laws of the new nation?


UNIT:


weeks)


weeks)



STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Students will engage in daily group discussions.

• Students will present finding and conclusions to the class in oral or written format.

• Students will create a map depicting the colonies and the economic activities in each and reasons for founding.

• Students will research the founding of a specific colony in a small group. They will present their findings to the class.

• Students will create their own colony, including the reason for establishment, geographic descriptions,



• Students will create a poster protesting a British tax or act.

• Students will read and analyze the Declaration of Independence.

• Students will create a timeline of events from the outbreak of the Revolutionary War to the signing of the Treaty of Paris.



• Students will compare and contrast the Articles of Confederation and the Constitution.

• Students will assess Washington’s administration.

• Students will choose an amendment and defend its importance at the time it was written and current times.


UNIT:


weeks)


weeks)



laws, economic system, and the types of people allowed to live there.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Tests/Quizzes • Writing • Rubrics • Creative projects • DBQ • Textbook activities • Class discussions • Group discussions • Student participation • Notebook Check • Teacher observations • Benchmark Assessment • Midterm exam



RESOURCES

• Supplemental resources • Internet/IPad/Computers • American Pageant

Textbook


Textbook

• Supplemental resources

• Internet/IPad/Computers • American Pageant Textbook

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements.


UNIT:


weeks)


weeks)



SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Analyze each colony’s reasons for establishment and contribution to America and Great Britain.

• Compare and contrast New England, Middle Colonies, and Southern Colonies.

• Explain the basic population and social structure of the colonies in the 18th century.

• Assess the deeply rooted historical factors that moved America toward independence from Great Britain.

• Explain the colonists’ reactions to taxation and other “mistreatments”.

• Weigh the terms of the Treaty of Paris and explain how America was able to achieve victory.

• Compare and contrast the Articles of Confederation and the Constitution.

• Interpret the Amendments. • Evaluate the administrations

of the first four presidents.

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• Statistical analysis of data • Current events • Tiered Lessons • Flexible Grouping • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses

SPECIAL EDUCATION · Modifications & accommodations as listed in the student’s IEP






UNIT:


weeks)


weeks)



• ·Prioritize tasks • Modified assessments and

projects AT RISK · Tiered Interventions pending on lessons GIFTED · Enrichment Activities that are unit specific · Models/projects


projects AT RISK · Tiered Interventions pending on lessons GIFTED · Enrichment Activities that are unit specific · Models/projects •


projects AT RISK · Tiered Interventions pending on lessons GIFTED · Enrichment Activities that are unit specific · Models/projects •

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners.


O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

UNIT:

War of 1812 Westward Expansion Third Marking Period

Slavery Controversy Third Marking Period



Social Studies 6.1.12.A.3-D.3


8.2.12.B.3 21st Century Life and Careers 9.1.12.A.1;B.1;C.2,3;D.2;F.2,3



WH 10.1-10

Social Studies 6.1.12.A.3-D.3

6.1.12.A.4.a Technology

8.1.12.D.2;F.2 8.2.12.B.3

21st Century Life and Careers 9.1.12.A.1;B.1;C.2,3;D.2;F.2,3



WH 10.1-10


Assess the influence of Manifest Destiny and the impact of Western settlement on US politics, economy, and various cultural groups in the US.

Defend the South’s use of slaves, and the arguments against it. Assess the growing tensions created by slavery and its expansion.


UNIT:



Analyze the effects on the environment in the West.


Why did Americans of European descent feel so compelled to expand the country westward? What might 19th-century Native Americans have said about Manifest Destiny? Why would they have taken this perspective?

How did the expansion of the US create a divide between the different areas of the nation? What steps were taken to avoid a conflict? At what point was conflict unavoidable?



observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)



• Students will create a map of the Louisiana Purchase. They will trace the route the route taken by Lewis and Clark.

• Students will read primary



• Students will research the lifestyles of the different areas of the US, explain each stance on slavery.

• Students will discuss events that lead to further tensions,


UNIT:



source accounts of living in the West. They will then justify their own reasons for participating in the westward movement.

such as the Underground Railroad, Bleeding Kansas, Dred Scott decision.


• Tests/Quizzes • Writing • Rubrics • Creative projects • DBQ • Textbook activities • Class discussions • Group discussions • Student participation • Notebook Check • Teacher observations


RESOURCES :

• Supplemental resources

• Internet/IPad/Computers American Pageant Textbook

Supplemental resources

• Internet/IPad/Computers American Pageant Textbook

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: • Justify the decision of those • Research the lifestyles of


UNIT:



(What specific activities will students do and what skills will students know as a result of the unit?)

who decided to move westward.

• Discuss the hardships faced in the new west.

the different areas of the US, explain each stance on slavery.

• Discuss events that lead to further tensions, such as the Underground Railroad, Bleeding Kansas, Dred Scott decision.

CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)

• Statistical analysis of data • Current events • Tiered Lessons • Flexible Grouping • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing response

SPECIAL EDUCATION · Modifications & accommodations as listed in the student’s IEP • ·Prioritize tasks • Modified assessments and

projects AT RISK

• Statistical analysis of data • Current events • Tiered Lessons • Flexible Grouping • Project Based learning • Compacting • Video case studies • Multimedia presentations

Open-ended writing responses SPECIAL EDUCATION · Modifications & accommodations as listed in the student’s IEP • ·Prioritize tasks • Modified assessments and

projects AT RISK


UNIT:



· Tiered Interventions pending on lessons GIFTED · Enrichment Activities that are unit specific · Models/projects

ELL Students- Instruction will be based on language proficiency.

· Tiered Interventions pending on lessons GIFTED · Enrichment Activities that are unit specific · Models/projects



UNIT:

Sectional Struggle Civil War

Fourth Marking Period

Reconstruction Fourth Marking Period








WH 10.1-10






WH 10.1-10


Analyze the causes of sectional conflict leading to the Civil War. Evaluate how leadership affected the outcome of the Civil War. Assess the role of economics, both before and following the war. Compare and contrast the roles of African Americans during the war and Reconstruction, in different areas of the US.

Assess the role of economics, both before and following the war. Compare and contrast the roles of African Americans during the war and Reconstruction, in different areas of the US. Evaluate the plans for Reconstruction. Assess the effectiveness of Reconstruction and the causes for


UNIT:




. the end of this time period. Discuss the impact of the war and the 13th, 14th, and 15th Amendments.


How did the Civil War have both benefits and cost for the United States?

How did the American population rebuild and reunite after the Civil War?



observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)



• Students will create a map depicting the division of the US into two separate countries.

• Students will debate each



• Students will discuss and design a plan for Reconstruction in small groups.

• Students will create a


UNIT:




side’s reasons for entering the war.

• Students will evaluate the military strategies used.

• Students will assess the events leading to the end of the Civil War.

• Students will debate the reasons for and against slavery in the US.

timeline of events that occurred during Reconstruction.

• Students will discuss the impact of the war and the 13th, 14th, and 15th Amendments




RESOURCES:


Textbook


Textbook


UNIT:




STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Create a map depicting the divided US.

• Debate each side’s reasons for entering the war.

• Evaluate the military strategies used.

• Assess the events leading to the end of the Civil War.

• Debate the reasons for and against slavery in the US.

• Relate how plans for Reconstruction differed and the final outcome.

• Discuss and explain the purpose of the Reconstruction amendments.

CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)






UNIT:










united states history i honors grade: 10 · unit: war of 1812 westward expansion third marking...

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