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Goal 1 The New Nation (1789-1820) - The learner will identify

By Jeff Pierce,2014-11-26 13:09
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Goal 1 The New Nation (1789-1820) - The learner will identify

    Note to High School US History Teachers from the 2010-2011 Curriculum Review Committee:

We wanted to take a moment to let you know how we approached this document this year. While trying to unpack the curriculum, we

    tried to approach the document from the perspective of a teacher new to the profession or just new to the course. While every “knowledge target” is potentially a question on the End of Course test, we felt it would be beneficial to attempt to prioritize what we could. We look to individual PLC’s to take it to the next step.

Therefore, all items retain their designation of “essential,” but we wanted to suggest the following:

    ; Maintenance (indicated by *): These are items that experience has suggested students have a solid foundation to scaffold from

    previous courses. We used this designator sparingly, only denoting items we feel confident most students have memory of.

    ; Important (indicated by **): These are items that we feel students have received in depth instruction on in pervious courses,

    and will only need to be reminded of the appropriate definition and significance.

    ; Nice to Know (indicated by ***): These are items that we feel are less likely to make up a large portion of the EOC, and

    therefore do not need the kind of emphasis that other terms do.

    Terms in bold indicate that they are part of the US History academic vocabulary that was included in the 2010-2011 session for vertical alignment. Not all terms appear in the Curriculum Guide, as some of the academic vocabulary is more “macro,” while many of the “knowledge targets” are more “micro.”

Please forward any suggestions for next year to the Central Office!

    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

     Goal 1: The New Nation (1789-1820) -

    The learner will identify, investigate,

    and assess the effectiveness of the

    institutions of the emerging republic.

    E Objective 1.01: Identify the major ; Strict & loose interpretations of the ; What was the impact of the major ; Create a comparison chart domestic issues and conflicts Constitution domestic issues and conflicts of the Federalists and the experienced by the nation during the experienced by the nation during the Democratic-Republicans, ; Judiciary Act of 1789 Federalist Period. Federalist Era? comparing each party’s ; Hamilton’s Economic Plan beliefs/attitudes on: ; How did the U.S. government ; Laissez-faire* o Interpretation of the emerge out of competing processes I can identify the major domestic issues Constitution ; Bill of Rights* of conflict and compromise? and conflicts experienced during the

    Federalist Period. 1790-1800 o Appropriate powers of ; Whiskey Rebellion ; How did the Federalist Period

    the national contribute to the long-standing ; Democratic-Republican Party government debate in America about the role of ; Federalist Party government and the distribution of o Types of people who ; Alien & Sedition Acts power? should govern

    ; Virginia & Kentucky Resolutions ; How is the U.S. Constitution a o Bank of the U.S.

    document subject to change and ; Nullification o Protective tariff interpretation? ; Election of 1800 o The economy

    (business vs. ; “Midnight Judges” agriculture) ; Marbury v. Madison (1803)* o Britain vs. France ; John Marshall o Defense vs. standing ; Louisiana Purchase armies

    ; Hartford Convention o Regions of support

    ; States’ rights o Leadership

    ; Nationalism

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

    E Objective 1.02: Analyze the political ; Suffrage requirements ; How did the distribution of political ; Utilize Primary sources to freedoms available to the following and economic power reflect the investigate the political ; Tecumseh groups prior to 1820: women, wage social structure and geographic freedoms of various ; Treaty of Greenville (1796) earners, landless farmers, American diversity of the Federalist Era? groups:

    Indians, African Americans, and ; Abigail Adams o Abigail Adams ; How effective were the political, other ethnic groups. ; Suffrage social, and economic institutions of o Thomas Jefferson the emerging republic in creating a ; Class, race, ethnicity, gender** ; Have students participate in democratic foundation for the I can describe the political freedom of kinesthetic activity United States? the following: women, labor, landless demonstrating suffrage farmers, Native Americans and African ; How can individual rights and the determined by race and Americans. government’s view of the “common land ownership good” create conflict or stability?

    E Objective 1.03: Assess commercial ; President Washington’s Proclamation of ; How did the U.S. confront internal ; Rewriting Primary source and diplomatic relationships with and international conflicts during of Washington’s farewell Neutrality

    Britain, France, and other nations. this era? address into student-; Foreign policy stfriendly 21 century ; How does a nation’s involvement in ; Jay’s Treaty language. international conflicts affect its I can describe U.S. foreign policy ; Pinckney’s Treaty identity? dealing with the British, French and ; President Washington’s Farewell Spain. ; Should a nation form trade Address agreements with nations it disagrees

    ; XYZ Affair with politically?

    ; Convention of 1800***

    ; Embargo Act (1807)

    ; War Hawks

    ; War of 1812

    ; Impressment

    ; Battle of New Orleans

    ; Treaty of Ghent

    ; Adams-Onís Treaty**

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

     Competency Goal 2: Expansion and

    Reform (1801-1850) - The learner will

    assess the competing forces of

    expansionism, nationalism, and

    sectionalism.

    E Objective 2.01: Analyze the effects of ; Lewis and Clark* ; What tactics can citizens use to ; Students create and draw a territorial expansion and the influence government? political cartoon ; Sacagewea* admission of new states to the Union commenting on the conflict ; How can expansion lead to conflict ; Missouri Compromise 1801 to 1850. between the executive and and change? ; The Indian Removal Act (1830) judicial branches regarding ; What affect did territorial expansion forced Indian migration or ; Sequoyah** I can analyze the changes and conflict have on the development of the new another issue regarding the created when adding new states, ; Worcester v. Georgia (1832) nation? Expansion era. especially as it applies to the issue of ; Trail of Tears ; Student can put Andrew slavery. ; Manifest destiny Jackson on trial

    (impeachment) for his ; Texas Annexation actions in the Indian ; Stephen Austin Removal Act, the Bank

    ; The Alamo Crisis, and the

    Nullification Crisis. ; Webster-Ashburton Treaty ***

     ; Oregon Trail

    ; “54º40’ or Fight!”

    ; Election of 1844

    ; Mexican War

    ; Wilmot Proviso

    ; Treaty of Guadalupe-Hidalgo

    ; Mexican Cession

    ; 49ers

    ; Gadsden Purchase

    ; Nationalism

    ; Sectionalism

    ; Slavery

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

    E Objective 2.02: Describe how the ; Noah Webster ; How did the art, literature, and ; Student mix-and-match:

    growth of nationalism and language of 1801-1850 reflect a Each student gets either an ; Neoclassical Architecture*** sectionalism were reflected in art, collective sense of nationalism and author or their work. ; New Nationalists/ Knickerbocker literature, and language. sectionalism? Students are timed and School*** must find appropriate ; How did the U.S. develop and ; Washington Irving partner. express its unique style through the I can describe how art and literature ; Nathaniel Hawthorne arts during the early 1800s? reflect nationalism and sectionalism.

    ; James Fenimore Cooper ; Are art and literature effective

    formats for communicating political ; Ralph Waldo Emerson and social discontent? ; Henry David Thoreau

    ; Edgar Allan Poe

    ; Alexis de Tocqueville

    ; Hudson River School

    ; Nationalism

    ; Sectionalism

    ; Transcendentalism

    E Objective 2.03: Distinguish between ; Industrial Revolution ; How were nationalism and ; Cause and effect chart

    the economic and social issues that led sectionalism reflected in economic regarding new technology ; Eli Whitney to sectionalism and nationalism. and social issues of the era? affecting development ; Cotton gin differences between the ; How do economic and social issues ; Slavery sections. contribute to the differences in I can explain how economic issues and ; Interchangeable Parts sectionalism and nationalism? technology affected the North, South,

    and West. ; John Deere ; How do economic and social

    conditions affect innovation and ; Steel plow change? I can identify the social issues between ; Cyrus McCormick the sections. ; Samuel Morse

    ; Robert Fulton

    ; Erie Canal

    ; Internal Improvements

    ; Cotton Kingdom

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

    ; Sewing machine

    ; Industrialization

    ; Nationalism

    ; Sectionalism

    ; Factory System

    ; Plantation System

    E Objective 2.04: Assess political events, ; Era of Good Feelings ; In what ways were nationalism and ; Compare and contrast

    issues, and personalities that sectionalism reflected in the politics different political cartoons ; Panic of 1819*** contributed to sectionalism and and issues of the time period? for and against issues of the ; McCulloch v. Maryland (1819) nationalism. era. (Andrew Jackson ; How was the issue of slavery ; Monroe Doctrine cartoons for and against affected by territorial expansion? national bank) ; Gibbons v. Ogden (1824)** I can identify and explain the political ; How did the politics of issues and conflicts that led to ; Election of 1824 and the “corrupt bargain” industrialization lead to conflict nationalism and sectionalism. and change? ; Henry Clay’s American System

    ; To what extent were the leadership ; White manhood suffrage and personalities of the early 1800s ; Tariff of Abominations responsible for the changes that

    ; John C. Calhoun occurred?

    ; South Carolina Exposition and Protest ; How did the expansion of suffrage

    in the Jacksonian era affect politics ; South Carolina Nullification Crisis and even society? ; Nat Turner’s Rebellion

    ; Election of 1832***

    ; Pet Banks

    ; Whig Party

    ; Election of 1840***

    ; Jacksonian Democracy

    ; Nationalism

    ; Sectionalism

    ; States’ rights

    ; Spoils System

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

    E Objective 2.05: Identify the major ; Dorothea Dix ; What characteristics define a perfect ; Compare and contrast

    reform movements and evaluate their society? reform movements and ; Rehabilitation effectiveness. utopian communities. ; What were the motivations behind ; Prison Reform the establishment of separate ; Horace Mann “utopian” communities? I can identify the major reform ; Temperance Movement movements and explain how they would ; What methods can people use to improve American society. ; Women’s Rights influence society? Give examples.

    ; Elizabeth Cady Stanton ; To what extent was the debate over

    slavery essential to the reform ; Lucretia Mott movements? ; Seneca Falls Convention

    ; Sojourner Truth

    ; Susan B. Anthony

    ; Utopian Communities

    o Brook Farm

    o Oneida

    o New Harmony

    ; Mormons

    ; Joseph Smith

    ; Brigham Young

    ; 2nd Great Awakening

    ; Suffrage

    ; Nationalism

    ; Sectionalism

    ; Perfectionism***

    ; Freedom

    ; Aboltion

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

    E Objective 2.06: Evaluate the role of ; “Necessary evil” ; How do people on both sides of the ; Debate the aboltionist

    religion in the debate over slavery and slavery issue use religion to support movement with 2 sides of ; William Lloyd Garrison other social movements and issues. their viewpoint? classroom using religion to ; Grimké Sisters support each viewpoint. ; How did differing religious beliefs ; David Walker** contribute to an increase in the I will understand how religion was used ; Frederick Douglass sectional divisiveness of the to change and influence the various

    country? social movements and other issues ; Charles G. Finney facing the US. ; In what ways did religious influence ; Second Great impact the effectiveness of social ; Awakening movements in the first part of the

    ; Perfectionism*** 19th century?

    ; Sectionalism

    ; Slavery

    ; Aboltion

    ; Emancipation

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

     Competency Goal 3: Crisis, Civil War

    and Reconstruction (1848-1877) - The

    learner will analyze the issues that led

    to the Civil War, the effects of the

    war, and the impact of

    Reconstruction on the nation.

    Objective 3.01: Trace the economic, E ; Know-Nothings ; How did political, economic, and ; Label a map with the 36-30 social, and political events from the social differences develop into the line, states in question due ; Nativism Mexican War to the outbreak of the sectionalism that split the North and to popular sovereignty, ; Aboltionist movement Civil War. the South? states to be gained by

    ; Slave codes Mexican Cession, etc. ; How did the issues of sectionalism

    ; Underground Railroad* lead to the Civil War? ; National Geographic I can identify and explain how the Underground Railroad economic, social, and political events ; Harriet Tubman* ; To what extent did differing Webquest. from the Mexican War to the outbreak of opinions on slavery, as well as the ; Free Soil Party the Civil War led to the split of the institution’s expansion become a ; Graph the events of the ; Compromise of 1850 North and South. deciding factor in instituting a Civil 1850’s (the events are

    ; Popular Sovereignty War? various points of the graph)

    to depict the “rise of ; Fugitive Slave Act sectionalism” through the ; Harriet Beecher Stowe decade.

    ; Uncle Tom’s Cabin

    ; Kansas-Nebraska Act

    ; Bleeding Kansas

    ; Republican Party

    ; Brooks-Sumner Incident

    ; Dred Scott v. Sanford (1857)

    ; Lincoln-Douglas Debates

    ; Freeport Doctrine

    ; John Brown and Harpers Ferry

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    ISS Curriculum Guide

     United States History

    Priority Knowledge Targets Reasoning Targets Performance/ Skill ISS Student Friendly Learning E, M, I, Targets Target N

    (NCSCOS)

    E Objective 3.02: Analyze and assess the ; Election of 1860 ; How did the issues of sectionalism ; Compare and contrast the

    causes of the Civil War. lead to the Civil War? advantages and ; Fort Sumter, S.C. disadvantages of the North ; To what extent was slavery the ; Abraham Lincoln and South at various points primary cause of the Civil War? I can list and describe the issues and ; Jefferson Davis throughout the war. events leading to sectionalism that ; What did a federal union of states ; Confederacy caused the Civil War. mean politically and socially before

    ; States’ rights and after the Civil War?

    ; Nationalism

    ; Secession

    ; Union

    E Objective 3.03: Identify political and ; Anaconda Plan ; Why are the Battle of Gettysburg ; Interactive Timelime-

    military turning points of the Civil and the Siege of Vicksburg Student receive 1 sheet of ; Blockade War and assess their significance to considered the military turning paper with 1 battle printed ; First Battle of Bull Run/Manassas the outcome of the conflict. points of the Civil War? on it and work together to

    ; Antietam get in order at front of ; How did the political actions of room. Correct and ; Vicksburg President Lincoln affect the I can identify the political and military Discuss. outcome of the war? turning points of the Civil War and ; Gettysburg explain their importance to the outcome ; Was it inevitable that the North ; Gettysburg Address to the Civil War. would win the war? ; Sherman’s March ; How did the Emancipation ; African-American Participation Proclamation impact the North and

    ; Robert E. Lee South domestically and

    internationally? ; Ulysses S. Grant

    ; George McClellan

    ; Thomas “Stonewall” Jackson

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