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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

    E- Essential M Maintenance* I Important** N Nice to Know*** Modified 26-Nov-

    10

    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