UNIT 6 PLAN FOR AMERICAN HISTORY I
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Unit Overview:Quarter TMLDirect One TMLDirect Two
TMLDirect Three TMLDirect Four / Instructional Time: 4 weeks/20 days on a traditional schedule, 2 weeks or 10 days on a block schedule
Course/Grade Level: American History I
Unit Theme: Expansion & The Road to War / Revised Bloom’s Taxonomy: All levels.
Unit Summary:
This unit traces the expansion of the United States from the 1820s onward. It begins with a discussion of the concept of manifest destiny and reasons for expansion. By emphasizing the debate over the annexation of Texas, the Mexican-American War, students will understand the impact of this expansion on sectionalism and the growth of slavery. The last section of this unit will focus on the attempts to appease both the North and South in regards to the issue of slavery and the breakdown of compromise that occurs over the course of the 1850s, leading to South Carolina’s secession in 1860.
North Carolina Informational Technology Essential Standards:
HS.TT.1.1 Use appropriate technology tools and other resources to access information.
HS.SI.1.2 Evaluate resources for point of view, bias, values, or intent of information.
H
NC Essential Standards:
· AH1.H.2.1 Evaluate key turning points from colonization through Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).
· AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War (e.g., economic diversity of regions, mercantilism, cash crops, triangular trade, ethnic diversity, American Indian beliefs about land ownership, Lewis & Clark expedition, farming, Industrial Revolution, etc.).
· AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction and the consequences for those groups (e.g. Germans, Scotch-Irish, Africans, American Indians, Irish, Chinese, etc.).
· AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., American Revolution, Constitutional Convention, Bill of Rights, development of political parties, nullification, slavery, states’ rights, Civil War).
· AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., mercantilism, Revolutionary Era taxation, National Bank, taxes, tariffs, territorial expansion, economic “Panics”, Civil War).
· AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement of American Indians, manifest destiny, slavery, assimilation, nativism).
· AH1.H.5.2 Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government from colonization through Reconstruction (e.g. the Marshall Court, Jacksonian era, nullification, secession, etc.).
· AH1.H.6.1 Explain how national economic and political interests helped set the direction of United States foreign policy from independence through Reconstruction (e.g. treaties, embargo, tariffs, Proclamation of Neutrality, Monroe Doctrine, etc.).
· AH1.H.6.2 Explain the reasons for involvement in wars prior to Reconstruction and the influence each involvement had on international affairs (e.g. French and Indian War, War of 1812, Mexican War, Civil War).
· AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction (e.g., inventions, Industrial Revolution, American System, etc.).
· AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream” through Reconstruction (e.g., plantation society, transcendentalism, 49ers, etc.).
· AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction (e.g., Hamilton’s Financial Plan, Bank of the United States, Embargo of 1807, Manifest Destiny, phases of Reconstruction, etc.).
Essential Question(s):
· Why do nations expand?
· Why do people move to new places?
· How well does national policy reflect the feelings and perspectives of regular citizens?
· How do actions in one country affect neighboring countries?
Enduring Understanding(s): resource - from NCDPI UNPACKING DOCUMENT – what students will understand…
· While expansion and settlement may offer opportunities for various groups, it may also limit opportunities due to discrimination and racism.
· Individuals and groups willing to take risks can influence the settlement and expansion of a nation.
· Governmental policies and actions that promote national growth and expansion can create sectional tension and political debate.
· Government policy can promote and direct the migration and settlement of people.
· A nation’s economic development often varies by region which leads to sectional interests.
· Art, literature, and music often reflect a region or nation’s interests, values, and conflicts.
· Differing perceptions of who should rule or have authority in a democratic nation can lead to tension and conflict.
· Economic and political interest will guide a nation’s foreign policy.
· Foreign policy decisions may be a source of national pride or sectional tension.
I Can Statement(s):
· Explain how the Underground Railroad impacted movement of African-Americans from slavery to freedom.
· Evaluate the arguments around the ideas of manifest destiny and expansionism.
· Analyze how westward expansion of the United States ignited debate over the spread of slavery.
· Describe the impact of the Treaty of Guadalupe-Hidalgo, the Gadsden Purchase, and the Adams-Onis Treaty on westward expansion.
· Analyze how manifest destiny led to the Mexican War.
· Describe the impact of westward movement of United States citizens on the culture and migration of American Indians.
· Compare the reasons for westward movement for various groups of people (e.g. Mormons, Forty-niners, Homesteaders).
· Evaluate why political compromises over the issue of slavery failed to unite the nation and led to the Civil War.
· Describe the impact of the election of 1860 on American politics and society.
· Explain how manifest destiny led to national pride AND sectional tension.
· Connect how the territorial expansion of the 1830s and 1840s led to conflict between various groups.
· Analyze the development of the Republican Party and their political platform.
· Explain why inventions led to economic development and Western settlement.
Vocabulary:
Barbed wire / Republican Party / Lincoln-Douglas Debates / Fugitive Slave Act / Treaty of Guadalupe-Hidalgo / Concepts:
Manifest destiny
Migration
Sectionalism
Annexation
Gold Rush / 49ers / Oregon territory / Adams Onis Treaty / James K. Polk / 54’40 or Fight!
Mormons / Joseph Smith / Harriet Beecher Stowe / Compromise of 1850 / Kansas-Nebraska Act
Reading and Writing for Literacy and Interdisciplinary Connections
Students will read excerpts from John Brown, Harriet Beecher Stowe, and other abolitionists.
They will incorporate writing into their evaluation of the causes of the Civil War.
Music and art can be incorporated into the events of the 1850s timeline and lesson plan (see resources).
Evidence of Learning (Formative Assessments):
Quiz on 1850s events
1850s timeline
Political Cartoon on the Mexican-American War / Summative Assessment(s):
Multiple Choice Assessment
Essay evaluating the causes of the Civil War
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Unit Implementation:
RESOURCES for this unit:
Manifest Destiny and Reasons for Moving West
Westward Expansion Map
American Progress, by John Gast
Westward the Course of Empire, by Emanuel Luetze
Texas Annexation and Mexican-American War
Know Your Neighbor: Incorporating Mexican Perspectives into US History.
Powerpoint on Mexican American War, guided notes to go with.
Conflicts and Compromises in the 1850s
Powerpoint on events of the 1850s
Speech given by William Lloyd Garrison about John Brown’s execution
http://www.historyplace.com/speeches/garrison.htm
Article on the argument of wage slavery
http://www.pbs.org/wgbh/amex/lincolns/nation/vid_wages.html
Map of Results of the Election of 1860
http://teachpol.tcnj.edu/amer_pol_hist/fi/000000bd.htm
An account of the Lawrence, Kansas Massacre
http://xroads.virginia.edu/~HYPER/CONTEXTS/kansas/fisher3.html
Uncle Tom’s Cabin, by Harriet Beecher Stowe
Week 1: Manifest Destiny and Reasons for Moving West (CCSS: AH1.H.3.2 and AH1.H.3.3)
This part of the unit will emphasize geography, as students familiarize themselves with the addition of territory to the United states as well as motivations for moving westward, despite the hardships faced.
Begin with a discussion of the concept of manifest destiny. You may want to use the image “American Progress” to help students brainstorm reasons for moving west as well as possible problems faced. Consider the symbolism of the book and telegraph wire carried by the angel, the various types of transportation in the background of the image, the light and dark clouds in the sky. Why is it titled “American Progress?” Show students the “Westward the Course of Empire” and have students both describe and analyze the image. Prompt students to consider what “empire” means in this situation. Discuss the definition of manifest destiny. Why do Americans feel they deserve this destiny or future?
Connect reasons for movement with migration today. Many students will be familiar with immigration to the US, or their families may have moved within the United States due to work. Have students volunteer reasons why people moved, as well as problems they might deal with.
Have students complete a Westward Expansion map. Students should label the original 13 colonies, the United States in 1783, the Louisiana Purchase, the Oregon Territory, Texas, Mexican Cession, and Gadsden Purchase. You may also want them to draw in the Missouri Compromise line to review sectionalism. You can also review this as a class opener or ender in video form here.
Spend some time dealing with the hardships of those moving westward. There are several simulation-type activities that can effectively represent this to students (example here).
Week 2: Annexation of Texas and the Mexican-American War (CCSS: AH1.H.6.2, AH.H.6.1, and AH1.H.3.3)
Have students review why people move to new places. Discuss incentives for moving to Texas, as well as what changes in the relationship between the Mexican government and Texas. Note that students may have trouble recognizing that there are two conflicts here: the fight for Texan independence and the Mexican-American War. Be sure to differentiate these as you teach the unit.
Review the debate over the annexation of Texas—primary sources are a good way to address this (see resources above). Emphasize the question of slavery the concerns some had over its expansion if Texas were annexed by the United States.
There are varying perspectives on why and how the Mexican-American war began. Comparing these points of view can be interesting for students and can provide some background knowledge for a debate on the subject (see powerpoint and notes in resources above). To sum up, consider a chart that looks at causes, events, and effects of the Mexican-American War. Emphasize the resulting increase in tensions over slavery as new land is added on.
Weeks 3-4: Conflicts and Compromises in the 1850s (CCSS: AH1.H.4.1, AH.H.4.4, and AH1.H.8.1)
The 1850s encompasses a series of political changes, legislative compromise, court decisions, and isolated events that contribute to rising tension and the eventual outbreak of war. A major question for this time period could be: was the Civil War inevitable? Could it have been avoided? Have students discuss what issues they feel are worth going to war over? Is war always necessary? These are discussion points and concepts that you will return to over the course of the year.
Starting with the Compromise of 1850, link the idea to the Missouri Compromise. How are they different and similar? What aspects of the Compromise of 1850 will Northerners and Southerners find most troubling? Because of the range of events that lead up to the Civil War, a timeline activity or chart may be useful in organizing the information. Have students take on the role of a person from the North or South, and ask them how they would react to specific events—you may want to use this as an opportunity to incorporate writing through an editorial, or host a classroom debate. How does each event take us closer to war?
John Brown’s life story and the reactions to his raid and subsequent hanging can be of particular interest to students. Have students read and reflect upon his biography. Present the image of John Brown—why is he portrayed in this way?
The Lincoln-Douglas debates provide great background information for students to begin to understand Lincoln’s political philosophies prior to his presidency, leading into the next unit.
Supportive Unit Resources:
Scaffolding Option 1:
Intervention / Scaffolding Option 2:
Maintenance / Scaffolding Option 3:
Extension
Instructional Activities: / ( ES/CO AH1.H.4.1 )
Road to War Chart This chart asks students to complete summaries of the major events of the 1950s and describe their effects on the North and South. / ( ES/CO AH1.H.4.1 )
Have students generate a timeline of events in the 1850s. For each entry, students should reflect on what reactions would be in the North or the South. / ( ES/CO AH1.H.4.1 )
Lincoln Douglas Debates Lesson Plan (looks at the debates in detail and ask students to generate campaign platforms for each man).
Technology Integration:
Multimedia Activities: / ( ES/CO AH1.H.4.1 )
Hippocampus tutorial: Compromise of 1850 Have students use this link to review the key elements of the Compromise of 1850 and learn all of the components of it. / ( ES/CO AH1.H.6.1 )
SAS Curriculum Pathways QL #32: The Mexican American War
This interactive asks students to evaluate whether or not the war against Mexico was justified and write a response. / ( ES/CO AH1.H.4.1 )
SAS Curriculum Pathways QL #33: John Brown’s Raid on Harper’s Ferry
Using primary sources, this interactive has students investigate whether or not John Brown’s raid helped the cause of abolition.