Middle School American History I

MSAmerican HistoryI

Theme1-Tools ofSocialScienceInquiry-Inorder toinvestigateanddrawconclusionsaboutthepast,studentsneedtothinkcriticallyaboutinformation aswell asevaluatemultiple sourcesofevidence.Thefollowingstepsofinquiryoutlinewaysof thinkingthatapplytothestudyofsocial studiesratherthancontenttobelearned.As partofthisprocess, instructionshouldapplydisciplinarytoolsaswell asusetheseprocessesto answerquestionsandsolveproblems.
  • Askquestions(Why?Whythere?Whythen?What’stheimpactof?What’stherealstoryof?What’sthesignificanceof?)
  • Developcompellingquestionsandresearchthepast.
  • Anticipateandutilizethemostusefulsourcestoaddresstheirquestions.
  • Developandtestclaimsandcounter-claimstoaddresstheirquestions.
  • Takeinformedactionbasedontheirlearning

Strand / 1.History:ContinuityandChange / 2. GovernmentSystemsandPrinciples / 3.GeographicalStudy / 4.EconomicConcepts / 5.People,Groups,andCultures
DisciplinaryTools / A.Createandusetoolstoanalyzeachronologicalsequenceofrelatedeventsthathappenatthesametime.
B.Explainconnectionsamonghistoricalcontextandpeoples’perspectivesatthetime.
C. With assistance, develop a research plan, identify appropriate resources for investigating social studies’ topics and create a research product which applies an aspect of American history prior to c. 1870 to a contemporary issue. / A.Analyzelaws,policies,
andprocessestodeterminehowgovernmentalsystemsaffectindividualsandgroupsinsociety prior to c. 1870. / A.Createandusemaps
andothergraphicrepresentationsinordertoexplainrelationshipsandrevealpatternsortrends in American history prior to c. 1870.
B. Explain how the physical and human characteristics of regions in the Americas prior to c. 1870 are connected to changing identity and culture. / A.Using an American history lens, examinetheopportunitycostsandbenefitsofeconomicdecisionsonsocietyasawholeaswellasonindividuals, prior to c. 1870. / A.Using an American history lens, describehowpeoples’perspectivesshapedthesources/artifactstheycreated.
B.Using an American history lens, examinetheoriginsandimpactofsocialstructuresandstratificationonsocietiesandrelationshipsbetweenpeoples.
C.Theme1-Tools ofSocialScienceInquiry-
Strand / 1.History:ContinuityandChange / 2. GovernmentSystemsandPrinciples / 3.GeographicalStudy / 4.EconomicConcepts / 5.People,Groups,andCultures
D. Using an inquiry lens, develop compelling questions about American history prior to 1870, to determine helpful resources and consider multiple points of views represented in the resources.
E. Analyze the causes and consequences of a specific problem in American history prior to c. 1870 as well as the challenges and opportunities faced by those trying to address the problem. / C. LocatemajorcitiesofMissouri,theUnitedStates, andthe world;statesoftheUnitedStatesandkeyworldnations;theworld’s continents,andoceans; andmajortopographicalfeaturesoftheUnitedStates.

Middle School American History I

Theme 2-Settlements-EarlyAmericanHistorybegins with astudyof pre-ColombianNativeAmericansintheAmericasincludingtheimpactofgeography on theirlives. StudentswillcomparevariousEuropeansettlementsincluding theirfounders’uniquemotivationsforcolonization and theirresulting relationshipswiththenativepeoplesthey encountered.ThefocusthenshiftstotheEuropeancoloniesincluding whyspecificregionsdevelopeddifferently as a responseto geographic,economic,religious,and politicalchallenges.Thisapproach revealsdevelopmentsthatledtoan emergingAmericanidentity in what will eventually become the United States.Thistheme culminatesin theSeven YearsWarand itsimpacton therelationship between thecoloniesand Great Britain.
Strand / 1.History:ContinuityandChange / 2. GovernmentSystemsandPrinciples / 3.GeographicalStudy / 4.EconomicConcepts / 5.People,Groups,andCultures
KeyConceptsandUnderstandings / A.Trace the causes and consequences of
indigenous peoples arriving in the Americas beginning c. 15,000 BCE.
B.ComparemotivatingfactorsleadingEuropeannationstosettleintheNewWorldtoexplaincolonialdiversityandregionaldifferences in North and South America.
C.TracethecausesandconsequencesofconflictandcooperationbetweenNativeAmericansandnorth and South American colonists, using multiple viewpoints.
D.DescribethecausesandconsequencesoftheSevenYearsWarasaturningpoint in American history.
E. Analyze the concept of Manifest Destiny as a catalyst for change in American history. / A.ComparethegovernmentalsystemsofEuropeanpowerstodetermineeffectoncolonization in the Americas.
B.ExplainhowthefoundingofEuropean coloniesinfluencedtheirgovernmentsandexpectationsforself-rule.
C.Analyzelocalandcolonialgovernmentsin North and South America totracethefactorsinfluencingtheirstructureandfunction. / A.AnalyzediverseNativeAmericanculturesin north, Central and South America toexplainthewaytheyadaptedtotheirvariousenvironments.
B.Analyzethegeographyofcolonialregionsin North and South America toexplaintheircultural,socialandeconomicdifferences.
C. Compare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life. / A.Comparesourcesoflabor,emergingeconomicproduction,andavailabilityoflandintheNewWorldandtheirimpactoneconomicdevelopment in North and South America.
B.AnalyzethemercantilesystemtoexplaincolonialresponsestoeconomiccontrolbyEuropean nations including Great Britain. / A.Analyzethereligious.cultural, political andintellectualdevelopmentsofSpanish, Portuguese, British and Frenchregions toexplainthedevelopmentof diverse culturesthroughouttheAmericas.
B. Analyzethereligious,cultural,andintellectualdevelopmentsoftheEuropeancoloniestoexplainthedevelopmentofregionalismandanAmericanidentity.
C. CompareandcontrasttheinteractionofEuropeansettlerswithnativepopulations in both North and South America.

Middle School American History I

Middle School American History I

Possible SourcesofStudy

PrimarySources

  • AlbanyPlan(1754)
  • IroquoisConfederacyTreaty(1792)
  • JayTreaty(1794)
  • BenjaminFranklin,PoorRichard’sAlmanac(1732-1758)
  • JonathanEdwards,SinnersintheHandsofanAngryGod(1741)
  • FundamentalOrdersofConnecticut(1639)
  • JohnWinthrop,CityonaHill(1630)
  • RogerWilliams,TheBloodyTenantofPersecutionforCauseofConscience(1644)
  • WilliamBradford,OfPlymouthPlantation(1651)
  • JohnSmith,GeneralHistorieofVirginia(1624)
  • BartolomeLasCasas,InDefenseoftheIndians(1550)
  • BenjaminFranklin,Autobiography(1793)
  • NativeAmericanartifacts,art,architecture
  • Thematicmapsofcolonialsettlements
  • Historicartifactsfromtheperiod;includingmusic,pictures,propaganda,maps,videos/film,letters,diaries,architecture,etc.

Secondary Sources

  • RogerWilliams,OnReligiousLiberty(2008)
  • FredAnderson,GeorgeWashingtonRemembers(2004)
  • JillLepore,TheNameofWar:KingPhilip’sWarandtheOriginsofAmericanIdentity(1998)
  • EdmundSMorgan,InventingthePeople:TheRiseofPopularSovereigntyinEnglandandAmerica.(1988)
  • ,AmericanSlavery,AmericanFreedom:TheOrdealofColonialVirginia(1975)
  • MaryBethNorton,IntheDevil’sSnare:TheSalemWitchcraftCrisisof1692(2002)
  • AlanTaylor,AmericanColonies(2001)
  • BruceGTrigger,TheCambridgeHistoryoftheNativePeoplesofNorthAmerica.(1996)
  • BernardBailyn,ThePeoplingofNorthAmerica(1986)
  • IraBerlin,ManyThousandsGone:TheFirstTwoCenturiesofSlaveryinNorthAmerica(1998)
  • AlanTaylor,AmericanColonies(2001)

Middle School American History I

Theme3-Founding-ThestudyofAmericanhistorycontinuesthefoundinganddevelopmentofthenation.BeginningwiththeendofsalutaryneglectaftertheSevenYearsWar,ittracestheinteractionbetweenthecoloniesandEnglandleadingtotheDeclarationofIndependenceandtheAmericanRevolution.Afterthe winningofthewar,studentswillexamineourearlygovernmentundertheArticlesofConfederationanditsstrengthsandweaknesses.ConflictandcompromisesledtoanationalgovernmentwhichprovidedanewfederalframeworkforthecountrytomoveforwardundertheConstitution.AstudyoftheConstitutionandBillofRightsprovidesopportunitiesforexploringtheirimpactonthelivesofAmericans.Studentswillexaminethenewchallengesfacingtheyoungnation,suchastheElectionof1800andWarof1812,whichcontributedtothedevelopmentofpoliticalpartiesandanAmericanidentity.
Strand / 1.History:ContinuityandChange / 2. GovernmentSystemsandPrinciples / 3.GeographicalStudy / 4.EconomicConcepts / 5.People,Groups,andCultures
KeyConceptsandUnderstandings / A.Tracetheeventsleadingtoescalatingconflictbetween Great Britainandthe colonies, from multiple viewpoints.
B.AnalyzetheDeclarationofIndependencetodeterminethehistoricalforcesandpoliticalphilosophiesthatinfluenceditscreation.
C.EvaluatethestrengthsandweaknessesoftheAmericancoloniesandEnglandtoexplaintheAmericanvictoryintheRevolution.
D.ExplainthemajordebatesthatoccurredduringtheadoptionoftheConstitutionandtheirultimateresolution. / A. Evaluatethe impact of the French and Indian Wars on Great Britain’s approach to colonial rule.
B.ApplytheconceptofrepresentationtotheconflictbetweenthecoloniesandEngland.
C. Applytheprinciplesofinalienablerights,popularsovereignty,naturalrights,andsocialcontracttoevaluatethepurposeandlegacyoftheDeclarationofIndependence.
D.EvaluatethesuccessesandchallengesoftheArticlesofConfederationtoexplaintheneedforaConstitutionalConvention. / A.Drawconclusionsaboutregionalconflictandcooperationasaconsequenceofphysicalgeography.
B.Evaluatetherelationshipsamongpopulation,representation,andtheireffectonpowerinthenewgovernment.
C. Compare major patterns of population distribution, demographics and migrations in the United States during this era c. 1763-1812. / A.DescribethefunctionandpurposeoftaxesimposedbyGreat Britain followingtheSevenYearsWar,evaluatingcolonialresponsestothem.
B.Comparetheemergingeconomiccharacteristicsofthenationandcolonialregionstomakepredictionsaboutfutureexpansionandconflict.
C.TracethedevelopmentoftheAmericaneconomicsystemtoexplainhowtaxes,tariffs,andmonetarypolicieswereusedtoestablishsustainabilityandgrowth. / A.Analyzetheperspectivesofdiverse individualsandgroupstoexplaintheextentoftheirsupportfortheRevolutionaryWar.
B.Analyzepopulationsofcolonies/statestoexplainhowtheircultural,religious,social,andeconomiccharacteristicsinfluencedtheemergenceofregionalidentity.
C.CompareandcontrasttheperspectivesofindividualsandgroupsregardingthedevelopmentoftheAmericangovernmentalsystemtoexplainemergingdivisionsandpoliticalphilosophies.
Theme3-Founding-con’t
Strand / 1.History:ContinuityandChange / 2. GovernmentSystemsandPrinciples / 3.GeographicalStudy / 4.EconomicConcepts / 5.People,Groups,andCultures
KeyConceptsandUnderstandings / E. Evaluate the responses of early American leaders to the social, political, economic and religious. challenges facing the new nation.
F. Infer how events of this period led to the development of philosophies, interest groups and political parties. / E. Apply the principles ofrule of law, representation, separationof powers, checksand balances, and federalismto explainthepurposesand functions ofthe Constitution.
F.Describe the originsandpurposes of the Bill of Rightsandevaluate the enduringsignificance of theseconceptsto thepreservationofindividualrightsand liberties.
G. Examine elections, issues, laws, and events of this time period to explainhowtheconceptsof judicial review, elasticclause, and anamendmentprocesswere establishedor used to meet challenges. / D.Evaluatelaws,events,andperspectivestodeterminetheextenttowhichindividualsand groupscouldparticipatein,andrealize,thepromiseof Americanideals.
E.AnalyzetheartisticandintellectualachievementsofearlyAmericanstoprovideevidenceofanemergingAmericanidentity.

Middle School American History I

Possible Sources
of Study / Primary Sources:
  • Phillis Wheatley, Poems on Various Subjects, Religious and Moral (1773)
  • John and Abigail Adams’ Letters To One Another
  • Thomas Paine, Common Sense (1775)
  • Washington Irving, Rip Van Winkle (1819)
  • Magna Carta (1215)
  • Paul Revere’s Boston Massacre Engraving
  • Patrick Henry, Give me Liberty or give me death (1775)
  • Olive Branch Petition (1775)
  • Judiciary Act of 1789
  • James Madison, Property (1775)
  • Journal of the Federal Convention (1787)
  • Texts of British Acts following Seven Years War
  • John Dickinson, Letters from a Pennsylvania Farmer (1768)
  • Federalist Papers (1787)
  • Antifederalist Papers (1787)
  • Hartford Convention (1814-15)
  • Thomas Jefferson, Virginia Statute on Religious Liberty (1777)
  • Summary View of the Rights of British America (1774)
  • Articles of Confederation (1781)
  • The United States Constitution (1787/1788)
  • The Bill of Rights (1791)
  • Declaration of Independence (1776)
  • Washington’s Farewell Address (1796)
  • Alien and Sedition Acts (1798)
  • Kentucky and Virginia Resolutions (1798-1799)
  • Star Spangled Banner (1812)
  • Marbury v. Madison (1803)
/ Secondary Sources:
  • Joseph J Ellis, Founding Brothers: The Revolutionary Generation (2000)
  • Robert Hughes, American Visions: The Epic History of Art in America.(1797)
  • Leonard Levy, Origins of the Bill of Rights (2001)
  • David McCullough, John Adams (2001)
  • Robert Middlekauff, The Glorious Cause: The American Revolution, 1763 – 1789 (1982)
  • MichaelKammen,AMachineThatWouldGoofItself:TheConstitutioninAmericanCulture(1986)
  • BernardBailyn,TheIdeologicalOriginsoftheAmericanRevolution(1992)
  • DavidHackettFischer,PaulRevere’sRide(1995)
  • JackP.Greene,PursuitsofHappiness:TheSocialDevelopmentofEarlyModernBritishColoniesandtheFormationofAmericanCulture(1988)
  • MichaelKammen,AmericanVisions:TheTransformationofTraditioninAmericanCulture(1991)
  • LeonardLevy,OriginsoftheBillofRights(2001)
  • ForrestMacDonald,NovusOrdoSeclorum:TheIntellectualOriginsoftheConstitution(1985)
  • RobertMiddlekauff,TheGloriousCause:TheAmericanRevolution,1763–1789(1982)
  • EdmundSMorgan,InventingthePeople:TheRiseofPopularSovereigntyinEnglandandAmerica(1988)
  • RichardWheeler,Voicesof1776:TheStoryoftheAmericanRevolutionintheWordsofThoseWhoWereThere(1972)
  • GordonS.Wood,TheAmericanRevolution:AHistory(2002)
  • GordonS.Wood,TheRadicalismoftheAmericanRevolution
(1992)
  • AlfredF.Young,TheShoemakerandtheTeaParty:MemoryandtheAmericanRevolution.(1999)
  • HowardFast,HaymSalomon;SonofLiberty(1966)
  • WiiliamCooperNell,TheColoredPatriotsoftheAmericanRevolution(1855)
  • CarolBerkin,RevolutionaryMothers(2005)

Theme4:Expansion:After the War of 1812, the United States experienced economic growth along with political and social change. Reform movements, immigration, and internal migration all shaped the character of the Americas in the early 19th century. During the Jacksonian period, Constitutional struggles and shifts inpolitical ideology took place in the United States. A key belief of the period was Manifest Destiny and its influence on the America’s expansion west. During this period the LouisianaPurchase, Texas Annexation, Mexican-American War and Oregon Compromise added to the lands that became the contiguous United States. The political, social, andeconomic growth experienced during this period significantly impacted Native American tribes and existing populations in both north and south America.
Strand / 1.History:ContinuityandChange / 2. GovernmentSystemsandPrinciples / 3.GeographicalStudy / 4.EconomicConcepts / 5.People,Groups,andCultures
KeyConceptsandUnderstandings / A.AnalyzetheexpansionoftheUnitedStatesintheearly19thcenturytotraceU.S.growthandform hypotheses about future conflicts.
B.EvaluatetheresponsesofNorth and South American leaders to the social, political, economic and religious. challenges of the period.
C. Analyzethe forced removalandresettlementsofNativeAmericans todetermineitsimpactontheir cultures and civilization. / A.Tracetheexpansionofvotingrightsandpatternsandexplainhow itimpactedelectionsandpoliticalmovements.
B.AnalyzelandmarkSupremeCourtcasestodeterminetheeffectonthedefinitionandexpansionoffederalpower.
C.Explain how theprinciplesof ruleof law,separationofpowers,checksand balance,andfederalismwereimpactedbyJacksoniandemocracy. / A.TracethechangingboundariesoftheUnitedStatesanddescribehow itrepresentsthechangingrelationshipswithitsneighborsandNativeAmericans.
B.AssessManifestDestinyinrelationtopush-pullfactors,geographicfeatures,andhumanenvironmentalinteractionstodeterminetheirinfluenceonthemovementofgoods, peopleandideas.
C. Compare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life in this time period. / A.Analyzethe origins and characteristics of coercive labor systems, including slavery, and their impact on economic and political expansion.
B.Explainhow the expansionofindustrialization,transportationandtechnologicaldevelopmentsinfluenceddifferentregionsandtherelationshipbetweenthoseregions.
C.TracethecontinueddevelopmentoftheAmericaneconomicsystemtoexplainhow taxes,tariffs,andmonetarypolicieswereused to establishsustainabilityandgrowth. / A.Evaluatetheeffectivenessofvariousreformmovements,laws,andeventsto determinetheirimpactonthe promiseofAmericanideals.
B.Analyzetheexperiences of enslaved peoples in North and South America to determinethe cultural impact and enduring consequences.
C.Analyze diverse artistic,intellectual,andreligiousmovementstoshowhowtheyreflecttheaspirationsandbeliefsofthedevelopingnation.
D.DescribethecultureandaccomplishmentsofnativeAmericans and African American s in thewaystheyrespondedtoAmericanexpansion.
E.Analyzepatternsofimmigrationtodeterminetheirimpactsonthecultural,social,politicalandeconomicdevelopment of the United States.

Middle School American History I

Middle School American History I

Theme 5 ConflictandCrisis-Theyears leading up to,and includingtheCivilWar,sawtheclimaxof conflictsbetween theUnited States’ North andSouth.Political,social, andeconomicperspectivescaused particulartension overthefutureofslavery and itsrolein newlyacquired territories.Theperiodexploresimportantconceptsaboutgovernmentincluding therelationshipbetween statesand thecentralgovernment.TheCivilWarhighlightstheimportanceofnewtechnology and scientificdevelopmentsaswellasgovernmentorganizationand individualleadershiponitsultimateoutcome.Studentswillalsonoticetheextentofchange,bothsocialand political,encountered bythenationas a resultoftheconflict.Inconcluding thecourse,studentswillbeprepared tomakepredictionsconcerningthereconstructionof thenation.
Strand / 1.History:ContinuityandChange / 2. GovernmentSystemsandPrinciples / 3.GeographicalStudy / 4.EconomicConcepts / 5.People,Groups,andCultures
KeyConceptsandUnderstandings / A.Analyzepoliticalcompromisesoverslaveryintheterritories to explainintensifyingsectionalconflicts.
B.Tracetheeventsaswellaspolitical,culturalandsocialconditionsleadingto conflictbetweenNorthernandSouthernstates.
C.DescribecriticaldevelopmentsandturningpointsintheCivilWarincludingmajorbattles. / A.CompareresponsesofgovernmentsystemsintheNorthand Southtomajorlegislation,executiveorders,andcourtdecisionsbefore,duringandaftertheCivilWar.
B.Analyzefederalismandpopularsovereigntytoexplainpeoples’expectationsoftheroleofgovernmentandtheirplaceingovernance.
C.Analyzetheelectionof1860toexplainthedevelopmentofpoliticalpartiesandhowtheyinfluencetheselectionofleaders.
D.Compare and contrast the governmental systems
of the U.S. North and South to determine the strengths and weaknesses of federal and confederal systems. / A.AnalyzethegeographyofU.S. North,South,andWestinordertoexplaintheircultural,socialandeconomicdifferences.
B.EvaluatethesignificanceofgeographyontheconductofthewarandstrategyoftheNorthandSouth.
C. Compare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life in this time period. / A.Explainhowtheexpansionofindustrialization,transportation,andtechnologicaldevelopmentsinfluenceddifferentregionsandtherelationshipamongthoseregions.
B.ComparetheeconomicstrengthsandweaknessesoftheNorthandSouthbefore,during and immediately after theCivilWar. / A.Determinetheimpact oftheideascontainedinmajorspeeches,literature,music,andwritingsfrom diverse individuals onthe varying perspectivesof American people,groupsandmovements.
B. Describetheimpactofscientificandtechnologicaladvancesontheoutcomeofthewaranditseffectonpeopleandgroups.
C. Analyzetheevolutionofthewomen’s movementtotraceitscontinueddevelopmentandevaluateitsimpact.
D.Analyzetheevolutionoftheabolitionistmovementtotraceitscontinueddevelopmentandevaluateitsimpact.
E.TracethedevelopmentofAfricanAmericancultureinnon-slave states and in thecontextofslavery.

Middle School American History I

PossibleSourcesofStudy / Primary Sources:
  • Amendments13,14,15(1865-1870)
  • AbrahamLincoln’sInauguralAddresses(1861,1865)
  • AbrahamLincoln,GettysburgAddress(1863)
  • EmancipationProclamation(1863)
  • Lincoln-DouglasSenatorialDebates(1858)
  • HarrietBeecherStowe,UncleTom’sCabin(1852)
  • WilliamLloydGarrison,TheLiberator(1831)
  • WinfieldScott,AnacondaPlan(1861)
  • FrederickDouglas,NarrativeoftheLifeofFrederickDouglass(1845)
  • FrederickDouglass,WhattotheslaveistheFourthofJuly?(1852)
  • ClaraBarton,TheRed Cross—In Peaceand War(1898)
  • TheConstitutionsoftheUnitedStates(1788)andConfederateStatesofAmerica(1861)
  • OrdinancesofSecession(1860-1861)
  • MissouriCompromise(1820)
  • Kansas-NebraskaAct(1854)
  • HomesteadAct(1862)
  • FugitiveSlaveAct(1850)
  • AbrahamLincoln,HouseDividedSpeech (1858)
  • SojournerTruth,Ain’tIa Woman?(1851)
  • DredScottv.Sanford(1857)
  • SarahBradford,ScenesintheLifeofHarrietTubman(1869)
  • Historicartifactsfromtheperiod; includingmusic,pictures,propaganda,maps,videos/film,letters,diaries,architecture,etc.
/ SecondarySources:
DorisKearnsGoodwin,TeamofRivals(2006)
CharlesL.Perdue,Weevilsin theWheat:InterviewswithVirginia Ex-
Slaves(1991)
WilliamE.Gienapp, AbrahamLincoln and CivilWar America:A
Biography (2002)
GaryWills,Lincoln atGettysburg:TheWordsthatRemadeAmerica (1933)