United States History Des Moines Public Schools

Unit 1: America’s Foundations

Essential Question and Pacing
How did we become a nation? 6 weeks
Enduring Understandings / Suggested Texts and Resources
This course is designed to be a survey experience in United States History. For many students, this is the only course in United States history he or she will take in high school. We are committed to telling a compelling story of our country’s history to help students think critically about where we’ve been and where we will go as a nation. Students will learn about our country’s past from multiple perspectives and through the use of primary and secondary sources.
In this unit, students learn about the path from colonies to country. Between 1607 and 1733, English settlers established 13 colonies in North America. The interaction between settlers and Native Americans often had tragic consequences for indigenous populations. The development of colonial economies and governments were an indication of the ideals on which the United States would be founded.
Beginning in the 1760s, some American colonists grew increasingly unhappy with British rule. Eventually, they rebelled and declared independence. During the revolution, American forces wore down and defeated the larger and more experienced British army. In 1783, the United States became an independent country. After the war, the states formed a loose confederation of states, but soon after realized this arrangement did not satisfy the need for a stronger central government. The process of writing and ratifying the U.S. Constitution would provide the foundation for the country. / History Alive!
A Nation and Its Ideals: Chapters 4, 5, 6, and 7
Access to Teacher Materials: Click Teacher Login
Username: DMPS email address Password: school name
If you need assistance, please reach out to your curriculum coordinator.
NBC Learn Early Claims Resources
NBC Learn Road to Revolution Resources
NBC Learn Colonial Era Doc Resources
NBC Learn New Nation Resources
Primary Documents:
Mayflower Compact, Declaration of Independence
Boston Massacre Engraving, Join or Die Propaganda
Articles of Confederation, Common Sense
Federalist Papers 10/51, The Constitution
George Washington’s Farewell Address
DBQ: Valley Forge: Would you have quit?
DBQ: How did the Constitution guard against tyranny?
Primary Sources Site:
Stanford History Education Group:
Learn 360
NetTrekker
Newsela
Link to DMPS US History Weebly:

Scales

Topic / Foundational Knowledge & Skills (2) / Scaffolded Learning Goal (2.5) / Learning Goal (3) / Exceeding (4)
Historical Change –
Road to War / Basic knowledge such as:
relationships with Native Americans, slave trade; colonial regions:NE, Middle, Southern
acts (Sugar, Stamp, Townshend), Boston Massacre, Boston Tea Party; Loyalists vs. Patriots / Identify and describe the different colonial regions.
Describe at least one issue between the colonists and Great Britain that led the colonists to seek independence. / Compare and contrast the different colonial regions.
Describe the issues between the colonists and Great Britain that led the colonists to seek independence. / Were the colonists justified in their claims for independence?
Make a case, using historical evidence, as to whether or not the colonists’ claims for independence from Great Britain were justifiable.
Historical Change –
A New Nation / Basic knowledge such as:
Loyalists vs. Patriots; Saratoga, Yorktown
documents: Declaration of Independence, Articles of Confederation, Constitution
Leaders: G. Washington, J. Adams, T. Jefferson, J. Madison / Make a t-chart of the advantages &disadvantages of the colonists and British during the war.
Identify key turning points in the Revolutionary War.
List and define founding documents. / Discuss the advantages &disadvantages of the colonists and British during the war.
Explain, with examples, key turning points in the Revolutionary War.
Explain how founding documents created change in the U.S.
Source Analysis / Determines the main idea. / Uses evidence from a source to accurately determine the main idea. Analysis must address either historical context or author’s point of view. / Cite evidence from a source to accurately determine the main idea. Analysis must address: historical context and author’s point of view. / In addition to meeting the level 3 expectation, the response includes the use of extended, content-specific vocabulary, connections to history or modern-day concepts.
Writing Arguments / A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the level 3 standard in two areas. / -Introduce a claim and distinguish the claim from opposing claims.
-Organize claim(s) and evidence (chronologically, thematically, etc.).
-Develop claim(s) with reasoning, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.
-Organize claim(s) (chronologically, thematically).
-Develop claim(s) with logical reasoning, accurate data, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / In addition to meeting the level 3 expectation, the writing:
-Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.
-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.
-Provides an analysis of evidence and support for claim.

Unit 2: Age of Expansion

Essential Question and Pacing
What opportunities and conflicts occurred as America expanded? 4 weeks
Enduring Understandings / Suggested Texts and Resources
In this unit, students analyze history through the theme of expansion. The United States experienced geographic, political, economic, and social changes in the first half of the 1800s. During this time, the nation expanded from 13 states along the Atlantic coast to a huge nation that spanned a continent. Students examine both domestic and foreign policy of the early 1800s.
Access to Teacher Materials:
Click Teacher Login
Username: DMPS email address
Password: school name
If you need assistance, please reach out to your curriculum coordinator. / History Alive!
The Growth of an Challenges to American Ideals: Chapter 8
Building an Empire: Chapter 19 and Chapter 20
DBQ Project
DBQ: How “free” were free Blacks in the North?
DBQ: Was the United States justified in going to war with Mexico?
NBC Learn Jefferson/LP Resources
NBC Learn War of 1812 Resources
NBC Learn Jacksonian Resources
NBC Learn Texas/MexAmWar Resources
NBC Learn Reform Resources
NBC Learn A New Nation Collection
Stanford History Education Group:
Heartland AEA Resources
Learn 360
NetTrekker
Newsela
Link to DMPS US History Weebly:

Scales

Topic / Foundational Knowledge & Skills (2) / Scaffolded Learning Goal (2.5) / Learning Goal (3) / Exceeding (4)
Historical Analysis -Expansion / Basic knowledge such as:
the Louisiana Purchase, the Lewis & Clark expedition, the Monroe Doctrine, expansion of voting rights, Trail of Tears, Texas Independence, Mexican-American War
Leaders: T. Jefferson, J. Madison, A. Hamilton, J. Monroe, A. Jackson, J. Polk
Vocabulary: reform, temperance, suffrage, spoils system, abolitionism,
Manifest Destiny / Describe the Louisiana Purchase and the Lewis & Clark expedition.
Identify and explain two major reform movements of the early 1800s.
List historical events and important changes during Andrew Jackson’s presidency.
Explain the concept of Manifest Destiny. / Describe how the Louisiana Purchase and the Lewis & Clark expedition affected how America expanded and changed.
Describe two major reform movements of the early 1800s.
Explain the impact of Andrew Jackson’s presidency.
Explain the concept of Manifest Destiny. / What opportunities and conflicts occurred as America expanded?
Evaluate the advantages and disadvantages of U.S. expansion.
Source Analysis / Determines the main idea. / Uses evidence from a source to accurately determine the main idea. Analysis must address either historical context or author’s point of view. / Cite evidence from a source to accurately determine the main idea. Analysis must address: historical context and author’s point of view. / In addition to meeting the level 3 expectation, the response includes the use of extended, content-specific vocabulary, connections to history or modern-day concepts.
Writing Arguments / A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the level 3 standard in two areas. / -Introduce a claim and distinguish the claim from opposing claims.
-Organize claim(s) and evidence (chronologically, thematically, etc.).
-Develop claim(s) with reasoning, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.
-Organize claim(s) (chronologically, thematically).
-Develop claim(s) with logical reasoning, accurate data, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / In addition to meeting the level 3 expectation, the writing:
-Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.
-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.
-Provides an analysis of evidence and support for claim.

Unit 3: Civil War and Reconstruction

Essential Question and Pacing
Was the Civil War inevitable? 5 weeks
Enduring Understandings / Suggested Texts and Resources
In the mid-1800s, the United States was deeply divided over slavery. By 1860, a series of events had widened this gulf to the breaking point. The election of Abraham Lincoln as president that year triggered a secession crises that led to the Civil War.
Students explore this divisive war and the reconstruction of a nation that followed. The Civil War lasted four years and cost over 600,000 lives. It was by far the most destructive conflict ever wage don American soil.
The Reconstruction era lasted from 1865 to 1877. During these years, biracial governments were established across the South. These governments expanded the rights and opportunities of former slaves. But when Reconstruction ended, the South returned to “white man’s rule.” Students analyze the efforts made during Reconstruction and think critically about what might have been done differently.
Access to Teacher Materials:
Click Teacher Login
Username: DMPS email address
Password: school name
If you need assistance, please reach out to your curriculum coordinator. / History Alive!
Civil War and Reconstruction: Chapters 9, 10 and 11
DBQ Project
DBQ: The Battle of Gettysburg: Why was it a turning point?
DBQ: North or South: Who killed Reconstruction?
NBC Learn Causes of the Civil War Resources
NBC Learn War Resources
NBC Learn Results of War Resources
NBC Learn Civil War Collection
NBC Learn Civil War Collection
NBC Learn Reconstruction Collection
Stanford History Education Group:
Heartland AEA Resources
Learn 360
NetTrekker
Newsela
Link to DMPS US History Weebly:

Scales

Topic / Foundational Knowledge & Skills (2) / Scaffolded Learning Goal (2.5) / Learning Goal (3) / Exceeding (4)
Chronology and Consequence / Basic knowledge such as:
causes of the Civil War, the Emancipation Proc., Reconstruction, Plessy, Freedman’s Bureau, Black Codes
Leaders: Abraham Lincoln, Robert E. Lee, Ulysses Grant
Vocabulary: popular sovereignty, sectionalism, Reconstruction, 13th, 14th and 15th amendments, segregation / Identify and explain two events leading to the Civil War.
Make a t-chart to show the advantages and disadvantages of the North and South.
Identify and describe two effects of the Civil War.
Make a timeline to show the events of Reconstruction. / Explain key events leading to the Civil War.
Describe the advantages and disadvantages of the North and South.
Describe the effects of the Civil War.
Summarize the success and/or failure of Reconstruction. / Was the Civil War inevitable?
Take a position and support it using historical evidence.
Source Analysis / Determines the main idea. / Uses evidence from a source to accurately determine the main idea. Analysis must address either historical context or author’s point of view. / Cite evidence from a source to accurately determine the main idea. Analysis must address: historical context and author’s point of view. / In addition to meeting the level 3 expectation, the response includes the use of extended, content-specific vocabulary, connections to history or modern-day concepts.
Writing Arguments / A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the level 3 standard in two areas. / -Introduce a claim and distinguish the claim from opposing claims.
-Organize claim(s) and evidence (chronologically, thematically, etc.).
-Develop claim(s) with reasoning, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.
-Organize claim(s) (chronologically, thematically).
-Develop claim(s) with logical reasoning, accurate data, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / In addition to meeting the level 3 expectation, the writing:
-Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.
-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.
-Provides an analysis of evidence and support for claim.
Unit 4: Migrations and Industry Change America
Essential Question and Pacing
How were Americans affected by the transformation from a rural to an urban society? 3 weeks
Enduring Understandings / Suggested Texts and Resources
Students explore the theme of change over time in this unit to explore the migration of settlers West, relations with different groups of Native Americans, industrialization, mass immigration, and the creation of a labor movement. Settlement of the West in the mid and late 1800s brought opportunities for some Americans. This migration also sparked conflict and tragedy as settlers invaded Native American homelands.
Innovations in technology and business boosted American industry in the late 1800s. Large steel, oil, and railroad corporations dominated the economy, with little governmental control. Industrial expansion produced greater access to goods and services, and it improved standards of living for some Americans, but certainly not all. Factory owners often treated their workers poorly, imposing low wages, long hours, and poor working conditions. Many workers joined labor unions to fight for better treatment and the raise their standard of living. But hostility between labor unions and employers sometimes led to violence.
At the same time, large numbers of immigrants came to the U.S. Most emigrated from Europe, but many also arrived from Asia and other parts of North America. They all saw the United States as a land of opportunity but they faced many challenges entering the United States, learning American culture, and facing threats from nativists. Americans faced social, political, and environmental problems at the turn of the century as a result of rapid changes in the U.S. / History Alive!
Growing Pains and Gains: Chapters 12, 13, 14, and 15
Progressivism: Chapters 16, 17 and 18
Access to Teacher Materials:
Click Teacher Login
Username: DMPS email address
Password: school name
If you need assistance, please reach out to your curriculum coordinator
History Alive!
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
NBC Learn Unit 4 Western Frontier Resources
NBC Learn Western Development Collection
NBC Learn Unit 4 Industrialization Resources
NBC Learn Industrial America Late 1800s Collection
NBC Learn Unit 4 Immigration and Gilded Age
NBC Learn Urban Society Late 1800s Collection
Stanford History Education Group:
Heartland AEA Resources
Learn 360
NetTrekker
Newsela
Link to DMPS US History Weebly:

Scales

Topic / Foundational Knowledge & Skills (2) / Scaffolded Learning Goal (2.5) / Learning Goal (3) / Exceeding (4)
Historical Change / Basic knowledge such as:
the Homestead Act, destruction of the buffalo; technological innovations, industrialization; “new” vs “old” immigration, the labor movement
Vocabulary such as:
nativism, assimilation, industrialization, robber barons, urbanization, laissez-faire, political machines, labor unions / Explain an effect of westward expansion on Native Americans.
Describe “new” immigration and write about the experiences of different groups of immigrants.
Explainhow industrialization changed living and working conditions for people in cities. / Explain, with examples, the effects of westward expansion on Native Americans.
Describe the sources of “new” immigration and discuss the experiences of different groups of immigrants.
Explain, with examples, how American industrialization changed living and working conditions. / How were Americans affected by the transformation from a rural to an urban society?
Source Analysis / Determines the main idea. / Uses evidence from a source to accurately determine the main idea. Analysis must address either historical context or author’s point of view. / Cite evidence from a source to accurately determine the main idea. Analysis must address: historical context and author’s point of view. / In addition to meeting the level 3 expectation, the response includes the use of extended, content-specific vocabulary, connections to history or modern-day concepts.
Writing Arguments / A level 2 writing sample fails to meet the level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the level 3 standard in two areas. / -Introduce a claim and distinguish the claim from opposing claims.
-Organize claim(s) and evidence (chronologically, thematically, etc.).
-Develop claim(s) with reasoning, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.
-Organize claim(s) (chronologically, thematically).
-Develop claim(s) with logical reasoning, accurate data, evidence, and examples;
-Provide a concluding statement (a sentence or a paragraph). / In addition to meeting the level 3 expectation, the writing:
-Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.
-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.
-Provides an analysis of evidence and support for claim.

Unit 5: Imperialism and World War I