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Pacing (Continued)
Pacing is only suggested. Pacing will differ based on student interests and skills. Teachers, too will differ in the ability to integrate goals and objectives into exciting units for students.
In this subject of history, it is not easy to break topics into time increments since all topics continue to lead into the next: that is what history does. However, since this is to be a tested subject area, it becomes necessary to give an overview of a plan to complete the curriculum as well as the course. These suggested class days do not include time for testing and reviewing.
Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
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Objective 1.01: Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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Establishment of federal power and supremacy over the states
Development of the first two-party system
Strict & Loose Interpretation of Constitution
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Judiciary Act of 1789
Bill of Rights
Hamilton’s Economic Plan
Whiskey Rebellion
Democratic-Republican Party
Federalist Party
Election of 1800
“Midnight Judges”
Laissez-faire
Marbury v. Madison, (1803)
John Marshall
Louisiana Purchase
Alien & Sedition Acts
Virginia & Kentucky Resolutions
Hartford Convention (1814)
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1.01a Draw political cartoons illustrating the different beliefs of the Federalist and Democratic-Republican Parties.
1.01b Complete a “Mystery Documents” exercise. After researching philosophies of Thomas Jefferson & Alexander Hamilton, students are given famous quotes and statements (from primary documents) produced by Jefferson & Hamilton. Discuss quotes and have students identify which quotes Jefferson or Hamilton authored.
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Bill of Rights
Hamilton’s Reports
Letters and publications produced by Thomas Jefferson and Alexander Hamilton
Alien & Sedition Acts
Virginia & Kentucky Resolutions
Jefferson’s First Inaugural Address
Audio & Visual Resources
A New Nation (Schlesinger Video Company)
Founding Brothers (History Channel)
NARA – Analyzing Documents, Doc. Analysis Worksheets
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Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
| Objective 1.01 (continued): Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. |
Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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1.01c Create campaign posters and speeches supporting Jefferson or Adams during the Election of 1800.
1.01d Research and debate which president was “best” or “Most Effective” (Washington, Adams, Jefferson). Establish criteria for deciding.
1.01e Produce a video “talk show” in which students portray Federalist Era leaders and their philosophies regarding States’ Rights and Federal Power.
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The Duel (PBS American Experience)
Websites (can be used for each goal)
Thomas Jefferson:
http://etext.virginia.edu/jefferson/
Alexander Hamilton:
http://www.pbs.org/wgbh/amex/duel/
www.Odur.let.rug.nl
www.Memory.loc.gov
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Resources: Primary, Secondary, Technology, Audio and Visual, and Key Documents for Listed Activities
Objective 1.01
Judiciary Act of 1789
http://usinfo.state.gov/usa/infousa/facts/democrac/8.htm
The Bill of Rights
http://www.billofrightsinstitute.org
http://www.archives.gov/national_archives_experience/bill_of_rights.html
Alexander Hamilton
http://xroads.virginia.edu/~CAP/ham/hamilton.html
http://www.eh.net/encyclopedia/cowen.banking.first_bank.us.php
The Whiskey Rebellion
http://www.whiskeyrebellion.org/rebell.HTM
http://earlyamerica.com/earlyamerica/milestones/whiskey/page1.html
The Election of 1800
http://www.multied.com/elections/1800.html
http://www.kidsource.com/education/election.html
http://www.archives.gov/exhibit_hall/treasures_of_congress/page_7.html#
The Midnight Judges
http://www.whitehousehistory.org/04_history/subs_journal/frame_a03_07.html
Marbury v. Madison
http://www.jmu.edu/madison/marbury/
http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm
http://www.nv.cc.va.us/home/nvsageh/Hist121/Part3/Marbury.htm
Resources: Primary, Secondary, Technology, Audio & Visual, and Key Documents for Listed Activities
Objective 1.01 (continued)
The Louisiana Purchase
http://www.nps.gov/jeff/mowe-thomas.htm
http://www.yale.edu/lawweb/avalon/presiden/jeffpap.htm
http://intranet.cps.k12.il.us/Lessons/StructuredCurriculumTOC/SCSocial_Science/HS_US_History_Daily_Lessons_/SCSSUS1/SSUS026038.pdf
The Alien and Sedition Acts
http://www.yale.edu/lawweb/avalon/alsedact.htm
http://earlyamerica.com/earlyamerica/milestones/sedition/
http://www.infoplease.com/ce6/history/A0803344.html
The Virginia and Kentucky Resolutions
http://www.u-s-history.com/pages/h466.html
http://www.nv.cc.va.us/home/nvsageh/Hist121/Part2/KyVaRes.htm
The Hartford Convention of 1815
http://www.barefootsworld.net/hartford.html
Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
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Objective 1.02: Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.
| Major Concepts |
Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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Conflicts with American Indians
The status of slavery during The Federalist Era
The place of women in the society during
The disparities between classes in the new nation
| Suffrage requirements
Tecumseh
Cotton Gin
Eli Whitney
“Necessary Evil”
Emancipation
Treaty of Greenville 1796
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1.02a Working in cooperative groups, complete a fishbone diagram analyzing the political freedoms available to women, workers, landless farmers, American Indians, free blacks and slaves during the Federalist Era.
1.02b Contrast American Indian and United States citizens’ cultural views toward land ownership and religion.
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Letters of Abigail Adams
Tecumseh’s Protest of the Treaty of Fort Wayne (1809)
Thomas Jefferson’s letter: “A Fireball in the Night”
Audio and Visual Resources:
“Africans in America” (PBS Series)
Suggested Websites:
http://www.pbs.org/wgbh/aia/
http://www.nwhp.org
http://www.memory.loc.gov
http://www.Americasstory.com
http://www.Archives.gov
http://www.ushistory.com
http://thehistorycalendar.com
http://www.heroes4us.com
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Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
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Objective 1.02: (continued) Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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1.02c Complete chart and map exercises illustrating how the cotton gin increased the demand for slaves and accelerated settlement of lands occupied by American Indians.
1.02d Develop a list of alternative policies the US government could have used to improve the social conditions of women, African Americans, and American Indians during the Federalist Era. Explain why each alternative would have been accepted or rejected by citizens of the time period.
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Literature Connection:
James Fennimore Cooper: The Deer Slayer (excerpts)
Fine Arts Connection:
George Catlin: “No Horns on His Head”
NMAA, 1832
Washington Allston: “Hermia and Helena” NMAA 1818
John Haidt: “Young Moravian Girl”
NMAA 1780
Thomas Durant: “Dover Plain” NMAA, 1828
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Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
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Objective 1.03: Assess commercial and diplomatic relationships with Britain, France, and other nations
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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Early Foreign Policy
The failure of peaceful coercion
Freedom of the high seas and shipping rights
The impact of European events on United States foreign policy
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XYZ Affair
Convention of 1800
Impressment of seamen
Embargo Act 1807
President Washington’s
Proclamation Neutrality
President Washington’s
Farewell Address
War Hawks
War of 1812
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1.03a Create an illustrated timeline identifying the major foreign policy events of the Federalist Era.
1.03b Design “bumper stickers” protesting or supporting American military action during the XYZ Affair.
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President Washington’s Farewell Address
“OGRABME” Political Cartoon
President Madison’s War Message
Hartford Convention Resolutions
Audio and Visual Resources:
“Expansion” Schlesinger Video Company
“The Jackson Years-The New Americans”
Learning Corporation of America
“Founding Brothers” History Channel
“Biography Of America Video Series” Episode 5: “A New System of Government”
Annenberg CPB
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Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
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Objective 1.03: (continued) Assess commercial and diplomatic relationships with Britain, France, and other nations.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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Battle of New Orleans
Treaty of Ghent
Adams-Onis Treaty
Jay’s Treaty
Pinckney’s Treaty
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1.03c Compare and contrast Washington’s Farewell address to current U.S. foreign policy issues.
1.03d Write letters to the U.S. Congress of 1812 from the perspective of War Hawks or New England Federalists about the pending war.
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Fine Arts Connections:
Thomas Moran: “Excelsior Geyser, Yellowstone” NMAA
Enoch Gridley: “Memorial to Washington” 1810, NMAA
Margarett Smith: “Sacred to Washington”
1822, Baltimore Museum of Art
Suggested Websites:
http://www.thegateway.org
http://www.historychannel.com
http://www.ushda.org
http://www.americanhistory.about.com
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Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism.
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Objective 2.01: Analyze the effects of territorial expansion and the admission of new states to the Union 1801 to 1850.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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The rationale for and the consequences of Manifest Destiny
Federal Indian policy before The Civil War
The political and economic importance of the West
| Missouri Compromise
The Indian Removal Act 1830
Sequoyah
Worchester v. Georgia, 1832
Trail of Tears
White man suffrage
The Alamo
Election of 1844
Texas Annexation
“54-40 or Fight!”
Mexican War
Wilmot Proviso
Treaty of Guadalupe-Hidalgo
49ers
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2.01a Create “Territorial Expansion” jigsaw puzzles. Students can trace and cut out puzzle pieces representing the territorial acquisitions of the lower 48 states on cardboard and write notes on the back of each piece to explain how it was acquired. Exchange puzzles and compare notes.
2.01b Write personal letters to President Polk supporting or protesting the Mexican War.
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President Polk’s War Message
Lincoln’s Spot Resolutions
Excerpts from Lewis and Clark Diaries
The Lewis and Clark Journals
Through Indian Eyes, The Untold Story of
Native American People: Reader’s Digest
Publication, 1995.
Audio and Visual Resources:
“Expansionism” Schlesinger video series
“Lewis and Clark: The Journey of the Corps of Discovery” PBS-Ken Burns
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Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism.
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Objective 2.01: (continued) Analyze the effects of territorial expansion and the admission of new states to the Union 1801 to 1850.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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Stephen Austin
Gadsden Purchase
Lewis and Clark
Oregon Trail
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2.01c Create posters celebrating the advantages of territorial expansion.
2.01d Analyze the painting “Trail of Tears”. See analysis sheet in Section Five. Include visual imagery and feelings.
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Suggested Websites:
http://www.nps.govt
http://cgi.pbs.org/per/.lewisandcl
http://cvip.fresno.com
http://www.history.sfasu.edu/history/133
http://www.civics-online.org/library
Fine Arts Connection:
John Gast: “American Program”, 1872
Museum of Western Heritage, LA
Robert Lindeux: “The Trail of Tears”
Thomas Le Clear: “Interior with Portraits” NMAA
Frank Blackwell Mayer: “Independence”
NMAA, 1858
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Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, Nationalism, and sectionalism.
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Objective 2.02: Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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Cultural expressions of patriotism
Celebrating the common man and the American way of life
Influence of the Transcendentalist Movement
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Noah Webster
Ralph Waldo Emerson
Henry David Thoreau
Neoclassical Architecture
Washington Irving
Edgar Allen Poe
Nathaniel Hawthorne
James Fennimore Cooper
Hudson River School of Artists
Alex de Tocqueville
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2.02a Compare images of neoclassical architecture (Monticello, US Capitol, etc.) to examples of Roman structures. How are the lines different?
2.02b View the image of 1836 George Washington statue by Horatio Greenough. Discuss or write analysis of why Americans embraced neoclassical styles.
2.02c View landscape paintings by Thomas Cole and Asher Durand, and genre works by William Sidney Mount, etc. Summarize the images and explain how the works celebrate the spirit of nationalism.
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Literature Connection: Excerpts:
Emerson: “Self-Reliance
Thoreau: “Civil Disobedience”
“Walden”
“Slavery in Mississippi”
Hawthorne: selected stories
Douglass: Autobiography
De Tocqueville: “Democracy in America”
Theodore Weld: “American Slavery As It Is, `1839
McGuffey’s Reader
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Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, Nationalism, and sectionalism.
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Objective 2.02: (continued) Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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2.02d Compare and contrast the painting “Cotton Plantation” by Giroux and “After The Sale” by Eyre Crowe in the different presentations of slavery in America.
2.02e Allow students to present, in art or literature, examples of how this time period displayed a new sense of nationalism.
2.02f What concepts of the Transcendentalist Movement show a change in American society? Make a list and share in groups.
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Fine Arts Connection:
Portraits of Emerson, Thoreau, Hawthorne, Douglass, Poe, et al.
Landscapes by Cole and Durand
Genre works by Mount
Paintings by Giroux and Crowe
Enoch Perry: “The True American” Metropolitan Museum of Art
Thomas Cole: “The Last of the Mohicans”, 1827, New York Historical Assoc.
Suggested Web Sites:
http://www.nmaa.si.edu/
http://www.nga.gov
http://plato.stanford.edu/entries/nationalsim
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Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, Nationalism, and sectionalism.
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Objective 2.03: Distinguish between the economic and social issues that led to sectionalism and nationalism.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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Transformation of life in the early industrial revolution
Cultural polarization of Antebellum America
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Samuel Morse
Eli Whitney
John Deere
Cyrus McCormick
Robert Fulton
Erie Canal
Cotton Kingdom
1st Industrial Revolution
Nativism
Know-Nothings
William Lloyd Garrison
Frederick Douglass
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2.03a On a US ma, indicate economic and technological developments of the time period.
2.03b Use a graphic organizer to show the growing divide between the North and the South in issues of religion, education, and economics.
2.03c Research and analyze the impact of innovations and inventions of the period on American society.
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Copy of The Universal Law of Slavery by George Fitzhugh
John C. Calhoun’s Defense of Slavery
Copies of the Liberator and the North Star
James Hammond, The Congressional Globe, March 4, 1858
Literature Connection:
Garland: “Under the Lion’s Paws”
Henry James: “Four Meetings”
Fine Arts Connection:
W. S. Mount: “Music Hath Charms”
Asher Durant: “Dover Plain” NMAA,1848
Thomas Chambers:” Capture of H.B.M. Frigate Macedonian by U.S. Frigate U.S.
NMAA, 185
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Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, Nationalism, and sectionalism.
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Objective 2.03: (continued) Distinguish between the economic and social issues that led to sectionalism and nationalism.
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Major Concepts
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Terms
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Thinking Skills and Suggested Activities for Students
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Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
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2.03d Write an editorial to a local paper opposing discriminatory practices in hiring, housing, education, etc. during this time period.
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Thomas Hicks: “Calculating” 1844, Boston Museum of Fine Arts
James Clonney: “Militia Training” 1841
Pennsylvania Academy of Fine Arts
Suggested Web Sites:
http://www.education-world.com
http://www.pbs.org/wgbh/aia/part4/4h314t.htm
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