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TOWNSHIP OF UNION PUBLIC SCHOOLS

Academic Area United States History I Honors

Curriculum Guide 2013 Curriculum Guide Approved June 2013

Readopted June 2015

Board Members

Francis “Ray” Perkins, President

Richard Galante, Vice President

David Arminio

Susana Cooley

Guy Francis

Linda Gaglione

Thomas Layden

Versie McNeil

Vito Nufrio

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-6……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..…………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts 7-12/Library Services K -12 ….………………………………….……………………….………Ms. Mary Malyska

Math 7-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies 7-12/Business 9-12…………………………………….…………………………………………….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum Committee

Academic Area

Anthony De Rosa

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Content District Mission/Philosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet

his or her individual needs in an environment that is conducive to learning. State standards, federal and state

mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a

regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any

disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or

when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts

through its educational practices. It is the belief of the Board of Education that a primary function of the Township

of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,

providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources.

Develop basic skills in sports and other forms of recreation.

Course Description

This course traces the history of the United States from the Colonial period to the end of the Progressive Era. All students will acquire knowledge of the time period discussing and analyzing interactions of people, cultures, and environment. Students will be immersed in research methods, and critical thinking techniques to demonstrate how the above-mentioned periods shaped the United States and our relations within the global community. Such knowledge and skills will enable students to make informed decisions that reflect core democratic values as productive citizens in local, national, and global communities. A heavy emphasis has been put on communication skills, both writing and speaking. Students will also analyze charts, graphs, and maps. Skills needed to be successful in workplace environments will be applied in the form of objective reasoning, listening, and problem solving.

Recommended Textbooks

Danzer, Klor De Alva, Wilson, Woloch. The Americans: Reconstruction to the 21

th

Century. Evanston , IL: Mcdougall Littell, 2005.

Course Proficiencies

Students will be able to…

1. Understand historical time periods by analyzing primary and secondary sources. 2. Demonstrate understanding of material through written and oral expression. 3. Analyze historical material through the use of maps, graphs, and charts. 4. Analyze the reasons for European exploration and dominance in the Americas. 5. Understand diversity and regional differences among the colonies. 6. Summarize colonial resistance and reaction to British actions, including the Declaration of

Independence. 7. Explain the causes and results of the American Revolution. 8. Understand the importance of the Constitution as a “living document”. 9. Describe the framework of the constitution as a foundation to our modern democratic system.

10. Understand the social advancement of our society through constitutional amendments. 11. Describe the reasoning and impact of Manifest Destiny on American Society. 12. Explain political differences within the country that led to the Civil War. 13. Analyze the question of slavery as a fundamental catalyst to Southern secession. 14. Analyze the social implications of the Reconstruction period in the South. 15. Describe the effects of Urbanization and its impact on American culture. 16. Understand the motivation behind immigration, and its impact on American society. 17. Outline technological advances in the United States and its impact on American life. 18. Research the role of women during the Progressive Movement, the Temperance Movement, and

Women’s Suffrage. 19. Understand the scope of reform movements during the Progressive Era. 20. Analyze the motivation behind American Imperialism. 21. Explain the evolution of U.S. foreign policy from isolationism through neutrality leading up to becoming a world power. 22. Identify the causes and affects of the Spanish-American War. 23. Identify long term causes and the immediate circumstances that led to World War I. 24. Summarize the social changes that affected African Americans and women before and after WWI.

Curriculum Units Unit 1: The Colonia Era and American Revolution Unit 2: A New Nation and Westward Expansion Unit 3: The Civil War and Reconstruction Unit 4: Immigration and Urbanization Unit 5: The Progressive Era Unit 6: American Imperialism

Pacing Guide- Course

Content Number of Days Unit 1: 40 Unit 2: 34 Unit 3: 20 Unit 4: 35 Unit 5: 26 Unit 6: 25

Unit 1: The Colonial Era and American Revolution

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

How would you react to a people whose appearance and language are unlike anything you have ever known?

What can happen when one culture imposes its values on another?

Identify the diverse Native American groups in North America.

Describe the ancient cultures in the Americas. Understand European societies of the 1400’s and the forces that led them to undertake exploration.

Daily “Do Now” The Americas before Columbus The “Nacerima People” Reading The Columbian Exchange Project – students will research an item transported across hemispheres during the Columbian Exchange.

Daily Do Now Class notes Class Participation Readings Columbian Exchange Project

Which Should have more power, the states or the national government? What constitutes a revolution?

Describe the Spanish exploration of the Americas and its effects on Native Americans, Africans, and Europeans. Describe the English settlement at Jamestown. Understand the economic relationship between England and its North American colonies. Characterize the plantation economy in the South. Recognize the varied economy of the North.

Jamestown Case Study (What led to the early destruction of the colony?)

Colonial Map Activity –students will identify regional differences on a map of the original 13 colonies. Founding Fathers Facebook Activity – students will choose a founding father and create a Facebook page. John Adams Case Study

Case Study

Colonial Map Activity Facebook Project Case Study

How much power should the national government have?

Summarize the impact of Enlightenment thinking and its possible link to the American Revolution. Understand the French and Indian War. Summarize colonial resistance to British taxation. Trace the mounting tensions in Massachusetts. Summarize the historical background of the Declaration of Independence.

Colonial Song Activity – students will create a song describing the displeasure colonists have with the crown regarding taxation Acts.

“Washington Crossing the Delaware “Painting Analysis

Presentation of colonial songs

Painting Analysis

Chapters 1 and 2 Tests

Trace conflicts in the North and South during the Revolutionary War. Recognize the symbolic value of the Revolution. Describe the political and economic problems faced by the Confederation. Explain how the United States confronted the difficult task of forming a new government.

Unit 2: A New Nation and Westward Expansion



What did the Framers of the Constitution state as the main goals for government? How do checks and balances and separation of powers affect the role of government?

Explain the purpose for establishing the constitution. Explain the main roles of the legislative, judicial, and executive branch. Examine the qualifications and terms of office for senators, house members, and the President. Understand how the Constitution limited the powers of Congress.

Daily Do Now Constitutional Amendment Timeline Amendment Debates - Freedom of Speech and Expression, Search and Seizure, and Capital Punishment

Do Now Class Participation Class notes Class Debates

How is the Constitution a living document?

Would you support the federal or your state government?

Explain the powers and duties of the President. Describe how the states are interdependent and subject to the federal government. Identify the basic freedoms guaranteed by the first tem amendments. Identify significant changes that happened during Jefferson’s presidency. Explain the causes and consequences of the War of 1812.

Analyze various court cases dealing with the 1st, 2nd, 4th, and 8th Amendment.

Class Debate – State v. Federal Law “Our Classroom” Bill of Rights Project – students will create their own 10 amendments identifying basic rights in our classroom.

Court case analysis

Class Debate

Bill of Rights Project

What might happen if some states enforce laws and others don’t?

How did the rapid expansion and transformation of the American economy affect regional tensions and political compromises?

Summarize the ways in which nationalism shaped American foreign policy. Examine the crucial issues and event of Andrew Jackson’s presidency. Summarize the reasons settlers headed west. Describe the Texas settlement, and the struggle for independence and annexation. Analyze the California gold rush.

Nationalism Project - students will create their own flags describing pride in our classroom. Slave Poster Presentations Students will research a slave refuge poster and describe it to the class. Manifest Destiny Painting Analyses

Nationalism Project Class Presentations Painting Analysis

When is it necessary for a social movement?

Describe the impact of new markets, entrepreneurs, and inventions on the 19th-century American economy. Describe the institution of slavery and the abolitionists movement. Discuss the central role that women played in 19th century reform movements.

Market Revolution Project – students will be given a new invention of the time period and will have to guess what it was used for, and its impact on American society.

Market Revolution Project Test on the Constitution and Chapter 3

Unit 3: The Civil War and Reconstruction



Is it possible to compromise on an ethical issue such as slavery? What are the obstacles to altering an institution, such as slavery, that is fundamental to a region’s economy and way of life?

Identify economic and cultural

differences between the North and the South. Describe the question of slavery from a political viewpoint

and determine its influence on the Civil War. Describe the operation of the Underground Railroad and other forms of protests against slavery.

Daily “Do Now” Create a chronology of the compromises leading up to the Civil War Civil War Technology Case Study – students will examine how the North’s use of technology led to its victory. Create a chart comparing military styles of Union and Confederate Generals.

Do Now Class Participation Class Notes Civil War Technology Case Study Chart

How did Ideological, political and economic differences over the course of a nation come together to cause the Civil War?

Identify the impact of the Dred Scott case on rising tensions between pro-slavery and abolitionists groups.

Analyze the strengths and strategies of both sides at the beginning of the Civil War.

Analyze weakness of the South that contributed to their eventual defeat during the war.

Analyze the Gettysburg address and write a reaction essay.

Read the Emancipation Proclamation and debate the relevance of the speech from both a social and legal perspective. Viewing history through photographs. Analyzing the hatred of African Americans during Reconstruction.

Essay

Class Debate Picture Analysis Chapter 4 Test

What were the long-term consequences of the efforts to reunite the country after the Civil War?

Identify the key political issues that affected the conduct of the war.

Describe aspects of military and civilian life during wartime. Explain the significance of the Gettysburg Address.

Explain how the war changed the nation and its people.

Explain the significance of the Emancipation Proclamation.

Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.

Describe various Reconstruction plans and analyze the political consequences of the plans.

Describe how Reconstruction affected the lives of white southerners and former slaves.

Explain the reasons for the end of Reconstruction.

Unit 4:Immigration and Urbanization



What would it take for you to move to a foreign land? How will immigrants gain access to the resources needed to survive in the United States? How might immigrants respond to help from an outsider?

Describe the journey immigrants endured and their experiences in United States immigration stations. Identify immigrants country of origin. Examine the causes and effects of the nativists’ anti-immigrant sentiments.

Daily Do Now Primary Sources – readings from immigrant experiences Chart demographic shifts during the era, including new waves of immigrants. Analyze today’s attitudes towards immigrants, legal and illegal and compare to the time period.

Do Now Class Notes Class Participation Primary Source Reading Charts Class Debates

What skills do immigrants need in order to thrive in the United States?

Describe the movement of immigrants to cities and the opportunities they found there. Explain how cities dealt with housing, transportation, sanitation, and saftey issues. Describe some of the organizations, and people who offered help to urban immigrants. Explain the role of political machines and political bosses. Describe how some politicians’ greed and fraud cost taxpayers millions of dollars.

Immigrant Children’s Book Project – students will create a storybook written for a child describing the immigrant experience. City Planning Project – students are responsible for creating a city blue print, containing infrastructure needed for the city to function.

Storybook Project City Planning Project Chapter 7 Test

Describe measures taken by the government to reform corruption.

Unit 5: The Progressive Era



Is it your obligation as a citizen to help another? Whose responsibility is it to protect the welfare of the public? How can individuals bring about change in their government? How might reformers recruit others?

Explain the four goals of Progressivism. Summarize progressive efforts to clean up government. Identify progressive efforts to reform state government, protect workers, and reform elections. Identify leaders of the Woman Sufferage Movement.

Daily Do Now Political Cartoon Analysis Readings from The Jungle. Modern Day Muckraker Activity – students will find a newscast on-line and present the issue to the class.

Do Now Class notes Class participation Readings Muckraking Activity

Describe the growing number of women in the workforce at the turn of the the 20th century. Explain how woman sufferage was acheived. Explain how Roosevelt used the power of the presidency to regulate business. Identify laws passed to protect public health and the environment. Explain the division in the Republican Party leading up to the election of 1912.

Roosevelt and National Parks Activity – students will research the President’s efforts to create National Parks and present to the class.

National Parkers Activity Chapter 9 Test

Unit 6: American Imperialism



When should the United States intervene in the affairs of another country? Is it the responsibility of the United States to police the world? How do the media influence public opinion?

Explain the economic and cultural factors that fueled the growth of American imperialism? Describe how the United States acquired Alaska. Summarize how the United States took over the Hawaiian Islands. Identify the events that escalated the United States and Spain.

Daily Do Now Class Debate – should the United States get involved with foreign affairs? Imperialism Magazine Cover Project – students will create a magazine cover along with an editorial. Writing assignment – pick a topic that affects students and write an article using yellow journalistic techniques.

Do Now Class participation Class notes Magazine project Class debates Writing

Trace the course of the Spanish-American War and its results. Describe U.S. involvement in Puerto Rico and in Cuba. Identify causes and effects of the Philippine- American War. Explain the purpose of the Open Door Policy in China. Explain how Theodore Roosevelt’s foreign policy promoted American power around the world.

Create a map indicating the benefit of the Panama Canal Media persuasion activity – students will research a recent topic in history that was manipulated by the media. WWI letters home - students will write a letter home describing their life on the front lines. WWI weapons activity – students will research WWI weapons technology and present to the class how they were used.

Map activity Media activity Writing – letters Presentations

Is it right for the United States to intervene in foreign conflicts? When American lives are threatened, how should the government respond? Should the United States go to war to make the world “safe for democracy”?

Describe how Woodrow Wilson’s missionary diplomacy ensured American dominance in Latin America. Identify the long term causes and immediate circumstances that led to World War I. Summarize U.S. public opinion about the war. Describe how the United States mobilized for war. Identify new technology in weapons during WWI.

WWI Propaganda Posters – students will create a poster persuading citizens to enlist in the army.

Posters

Summarize Wilson’s Fourteen Points. Describe the Treaty of Versailles and international and domestic reaction to it. Explain how the Treaty of Versailles created the foundation for a second world war.

New Jersey Core Curriculum Content Standards Academic Area

Unit 1: The Colonial Era and American Revolution 6.1.12.A.1.a, 6.1.12.A.1.b, 6.1.12.C.1.a, 6.1.12.C.1.b, 6.1.12.D.1.a, 6.1.12.A.2.a, 6.1.12.A.2.b, 6.1.12.A.2.c 6.1.12.A.2.d, 6.1.12.A.2.e, 6.1.12.A.2.f, 6.1.12.B.2.a, 6.1.12.B.2.b, 6.1.12.D.2.a Unit 2: A New Nation and Westward Expansion 6.1.12.D.2.b, 6.1.12.C.2.b, 6.1.12.D.2.c, 6.1.12.D.2.d, 6.1.12.D.2.e, 6.1.12.A.3.a, 6.1.12.A.3.b, 6.1.12.A.3.d, 6.1.12.A.3.h, 6.1.12.A.3.i, 6.1.12.C.3.a, 6.1.12.D.3.a, 6.1.12.D.3.c, 6.1.12.D.3.d Unit 3: The Civil War 6.1.12.A.4a, 6.1.12.A.4.b, 6.1.12.A.4.c, 6.1.12.A.4.d, 6.1.12.B.4.a, 6.1.12.B.4.b, 6.1.12.C.4.b, 6.1.12.C.4.c 6.1.12.D.4.b, 6.1.12.D.4.c, 6.1.12.D.4.d, 6.1.12.D.4.e Unit 4: Immigration and Urbanization 6.1.12.B.5.b, 6.1.12.C.5.a, 6.1.12.C.5.b, 6.1.12.C.5.c, 6.1.12.D.5.a, 6.1.12.D.5.b, 6.1.12.D.5.d

Unit 5 : The Progressive Era 6.1.12.A.6.a, 6.1.12.A.6.b, 6.1.12.A.6.c, 6.1.12.B.6.b, 6.1.12.C.6.c, 6.1.12.D.6.a, 6.1.12.A.6.c Unit 6: American Imperialism 6.1.12.B.6.a, 6.1.12.B.6.b, 6.1.12.D.6.b, 6.1.12.D.6.c, 6.1.12.A.7.a, 6.1.12.A.7.b, 6.1.12.A.7.c, 6.1.12.B.7.a, 6.1.12.C.7.b, 6.1.12.D.7.a, 6.1.12.D.7.b, 6.1.12.D.7.c

New Jersey Scoring Rubric

Language Arts Literacy

Writing

New Jersey Registered Holistic Scoring Rubric - GEPA/HSPA - p. 23

In Scoring, consider

the grid of written

language

Inadequate

Command

Limited

Command

Partial

Command

Adequate

Command

Strong

Command

Superior

Command

Score 1 2 3 4 5 6

Content &Organiza-

tion

(see below)

May lack

opening and/or

closing

May lack

opening and/or

closing

May lack

opening and/or

closing

Generally has

opening and/or

closing

Opening and

closing

Opening and

closing

. Minimal

response to topic;

uncertain focus

Attempts to

focus

May drift or

shift focus

Usually has

single focus

Single focus Single focus

Sense of unity

and coherence

Key ideas

developed

Single, distinct

focus

Unified and

coherent

Well-

developed

. No planning

evident;

disorganized

Attempts

organization

Few, if any,

transitions

between ideas

Some lapses or

flaws in

organization

May lack some

transitions

between ideas

Ideas loosely

connected

Transition

evident

Logical

progression of

ideas

Moderately

fluent

Attempts

compositional

risks

Logical

progression of

ideas

Fluent,

cohesive

Composi-

tional risks

successful

. Details Details lack Repetitious Uneven Details Details

random,

inappropriate, or

barely apparent

elaboration, i.e.,

highlight paper

details

Several

unelaborated

details

development of

details

appropriate and

varied

effective, vivid,

explicit, and/or

pertinent

Usage

(see below) No apparent

control

Severe/

numerous errors

Numerous

errors

Errors/ patterns

of errors may be

evident

Some errors

that do not

interfere with

meaning

Few errors Very few, if

any, errors

Sentence Construc-

tion

(see below)

Assortment of

incomplete and/or

incorrect

sentences

Excessive

monotony/ same

structure

Numerous

errors

Little variety in

syntax

Some errors

Some errors

that do not

interfere with

meaning


any, errors

Mechanics

(see below) Errors so

severe they

detract from

meaning

Numerous

serious errors

Patterns of

errors evident

No consistent

pattern of errors

Some errors

that do not

interfere with

meaning


any, errors

Non-

Scorable

Responses

NR = No

Response

Student wrote too little to allow reliable judgment of his/her writing.

OT = Off

Topic/ Off Task

Student did not write on the assigned topic/task, or the student attempted to copy the prompt.

NE = Not

English

Student wrote in a language other than English.

WF = Wrong

Format

Student refused to write on the topic, or the writing task folder was blank.

Content & Organization Usage Sentence Construction Mechanics

Communicates intended message to

intended audience

Relates to topic

Opening and closing

Focused

Logical progression of ideas

Transitions

Appropriate details and information

Tense formation

Subject-verb agreement

Pronouns usage/agreement

Word choice/meaning

Proper modifiers

Variety of type, structure,

and length

Correct construction

Spelling

Capitalization

Punctuation

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