Us History 1

SCHOOL: Academy Charter High School
UNIT
TIMEFRAME
1:
THEME
/TOPIC
Exploration of
the New
World
TEACHER: Kaitlyn Korda
The Colonists
GRADE: 9
DATE: 8/8/2010
MAJOR WRITING / PROJECTS
KEY TEXTS / RESOURCES
ESSENTIAL QUESTIONS
Writing Assignments
Compare and Contrast Essay analyzing the 3
cultures prior to their meeting in the New World.
Compare and Contrast Essay analyzing two
Explorers and their expeditions in the New World.
Students should assess the impact and the tactics
two New World Explorers used.
Text:
United States History (Prentice Hall)
Breaking Away from the Textbook: US History
Projects
Students will complete posters that outline the
Native American, European, and West African
societies prior to their meetings. Students will
outline the societies in order to apply and
paraphrase information from the text(s).
2:
SUBJECT: US History 1
Writing Assignments
Essay: 1-2 Page letter home to your family
back home to describe your experiences
over in the colonies
Post Cards: Students will create both the
interior and exterior of a post card.
Students are responsible for creating 5
postcards with an inscription that describes
this region of the colonies.
Projects
French and Indian War Map: Students will

note the battles of the war and the date
they occurred. Students will also note the
winner of the battle or any other special
circumstances of it.
Graphic Novel/Childrens Book/Comic Strip:
Depicting Bacons Rebellion, the causes of
it, what happened, and the effects of it.
Primary Source Materials: (paintings, letters,

sketches, etc) Map of Tenochtitlan, Sir Francis Drakes
Map of the New World, Columbus Letters, Diseased
Native Americans Sketch, sketches of West African
musical instruments
Video(s):
America: Story of Us
Internet Resources:
http://www.sbceo.k12.ca.us/~vms/carlton/Renaissa
nce/columbus1.htm
www.sascurriculumpathways.com
www.unitedstreaming.com
http://www.pptpalooza.net/
http://www.historyteacher.net/
Text:
sketches, etc) Fur Trade Engraving (Peter Lindestrom),
New Amsterdam Map, Racial Classifications Chart of
New Spain, Jamestown Map, Cases of Conscience
Title Page, Spectral Evidence Salem Witch Trials
Engraving
Video(s):
Last of the Mohicans
Internet Resources:
http://memory.loc.gov/learn/lessons/01/tinker/overview.
html
What types of sources exist

and how do they differ from
each other?
How can we use and what can
we learn about history from
primary and secondary
sources?
How did the spread of
civilizations begin in the
Americas?
How did the Europeans begin
to explore more of the world?
What was life like in West
Africa before the age of
European exploration?
How did European exploration
affect the Americas?
How did the interaction of many
cultures after 1492 impact the
Americas?
How did Spain strengthen its
colonies in the Americas?
How did Frances American
colonies differ from Spains
American colonies?
What were the characteristics
of the government and
economy in the Southern
Colonies?
What were the goals of the
Plymouth and Massachusetts
Bay colonies?
What were the characteristics
of the Middle Colonies?
In what ways were the colonial
societies established by the
Spanish, French, and English
Similar? In what ways were
they different?
GRADE: 9
http://www1.american.edu/ted/ice/french-indian.htm
DATE: 8/8/2010
3:
The American
Revolution
and the
Declaration of
Independence
Writing Assignments
Picture Prompt: Students will be given a

picture and will have 30 minutes to speculate and
write a story that related the picture to material
covered in class.
Projects
Personal Declaration of Independence:

Students will choose something in their life to
declare themselves independent of. Students
must write an introduction, list of grievances, and
conclusion in their DOI.
Text:
sketches, etc) Valley Forge Diary Entries, Boston
Massacre Engraving, Join or Die Political Cartoon,
Declaration of Independence
Video(s):
John Adams (HBO Miniseries)
1776 (The Egg Clip)
The Patriot
Internet Resources:
http://www.patriotresource.com/factfiction/people/benm
artin.html
http://xenophongroup.com/mcjoynt/TREATY.HTM
Which major groups of

immigrants came to Britains
American colonies in the
1700s?
How did English ideas about
government and the economy
influence life in the 13
colonies?
How did life differ in each of the
main regions of the British
colonies?
How did Great Britains wars
with France affect the
American colonies?
What factors shaped life in
colonial America in the
seventeenth and eighteenth
centuries?
What aspects of the
Revolutionary War were
revolutionary?
What caused the colonies to
rebel against the British?
What events led the colonists
to declare their independence
from Britain?
Who were the Patriots? Who
were the loyalists?
What were the arguments for
staying loyal to Great Britain?
How did the Declaration of
Independence change life in
America in the 1770s? How
do the ideas relate to life in
America today?
How did the Patriots win the
war against the British?
How was the Revolutionary
War un-revolutionary for
African Americans and Women
in America?
How did the Revolutionary War
4:
5:
The
Constitution
and the Bill
of Rights
Establishing
the New
Nation
GRADE: 9
Writing Assignments
Imagining that they are still the Framer they

have outlined, at the end of the Chapter
students will write a letter home to their
families explaining all about this amazing
document they have written together and
the difficulty they had in getting it ratified
because of the Antifederalists.
Text:
Projects
Framers Myspace: Students will be

assigned various framers of the Constitution and
must research this framer using the internet.
Students will create a Myspace using the
information they researched and portray the
information in a creative manner.
ACHS Bill of Rights: Students will create a

Bill of Rights for Academy Charter High School.
Students must outline 10 additions/amendments
to our school handbook that would be conducive
to a better learning environment.
Bumper Stickers: Students will make a

bumper sticker for the two political groups,
Federalists and Antifederalists, in order to gain
support for or be opposed to the ratification of the
Constitution.
Projects
War of 1812: Utilizing all the information
covered in regards to the War of 1812
students will compile a timeline of events
with descriptions and images.
Video(s):
Writing Assignments
Thomas Jefferson: A Letter to the
American People: After discussing the
importance of the Lewis and Clark
expeditions, students will imagine they are
the President and must inform the people of
all the discoveries they found in the

sketches, etc) Constitution, Articles of Confederation,
Federalist Papers, A Peep into the Antifederalist Club
political cartoon
Supplemental Readings:
20 Plays for U.S. History Classes
Internet Resources:
DATE: 8/8/2010
Text:
sketches, etc) War of 1812 Political Cartoon by
William Charles, Capturing and Burning of Washington
1814 (Engraving), The Providential Detention Political
Cartoon
Video(s):
War of 1812: Documentary Collection
change life not only in America

but for life in other countries as
well?
What led to the creation of the
United States Constitution and
what are its key principles?
How did the form of
government originally created
under the Articles of
Confederation compare to that
created with the Constitution?
Why was the Articles of
Confederation an insufficient
form of government for the
nearly freed colonies?
How did the delegates to the
Constitutional Convention
come to an agreement about a
new government?
Why was the Bill of Rights a
necessary addition to the
Constitution in order to be
ratified?
Why is it vital that a nation
have a constitution?
What are the advantages of a
written constitution?
How did the debate over the
role of government lead to the
formation of political parties?
How did foreign policy
challenges affect political
debate and shape American
government?
What were the successes and
failures of the Jefferson
administration?
Why did the U.S. go to war with
Britain, and what was the
outcome of the war?
6:
Nationalism
and
Expansionism

Louisiana Territory.
James Madison: A Letter to my Successor:
After reviewing the War of 1812, students
will imagine they are James Madison. In
this letter students will inform the successor
of all the causes of the War of 1812 and the
effects of it. They should also inform the
successor of the dangers and what they
learned from the war.
Writing Assignments
A letter to President Jackson: Students will
write a letter to President Jackson
maintaining a Native American persona.
Students should imagine they have just
suffered greatly while being forced from
their homes and to travel the Trail of Tears.
Projects
Menu: Project:
Entre: Journal for one of three
prompts that includes a biography,
book cover, and journal entries
pretending the student is a person
living in one of those prompts. For
their journal, students may choose a
Mormon, Slave on the Underground
railroad, or a female suffragist. A
students Entre Choice will decide the
Appetizers they may choose from.
Appetizer: Bio Star, Religious Revival
Flyer, Transcendentalist Painting, ProTemperance Flyer, Timetable of a
Utopian Community, Researching
Typical Womens Fashion of the
1800s
Desert: Ipod Playlist for Manifest
Destiny and Reform Movements or
Mail Order Catalog for Equipment
needed regarding Manifest Destiny
GRADE: 9
Presidents Series: The History Channel
DATE: 8/8/2010
How did the U.S. build a

government, expand its
territory, and conduct foreign
policy in its early years?
Text:

sketches, etc) View of Erie Canal Watercolor by John
William Hill, Methodist Revival in the USA 1839
Watercolor, American Progress Watercolor
How did transportation

developments and
industrialization affect the
nations economy?
How did the north and south
differ during the first half of the
1800s?
How did domestic and foreign
policies reflect the nationalism
of the times?
What changes did Andrew
Jackson represent in American
political life?
How did the major political
issues of the 1800s emerge?
How did nationalism and
sectionalism affect the U.S.
from the early 1800s to the mid
1800s?
How did the Second Great
Awakening affect life in the
U.S.?
How did the reform movements
of the mid 1800s attempt to
improve American society?
How did the antislavery
movement emerge in
importance in the mid 1800s?
What steps did women take to
advance their rights and status
Internet Resources:
Video(s):
Internet Resources:
http://www.fashionera.com/regency_fashion.htm#The%20Empire%20Styl
e%201800
http://www.pbs.org/wgbh/americanexperience/films/do
nner/
GRADE: 9
DATE: 8/8/2010
and the Movement West
The Civil War

7:
Writing Assignments
John Browns Raid: Students will write an
analytical essay. Students will reflect on
John Browns tactics in trying to obtain the
arsenal in Harpers Ferry, Va.
Projects
A Civil War Scrap Book: Students will

choose a perspective on the Civil War and
will portray that perspective in two scrap
book pages. Students will first research the
perspective and decide what is important to
convey about it. Students must have at
least 2 pictures relating to their assigned
Civil War perspective, and a 150 word
biography/description of it. Student scrap
book pages may have some of the
following: poems, songs, quotations,
newspaper articles, or maps.
As students complete their Virtual Field Trip
they must accumulate pictures of the
various battles then (in either pictures or
paintings) and now. Students will be
creating a photo journal and will write a one
page introduction to the journal reflecting on
Text:
sketches, etc) Little Bo Peep and the Foolish Sheep
Political Cartoon, Matthew Brady Pictures of the Civil
War
Video(s):
Internet sources:
http://www.redstate.com/streiff/files/2009/10/big-johnbrown.jpg
http://www.bing.com/videos/watch/video/john-brown-
during the mid 1800s?

How did the Second Great
Awakening lead to several
reform efforts?
What were the causes and
effects of westward expansion
in the early 1800s?
How did a Revolution in Texas
lead to a war with Mexico?
How did the Mexican
American War serve to
heighten tensions over
slavery?
How did the settlement of
California affect those already
living there and those
emigrating there?
How did the nations expansion
lead to the Civil War?
How did Congress try to
resolve the dispute between
North and South over slavery?
How did the Fugitive Slave Act
, the Kansas Nebraska Act,
John Browns Raid, and the
Dred Scott Decision increase
tensions between the North
and the South?
Why is the rise of the
Republican Party important to
the political atmosphere
surrounding the Civil War?
How did the Union finally
collapse into Civil War?
How did each sides resources
and strategies affect the early
battles of the Civil War?
How did the Emancipation
Proclamation and the efforts of
African American soldiers
affect the course of the Civil
War?

why it is important to preserve historical
spaces such as these for future
generations.
GRADE: 9
raid-sesquicentennial/6fdvn2v?fg=rss
http://www.youtube.com/watch?v=bB_kbFAui-U (John
Browns Raid in American Memory)
http://www.aboutfamouspeople.com/article1142.html
DATE: 8/8/2010
8:
Reconstructio
n
Writing Assignments
Reconstruction DBQ: Students will analyze primary
source documents and answer the question, To
what extent did Reconstruction bring the
Southern Negro the equality and freedom that
slavery had denied them? Students must use
four of the sources in their response and cite
them properly.
Projects
9:
Life Across
the United
States, 18651900
National Memorial for President Lincoln:

Students will design a memorial including
speeches and setting. Students will create
an obituary, memorial program, and
schedule for the day. Student speeches
should be done from the following
perspectives, Andrew Johnson, a northern
member of congress, a southern member of
congress, and a black person.
Writing Assignments
Gilded Age Essay: After completing their
debate students will write a 1-2 page essay
deciding for themselves, is America living
Text:
Video(s):
Internet Sources:
http://www.let.rug.nl/usa/D/18511875/constitution/ccs.htm (Constitution of the
Confederte states of America)
http://www.let.rug.nl/usa/P/al16/writings/wdveto.htm
(Wade Davis Bill)
http://www.let.rug.nl/usa/D/18511875/slavery/addres.htm (Address by a convention of
Negroes)
http://www.icsd.k12.ny.us/legacy/highschool/pjordan/us
honors/Regents%20Review/Manifest%20
Destiny%20to%20Reconstruct/reconstruction.html
http://www.impeach-andrewjohnson.com/ (Harpers
Weekly the Impeachment of Andrew Johnson)
Text:
How did the Civil War bring

temporary and lasting changes
to American society?
How did the battles at
Vicksburg and Gettysburg
change the course of the War?
What was the final outcome
and impact of the Civil War on
the lives of both Northerners
and Southerners?
What lasting consequences
arose from the struggles over
Reconstruction?
How did the Radical
Republicans plan for
reconstruction differ from
Lincolns and Johnsons?
How did the Fourteenth and
Fifteenth extend the rights of
African Americans?
What were the immediate
effects of Reconstruction?
How and Why did
reconstruction end?
How did consumption patterns

change in the late 19th
Century?
through a Second Gilded Age? Students will

cite sources and give specific examples.
Projects
Power Point Creation: Students have
become familiar with Power Point
presentations throughout the semester, this
is the students turn to convey the
information to the class and become
masters of a US History topic of the Gilded
Age. Students should also become familiar
with the purpose of a Works Cited Page to
avoid plagiarism in the future. Students
should also become more comfortable with
working in groups and making presentations
to the class.
A. Students will choose a topic:
Entertainment Advances in the late
19th/Early 20th Centuries, Sports in the
late 19th/Early 20th Centuries,
Development of a Mass Culture the late
19th/Early 20th Centuries, Technological
Advances in the late 19th/Early 20th
Centuries, Architecture in the late
19th/Early 20th Centuries, Fashion in the
late 19th/Early 20th Centuries,
Amusement Parks in the late 19th/Early
20th Centuries, Literature in the late
19th/Early 20th Centuries, Tenement
Housing in the 20th Century,
B. Although student textbooks do touch
upon each of the above topics, it does
so in a broad manner. Based on the
information in the book, students should
expand on these ideas using various
internet sources in order to create a
power point presentation that is a
minimum of 6 information slides
regarding their topic. Each slide should
also have a picture that relates to it.
C. While researching students will create a
works cited page that identifies the
various places they obtained their
GRADE: 9
DATE: 8/8/2010

sketches, etc) Jacob Riis Photos How the Other Half
Lives, Tenement Housing (Buildings and Diagrams)
Video(s):
Gangs of New York
Internet Sources:
http://www.legendsofamerica.com/weblackjackketchum3.html (ghost stories)
http://online.wsj.com/article/NA_WSJ_PUB:SB1248354
04608875685.html (New Jersey Mayors Stung in Graft
Probe)
http://www.projectsyndicate.org/commentary/delong5/English (Americas
Second Gilded Age)
http://www.straightdope.com/columns/read/2485/arewe-living-in-a-new-gilded-age-of-income-inequality
(Americas Second Gilded Age)
http://www.nytimes.com/slideshow/2009/07/05/magazi
ne/20090705-gilded-slideshow_index.html (NYT Gilded
Age Photo Essay)
http://cti.itc.virginia.edu/~hius202/images/lecture03/twe
ed.htm (Corruption Political Cartoon Gilded Age)
What luxuries did cities begin

to offer the middle class in the
late 19th Century?
How did new forms of
entertainment emerge in
popularity in the late 19th
Century?
How did the economy, society,
and culture of the South and
West change after the Civil
War?
How did the pressures of
westward expansion impact
Native Americans?
How did the Dawes Act change
the way Indians were treated?
What economic and social
factors changed the West in
post-Civil War America?
How was the development of
the Trans Continental Rail
Road encouraged and how did
it impact the cattle industry?
What are some of the factors
that pulled people to settle in
the Great Plains?
10:
The
Industrial
Revolution
GRADE: 9
DATE: 8/8/2010
pictures and information from.

D. Students will create their own skeleton
notes to follow their groups
presentation that is made for the class.
Political Cartoon: Students will create a
political cartoon in which they utilize
information from the current event article,
Jersey Mayors Stung in Graft Probe, and
accurately portray the corrupt politicians.
Gilded Age Debate: Students will be divided
into two groups, a group that believes
America is living through a Second Gilded
Age and a group that says America is not.
Students will compile arguments and
information to debate the topic with each
other. Students will also create an
introduction and conclusion and every
member of the group must participate.
Writing Assignments
Essay: After researching the Triangle
Factory Fire in a WebQuest, students will
assess the significance of the fire.
Students will decide how this event has
influences the governments safety
regulation and the development of
organized labor.
Text:
Projects
Video(s):
Talk Show: Students will identify a

particular labor union strike from the late
1800s. Students will create characters
and a talk show setting in which they will try
to resolve the strike. Students must create
at least 10 minutes of dialogue between the
following Corporate/Company Head,
Disgruntled Employees planning a labor
strike, and Labor Union Head. Students
should identify the purpose of the strike,
what the effects of the strike were, who the
head of the company was and the
compromises that needed to be made

sketches, etc) Harpers Weekly Twas Him Political
Cartoon, Frederic Remington- Sketch of the
Homestead strike
Internet Sources:
http://www.ilr.cornell.edu/trianglefire/ (Triangle
Shirtwaist fire)
www.unitedstreaming.com (for clips on Carnegie,
Rockefeller, and Morgan)
http://205.188.238.109/time/time100/builder/other/baro
ns.html (Blessed Barons: Rapacious? Sure. But 19th
How did the industrial growth of

the late 1800s shape American
society and the economy?
What factors spurred industrial
growth in the late 1800s?
How did new technologies
shape industrialization?
How did big business shape
the American economy in the
late 1800s and early 1900s?
How did the federal
government regulate
businesses in the late 1800s
and early 1900s?
How did the rise of labor unions
shape relations among
workers, big businesses and
government?
How were workers exploited by
their employers?

amongst them to come to an agreement.
Immigration
11:
Writing Assignments
Narrative Essay to accompany students video.
Students will research an immigrant group
and explain the experiences of the group.
Students should identify why this group came,
what the voyage over was like, what they went
through at Ellis or Angel Island, where they
went to after the journey, the successes and
failures of the group, discrimination towards
them, etc.
Projects
Photographic Essay: In pictures students
must address the topics they discussed in
their written essay. Students are only allowed
to utilize primary sources, pictures, sketches,
and political cartoons. Students should
identify why this group came, what the voyage
over was like, what they went through at Ellis
or Angel Island, where they went to after the
journey, the successes and failures of the
group, discrimination towards them, etc.
In their groups students will also create book
for each of the following:
1. Diary: In this Diary students will
write 6 entries in which the writer
creates a person and this person
reflects on their experiences as an
immigrant while they are traveling
to and living in America. Entries
should be at least 150 words each.
2. Cook Book: Students will compile
a cook book with 10 recipes from
the Old Country.
Each book must have:
A cover with a picture,
title, and author
A back cover with
summary and/or quotes
GRADE: 9
DATE: 8/8/2010
century titans Carnegie, Rockefeller and Morgan set

the stage for the empire builders of the 20th)
Text:
sketches, etc) Inspection Cards, Passenger Manifests,
Diary Entries,
Video(s):
Ellis Island: Island of Hope, Island of Tears
Internet Sources:
http://www3.cesa10.k12.wi.us/clustera/theta/Altoona/im
migration/Immigration_Simulation.htm (Station Ideas)
http://www.hsp.org/default.aspx?id=75 (Historical
Society of Pennsylvania with various primary sources
regarding multiple nationalities in America)
http://solomon.imld.alexanderstreet.com/ (Diary entries
read aloud regarding the immigration experience)
Why did immigrants come to

the U.S. and what impact did
they have on society?
How did the immigrants
assimilate to and change
American culture?
How did urban living create
problems?
What challenges did city
dwellers face and how did they
meet them?
Why and how did Americans
restrict immigration?
What difficulties did immigrants
face at immigration stations
such as Ellis Island and Angel
Island?

GRADE: 9
DATE: 8/8/2010
or brief author(s) bio

An introduction of 200
words to the book
5 pictures
10

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SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

MAJOR WRITING / PROJECTS

KEY TEXTS / RESOURCES

French and Indian War Map: Students will

Primary Source Materials: (paintings, letters,

What types of sources exist

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

Picture Prompt: Students will be given a

Personal Declaration of Independence:

Which major groups of

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

Imagining that they are still the Framer they

Framers Myspace: Students will be

ACHS Bill of Rights: Students will create a

Bumper Stickers: Students will make a

Primary Source Materials: (paintings, letters,

change life not only in America

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

Presidents Series: The History Channel

How did the U.S. build a

Primary Source Materials: (paintings, letters,

How did transportation

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

and the Movement West

The Civil War

A Civil War Scrap Book: Students will

during the mid 1800s?

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

National Memorial for President Lincoln:

How did the Civil War bring

How did consumption patterns

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

through a Second Gilded Age? Students will

Primary Source Materials: (paintings, letters,

What luxuries did cities begin

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

pictures and information from.

Talk Show: Students will identify a

Primary Source Materials: (paintings, letters,

How did the industrial growth of

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

century titans Carnegie, Rockefeller and Morgan set

Why did immigrants come to

SCHOOL: Academy Charter High School

TEACHER: Kaitlyn Korda

or brief author(s) bio

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