U S History I Curriculum

ALTERNATIVE SCHOOLS AND PROGRAMS
The New York City Department of Education

90-27 Sutphin Blvd. Jamaica, NY 11435
UNITED STATES HISTORY AND

GOVERNMENT 1
Recommended Calendar of Lessons
2
Nelson Acevedo
Curriculum Instructional Specialist (CIS)
District 79
Naceved2@nycboe.net
3
The enclosed pacing calendar of lessons represents an attempt to move the teacher from the state syllabus to
actual lessons with aims and suggested resources keyed to materials readily available primarily on the Internet.
The object is to assist the educator in the difficult task of planning lessons and quickly locating resources,
particularly documents. Suggested time allotments for the various units serve to provide guidance for the
classroom teacher. This calendar is meant as a tool for the imaginative professional educator. It does,
however, follow the state syllabus, is keyed to state standards and themes, and to the Regents Examination in
United States History and Government.
Many of the resources and specific documents are easily located by using specific Internet addresses. A list of
general Internet Resources is also included at the end of this curriculum. We urge teachers to adhere to the
lessons and supervisors to monitor their implementation.
The lessons are designed for student class periods of 40 minutes. Schools with different schedules should
adjust the pacing of the lessons to meet their needs. Many of the lessons may require more that one class
period. The depth of instruction and the needs of your students will determine the number of class periods
needed to implement each lesson. We have built in some flexibility in the pacing of the lessons to guarantee
completion of the course of study by the end of the semester.
Engaging and challenging students and student interaction in a lesson are the critical ingredients in providing
quality instruction. Student participation through the use of documents has proven to be a successful tool to
deliver content and understanding using higher level thinking skills. Teachers should be using a variety of
methods to deliver instruction including cooperative learning, interactive learning experiences and workshop
model.
Finally I would like to express my sincere appreciation to the following educators who gave of their time and
expertise to develop this pacing calendar. They have worked tirelessly during the summer of 2006 to
complete this task
Matteo Mannino – District 79 Administrative Intern

Minerva Zanca – District 79 Administrative Intern
If you have any questions please contact Mr. Nelson Acevedo, Curriculum Instructional Specialist District 79,
Naceved2@nycboe.net
4
TABLE OF CONTENTS
TOPIC PAGE
UNIT ONE: INTRODUCTION
CONTENT TOPIC I: Geography

Sub-Topic I A: The Physical/Cultural Setting in the Americas…… 5
Sub-Topic 1 B: Role/Influence of Geography on Historical/Cultural
Development………………………………………………..………… 6
Sub-Topic 1C: Geographic Issues Today …………..…………… 6
Sub- Topic ID: Demographics……………………………………… 7
UNIT TWO: CONSTITUTIONAL FOUNDATIONS FOR THE UNITED STATES DEMOCRATIC

REPUBLIC
CONTENT TOPIC I: The Constitution: The Foundation of American Society

Sub-Topic I A: Historical Foundations…………………………..…… 8
Sub-Topic I B: Constitutional Convention……………………….... 13
Sub-Topic I C: The Bill of Rights…………………………………… 15
Sub-Topic ID: Basic Structure and Function: Three Branches and
Their Operation……………………………………………………… 16
Sub-Topic IE: Basic Constitutional Principles……………………. 16
Sub-Topic IF: Implementing the New Constitutional Principles… 17
CONTENT TOPIC II: The Constitution Tested: Nationalism and Sectionalism

Sub-Topic IIA: Factors Unifying the United States, 1789-1861….. 21
Sub-Topic IIB: Constitutional Stress and Crisis…………………… 22
Sub-Topic IIC: Territorial Expansion through Democracy,
Migration, Annexation, and War; Manifest Destiny……………….. 25
Sub-Topic IID: The Constitution in Jeopardy: The American
Civil War……………………………………………………………… 26
UNIT THREE: INDUSTRALIZATION OF THE UNITED STATES　
CONTENT TOPIC I: The Reconstructed Nation

Sub-Topic I A: Reconstruction Plans……………………………….. 28
Sub-Topic I B: The North………... …………………………………. 29
Sub-Topic I C: The New South…………………. ………………… 29
Sub-Topic ID: End of Reconstruction……………………………… 29
Sub-Topic IE: The Impact of the Civil War and Reconstruction…. 30
CONTENT TOPIC II: The Rise of American Business, Industry and Labor 1865-1920
Sub-Topic IIA: Economic Transformation and the
“Search for Order”……………………………………………………. 30
Sub-Topic IIB: Major Areas of Growth in Business and Industry… 31
Sub-Topic II C: Representative Entrepreneurs: Case Studies in
Concentrated Wealth………………………………………………….. 31
Sub-Topic II D: New Business and Government Practices…………. 32
Sub-TOPIC IIE: Labor’s Response to Economic Change…………. 32
Sub-TOPIC IIF: Agrarian Response to Economic Change……….. 33
5
TABLE OF CONTENTS
TOPIC PAGE
CONTENT TOPIC III: Adjusting Society to Industrialism: American People and Places
Sub- Topic IIIA: Impact of Industrialization…………………….. 34
Sub-Topic IIIB: Immigration…………………………………….. 36
Sub-Topic: IIIC: Reactions to the “New” Immigration………… 37
Sub-Topic IIID: The Frontier (1850-1890)………………………. 37
MODEL LESSON……………………………………………………………… 42
REGENTS REVIEW AND SAMPLE LESSON …………………………….. 44
BLOOMS TAXONOMY……………………………………………………….. 46
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UNIT ONE: Introduction
CONTENT TOPIC I. Geography
Sub-Topic IA: The Physical/Cultural Setting in the Americas
Suggested Time: 8-10 class periods for entire unit
LESSON # 1
AIM: How has the geography of the U.S. affected its development?
OBJECTIVES: Students will be able to:

 Identify, using maps, the size and location of the United States
 Identify various climate zones, vegetation zones, agricultural areas and natural resources
 Describe how geographical differences can affect a regions cultural development
 Identify geographic sections (northeast, southwest) and there distinctions
SUGGESTED RESOURCES/DOCUMENTS:
U.S. History and Government 1 Resource Guide, p. 1-13
http://www.enchantedlearning.com/usa/
http://www.kidport.com/RefLib/UsaGeography/UsaGeography.htm
http://www.suelebeau.com/usgeography.htm
http://www.cdc.noaa.gov/USclimate/states.fast.html
New York State Standard: 1, 3 Theme: Physical Systems
LESSON # 2
AIM: How did certain geographic factors shape the identity of the U.S.?

 Locate, using maps, major mountain ranges (Appalachian, Rocky)
 Identify major river systems (Mississippi, Rio Grande), the Great Plains, Pacific and Atlantic Oceans,
coastlines
 Examine climate and abundance of natural resources and their impact on the US
 Explain how geographic factors can shape the identity of a region
http://www.eduplace.com/ss/ssmaps/usphysical.htl
http://en.wikipedia.org/wiki/List_of_mountain_ranges#North_America
LESSON # 3
AIM: How did natural barriers help and hinder westward expansion?

 Explain how climate and mountain ranges influenced travel, agriculture and lifestyles
 Discuss the role of westward expansion in the development of the US
 Examine how natural barriers affected American society
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http://americanhistory.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fxroads.virginia.edu%2F
%7EMAP%2Fterr_hp.html
http://americanhistory.about.com/od/westwardexpansion/
http://www.geocities.com/EnchantedForest/Tower/1217/west.html
Sub-Topic 1B: Role/Influence of Geography on Historical/Cultural Development

Sub-Topic IC- Geographic Issues Today
LESSON #4
AIM: How has geography of the United States affected the early settlement patterns?
OBJECTIVES Students will be able to:

 Identify the major groups of Native American peoples that inhabited colonial America.
 Identify the geographic sections and the distinct natives that settled them
 Describe the geographic influence on colonization patterns and development by early settlers.
 Evaluate how the distinct geographic sections impacted territorial expansion, foreign policy and
outcome during wartime.
 Survey current issues raised by geography e.g. settlement patterns, pollution, water usage
United Sates History and Government 1 Resource Guide p.8-13, 16
http://crh.choate.edu/english/salot/Art-Native%2520Americans%2520in%2520Early%2520Am.
%2520Art.htm
http://www.csulb.edu/projects/ais/nae/1800-1830.html
http://www.civilization.ca/vmnf/premieres_nations/en/inuit/description.html
http://www.iroquoisdemocracy.pdx.edu/html/iroquoisleader.htm
http://www.csulb.edu/projects/ais/nae/to_1600.html
New York State Standard: 1, 3 Theme: Physical Systems, Movement of Peoples and Goods
LESSON #5
AIM: Why could early European settlement of North America be viewed as an invasion?
 Describe the relationship between early settlers and Native Americans living in North America
 Describe the types of alliances among Native Americans and with the Europeans.
 Evaluate the reasons for warfare between the natives and colonists.
 Discuss the different ideologies of land ownership between the Native Americans and Europeans.
United Sates History and Government 1 Resource Guide, p. 22-23, 25-26
http://college.hmco.com/history/readerscomp/naind/html/na_017500_iroquoisconf.htm
http://www.virginiaplaces.org/vacities/graphics/jamestownslice.gif
http://www.evergreen.edu/nwindian/curriculum/FirstEncountersQuotes.pdf
http://www.wsu.edu/~campbelld/amlit/smith.htm
http://college.hmco.com/history/us/resources/students/primary/index.html
Encyclopedia of Native American Indians
8
New York State Standard: 1 Theme: Movement of Peoples and Goods
Sub- Topic ID: Demographics
LESSON#6
AIM: How could we describe early European settlers in colonial America?

 Identify the general gender, age, ethnicity, and religion of European settlers in America
 Identify the general economic and household structure of European settlers in America
 Evaluate the differences in social structures between European settlers and native Americans
 Explain the concept that the United States has experienced stages of change in its
demographic structure
United States History and Government I Resource Guide, p. 17-35
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/1492-1763
http://www.history.org/Almanack/life/life.cfm
http://www.pbs.org/ktca/liberty/perspectives_daily.html
http://www.mnsu.edu/emuseum/cultural/northamerica/index.shtml
http://www.lib.utexas.edu/maps/histus.html
http://www.dur.ac.uk/education/edstudies/history.htm
New York State Standard: 1 Theme: Change
LESSON # 7
AIM: How was American society affected by immigration during the period before the Civil War?

 Identify the reasons for Irish, German, Scandinavian, and Chinese immigration
 Evaluate the push-pull theory of immigration
 Identify the regions where newer waves of immigrants were settling in the United States and
their reasons for doing so
 Discuss the impact of immigration during the pre-Civil War era
http://en.wikipedia.org/wiki/Immigration_to_the_United_States
http://www.assumption.edu/ahc/Irish/overview.html
http://www.socialstudieshelp.com/Lesson_55_Notes.htm
http://www.crf-usa.org/immigration/immigration_history.htm
http://www.uwlax.edu/faculty/skala/United-States-Immigration.htm
http://www.absoluteastronomy.com/encyclopedia/I/Im/Immigration_to_the_United_States.htm
http://college.hmco.com/history/readerscomp/rcah/html/ah_050800_knownothingp.htm
http://www.infoplease.com/ce6/history/A0827946.html
New York State Standard: 1,3,4,5 Theme: Immigration and Migration

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LESSON # 8
AIM: How was American society affected by immigration between the late 1800’s and early 1900’s?

 Identify the reasons for southern and eastern European immigration during this period
 Evaluate the push-pull theory of immigration as it relates to this period of history
 Analyze changing trends in immigration during this period
 Describe the concept of why these groups were viewed as a “new type” of immigrant
 Identify the regions where this latest group of immigrants settled in the United States and their
reason for doing so
 Explain the growing attitude of nativism throughout this period
http://en.wikipedia.org/wiki/Immigration_to_the_United_States
http://www.crf-usa.org/immigration/immigration_history.htm
http://www.uwlax.edu/faculty/skala/United-States-Immigration.htm
http://www.absoluteastronomy.com/encyclopedia/I/Im/Immigration_to_the_United_States.htm
http://college.hmco.com/history/readerscomp/rcah/html/ah_050800_knownothingp.htm
http://www.infoplease.com/ce6/history/A0827946.html
http://www.answers.com/topic/immigration-to-the-united-states
http://encarta.msn.com/encyclopedia_1741500823_21/United_States_(History).html
New York State Standard: 1, 3 Theme: Movement of People and Goods
UNIT TWO: Constitutional Foundations for the United States Democratic Republic
Content Topic I: The Constitution: The Foundation of American Society

Sub-Topic IA: Historical Foundations
Suggested Time: 10-12 class periods
LESSON#9
AIM: How does our tree of liberty have roots in European soil?

 Discuss the major writings of the Enlightenment (Locke, Montesquieu, Voltaire, Rousseau)
 Relate these writings to ideas commonly accepted as part of our American
political tradition
 Review key events in England which impact on the development of the American
political tradition (e.g. Magna Charta, habeas corpus, Puritan Revolution, English
Bill of Rights, Glorious Revolution
SUGGESTED RESOURCES/DOCUMENTS
Global History and Geography III Resource Guide, pages 28-40
http://www.wsu.edu/~dee/ENLIGHT/ENLIGHT.HTM
http://www.fordham.edu/halsall/mod/modsbook10.html
http://en.wikipedia.org/wiki/The_Age_of_Enlightenment
10
http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/enlightenment.html
http://encarta.msn.com/encyclopedia_761563157/English_Revolution.html
http://www.lawsch.uga.edu/~glorious/chron.html
http://en.wikipedia.org/wiki/Glorious_Revolution
http://www.bartleby.com/59/10/gloriousrevo.html
http://personal.pitnet.net/primarysources/
http://www.constitution.org/cs_found.htm
New York State Standard: 5 Theme: Citizenship, Civic Values
LESSON #10
AIM: How did European colonization affect indigenous peoples?
OBJECTIVES: STUDENTS WILL BE ABLE TO:

 Summarize European conditions influencing voyages of exploration- trade,
religious warfare, technological improvements, emerging royal power and
wealth, emerging middle class
 Discuss the importance of Columbus’ voyages both negative and positive,
to both the Europeans and the inhabitants of the New World
 Describe early relations between the Spaniards and the Native Americans
 Explain the impact of the Columbian Exchange
 Discuss early slavery in the Spanish colonies
SUGGESTED DOCUMENTS/RESOURCES:
http://www.fordham.edu/halsall/source/columbus1.html
http://www.jeannepasero.com/voyages.html
http://www.jeannepasero.com/voyages.html
http://www.carnaval.com/columbus/parade.htm
http://en.wikipedia.org/wiki/Spanish_colonization_of_the_Americas
http://www.artifacts.org/
http://www.snowcrest.net/jmike/latin.html
http://oregonstate.edu/instruct/phl302/philosophers/las_casas.html
http://historicaltextarchive.com/sections.php?op=listarticles&secid=23
New York State Standard: 1,2 Theme: Citizenship, Change
LESSON #11
AIM: Why was America a magnet for settlers?
 Cite reasons for the settlement of the various English colonies; why the
voyages were sent and why people came
 Discuss the opportunities and dangers of New World settlement
 Compare and contrast English with Spanish and French colonies
 Describe the status of women in colonial America
 Discuss the growth of slavery in the British colonies in the 18th century
 Evaluate whether or not America offered a better life to settlers?
11
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=210
http://falcon.jmu.edu/~ramseyil/colonial.htm
http://members.aol.com/TeacherNet/Colonial.html
http://www.powhatan.org/pocc.html
http://www.mayflowerfamilies.com/Mayflower%20Ship/mayflower_ship_facts.ht
http://www.libs.uga.edu/darchive/hargrett/maps/colamer.html
http://xroads.virginia.edu/~HYPER/CREV/letter04.html.
http://www.brycchancarey.com/equiano/
New York State Standard::1 Theme: Citizenship, Change
LESSON #12
AIM: How democratic was colonial society?
 Compare and contrast English colonial government with French and
Spanish
 Trace the evolution of colonial democracy e.g. Mayflower Compact, Fundamental Orders of Conn.,
the writings of Roger Williams, Anne Hutchinson, William Penn, growth of the power of colonial
legislatures
 Discuss Native American governmental systems
 Cite some of the undemocratic features of colonial government- slavery, indentured
servitude, class structure, status of women, Native Americans, tidewater v piedmont
 Analyze the significance of the Zenger Case to the growth of colonial democracy
http://www.constitution.org/cs_found.htm
http://falcon.jmu.edu/%7Eramseyil/colonial.htm
http://teacher.scholastic.com/activities/our_america/colonial/
http://www.lmsd.org/staff/elemtech/colonial/occupat.htm
http://www.ushistory.org/links/history_colonial.htm
http://www.iroquois.net/
http://www.law.umkc.edu/faculty/projects/ftrials/zenger/zenger.html
New York State Standard: 1, 5 Theme: Government
LESSON # 13
AIM: How revolutionary was the American Revolution?
OBJECTIVES: Student will be able to:

 Evaluate the reactions in the colonies to the various Acts approved by the British Parliament i.e.
colonial resistance to taxation, Proclamation of 1763 prohibiting colonial settlements west of the
Appalachians; passage of the Sugar Act, Stamp Act, Quartering Act; Boston Massacre, and Boston
Tea Party, “Intolerable Acts”
12
 Examine primary and secondary documents to contrast the arguments and attitudes of loyalist and
patriots towards having a revolution, i.e. Thomas Paine’s publication of Common Sense.
 Synthesize the causes of the American Revolution.
SUGGESTED RESOURCES/ DOCUMENTS:

www.besthistorysites.net/USHistory_Independence.shtml
http://www.constitution.org/primarysources/primarysources.html
http://www.pbs.org/ktca/liberty
http://www.clements.umich.edu/spies/index.html
http://www.historyplace.com/unitedstates/revolution/index.html
http://www.cvesd.k12.ca.us/finney/paulvm/_welcomepv.html
http://edsitement.neh.gov/view_lesson_plan.asp?id=423
http://projects.edtech.sandi.net/hoover/amrevolt/
http://www.digitalhistory.uh.edu/historyonline/handouts.cfm
http://www.historyteacher.net/1998DBQsMainPage.htm
http://www.gilderlehrman.org/teachers/module1/index.html
LESSON # 14
AIM: How did Enlightenment ideas influence the Declaration of Independence?

 Discuss the debates in the First and Second Continental Congress which decided to commission the
draft of the Declaration of Independence.
 Review the ideas of Enlightenment that influenced Thomas Jefferson in the writing of the Declaration
of Independence, including democratic and republican principles of government from ancient Greece
and Rome, as well as from the Iroquois Confederacy; John Locke’s ideas on natural rights; Baron de
Montesquieu’s ideas on divided and limited government; and Jean-Jacques Rousseau’s ideas on
equality and the social contract.
 Read and analyze the argument presented in the Preamble of the Declaration of Independence.
 Synthesize how the Declaration of Independence summarizes the justification to proclaim
independence and sets the principles to create the new republic.

www.besthistorysites.net/USHistory_Independence.shtml
http://www.pbs.org/ktca/liberty
http://www.clements.umich.edu/spies/index.html
http://www.historyplace.com/unitedstates/revolution/index.html
http://www.cvesd.k12.ca.us/finney/paulvm/_welcomepv.html
http://projects.edtech.sandi.net/hoover/amrevolt/
http://www.digitalhistory.uh.edu/historyonline/handouts.cfm
http://www.historyteacher.net/1998DBQsMainPage.htm
New York State Standard: 1 Theme: Change, Citizenship

13
LESSON #15
AIM: How important were the leaders in the success of the American Revolution?

 Discuss the efforts of Thomas Jefferson, Benjamin Franklin, John Adams, Samuel Adams, Thomas
Paine and Patrick Henry to the success of the American Revolution.
 Evaluate the role of George Washington as commander of the Revolutionary Army.
 Examine a map of the main battles of the American Revolution
 Synthesize the contributions of revolutionary leaders to the success of the Revolution.

http://memory.loc.gov/ammem/gmdhtml/armhtml/armhome.html
http://www.english.udel.edu/lemay/franklin/
http://www.law.ou.edu/hist/henry.html
http://sc94.ameslab.gov/TOUR/gwash.html
http://www.americanrevolution.com/SamuelAdams.htm
http://www.lucidcafe.com/library/95sep/adams.html
LESSON # 16
AIM: How did the outcome of the American Revolution impact on the lives of African-Americans?

 Discuss reasons for the evolution of slavery in British North America.
 Compare and contrast the conditions of slaves in the North and the South.
 Analyze the emergence of “free black” populations during the American Revolution.
 Discuss the extent and significance of African-American participation in the American Revolution.
 Explore various views from revolutionary leaders in regard to slavery e.g. Hamilton, Jefferson,
Franklin
 Discuss the effects of the revolutionary ideology on the African-American community
 Synthesize changes in the condition of African Americans as a result of the American Revolution.

United States History and Government I Resource Guide, p. 45
From Slavery to Freedom by John Hope Franklin
http://www.americanrevolution.org/blk.html
http://www.americanrevolution.com/AfricanAmericansInTheRevolution.htm
http://www.pbs.org/wgbh/aia/part2/2narr4.html
http://www.nps.gov/revwar/about_the_revolution/african_americans.html
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart2b.html
LESSON # 17
AIM: How did the New York State Constitution affirm republican principles?

14
 Discuss how the New York State Constitution was influenced by other key documents expressing
republican/democratic principles, i.e. The Great Law of Peace, the Albany Plan of Union, and the
Declaration of Independence.
 Describe key features of the New York State Constitution that reaffirm republican principles such as
ratification by the people, bicameral legislature, and separation of powers.
 Analyze how the New York State Constitution’s guarantee of religious freedom and fostered the
growth of religious pluralism.
 Discuss the civil rights guarantees granted to the people in the New York State Constitution.
 Discuss the issue taken on the slavery question by the New York State Constitution

United States History and Government I Resource Guide, p. 48-51, 55-69
http://assembly.state.ny.us/leg/?co=0
http://www.findlaw.com/11stategov/ny/laws.html
http://www.yale.edu/lawweb/avalon/states/ny01.htm
http://www.constitution.org/rc/rat_decl-ny.htm
http://www.slavenorth.com/nyemancip.htm
New York State Standard: 1 Theme: Citizenship
LESSON # 18
AIM: How critical was the “Critical Period?”
OBJECTIVES: Student will:

 Discuss the context in which the Articles of Confederation were created as the first plan of government
of the United States.
 Identify basic issues debated in drafting the Articles of Confederation.
 Describe the political and economic problems faced by the Confederation.
 Analyze the impact of Shays’ Rebellion in exposing the weaknesses of the Articles of Confederation.
 Discuss the Northwest Ordinance as the major success of the Critical Period, and as a pattern for future
expansion.
 Debate John Fiske’s notion of “Critical Period” considering opposing views.

http://www.classzone.com/books/americans05/page_build.cfm?id=none&ch=5
http://www.yale.edu/lawweb/avalon/artconf.htm
http://home.earthlink.net/~gfeldmeth/chart.art.htm
http://pages.zdnet.com/sartre65/view/id7.html
http://www.yale.edu/lawweb/avalon/nworder.htm
Sub-Topic IB: Constitutional Convention

15
LESSON # 19
AIM: Why did the Framers of the Constitution decide to write a new Constitution?
OBJECTIVES: Student will be able to:

 Identify events that led for the calling of a convention to strengthen the first US government.
 Explain why it was decided to draft a new constitution in 1787.
 Describe the background and views of the delegates to the Constitutional Convention in 1787
 Identify major principles of government agreed upon by the delegates
 Assess how the exclusion of women, African-Americans, Native-Americans from the Convention may
have affected some provisions in the final documents.

http://teachingamericanhistory.org/convention/
http://www.usconstitution.net/consttop_ccon.html
http://www.constitutioncenter.org/education/ForEducators/LessonPlans/FoundingFathers/5479.shtml
http://www.yale.edu/lawweb/avalon/constpap.htm
http://www.jmu.edu/madison/gpos225-madison2/adopt.htm
New York State Standard: 1, 5 Theme: Change, Constitutional Principles,

Government
LESSON # 20
AIM: How did the Framers at the Constitutional Convention deal with conflicting plans of government for the
United States?

 Evaluate the principles of government that shaped the New Jersey and Virginia Plans.
 Discuss how the conflicting interests between small and big states as well as between the north and the
south shaped these conflicting plans of government.
 Evaluate the advantages and disadvantages of a federal system of government for a large, diverse
nation
http://memory.loc.gov/ammem/amlaw/lwed.html
http://www.yale.edu/lawweb/avalon/debates/debcont.htm
http://www.archives.gov/national_archives_experience/charters/constitution.html
http://bensguide.gpo.gov/6-8/documents/constitution/background.html
http://www.congresslink.org/print_teaching_historicalnotes.htm
New York State Standard: 1, 5 Theme: Change, Constitutional Principles, Government
LESSON # 21
AIM: How did the spirit of compromise lead to the creation of effective institutions of government?

 Identify the major issues which divided the Constitutional Convention.
 Analyze the process of compromise and its political implications.
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 Summarize the key conflicts in the Convention and explain how the Great Compromise resolved
complex issues such as representation, influence of population, and trade.
 Critique the Great Compromise in its effectiveness of incorporating revolutionary ideas such as
protecting liberty against abuses of power; dividing and limiting powers to prevent tyranny; creating a
stronger national government.
 Discuss how compromises dealt with slavery issues (3/5 Compromise)
 Describe the structure of government created by the Constitution
http://odur.let.rug.nl/%7Eusa/P/tj3/writings/brf/jefl66.htm
http://www.cyberlearning-world.com/nhhs/amrev/begin.htm
http://projects.edtech.sandi.net/roosevelt/constitution/greatcompromise.htm
http://www.congresslink.org/print_lp_greatcompromise.htm
http://www.pbs.org/georgewashington/classroom/index3.html
http://www.classzone.com/books/americans05/page_build.cfm?id=chapter_objectives&ch=5
New York State Standard: 1, 5 Theme: Change, Constitutional Principles, Government
LESSON # 22
AIM: Why was the ratification of the new Constitution a difficult process?

 Contrast the arguments of the Federalists and Anti-Federalists over the ratification of the Constitution.
 Discuss the importance of the Federalists Papers in the ratification debate.
 Examine Federalists Papers 51 and 78 and identify key reasons expressed in these documents in favor
of ratification.
 Explain the significance of the addition of a Bill of Rights
 Discuss ways in which the Framers envisioned the Constitution as a living document
http://college.hmco.com/history/readerscomp/rcah/html/ah_073800_ratification.htm
http://www.yale.edu/lawweb/avalon/federal/fed.htm
http://www.foundingfathers.info/federalistpapers/
http://www.wisconsinhistory.org/ratification/
http://memory.loc.gov/ammem/collections/madison_papers/
New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles, Government
Sub-Topic IC: The Bill of Rights

LESSON # 23
AIM: How does the Bill of Rights guarantee the citizen’s individual rights?

 Identify protections granted by the Bill of Rights to all citizens.
 Describe how the freedoms guaranteed by the Bill of Rights affect our everyday lives.
17
 Discuss how citizens and the government have struggled to interpret and apply the civil liberties listed
in the Bill of Rights.
 Evaluate conflicting arguments in specific Supreme Court cases involving civil liberties.
 Analyze how the Bill of Rights is applied in the United States presently.
http://edsitement.neh.gov/monthly_feature.asp?id=92
http://www.yale.edu/lawweb/avalon/rights1.htm
http://www.archives.gov/national_archives_experience/charters/bill_of_rights.html
http://www.billofrightsinstitute.org/
http://www.billofrights.com/
New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles, Government
Sub-Topic ID: Basic Structure and Function: Three Branches and Their Operation
LESSON # 24
AIM: How did the Constitution’s separation of powers create a system of checks and balances?

 Explain the reasons to divide and limit the powers of the Federal government in three branches.
Recommended document: James Madison’s Federalist Papers No.48, 51.
 Discuss the powers, roles and responsibilities of each branch.
 Describe the systems of checks and balances and examples it is currently applied.
 Analyze how the system of checks and balances fosters democracy.
http://bensguide.gpo.gov/9-12/government/branches.html
http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/6.htm
http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/SeparationofPowersandaSystemofCheck
sandBalances.shtml
http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/separationofpowers.htm
http://www.usdoj.gov/olc/delly.htm
New York State Standard: 1, 5 Theme: Constitutional Principles, Government
Sub-Topic IE: Basic Constitutional Principles

LESSON # 25
AIM: How does the Constitution create a balance between the states and the national government?

 Define and describe “federalism”
18
 Compare and contrast the roles of the national government under the Articles of Confederation and
under the Constitution.
 Review the concepts of enumerated (delegated) powers, reserved powers, concurrent powers
 Identify and explain the role of the Supreme Court with regard to cases affecting federalism, including
its decision in McCulloch v. Maryland (1819).
 Discuss the division of powers between the states and the Federal government.
 Discuss the roots of historical conflicts between Federalists and state rights’ supporters on interpreting
the jurisdiction of the Federal and state governments.
 Explain the importance of what has been come to be called the "elastic clause” in the enumerated
powers of the Constitution.
http://bensguide.gpo.gov/6-8/government/index.html
http://bensguide.gpo.gov/6-8/government/federalism2.html
http://www.learner.org/biographyofamerica/prog05/index.html
http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/Federalism.shtml
http://caselaw.lp.findlaw.com/data/constitution/amendment10/
New York State Standard: 1, 5 Theme: Constitutional Principles, Government, Interdependence
LESSON # 26
AIM: How have basic constitutional principles been applied in U.S. history?

 Evaluate how the principles of equality, limited government, individual liberties, civil rights, and
democracy are reflected in the Constitution.
 Discuss the challenges to achieve the constitutional principle of equality for women, African-American
and other minorities throughout the history of the United States.
 Analyze the balance between the rights of the accused and protection of the community and victims in
the application of the Bill of Rights.
 Explain how the civil rights of women, ethnic, racial, and other minority groups have evolved and
expanded since the ratification of the Constitution until today.
http://www.constitution.org/cs_basic.htm
http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/index.shtml
http://www.civiced.org/constdem.html
http://www.crf-usa.org/project_history/womens_rights.htm
http://www.civilrightsmuseum.org/gallery/movement.asp
http://www.americancivilrightsreview.com/
New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principles
Sub-Topic IF: Implementing the New Constitutional Principles

LESSON #27
Aim: How did Washington and Adams shape the role for future Presidents?
19
 Examine Washington as a role model- Cabinet, neutrality policy, two term tradition,
economic policies, Hamilton’s financial policies, “unwritten constitution”
 Discuss the impact of his foreign policy (Proclamation of Neutrality, Farewell Speech), neutrality on
future American foreign policy
 Assess the reasons for the development of the Federalist and Republican parties
 Compare and contrast the philosophies of party leaders Hamilton, Jefferson
 Assess the wisdom of the national government in the suppression of the Whiskey Rebellion
 Discuss the Alien and Sedition Acts as an early threat to American liberties
 Examine the Virginia and Kentucky Resolutions in terms of evolving constitutional
philosophies
http://gwpapers.virginia.edu/documents/presdocs.html
http://www.pbs.org/georgewashington/collection/other_documents.html
http://www.pbs.org/georgewashington/multimedia/index.html
http://gwpapers.virginia.edu/
http://www.historycentral.com/documents/Nation.html
http://www.gilderlehrman.org/search/display_results.php?id=GLC03730
New York State Standard: 1,3 Theme: Change, Government
LESSON# 28
AIM: How did Hamilton’s financial plan contribute to the nation’s success?
 Explain Hamilton’s Three Point Plan
 Identify: elastic clause, debt repayment, excise tax, assumption plan, National Bank
 Explain the reasons behind the financial plans
 Describe the reasons for the opposition to the plan
 Explain how the opposition to the plan contributed to the rise of political parties
http://en.wikipedia.org/wiki/Alexander_Hamilton
http://www.treas.gov/offices/management/curator/collection/secretary/hamilton.htm
http://www.mandia.com/kelly/webpage/99_student_pages/political_parties/page5.htm
New York State Standard: 1, 5 Theme: Government
LESSON #29
AIM: How did an “unwritten constitution” develop in our nation?
 Discuss the Constitution as a flexible documents due to custom, tradition, the amendment process, the
elastic clause
 Summarize the contribution of the Washington and Adams administrations to the concept of an
unwritten constitution: Cabinet, two term tradition, advent of political parties, regular meetings of
Department Heads, Senatorial courtesy, the committee system
20
 Introduce the concept of judicial review
SUGGESTED RESOUCES/DOCUMENTS
http://regentsprep.org/Regents/ushisgov/themes/government/unwritten.htm
New York State Standard: 1, 5 Theme: Government, Political Systems
LESSON #30
AIM: Why was Jefferson’s election called the “revolution of 1800?”
 Discuss reasons for the continued growth of political parties in the Washington and Adams
administrations
 Discuss the constitutional crisis caused by the results of the election of 1800
 Assess the significance to the development of democracy of the peaceful transfer of power from one
political party to another
SUGGESTED RESOURCES\DOCUMENTS:
http://memory.loc.gov/ammem/collections/jefferson_papers/
http://www.pbs.org/jefferson/
http://etext.virginia.edu/jefferson/
http://www.loc.gov/exhibits/jefferson/jefffed.html
http://www.archives.gov/exhibit_hall/american_originals/loupurch.html
New York State Standard: 1, 5 Theme: Government, Foreign Policy
LESSON #31
AIM: Is Jefferson deserving of his reputation as an “American icon?”

 Evaluate the contradictions in Jefferson’s life as historians might- Jefferson as author of the
Declaration versus as slaveholder (his actions in the “Dusky Sally” Affair), as inventor and scientist (as
failure as businessman), as professed democrat versus life as a southern aristocrat as author of the
Virginia and Kentucky Resolutions versus actions as President, as a person, etc.
 Compare and contrast the role of Jefferson as opposition leader (strict constructionist) with Jefferson as
President- purchase of Louisiana, Barbary War, Lewis and Clark
http://memory.loc.gov/ammem/collections/jefferson_papers/
http://www.pbs.org/jefferson/
http://etext.virginia.edu/jefferson/
http://www.nobeliefs.com/jefferson.htm
New York State Standard: 11 Theme: Civic Values
LESSON #32
AIM: How did the Marshall Court expand the powers of the federal government?

21
 Examine the role of John Marshall in strengthening the national judiciary (.e.g Marbury v Madison
(1803), Gibbons v Ogden (1824), McCulloch v Maryland (1819)
 Discuss the impact of the above decisions in establishing judicial review
 Explain how McCulloch and Ogden expanded federal supremacy over the states
http://www.landmarkcases.org/gibbons/legacy.html
http://www.lva.lib.va.us/whoweare/exhibits/marshall/index.htm
http://en.wikipedia.org/wiki/John_Marshall
http://www.michaelariens.com/ConLaw/justices/marshallj.htm
http://www.landmarkcases.org/gibbons/home.html
http://www.landmarkcases.org/mcculloch/home.html
New York State Standard: 1, 5 Theme: Constitutional Principles
LESSON #33
AIM: How should we view America’s decision to go to war in 1812?

 Review motives influencing U.S. foreign policy in the Federalist period.
 List the causes of the war- impressments, freedom of the seas, land hunger,
nationalism
 Evaluate the success of the attempts to avoid war- appeals, economic motives (embargo), doing
nothing
 Assess the wisdom of the decision to go to war
 Discuss the effects of the war- burning of Washington, failure of the Canadian invasion, Battle of
New Orleans, Treaty of Ghent, “Era of Good Feelings,”
purchase of Florida, as “victor in “Second War for Independence”, affect on Spain, Native
Americans
United States History and Government I Resource Guide, p. 135-136, 161
http://en.wikipedia.org/wiki/War_of_1812
http://gatewayno.com/history/War1812.html
http://www.warof1812.ca/1812events.htm
New York State Standard: 1 Theme: Foreign Policy
LESSON #34
AIM: Why did industry grow after 1812?

 Describe economic legislation which encouraged the growth of industry: Second National Bank,
protective tariff of 1816, internal improvements (roads, canals)
 Explain the importance of the growth of technology: steamboat, rise of manufacturing in the north, the
cotton gin
22
 Discuss the opening of the Erie Canal and its effect on the rise of New York City
http://www.eriecanal.org/
http://www.eriecanal.org/images.html
http://www.canals.org/erie.htm
http://www.catskillarchive.com/rrextra/abrwindx.Html
http://www.nypl.org/research/midatlantic/
New York State Standard: 1, 3, 5 Theme: Government, Science and Technology
LESSON #35
AIM: How did the Monroe Doctrine reflect American foreign policy?

 Explain the concept of national interest
 Review U.S. national concerns (e.g. isolation/neutrality abroad)
 Cite the key provisions of the Doctrine
 Discuss the circumstances which led to its issuance
 Discuss the effect of the policy on Latin America
http://en.wikipedia.org/wiki/Monroe_Doctrine
http://www.yale.edu/lawweb/avalon/monroe.htm
http://www.ushistory.org/documents/monroe.htm
http://www.state.gov/r/pa/ho/time/jd/16321.htm
http://www.ushda.org/monroe.shtml
http://www.infoplease.com/ipa/A0760590.html
New York State Standard: 1, 3 Theme: Foreign policy
UNIT TWO: CONSTITUTIONAL FOUNDATIONS FOR THE UNITED STATES DEMOCRATIC

REPUBLIC
CONTENT TOPIC II: The Constitution Tested: Nationalism and Sectionalism

Sub-Topic IIA: Factors Unifying the United States, 1789-1861
LESSON # 36
AIM: How did the seeds of sectionalism grow during the 19th century?

 Explain the influences of geography, climate, transportation, communication, common history on the
growth of sectionalism and/or nationalism
 Examine the growth of sectional lifestyles- urban, industrial north, plantation South, agrarian West
23
 Discuss the growth of sectional economies- the advent of the factory system vs:
the plantation system; free vs: slave labor, growth of public education in the
north, immigration
 Review the effects on national unity of Marshall’s Supreme Court decisions; Henry Clay
http://www.socialstudieshelp.com/Lesson_29_Notes_SEC_HO.htm
http://www.kentlaw.edu/ilhs/curricul.htm#4
http://en.wikipedia.org/wiki/Henry_Clay
http://en.wikipedia.org/wiki/John_C._Calhoun
http://www.eriecanal.org/
http://ca.encarta.msn.com/encyclopedia_761553165/Factory_System.html
http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2materials/eiTessay.html
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/30saugus/30saugus.htm
http://www2.pfeiffer.edu/~lridener/DSS/Martineau/v1p2ec6.html
http://www.gilderlehrman.org/
http://ppl.nhmccd.edu/~craigl/09.html
New York State Standard 1, 3 Theme: Diversity, Economic Systems
Sub-Topic IIB: Constitutional Stress and Crisis

LESSON #37
AIM: How did life change in the pre-Civil War north?
 Describe life in the cities for the poor as well as the middle class- family roles, women’s changing
role, housing, availability of education, social services
 Discuss the growth of the factory system and its impact on daily life e.g. “slave labor, working
conditions, effects on health
 Discuss working conditions for the farm family of the north
 Discuss the evolving free black communities of the north
United States History and Government I Resource Guide, p. 151-160, 210- 224
http://www.digitalhistory.uh.edu/resource_guides/content.cfm?tpc=13
http://www.authentichistory.com/letters/antebellum/1830sboston/index.html
http://www.wendy.com/women/quotations.html
http://members.aol.com/mrremm/private/USHIST/precivilwar.html
http://ppl.nhmccd.edu/~craigl/09.html
http://www.louisville.edu/a-s/english/subcultures/colors/red/jtrieb01/utopiafront.html
http://www.cis.yale.edu/ynhti/curriculum/units/1990/5/90.05.07.x.html
New York State Standard: 1,4 Theme: Factors of Production, Human Systems
LESSON #38
AIM: How did immigration affect pre-Civil War society?
24
 Describe the “pull and push” theory of causation for the Irish, German,
Scandinavian and Chinese immigration
 Locate major areas of settlement for these groups on a map
 Discuss the impact of these groups on American society, particularly the Irish
as the first large non-Protestant group - rise of nativism (Know-Nothing Party)
http://en.wikipedia.org/wiki/Know-Nothing_movement
http://www.28thmass.com/NINA/paddy_and_the_know.htm
http://www.ops.org/north/curriculum/socstudies/EthnicB2/past/Irish.htm
http://www.bergen.org/AAST/Projects/Immigration/
http://www-lib.iupui.edu/kade/nameword/context.html
http://nhs.needham.k12.ma.us/cur/kane98/kane_p3_immig/China/china.html
New York State Standard: 1 Theme: Diversity, Immigration
Lesson#39
Aim: How did the slave system develop during the 19th century in the United States?

 Describe the extent of the slave labor system
 Analyze the arguments on both sides of the slavery issue in the 19th century
 Describe life and culture under slavery
 Identify types of resistance practiced by slaves, overt (e.g. Nat Turner’s Revolt) and covert (escape,
Underground Railroad)
United States History and Government I Resource Guide, p. 164, 167, 206-208
http://docsouth.unc.edu/fpn/index.html
http://web.gc.cuny.edu/ashp/doing/slaveresistance.html
http://www.yale.edu/glc/
http://www.wsu.edu:8080/~dee/DIASPORA/REBEL.HTM
New York State Standard: 1, 5 Theme: Human Systems
Lesson #40
AIM: How different was life in the South by 1860?

 Compare and contrast the life style of the two sections- northern
and southern agriculture, lack of significant urban areas in the South, lack
of immigration to southern areas, slave labor, southern imitation of “country
squire” lifestyle, the life of the poor white farmer, lack of internal improvements
 Discuss the declining communication between the two sections- e.g. the lack of railroads running
north-south
 Compare and contrast the position and lifestyle of women in both sections
 Explain the impact of slavery on the lives of both white southerners and slave families
 Assess the political implication of the growing sectional differences
25
http://docsouth.unc.edu/
http://www.laheritage.org/PlantationLife/SlideShow/index.htm
http://memory.loc.gov/ammem/snhtml/snhome.html
http://www.pbs.org/wgbh/aia/part4/4p2956.html
http://www.pbs.org/wgbh/aia/part1/1narr3_txt.html
http://www.pbs.org/wgbh/aia/part4/4i3084.html
http://docsouth.unc.edu/fpn/index.html
http://web.gc.cuny.edu/ashp/doing/slaveresistance.html
http://www.yale.edu/glc/
http://www.wsu.edu:8080/~dee/DIASPORA/REBEL.HTM
New York State Standard: 1, 4 Theme: Diversity
LESSON #41
AIM: How did the reform movements of the 1830’s and the 1840’s attempt to cure the evils of society?
 Explain how the focus anti-slavery efforts changed from colonization to abolition.
 Describe the methods used by the abolitionists to achieve their goals.
 Describe the reform movements of the 1830’s and 1840’s such as the public school movement, care for
the physically challenged and the mentally ill, the problems of poverty and crime, anti-slavery and
women’s rights.
 Discuss women’s role in the 19th century.
 Identify and explain: Dorothea Dix, Elizabeth Cady Stanton, Susan B. Anthony, Seneca Falls
Convention, Seneca Falls Declaration, Underground Railroad, Fredrick Douglass, The Liberator,
Harriet Tubman, Temperance movement, Sourjoner Truth.
United States History and Government I Resource Guide, p.153
http:home.att.net/~betsnewmark/TriuReform.html
http://www.polytechnic.org/faculty/gfieldmeth/lec.reform.html
http://www.nationalgeographic.com/railroad/jl.html
http://www2.ihric.org/pocatico/tubman/map.htm
http://odur.let.rug.nl/usa/D/1826-1850/women/seneca.htm
http://www.digitalhistory.uh.edu/documents/document_p2.cfm?doc=72
http://teachpol.tcnj.edu/amer_pol_hist/fi/00000088.htm
http://www.pbs.org/wgbh/aia/part4/4p1539.html
New York State Standard: 1, 5 Theme: Reform movement,

Civic Values
LESSON #42
AIM: How successful was the Jacksonian Era in furthering democratic reform?
 Describe the expansion of democracy through nominating conventions rather than a caucus of a few
leaders, and the growing use of secret ballots.
26
 Compare and contrast Jackson’s role as “servant of the people” or “King Andrew” in his dispute over
the national Bank (elastic clause), his refusal to enforce the Supreme Court decision in Worcester v.
Georgia, his support of the Spoil system as a mean to expand democracy,
 Discuss the significance of Jackson’s actions in the Nullification Crisis (State rights v. Federal
Supremacy)
 Evaluate whether Jackson’s actions may have contributed to the Panic of 1837.
 Discuss the impact of the reform tradition on women’s rights, the abolition movement
http://cvip.fresno.com/~jsh33/Jack.html
http://xroads.virgina.edu/~cap/jackson.ima.htm
http://teachpd.tcnj.edu/amerpolhist/f:/0000008a.htm
http;//www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=65
New York State Standard: 1, 5 Theme: Civic Values
LESSON #43
AIM: How did Native Americans react to growing American expansion?
 Review the history of the relationship between the Native Americans and pioneer families.
 Explain the differing views of land ownership, the problems of broken promises and the forced
removal of Native Americans as sources of conflict.
 Describe the various approaches Native Americans have taken in order to survive e.g. cultural
adaptation, cultural revitalization (return and revive Indian traditions) Pan-Indian Movements and
resistance.
 Identify and explain: Trail of Tears, Worcester V Georgia (1830), and Indian Removal Act.
http://www.rosecity.net/tears/trails/slavessty.html.
http://www.digitalhistory.uh.edu/historyonline/us12.cfm
http://www.historyshack.com/US%20Room%202000/Journal%20Entries/NA%20Graphic.htm
http://www.historymatters.gmu.edu/d/7402
New York State Standard: 1, 5 Theme: Civic Values
Sub-Topic IIC: Territorial Expansion through Democracy, Migration, Annexation, and War; Manifest
Destiny
LESSON #44
AIM: Was the U.S. expansion to the West inevitable?
27
 Define the term Manifest Destiny.
 Explain the motives for expansion to the Pacific (Westward expansion).
 Explain the impact of various groups that explored and settled the frontier such as Lewis and Clark,
explorers, naturalists, trappers and trades, trailblazers, missionaries, pioneers and the Mormon Church.
 Using a map trace the route of the Lewis and Clarke Expedition, the Cumberland Gap, the Oregon and
Santa Fe Trails.
 Summarize the importance of the Louisiana Purchase.
http://members.tripod.com/~jtlawson/index-6.html
http://members.tripod.com/~jtlawson/index.html
http://roxen.xmission.com/~drudy/amn.html
http://roxen.xmission.com/~drudy/mtman/html/jmeek/meekpre.html
New York State Standard: 1, 3, 5 Theme: Immigration and migration
LESSON #45
AIM: How did President James Polk push Manifest Destiny?

 Define Manifest Destiny.
 Explain how settlement of the Americans in Texas led to cultural conflict with the Mexicans and
Native Americans.
 Describe the causes and results of the Mexican-American War.
 Explain reasons for the Oregon dispute with Great Britain.
 Identify the Treaty of Guadalupe Hidalgo (1848) and the Gadsen Purchase (1853).
 Identify acquired territories and trace the westward expansion of the United States on a map of North
America. e.g. Mexican Cession, Oregon,
 Compare and contrast U.S. behavior with England over Oregon with Mexico over Texas.
http://www.alsde.edu/html/sections/doc_download.asp?section=54&id=257
http://www.latinamericanstudies.org/mexican-war-maps.htm
http://www.dmwv.org/mexwar/mexwar1.htm
http://www.150.si.edu/images/1girl.jpg
New York State Standard: 1, 3, 5 Theme: Immigration and Migration
Sub-Topic IID: The Constitution in Jeopardy: The American Civil War

LESSON #46
28
AIM: How effective were political efforts to resolve the issue of slavery?

 Compare and contrast provisions of the Missouri Compromise (1820) and the Compromise of 1850,
Kansas- Nebraska Act (1854)
 Explain the significance of Dred Scott v. Sanford (1857).
 Identify and explain the importance of the Fugitive Slave Law, popular sovereignty
 Explain reasons for the increasing polarization of American society after the Compromise of 1850 and
Dred Scott.
http://odur.let.rug.nl/usa/D/1826-1850/slavery/act.htm
http://library.wustl.edu/vlib/dredscott/
http://www.socialstudiesforkids.com/wwww/us/missouricompromisedef.htm
http://www.socialstudiesforkids.com/wwww/us/compromiseof1850def.htm
http://www.wwnorton.com/college/history/ushist/timeline/comp1850.htm
New York State Standard: 1, 3, 5 Theme: Reform Movement
Lesson #47
AIM: What factors contributed to the Civil War?

 Review the divergent social, political and economic systems contributing to sectionalism
 Review the impact of the following on sectional polarization during the decade prior to the Civil War:
Fugitive Slave Laws , Kansas-Nebraska Act, Dred Scott
 Discuss the effect on the rise of sectional polarization of the formation of the Republican Party,
Lincoln-Douglass debates, John Brown’s Raid , activities of the abolitionists
 Discuss why Southerners viewed the election of Lincoln as a threat.
 Explain how Southerners justified their secession.
http://www.nytimes.com/learning/general/onthisday/big/1106.html#article
http://www.historyshack.com/US%20Room%202000/Journal%20Entries/Carolina%20Exposition.htm
New York State Standard: 1, 5 Theme: Civic Value

Constitutional Principle
LESSON #48
AIM: Why was Lincoln considered a great wartime President?

29
 Compare the effectiveness of Union and Confederate military strategies.
 Using a map identify the significance of major battles such as Antietam, Gettysburg, and Vicksburg
and the effects of the Sherman’s “march to the sea”
 Explain how the powers of the president were affected as Lincoln attempted to deal with the crisis of
the Civil War.
 Explain the impact of the war on the home front.
 Analyze the reason for the writing the Emancipation Proclamation and the effect of the document on
the war
 Discuss the significance and extent of the African American participation in the war.
United States History and Government I Resource Book, p. 255
http://www.authentichistory.com/images/civilwar/maps_and_charts/civil_war_casualties.html
http://www.authentichistory.com/images/civilwar/maps_and_charts/men_present_for_battle.html
http://www.historyshack.com/US%20Room%202000/Journal%20Entries/Emanicpation%201.pdf
http://www.sonofthesouth.net/prod01.htm
New York State Standard: 1, 3, 5 Theme: Change
UNIT THREE: Industrialization of the United States
CONTENT TOPIC I: The Reconstructed Nation

Sub-Topic IA: Reconstruction Plans
LESSON # 49
AIM: How did government plan to reconstruct the nation?

 Describe Lincoln’s plans for, amnesty, pardon and procedures for readmission to the union)
 Compare and contrast Lincolns and Johnson’s plans to the Congressional Reconstruction plans.
 Identify Freedman’s Bureau, Black Codes and Radical Republicans
 Explain the specific provisions of the 13th, 14th, and 15th Amendments.
 Evaluate how the North and South dealt with issues such as preservation of the union, slavery,
nullification and secession.
 Discuss the impeachment of Andrew Johnson as an outgrowth of the debate over Reconstruction
U.S. History and Government 1 Resources Guide, p. 260-264
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html
http://odur.let.rug.nl/~usa/D/
http://www.pbs.org/wgbh/amex/reconstruction/
http://members.aol.com/MrDonnHistory/American.html
30
http://www.digitalhistory.uh.edu/database/subtitles.cfm?titleID=28
http://www.bchm.org/wrr/recon/p10rec73.jpg
New York State Standard: 1, 5 Theme: Change and Constitutional Principles
Sub-Topic IB: The North

Sub-Topic IC: The New South
LESSON # 50
AIM: How was the country changed economically by the Civil War?
 Identify several technological innovations of the period (growth of industry, corporations and railroads,
etc.)
 Explain the emerging role of the U.S. economy in the new world market
 Describe the varying needs for labor in the new factory system
 Discuss reasons for the emergence of the “New South”
 Describe the agricultural based economy of the South. Ex. Sharecropping, debt peonage and tenant
farming as a result of Reconstruction.
 Describe the status of freedmen (formerly enslaved Africans), economically, politically, socially and
educationally.
United States History and Government 1 Resources Guide, p. 265-267, 270-273
http://score.rims.k12.ca.us/activity/unbusiness/
http://us.history.wisc.edu/hist102/lectures/lecture01.html
http://www3.telus.net/public/nixonkg/railway.htm
http://clinton4.nara.gov/WH/Tours/OEOB/html/history1.html
http://pbsvideodb.pbs.org/resources/ourselves/primary/doc10.html
http://www.yale.edu/ynhti/curriculum/units/1978/2/78.02.02.x.html
http://nationalhistoryday.org/03_educators/2003curbook/15-visions/visions.html
http://eserver.org/history/freedman-mens-bureau.txt.
http://valley.vcdn.edu/h1us403/freedman/national/nation/html//.
http://odur.let.rug.nl/~usa/
http://us.history.wisc.edu/hist102/lectures/lecture02.html
New York State Standard: 1, 3 4 Themes: Places and Regions/Change
Sub-Topic ID: End of Reconstruction

LESSON# 51
AIM: How did Reconstruction affect American Society?
 Evaluate the Reconstruction period in terms of successes an failures to heal the wounds of the war,
progress for African Americans, improved local and state governments
 Identify the Compromise of 1877 and its effects to the promotion of segregation.
31
 Explain the factors that enabled Southern Whites to regain control of their governments (ex. Rise of
Ku Klux Klan, increased numbers of Southern white voters, and the Presidential election of 1876,
withdrawal of troops)
 Identify the concerns of the Republican party after 1877
 Analyze the reason for the emergence of the “Solid South”
 Evaluate the effect of the 13th and 14th Amendments on the citizenship role of the African American.
 Compare the ideologies of W.E.B. Dubois and Booker T. Washington and their strategies to achieve
equal rights.
http://memory.loc.gov/ammem/aap/timeline.html
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1877_compromise_of_1877.html
http://elections.harpweek.com/09Ver2Controversy/Cartoon-Medium.asp?UniqueID=11&Year=1876
http://elections.harpweek.com/09Ver2Controversy/Cartoons-list.asp?Year=1876
http://interwaryears.8m.net/1925.html
New York State Standards: 1, 3, 5 Theme: Citizenship and Environment
Sub-Topic IE: The Impact of the Civil War and Reconstruction: A Summary
LESSON# 52
AIM: How did “Jim Crow” become the political and social reality after Reconstruction?

 Identify Southern methods used to circumvent the Reconstruction amendments such as poll tax,
literacy tests, grandfather cause and Jim Crow laws.
 Explain the impact of Supreme Court’s interpretation of the 13th and 14th Amendments in the Civil
Rights cases (1883) in upholding private discrimination.
 Explain the impact of Plessy vs. Ferguson (1896) in upholding the concept of “separate but equal”
 Summarize the impact of the Civil War and Reconstruction on the nature of citizenship, federal state
relationships, political alignments, and on American society.
http://www.supremecourthistory.org/02_history/subs_history/02_c08.html
http://www.adl.org/tools_teachers/lesson_racial_segregation.asp
http://www.sussex.ac.uk/USIS/www/gallery/departmental-images/american_studies/
http://www.law.seattleu.edu/information/brown/1950s3.asp
http://campus.northpark.edu/history/WebChron/USA/PlessyFerguson.html
http://afroamhistory.about.com/library/weekly/aa121900a.htm?once=true&
New York State Standards: 1, 5 Theme: Citizenship and Environment
CONTENT TOPIC II: The Rise of American Business, Industry and Labor 1865-1920
Sub-Topic IIA: Economic Transformation and the “Search for Order”
32
LESSON# 53
AIM: Why was there a surge in Industrial growth following the Civil War?

 Explain the reasons for the growth of industry after the civil war e.g. government favored business and
provided for the growth of railroads, established a national banking system
 Describe the organizational responses of business to change: rise of monopolies, incorporation, capital
concentration, expanding markets (national and international, merchandising changes (department
stores, mail order catalogs)
 Explain how the limitations of single proprietorship and partnerships led to the growth of a new form
of business organization – the corporation
 Describe the advantages and disadvantages of the corporation
 Explain the reasons for the growth of monopolies
United States History and Government 1 Resource Guide, p. 283-286,
http://www.answers.com/main/ntquery?
method=4&dsid=2222&dekey=Second+Industrial+Revolution&gwp=8&curtab=2222_1&linktext=Second
%20Industrial%20Revolution
http://capitalism.org/faq/monopolies.htm
http://capitalism.org/faq/corporation.htm
New York State Standard: 1 Theme: Factors of Production
Sub-Topic IIB: Major Areas of Growth in Business and Industry

LESSON # 54
AIM: How did industrial growth and technology develop to meet the changing demands
of American Society?

 Describe the major areas of growth in business and industry – transportation (railroads, automobiles,
urban transportation), energy (coal, oil, electricity), Steel
 Identify the impact new technologies on American life e.g. telegraph, telephone, Edison’s light bulb,
skyscrapers, tenements, walk-ups, elevators
 Evaluate the benefits that came from inventions during the 19th century e.g. leisure time, higher
standard of living, greater availability of goods, etc.
United States History and Government 1 Resource Guide pg. 292
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/25edison/25edison.htm
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/52chattanooga/52chattanooga.htm
http://www.npg.si.edu/edu/brush/guide/unit2/progress.html
http://www.tenement.org/Virtual_Tour/index_virtual.html
New York State Standard: 1 Theme: Science and Technology

33
Sub-Topic IIC: Representative Entrepreneurs: Case Studies in Concentrated Wealth
LESSON # 55
AIM: How should we evaluate the contributions of 19th century entrepreneurs to American society?

 Use a case study approach to examine how 19th century entrepreneurs, John D. Rockefeller (oil),
Andrew Carnegie (steel), Henry Ford (auto), etc. built great fortunes
 Evaluate to what extent these entrepreneurs reflected the work ethic publicized in the works about
Horatio Alger
 Identify and explain the importance of Social Darwinism
 Evaluate whether the founders of industry should be considered as “ Captains of Industry or “Robber
Barons”
United States History and Government 1 Resource Guide, p. 287, 288
http://johndrockefeller.org/
http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/carnegie
http://www.ideafinder.com/history/inventors/ford.htm
New York State Standard: 1 Theme: Physical Systems
Sub-Topic IID: New Business and Government Practices

LESSON # 56
AIM: How should the government protect the public against unfair business practices?

 Describe the theories of laissez-faire economics and free enterprise
 Discuss government policies that encouraged business development (land grants, railroad subsidies,
tariff and monetary policies, injunctions, immigration policies, strike breaking)
 Analyze the impact of Supreme Court rulings on efforts to regulate business and industry (i.e.,
Wabash, St. Louis, and Pacific Railway v. Illinois, 1886, United States v. E.C. Knight, 1895)
 Explain how groups such as farmers, consumers, workers and company stock holders react to railroad
practices
 Describe the importance of the Interstate Commerce Act (1887), Sherman Antitrust Act (1890)
United States History and Government 1 Resource Guide, p. 289-291, 303, 311, 315
http://en.wikipedia.org/wiki/Sherman_Antitrust_Act
http://www.michaelariens.com/ConLaw/cases/ecknight.htm
http://www.tourolaw.edu/Patch/Wabash/
http://www.socialstudieshelp.com/Eco_Unionization.htm
New York State Standard: 1 Theme: Economic Systems

34
Sub-TOPIC IIE: Labor’s Response to Economic Change:

LESSON # 57
AIM: How did labor unions respond to problems caused by economic changes?

 Review reasons for the growth of labor unions
 Explain the goals of national labor unions i.e. Knights of Labor, A.F. of L., I.W.W.
 Describe the types of workers these unions represented
 Identify the leaders and “bread and butter” objectives of the early unions
 Describe the attitudes of unions toward social issues (education), immigrants, African Americans,
women
United States History and Government 1 Resource Guide, p.289-294 310
http://www.answers.com/knights%20of%20labor
http://newdeal.feri.org/nation/na3467.htm
http://www.therhondda.co.uk/working/early_unions.html
New York State Standard: 1 Theme: Factors of Production

Human Systems
LESSON # 58
AIM: How can we explain the major strikes of the late 19th century?

 Explain the conditions that led to the Homestead, Pullman (re Debs, 1895) and Lawrence strikes
 Discuss the role of union leaders such as Samuels Gompers and Eugene Debs
 Evaluate the significance of these strikes to the growth of industrial democracy
 Analyze managements position, the weapons/tactics used by both sides
 Discuss the attitude and role of government in the strikes
United States History and Government 1 Resource Guide pg. 316 - 318
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=228
http://www.spartacus.schoolnet.co.uk/USAdebs.htm
http://www.bgsu.edu/departments/acs/1890s/carnegie/strike.html
http://www.answers.com/main/ntquery;jsessionid=anilig55mp1kt?tname=list-of-
strikes&curtab=2222_1&hl=homestead&hl=strike&sbid=lc02a
http://www.socialstudieshelp.com/Eco_Unionization.htm
New York State Standard: 1 Theme: Diversity
Sub-TOPIC IIF: Agrarian Response to Economic Change: Organize and Protest

LESSON# 59
35
AIM: Why did the Populist movement begin?

 Analyze the problems confronting farmers in the expanding industrial economy
 Describe the economic solutions proposed by the Grange movement
 Evaluate the success of the Populist Party as a political, grass roots response to the problems of farmers
 Discuss the national government response to agrarian problems (Interstate Commerce Act, 1887)
 Identify and explain the importance of William Jennings Bryan and the election of 1896
United States History and Government 1 Resource Guide, p. 309, 312, 313, 315, 319, 321, 322
http://www.answers.com/topic/grange-movement
http://projects.vassar.edu/1896/populists.html
http://www.pinzler.com/ushistory/popparplatsupp.html
http://www.civics-online.org/library/formatted/texts/interstate_commerce.html
http://www.douglassarchives.org/brya_a26.htm
http://teachpol.tcnj.edu/amer_pol_hist/thumbnail284.html
New York State Standard: 1 Theme: Government
CONTENT TOPIC III: Adjusting Society to Industrialism: American People and Places
Sub- Topic IIIA: Impact of Industrialization
LESSON #60
AIM: Why did cities grow during the latter half of the 19th century?
 Use and interpret data related to industrial growth, migration, immigration population density to
describe the growth of 19th Century U.S. cities
 Explain why cities offered new opportunities (economic, social, and political) for Americans.
 Discuss reasons why the introduction of new technology led to a migration of people to the city.
 Hypothesize how the rapid urban growth might create problems for the U.S. at the dawn of the 20th
Century.
 Understand the reasons for African-Americans migration to the North. (Great Migration)
 Describe challenges African-Americans faced in the North.
http://puzzlemaker.school.discovery.com/
http://www.zoomschool.com/inventors/1800b.shtml
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1790-
1980_population_percent_living_in_cities.html
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1900_american_industry.html
http://www.oxnard.cc.ca.us/faculty_pages/~Corbett/History103/industri.htm
36
New York State Standard: 1, 5 Theme: Culture and Intellectual life
Diversity
LESSON #61
AIM: How did differences in social philosophy create debate during the early 20th century?
 Review the basic principles of Social Darwinism e.g. Herbert Spencer

 Evaluate the ways Social Darwinism influenced government policy in attempting to resolve the
problems created by industrial society.
 Compare and contrast Social Darwinists like Carnegie, Vanderbilt, and Rockefeller with the views of
labor leaders, Populists and Progressive reformers.
 Describe their influence on class division, conspicuous consumption, social conscience and
philanthropy.
United States History and Government I Resource Guide, p. 328, 332-334
http://www.authentichistory.com/images/postcivilwar/cartoons/1900_jd_rockefeller_01.html
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=197
http://www.crf-usa.org/bria/bria19_2b.htm
New York State Standard: 1 Theme: Culture and Intellectual life
LESSON #62
AIM: How were the lives of the working class affected by industrialization?

 Review the problems created by rapid growth in urban centers because of the Industrial Revolution.
 Analyze the writing of selected “muckrakers” e.g. Jacob Riis “How the Other Half Lives” as he
described life in row houses and tenement houses (living conditions), Upton Sinclair, Lincoln Stephens
 Explain the nature of urban problems such as slums, increased crime, and inadequate water and
sanitation services.
 Discuss the reasons for child labor
 Analyze excerpts from John Spargo’s “The Bitter Cry of the Children”.
 Describe conditions workers faced in the factories.
 Identify the effects of consumerism on the growing middle class.
 Explain the role of religion in a pluralistic society (religious tolerance, impact of Puritan beliefs-work
ethics and call for reforms)
http://memory.loc.gov/ammem/ndlpedu/lessons/98/labor/obchild.html
http://memory.loc.gov/ammem/detroit/dtrimg.html
http://www.thirteen.org/tenement/
37
http://mohawk.k12.ny.us/progressive/riis1.htm
http://historymatters.gmu.edu/d/5571
http://lcweb2.loc.gov/pp/nclchtml/nclcfocus.html
http://chnm.gmu.edu/7tah/units/childlaborsources.pdf#search='John%20spargo's%20%20the%20bitter%20cry
%20of%20the%20children'
New York State Standard: 1 Theme: Factor of Production

Culture and Intellectual life,
Diversity
LESSON #63
AIM: How did changes in the economy affect women?
 Describe how the lives of working class women were impacted by industrialization.
 Identify jobs offered to women. e.g. domestics services, laundresses, teachers, textile workers, typists
and telephone operators)
 Contrast women’s role during industrialization with the Victorian view of their traditional role in
society.
 Explain what is meant by the idea of “Double Drudgery” for women.
 Identify emerging family patterns: two wage earners and broken homes.
http://tenant.net/Community/LES/tenement.html
http://www.ostlyrics.com/read.php?sid=11724 (lyrics from Bobby Darins’s “Artificial Flower” Written by
Jerry Bock and Sheldon Harnick)
http://www.authentichistory.com/images/postcivilwar/jacob_riis/chap20.html
http://www.authentichistory.com/images/postcivilwar/maps_and_charts/1890-
1980_marriages_and_divorces.html
New York State Standard: 1 Theme: Diversity

Sub-Topic IIIB: Immigration
LESSON#64
AIM: How can we define the “new” immigrants?

 Identify the sources of “new” immigrants as compared to the early immigration to the Unites States.
(ex. Southern and Eastern Europe: and Asia)
38
 Discuss using a case study approach: Italian Immigration, Chinese immigration (1850-1924, west to
east migration), Russian/Jewish immigration.
 Explain the factors that encouraged “new” immigrants to the United States (ex. conditions, (impulses)
abroad, labor shortages, liberty and freedoms).
 Trace and explain patterns of settlement.
 Define: slum, ghetto, urbanization
 Evaluate the problems the new immigrants faced as they went through the “Americanization” process.
 Evaluate their contributions to American society.
http://www.thirteen.org/brooklyn/history/history4.html
http://www.holocaustsurvivors.org/cgi-bin/data.show.pl?di=record&da=photos&ke=24
http://www.kn.sbc.com/wired/fil/pages/webellisisma.html
New York State Standards: 1, 2, 3, 5 Theme: Immigration/ Diversity and Change
Sub-Topic: IIIC: Reactions to the “New” Immigration

LESSON#65
AIM: To what extent did American society welcome “new” immigrants?

 Define cultural pluralism, assimilation, “melting pot”,” salad bowl”, nativism, xenophobia and
acculturation.
 Describe the nativist reactions: stereotyping and prejudice (case study: Irish, Italian immigrants)
 Describe the impact immigrants had on African Americans and other established minorities.
 Identify the Red Scare, “Yellow Peril”, and West Coast restrictions
 Describe the immigration laws such as the Chinese Exclusion Act (1882), Literacy testing (1917), and
the Quota Acts of 1921 and 1924
 Evaluate the impact these laws had on immigrants and American tradition.
How the other Half Lives by Jacob Riis
http://college.hmco.com/history/us/resources/students/primary/
http://www.bergen.org/AAST/Projects/Immigration/laws_restricting_immigration.html
http://www.wooster.k12.oh.us/highschool/studentprojects/immigration/laws.html
http://www.mtholyoke.edu/acad/intrel/chinex.htm
http://sun.menloschool.org/~mbrody/ushistory/angel/exclusion_act/
http://www.ourdocuments.gov/doc.php?flash=true&doc=47New York State
http://home.comcast.net/~bkrawczuk/xxxpics/exclusionact.jpg
http://www.historicaldocuments.com/ImmigrationActof1924.htm
http://www.cetel.org/1904_extension.html
New York State Standards: 1, 3, 5 Theme: Culture and Intellectual Life
Sub-Topic IIID: The Frontier (1850-1890)

39
LESSON #66
AIM: How did government actions affect westward expansion?
 Explore the hardships encountered along the way- attacks, hunger, sickness,
climate and geography related hardships
 Describe the geography of the Great Plains, Rocky Mountains, Southwest
 Analyze the relationship between westward expansion and the growing industrialization in the East
 Discuss the role of government in promoting westward expansion and
settlement- Homestead Act (1862), land grants, protection, building of the trans-
continental railroad
 Discuss the Turner Thesis in terms of the effect of the west on American political, social and
economic institutions.
United States History and Government I Resource Guide, p. 339, 342,353,359
http://www.nypl.org/west/index.html
http://www.learner.org/channel/workshops/primarysources/corporations/docs/turner.html
http://www.nps.gov/home/homestead_act.html
http://en.wikipedia.org/wiki/Homestead_Act
http://www.cprr.org/
http://www.pbs.org/weta/thewest/lesson_plans/lesson01.htm
http://www.library.cornell.edu/Reps/DOCS/landrush.htm
http://marti.rootsweb.com/land/oklands.html
http://www.byways.org/browse/byways/2287/stories/57767
http://lcweb2.loc.gov/ammem/award98/nbhihtml/pshome.html
http://overlandtrails.lib.byu.edu/maps.html
http://lcweb2.loc.gov/ammem/detroit/dethome.html
http://www.isu.edu/~trinmich/Discoverers.html
New York State Standard: 1, 3 Theme: Places and Regions, Environment
LESSON #67
AIM: Why do we romanticize the cowboy?
 Discuss the cowboy as pictured in the movies vs: the reality of cowboy and ranch life
 Develop a hypothesis to explain the creating and perpetuation of myths
The movie “City Slickers” is excellent for exploring the myth (the character played by Jack Palance
http://www.pbs.org/weta/thewest/program/episodes/five/cowboys.htm
http://www.pbs.org/eakins/img_1887.htm
http://www.pbs.org/wnet/frontierhouse/frontierlife/essay12_2.html
http://www.coax.net/people/lwf/western.htm
New York State Standard: 1 Theme: Human Systems
Lesson #68
40
AIM: How did our policies affect Native Americans?
 List and explain various government policies- war and extermination, removal,
treatment as a foreign nation, treatment as a “ward of the state,” “civilizing
policies”- Cherokees, Indian Removal Act of 1830, Dawes Act (1887),
reservations, citizenship (1924), “self-government” (1934), “self-determination
(1970), broken treaties
 Discuss the threats posed to the way of life and very survival of Native American
Tribes by policies towards Native-Americans
 Consider and evaluate alternative policies which might have been adopted
http://ngeorgia.com/history/nghisttt.html
http://www.yvwiiusdinvnohii.net/history/jf-debat.txt
http://www.rosecity.net/tears/
http://www.indians.org/welker/joseph.htm
http://www.pbs.org/weta/thewest/resources/archives/six/jospeak.htm
http://www.pbs.org/weta/thewest/resources/archives/eight/dawes.htm
http://www.historicaldocuments.com/DawesAct.htm
http://www.nebraskastudies.org/0700/frameset_reset.html?
http://www.nebraskastudies.org/0700/stories/0701_0146.html
http://www.nebraskastudies.org/0700/frameset_reset.html?
http://www.nebraskastudies.org/0700/stories/0701_0146.html
New York State Standard: 1 Theme: Diversity, Citizenship
Lesson #69
AIM: How significant should we regard the closing of the frontier?
 Review the Turner Thesis as to the effect of the frontier on American democracy
 Evaluate the effects of the “closing” of the frontier on American society @1900- agriculture,
immigration, industrialization, diversity
 Discuss the effects of industrialization on the western rancher, farmer, Native American
http://xroads.virginia.edu/~HYPER/TURNER/home.html
http://lcweb2.loc.gov/ammem/amrvhtml/conshome.html
http://www.landandfreedom.org/ushistory/us17.htm
http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html
New York State Standard: 1 Theme: Places and Regions

41
Social Studies
Resources
The use of primary sources and other documents should be an integral part of a social studies program.
Students should learn how to analyze historical documents and prepare essays and reports that
describe different perspectives on various historical issues, events, and questions. An important resource
for teachers to use as they incorporate documents into their instructional programs is Consider the Source:
Historical Records in the Classroom (State Archives and Records Administration), available from the
Publications Sales Desk (518-474-3806).
Additional documents can be found on a number of websites including the following:*
American Historical Association . .http://www.theaha.org
American Presidents . . . . . . . . . . . .http://www.americanpresidents.org
Amnesty International . . . . . . . . . . .http://www.amnesty.org.uk/fastindex.html
The Armonk Institute . . . . . . . . . . . .http://www.armonkinstitute.org/
Asia Society: Ask Asia . . . . . . . . . . .http://www.askasia.org/for_educators/fe_frame.htm
BBC Online Network . . . . . . . . . . . .http://news.bbc.co.uk/
British Library . . . . . . . . . . . . . . . . . .http://www.bl.uk/welcome.html
British Maps Home Page . . . . . . . . .http://www1.pitt.edu/~medart/menuengl/mainmaps.html
Capital District Council for the
Social Studies . . . . . . . . . . . . . . . .http://home.nycap.rr.com/cdcss/
Central New York Council for the
Social Studies . . . . . . . . . . . . . . . .http://www.lm.liverpool.k12.ny.us/cnycss2/cnycss.html
CNN World News . . . . . . . . . . . . . .http://cnn.com/WORLD/
Economic Education Web . . . . . . . .http://ecedweb.unomaha.edu/home.htm
Edsitement . . . . . . . . . . . . . . . . . . . . .http://www.edsitement.neh.gov/
Federal Resources for Educational
42
Excellence-Social Studies . . . . . .http://www.ed.gov/free/s-social.html
Gilder Lehrman Collection . . . . . . .http://www.gilderlehrman.com
Internet History Sourcebook
Project . . . . . . . . . . . . . . . . . . . . . .http://www.fordham.edu/halsall/
Historical Atlas of the
20th Century . . . . . . . . . . . . . . . . .http://users.erols.com/mwhite28/20centry.htm
History: Central VCatalogue . . . . .http://www.ukans.edu/history/VL/
The History Net . . . . . . . . . . . . . . . .http://www.thehistorynet.com/THNarchives/WorldHistory/
Law, Youth, and Citizenship . . . . . .http://www.nysba.org/lyc/LYC.html
The Library of Congress . . . . . . . . .http://www.loc.gov/
The Library of Congress
Country Studies . . . . . . . . . . . . . .http://lcweb2.loc.gov/frd/cs/cshome.html
Lower East Side Tenement
Museum . . . . . . . . . . . . . . . . . . . .http://www.wnet.org/tenement
Map Collections: 1544-1996 . . . . . . .http://memory.loc.gov/ammem/gmdhtml/gmdhome.html
*The documents posted here contain hypertext links or pointers to information created and maintained by
other public and private organizations. These links and pointers are provided for the user's convenience. The
Education Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of
this outside information. Further, the inclusion of links or pointers to particular items in hypertext is not
intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services
offered, on these outside sites, or the organizations sponsoring the sites.
198
National Archives . . . . . . . . . . . . . . .http://nara.gov (future site h t t p : / / w w w. n a t i o n a l a rc h i v e s . c o m/ )
National Archives and
Record Administration:
The Constitution Community . .http://www.nara.gov/education/cc/main.html
The Digital Classroom . . . . . . . .http://www.nara.gov/education/classrm.html
Presidential Libraries . . . . . . . . .http://www.nara.gov/nara/president/address.html
National Council for the
Social Studies . . . . . . . . . . . . . . . .http://www.ncss.org/
National Council on Economic
Education . . . . . . . . . . . . . . . . . . . .http://www.nationalcouncil.org
National Gallery of Art . . . . . . . . . .http://www.nga.gov/
National Geographic Society . . . . .http://www.nationalgeographic.com
The National Park Service . . . . . . . .http://www.nps.gov
National Register of Historic
Places . . . . . . . . . . . . . . . . . . . . . . .http://www.cr.nps.gov/nr/twhp/home.html
NATO 50th Anniversary . . . . . . . . .http://ac.acusd.edu/history/20th/nato50.html
New York State Archives and
Records Administration . . . . . . .http://www.sara.nysed.gov/
New York State Council for the
Social Studies . . . . . . . . . . . . . . . .http://www.nyscss.org/
PBS Online . . . . . . . . . . . . . . . . . . . . .http://www.pbs.org/
Perry Castañeda Library . . . . . . . . .h t t p : / / w w w. l i b . u t e x a s . e d u / L i b s / P C L / M a p _ c o l l e c t i o n / M a p _ c o l
lection.html
Project WhistleStop . . . . . . . . . . . . .http://www.whistlestop.org/
SUNY New Paltz Department of
Geography . . . . . . . . . . . . . . . . . .http://www.newpaltz.edu/geography/links.html
US State Department . . . . . . . . . . . .http://www.state.gov/
University of Cambridge . . . . . . . . .http://www.classics.cam.ac.uk/Faculty/links1c.html
University of Texas at Austin . . . . .http://www.utexas.edu/index.html
Virtual Library History Index . . . . .h t t p : / / w w w. m s u . e d u / ~ g e o rg e m 1 / h i s t o r y / m e d i e v a l . h t m
Women Watch . . . . . . . . . . . . . . . . . .http://www.un.org/womenwatch/
Women’s History Sourcebook . . . .h t t p : / / w w w. f o rd h a m . e d u / h a l s a l l / w o m e n / w o m e n s b o o k . h t m l
Yale University Library . . . . . . . . . .h t t p : / / w w w. l i b r a r y. y a l e . e d u / h u m a n i t i e s / h i s t o r y / i n d e x . h t m l
43
SOCIAL STUDIES MODEL TEACHER LESSON PLAN

Adapted from Lesson# 46
Aim of lesson: How effective were political efforts to resolve the issue of slavery?
Objectives: Students will be able to:
 Compare and contrast provisions of the Missouri Compromise (1820) and the Compromise of 1850.
 Identify which regions of the United States were affected by both compromises
CONNECTION Ask students to respond to the following question “How can differences among students
(5 Minutes) affect the climate of the school?” Review their answers and ask them to identify what
they consider the major issue causing conflict between the North and the South.
Whole Group
MINI LESSON Teacher will lead the class in a discussion of the concept of “compromising”. Students
(10-12 Minutes) will point out the advantages and disadvantages of compromises.
* Content- Skill Should government use the tactic of compromising? How would this enable
Point
government to solve problems?
* Set purpose
for Document Place the following heading on an overhead or on a chalkboard:
focus Missouri Compromise of 1820 and the Compromise of 1850.
44
List materials, books, documents to be used:

Small Group Break the class into four groups.
(18-20 Minutes) The first group will receive a document on the Missouri Compromise.
The second group will receive a document on the Compromise of 1850.
* Learners in
pairs/groups read  Both groups must read their document and list major provisions for each
independently compromise.
Refer to these websites:
* Learners discuss http://www.socialstudiesforkids.com/wwww/us/missouricompromisedef.htm
documents in http://www.socialstudiesforkids.com/wwww/us/compromiseof1850def.htm
groups
* Learners The third and fourth group will receive a map showing both compromises.
reconvene to http://www.wwnorton.com/college/history/ushist/timeline/comp1850.htm
interact on findings
The third group will focus on the following questions:
1. Identify the number of slave states in 1820.
2. How did the Missouri Compromise of 1820 satisfy the North? South?
3. How did the slavery issue affect western expansion in 1820?
The fourth group will focus on the following questions:

1. Identify the number of slave states in 1850.
2. How did the Missouri Compromise of 1850 satisfy the North? South?
3. How did the slavery issue affect western expansion in 1850?
Each group should write their answers on chart paper.

Whole group
* Summarize Each group will present their findings to the class. The teacher will record responses
learnings from the first and second group on the board, and use their responses to create a T chart
showing major provisions of both compromises.
*Write in Soc.
Stud. Notebook The teacher will review responses from the third and fourth group.
*Discuss next Using responses from all groups the teacher will facilitate a discussion where students
lesson will focus on “ Why they feel these compromises did/did not contribute to the rise of
sectionalism?”
Lesson Teacher will create a quiz (multiple choice questions) using past Regents exam to see if
assessment and students comprehend the topic discussed in class.
comments
45
SOCIAL STUDIES MODEL TEACHER LESSON PLAN

Adapted from Lesson #65
United States History
Aim: To what extent did American society welcome “new” immigrants?

 Students will be able to define cultural pluralism, assimilation, melting pot, “salad bowl,”
nativism, xenophobia and acculturation
 Students will be able to describe nativist reactions-stereotyping and prejudice.
 Students will be able to describe and evaluate new policies set to restrict immigration such as the
Chinese Exclusion Act and the Quota act of 1924.
 Students will be able to evaluate the impact these laws had on immigrants
CONNECTION Is it beneficial for a society to allow immigrants? (on board create a T chart
(5 Minutes) illustrating students responses to the pros and cons)
-How should we treat immigrants? Taking into consideration all the positives
and negatives they bring to our society.
-Discuss with the students the idea of a society described as a melting pot and
/or a salad bowl.
Whole Group 1. Using a dictionary define as a class ideas such as assimilation,

MINI LESSON acculturation,
(10-12 Minutes) 2. Separate the students into 5 groups of 4 (assign a specific role to each
student, such as speaker, reader etc.). Assign to the groups a specific
* Content- Skill vocabulary word- cultural pluralism, nativism, stereotyping, prejudice
Point
46
and xenophobia. Have them write the word and its meaning on a
* Set purpose construction paper and append it on the class word wall.
for Document 3. Display on overhead political cartoon on Chinese Exclusion of 1882
focus http://home.comcast.net/~bkrawczuk/xxxpics/exclusionact.jpg
4. Discuss and evaluate the purpose of the cartoon. Where do you think it
was placed and why. How did the native born Americans (and settled
immigrants) view Chinese immigrants?
5. Hand a copy of Section 5 of the Chinese Exclusion Act of 1882 to every
group.
http://www.cetel.org/1904_extension.html
6. Discuss section 5 approved by Congress, with the students. Why do you
think these specific groups of peoples were targeted?
1. The 5 groups will have a copy of the Immigration Act of 1924 and
Small Group specific questions (prepared by instructor) indicating the section they
(18-20 Minutes) should focus on will be attached to the document.
http://www.historicaldocuments.com/ImmigrationActof1924.htm
* Learners in
pairs/groups read
2. The students will also be advised that they should use 3 or more of the
independently new vocabulary words learned.
3. Group 1 will focus on the introduction (first 4 paragraphs) of the
* Learners discuss Immigration Act.
documents in  Describe the specific groups of peoples this law applies to.
groups
 Why was their a screening process?
* Learners  Why didn’t the quota system apply to Mexico?
reconvene to Group 2 will focus on section 2b,c and h
interact on findings
 Describe the process an immigrant went through when entering
the country with a visa by using specific examples from the
document.
 How might this process be difficult for a new immigrant?
Provide specific examples such as Section 2h
Group3 Focus on Section 3 –Definition of an Immigrant
 Make sure you explain to the class, in your own words how an
immigrant is defined by Congress.
 Why do you think this definition was necessary to include?
Group4 Focus on Section 4 Non-Quota Immigrants
 Make sure you explain to the class, in your own words how a
non-quota immigrant was defined
 Why do you think they separated immigrants unto a non-quota
and a quota?
 Why were those individuals in Section 4c excluded from these
laws?
Group5 Using the maps that illustrate under the 3% and 2% laws
Describe the change that will take place and the
specific peoples that will be affected.
 Why do you suppose these peoples were excluded?
Whole group
* Summarize 1. All the Groups will have 5 minutes to report their findings to the class.
47
learnings 2. All students will have a graphic organizer divided into 5 groups so they
may take notes on the information given by each group.
*Write in Soc. 3. Instructor will discuss varying American attitudes towards immigrants
Stud. Notebook in the period between 1880 and 1930. Selected groups will then share
their ideas based on the documents they read in class.
*Discuss next 4. Homework will be provided.
lesson
Lesson 1. Students (depending on the class, intermediate or low level) will

assessment and probably need 2 days to present their findings.
comments 2. Students will begin a learning log the next day, so they may review the
previous day’s lesson.
The Role of Critical Thinking in the Teaching Process

Studies suggest that young people perform best when they are involved. This refers to various aspects of
active learning activities that will be suggested throughout this web guide. All of the active learning
approaches require students to engage in critical thinking exercises that are essential to attain high levels
of student achievement. Planning such activities will necessarily, involve the integration of various aspects
of Bloom’s Taxonomy of High Levels Reasoning. Below is a summary of that material.
BLOOM'S TAXONOMY
In 1956, Benjamin Bloom headed a group of

educational psychologists who developed a
classification of levels of intellectual behavior
important in learning. Bloom found that over 95 % of
the test questions students encounter require them to
think only at the lowest possible level...the recall of
information.
Bloom identified six levels within the cognitive

domain, from the simple recall or recognition of facts,
as the lowest level, through increasingly more complex
and abstract mental levels, to the highest order which
is classified as evaluation. Verb examples that
represent intellectual activity on each level are listed
48
here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,
select, support, value, evaluate.

U S History I Curriculum

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ALTERNATIVE SCHOOLS AND PROGRAMS

The New York City Department of Education

UNITED STATES HISTORY AND

Matteo Mannino – District 79 Administrative Intern

UNIT ONE: INTRODUCTION

CONTENT TOPIC I: Geography

UNIT TWO: CONSTITUTIONAL FOUNDATIONS FOR THE UNITED STATES DEMOCRATIC

CONTENT TOPIC I: The Constitution: The Foundation of American Society

CONTENT TOPIC II: The Constitution Tested: Nationalism and Sectionalism

UNIT THREE: INDUSTRALIZATION OF THE UNITED STATES

CONTENT TOPIC I: The Reconstructed Nation

OBJECTIVES: Students will be able to:

New York State Standard: 1, 3 Theme: Physical Systems

OBJECTIVES: Students will be able to:

New York State Standard: 1, 3 Theme: Physical Systems

OBJECTIVES: Students will be able to:

New York State Standard: 1, 3 Theme: Physical Systems

Sub-Topic 1B: Role/Influence of Geography on Historical/Cultural Development

OBJECTIVES Students will be able to:

New York State Standard: 1 Theme: Movement of Peoples and Goods

Sub- Topic ID: Demographics

OBJECTIVES: Students will be able to:

New York State Standard: 1 Theme: Change

OBJECTIVES: Students will be able to:

New York State Standard: 1,3,4,5 Theme: Immigration and Migration

OBJECTIVES: Students will be able to:

New York State Standard: 1, 3 Theme: Movement of People and Goods

Content Topic I: The Constitution: The Foundation of American Society

OBJECTIVES: Students will be able to:

New York State Standard: 5 Theme: Citizenship, Civic Values

OBJECTIVES: STUDENTS WILL BE ABLE TO:

New York State Standard: 1,2 Theme: Citizenship, Change

New York State Standard::1 Theme: Citizenship, Change

New York State Standard: 1, 5 Theme: Government

OBJECTIVES: Student will be able to:

SUGGESTED RESOURCES/ DOCUMENTS:

New York State Standard: 1 Theme: Change

OBJECTIVES: Students will be able to:

SUGGESTED RESOURCES/ DOCUMENTS:

New York State Standard: 1 Theme: Change, Citizenship

OBJECTIVES: Students will be able to:

SUGGESTED RESOURCES/ DOCUMENTS:

New York State Standard: 1 Theme: Change, Citizenship

OBJECTIVES: Students will be able to:

SUGGESTED RESOURCES/ DOCUMENTS:

New York State Standard: 1 Theme: Change, Citizenship

OBJECTIVES: Students will be able to:

SUGGESTED RESOURCES/ DOCUMENTS:

New York State Standard: 1 Theme: Citizenship

OBJECTIVES: Student will:

SUGGESTED RESOURCES/ DOCUMENTS:

New York State Standard: 1 Theme: Change

Sub-Topic IB: Constitutional Convention

OBJECTIVES: Student will be able to:

SUGGESTED RESOURCES/ DOCUMENTS:

New York State Standard: 1, 5 Theme: Change, Constitutional Principles,

OBJECTIVES: Students will be able to:

New York State Standard: 1, 5 Theme: Change, Constitutional Principles, Government

OBJECTIVES: Students will be able to:

New York State Standard: 1, 5 Theme: Change, Constitutional Principles, Government

OBJECTIVES: Students will be able to:

Sub-Topic IC: The Bill of Rights

OBJECTIVES: Students will be able to:

UNIT THREE: INDUSTRALIZATION OF THE UNITED STATES　