Unit Expectations
Unit: American Revolution (4 weeks) Chapters 5, 6 and 7
Standards and benchmarks met
Standard 2: The student will use historical perspective and habits of thinking to analyze how humans view themselves in and over time.
2.1 -Analyze primary sources for learning about the past.
2.2- Compare and contrast how people in different times and places viewed historical events.
2.4-Identify historical periods and patterns of change within and across civilizations.
Standard 3: The student will analyze geographical information about people, places, and environments.
3.1 -Analyze various data sources such as atlases, maps, charts, and graphs to generate and interpret geographic data.
Standard 4: The student will analyze the interactions between groups, institution, individual human development, and personal identity.
4.3-Evaluate how learning, motivation, behavior and personality affect individual development.
Essential and Compelling Questions
EQ: Should you as a citizen have the right to rebel against your government?
CQ1: What measures were being taken by the British to limit citizens’ rights?
CQ2: What principles expressed in the DOI affect us today?
CQ3: How was the Continental Army inspired to win the American Revolution and how does bravery still exist today?
Content to cover:
Events leading to the Revolution
Common Sense
The Declaration of Independence
Washington as an emerging leader
How the war was won
Treaty of Paris
Unit: Constitution (5 weeks) Chapters 8, 9 and 10
Standards and benchmarks met
Standard 6: The student will explain how people create and change structures of power, authority, and government.
6.1- Examine issues involving the rights, roles, and status of the individual in relation to the general welfare.
6.2- Explain how governments manage conflict and establish order and security and provide for citizens needs.
6.3- Identify the basic features of the political system in the United States, and identify representative leaders from various levels and branches of government.
6.4 -Analyze conditions and motivations that lead to cooperation and conflict among groups and nations.
Standard 10: The student will demonstrate citizenship in a democratic republic.
10.1- Interpret sources and examples of the rights and responsibilities of citizens.
10.2- Explain the origins and continuing influence of the democratic republican form of government.
10.3- Utilize various forms of public discussion consistent with the ideals of a democratic republic.
10.4-Evaluate the effectiveness of various actions citizens take to shape public policy decisions.
10.5- Analyze information from multiple points of view on public issues that lead to government policy.
Essential and Compelling Questions
EQ: How do American Citizens control their own democratic society?
CQ1: Why are compromises, as seen in the Constitutional Convention, important in today’s society?
CQ2: How does the Constitution affect your daily life?
CQ3: How do the Bill of Rights work to protect you?
Content to cover:
Articles of Confederation and why they failed
Constitutional Convention
Great Compromise
Virginia Plan, New Jersey Plan, and the 3/5 Compromise
Federalist Papers
The Bill of Rights
The Three Branches of Government
Federal, state, local leaders’ names and positions
State locations and capitals
Federal, State and Local Government
Washington as President
Federalist vs. Anti-federalist-Hamilton vs. Jefferson
Unit: A Growing Nation (2 weeks) Chapters 11, 12, 13, and 14
Standards and benchmarks met
Standard 1: The student will evaluate the impact of culture and cultural diversity.
1.3 -Compare and contrast the ways groups, societies, and cultures meet human needs and concerns.
Standard 4: The student will analyze the interactions between groups, institutions, individual human development, and personal identity..
4.2 – Evaluate ways that culture influences an individual.
Essential Questions and Compelling Questions
EQ: How did the key events that occurred during the Washington through Jackson presidencies affect the United States negatively and positively?
CQ1: How involved should the US get in foreign affairs?
CQ2: How was life different in the early 1800s versus now?
CQ3: Was Andrew Jackson a hero or a villain?
Content to cover:
Foreign policy
o Jay’s Treaty
o French Revolution and America’s involvement
o XYZ Affair
o War of 1812
o Monroe Doctrine
A Growing Sense of Nationhood
Andrew Jackson and the Growth of American Democracy
o Self-made man
o Spoils system
o Indian Removal
o Battle of the Banks
Unit: An Expanding Nation (4 weeks) Chapters 15, 16 and 17
Standards and benchmarks met
Standard 1: The student will evaluate the impact of culture and cultural diversity.
1.3 -Compare and contrast the ways groups, societies, and cultures meet human needs and concerns.
Standard 3: The student will analyze geographical information about people, places, and environments.
3.1 -Analyze various data sources such as atlases, maps, charts, and graphs to generate and interpret geographic data.
3.2 -Analyze maps of local, regional, and global settings that show relative location, direction, size and shape.
3.3 -Describe and compare how people create places that reflect their values, culture, wants and needs. Locate and describe various landforms and geographic features.
3.4 –Locate and describe various landforms and geographic features.
3.5- Describe how geography affects where and how people live, their values, and culture.
Essential Questions and Compelling Questions
EQ: Would you have been able to make the journey West during the expansion?
CQ1: Did the US have justifiable reasons to expand west?
CQ2: What do you find admirable about the groups who moved west?
CQ3: How has and does Mexican culture continue to affect the US way of life?
Manifest Destiny
The Louisiana Purchase
Lewis and Clark
Florida and Texas become states
Oregon Country
Migration to the West
o Mormons
o 49ers
o The Chinese
Mexicano Contributions to the Southwest
Unit: Americans in the Mid-1800’s (5 weeks) Chapters 18, 19 and 20
Standards and benchmarks met
Standard 9: The student will evaluate the impact of globalization and interdependence.
9.1 - Analyze ways that elements of culture can increase global understanding or cause misunderstanding.
9.2 - Analyze causes, consequences, and solutions to a global concern, including an historical perspective to the concern.
9.4 - Investigate concerns, issues, and conflicts related to universal human rights.
9.5 - Analyze the positive and negative aspects of globalization and interdependence.
Standard 10: The student will demonstrate citizenship in a democratic republic.
. 10.4-Evaluate the effectiveness of various actions citizens take to shape public policy decisions.
10.5- Analyze information from multiple points of view on public issues that lead to government policy.
Essential Questions and Compelling Questions
EQ: How does reform change a society?
CQ1: How did the reform movements in the mid-1800s improve American life?
CQ2: Before the Civil War, why did the North and South seem like two separate worlds?
CQ3: How do the conditions the African-Americans endured during slavery in the US still exist in the world today?
Content to cover:
An Era of Reform
The Worlds of North and South
African Americans in the Mid-1800’s
Unit: The Civil War (5 weeks) Chapters 21, 22 and 23
Standards and benchmarks met
Standard 1: The student will evaluate the impact of culture and cultural diversity.
1.3 -Compare and contrast the ways groups, societies, and cultures meet human needs and concerns.
Standard 3: The student will analyze geographical information about people, places, and environments.
3.1 -Analyze various data sources such as atlases, maps, charts, and graphs to generate and interpret geographic data.
3.5- Describe how geography affects where and how people live, their values, and culture.
Standard 5: The student will analyze the interactions among individuals, groups, and institutions and their impact on society.
5.1-Evaluate how people's roles, status, and social class affect their lives within social groups.
5.3- Describe examples of tension when individuals' beliefs do not agree with norms.
Describe the forms of institutions and analyze their role within society.
Essential Questions and Compelling Questions
EQ: What would it have been like to live during the Civil War?
CQ1: How did Americans try to keep the US united despite differing opinions over slavery?
CQ2: Why was the Civil War the most destructive of all?
CQ3: Did the end of the war and the end of slavery lead to a peace based on liberty and justice for all?
Content to cover:
Antebellum – A Dividing Nation
o Underground railroad
o Missouri Compromise
o Compromise of 1850
o Dred Scott Decision
o John Brown
o Election of 1860
o Northern and Southern Economy
o Confederate States of America
The War
o Disadvantage of war for North and South
o Supporting the War Effort (citizen, women and African Americans)
o Battles
o First battle of Bull Run
o Gettysburg
o Vicksburg
o Richmond
o Sherman’s March
o New Technologies of War
o 54th Regiment
o Re-Election of Lincoln
o Surrender at Appomattox Courthouse
o Assassination of Lincoln
The Reconstruction Era
o Johnson as President
o African Americans Closer to FULL Citizenship
o Freedman’s Bureau
o Johnson’s Impeachment
o 13th , 14th, 15th Amendments
o Plessy vs. Ferguson case
Unit: Migration and Industry (4 weeks) Chapters 24, 25 and 26
Standards and benchmarks met
Standard 7: The student will apply the economic principles of production, distribution, and consumption of goods and services.
7.1- Explain ways that economic systems influence how goods and services will be produced and distributed.
7.2-Describe the role of production, consumption, and distribution in a competitive market system.
7.3- Describe the roles of institutions that form an economic system.
7.4-Compare and contrast economic systems that determine production, distribution, and consumption.
Standard 8: The student will analyze the relationship between science, technology, and society
8.1- Describe the influence of scientific and technological choices and advancement on society.
8.3- Explain the need for laws and policies to govern scientific and technological applications
Essential Questions and Compelling Questions
EQ: How did industry and agriculture grow after the civil war until now?
CQ1: Was it fair how settlers changed the West and life of the American Indians?
CQ2: Did the rise of industry help or harm America?
CQ3: How was life different for the immigrants than your way of life?
Content to cover:
The Gilded Age
Laissez-faire
Improving Technology
o Steel
o Electric Power
o Telephone
Mass Production
Big Business Develops
Growth of Cities
Inventions in the home and farm
Factory life
Labor Unions
The Great Wave of Immigration
Chinese Jewish
o Italian
o Mexican
Nativism
Two weeks left out in pacing guides due to:
PBL, Constitution Day, Sept. 11, early outs due to weather, assemblies, etc.