| Trimester 1: |
| Unit 1:
Creating a new Nation (1750’s – 1791) Chapters 5, 6 and 7 |
Enduring Understanding: Students will understand that diverse and varying political, economic and social factors lead to revolution. |
Essential Questions: · What traditions, events, and forces helped form an American identity? · What drove the colonists to declare independence from Great Britain? · How was it possible that the disadvantaged American colonists win the Revolutionary War against the powerful British Empire? |
| Trimester 2: |
| Unit 2:
The Living Constitution Review Declaration of Independence in Chapter 6 Chapter 8 Constitution Handbook (Living Constitution) (Text pgs. 259 – 299) Citizenship Handbook (Text pgs. 300 – 307) |
Enduring Understandings: The Key Ideals and Principles as described in the Declaration of Independence and the United States Constitution are the foundation of our democratic society. United States citizens have responsibilities in our democratic society. |
Essential Questions: What are the basic human rights to which all people are entitled? (Declaration of Independence) How has our Constitution remained a living document? (Civil Rights) What is the role of the citizen in the United States? (rights, privileges and responsibilities) |
| Unit 3:
The Early Republic Chapters 9, 10 and 11 | Enduring Understandings:
In establishing a nation, political precedence helps to overcome differences in values, resources and cultures. | Essential Questions
:
What economic and political challenges, policies, and ideas develop as a result of national and regional growth? · What political traditions and tensions first appeared in the early years of the new republic? · How did the events of the Jefferson Era strengthen the nation? · What forces and events affected national unity and growth? |
| Trimester 3: |
| Unit 4:
A Changing Nation (1824 – 1860) Chapters 12, 13 and 14 | Enduring Understandings:
Students will understand that societies struggle to balance individual, regional and national interests. · Movement of people brings groups into conflict over resources and values. · Reform movements develop in response to social problems. | Essential Questions:
What social, political and economic issues shape national and regional growth? · What impact did Andrew Jackson’s Presidency have on the nation? · How did westward expansion transform the nation? · How did immigration and social reform change the nation in the mid-1800s? |
| Unit 1 | Creating a New Nation (1750s – 1791) | Calendar:
Trimester 1 |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Chapters 5, 6 & 7 | Resources we need:
Teaching the Declaration of Independence |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Students will understand that diverse and varying political, economic and social factors lead to revolution. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| What traditions, events, and forces helped form an American identity?
What drove the colonists to declare independence from Great Britain? How was it possible that the disadvantaged American colonists win the Revolutionary War against the powerful British Empire? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Enlightenment Great Awakening Magna Carta English Bill of Rights French and Indian War Acts of Parliament Terms: · Revolution · Political · Social · Economic |
Declaration of Independence Colonial Resistance Key Colonial Figures: · George Washington · Benjamin Franklin · Thomas Jefferson |
Key British Figures: · King George III Loyalists Patriots American Strengths British Weaknesses European Allies Results of War Key Military Strategies/Battles |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics:
GLE 1.1.1 Understands key ideals and principles outlined in the Declaration of Independence, including life, liberty, and the pursuit of happiness, the U.S. Constitution, including the rule of law, separation of powers, representative government, and popular sovereignty, and the Bill of Rights, including due process and freedom of expression . GLE 1.4.1 Analyzes how a position on an issue that attempts to balance individual rights and the common good. Economics: GLE 2.1.1 Analyzes examples of how groups and individuals have considered profit and personal values in making economic choices in the past or present. GLE 2.3.1 Understands and analyzes the influence of the U.S. government’s taxation, creation of currency, and tariffs in the past or present. Geography: GLE 3.2.2 Understands cultural diffusion in the United States from the past or in the present. History: All GLEs |
| Unit 2 | The Living Constitution | Calendar:
Trimester 2, 1st Half |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Review Declaration of Independence in Chapter 6 Chapter 8 Constitution Handbook (Living Constitution) (Text pgs. 259 – 299) Citizenship Handbook (Text pgs. 300 – 307) | Recommended:
Bill of Rights Institute(http://www.billofrightsinstitute.org ) National Archives Charters of Freedom (http://www.archives.gov/national-archives-experience/charters/charters.html ) Resources we need: Possible guide for teaching the Declaration of Independence Possible Structure of government supplement · Bill of Rights Institute |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
The Key Ideals and Principles as described in the Declaration of Independence and the United States Constitution are the foundation of our democratic society. United States citizens have responsibilities in our democratic society. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| What are the basic human rights to which all people are entitled? (Declaration of Independence)
How has our Constitution remained a living document? (Civil Rights) What is the role of the citizen in the United States? (rights, privileges and responsibilities) |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Declaration of Independence Articles of Confederation Great Compromise 3/5 Compromise U.S. Constitution and Amendments (familiarity with structure) Role of citizen – Reason, Respect and Responsibility Civil Rights Humans Rights Privileges Responsibilities Protections from Government Abuse |
7 Principles as identified in American History Text: · Popular Sovereignty · Republicanism · Federalism · Separation of Powers · Checks and Balances · Limited Government · Individual Rights | Skills - Students will be able to…
Washington State Classroom based assessment – student focus on all GLE’s in Social Studies Skills EALR 5. |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics:
GLE 1.1.1 Understands key ideals and principles outlined in the Declaration of Independence, including life, liberty, and the pursuit of happiness, the U.S. Constitution, including the rule of law, separation of powers, representative government, and popular sovereignty, and the Bill of Rights, including due process and freedom of expression . GLE 1.1.2 Evaluates efforts to reduce discrepancies between democratic ideals and reality in the United States including: how amendments to the Constitution have sought to extend rights to new groups; and how key ideals and constitutional principles set forth in fundamental documents relate to public issues. 1.2.1 Understands and analyzes the structure and powers of government at the national level. 1.2.3 Understands that the U.S. government includes concepts of both a democracy and a republic. 1.4.1 Analyzes how a position on an issue that attempts to balance individual rights and the common good. All Social Studies Skills GLEs. |
| Unit 3 | The Early Republic | Calendar:
Trimester 2, 2nd Half |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Chapter 9, 10 , & 11 | Resources we need: |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
In establishing a nation, political precedence helps to overcome differences in values, resources and cultures. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| What economic and political challenges, policies, and ideas develop as a result of national and regional growth?
· What political traditions and tensions first appeared in the early years of the new republic? · How did the events of the Jefferson Era strengthen the nation? · What forces and events affected national unity and growth? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Presidential Precedence · George Washington · Thomas Jefferson Establishment of Political Parties Establishment of Foreign Policy Neutrality Jefferson Era Judicial Review Westward Expansion · Fallen Timbers · Louisiana Purchase War of 1812 Tecumseh |
Industrial Revolution in the North Plantations and Slavery in South Slave Resistance · Nat Turner Nationalism Sectionalism Missouri Compromise Monroe Doctrine Protective Tariff Policy | Skills - Students will be able to…
Deliberate Public Issues (SS Skill – 5.3.1) Critical Reasoning (SS Skill – 5.1.1) |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics:
GLE 1.2.1 Understands and analyzes the structure and powers of government at the national level. GLE 1.2.2 Evaluates the effectiveness of the system of checks and balances in the United States based on an event. GLE 1.3.1 Analyzes how the United States has interacted with other countries in the past or present. Economics: GLE 2.1.1 Analyzes examples of how groups and individuals have considered profit and personal values in making economic choices in the past or present. GLE 2.2.1 Analyzes how the forces of supply and demand have affected the production, distribution, and consumption of goods, services, and resources in the United States in the past or present. GLE 2.2.2 Understands and analyzes how the forces of supply and demand have affected international trade in the United States in the past or present. GLE 2.3.1 Understands and analyzes the influence of the U.S. government’s taxation, creation of currency, and tariffs in the past or present. GLE 2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in the United States in the past or present. Geography: GLE 3.1.2 Understands physical and cultural characteristics of places and regions in the United States from the past or in the present. GLE 3.2.1 Analyzes how the environment has affected people and how people have affected the environment in the United States in the past or present. GLE 3.2.2 Understands cultural diffusion in the United States from the past or in the present. GLE 3.2.3 Understands and analyzes migration as a catalyst on the growth of the United States in the past or present. History: GLE 4.2.2 Understands and analyzes how cultures and cultural groups have contributed to U.S. history (1776 – 1900). GLE 4.2.3 Understands and analyzes how technology and ideas have impacted U.S. history (1776 – 1900). GLE 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in U.S. history (1776 – 1900). GLE 4.3.2 Analyzes multiple causal factors to create positions on major events in U.S. history (1776 – 1900). Social Studies Skills: GLE 5.1.1 Understands reasons based on evidence for a position on an issue or event. GLE 5.3.1 Applies key ideals outlined in fundamental documents to clarify and address public issues in the context of a discussion. |
| Unit 4 | A Changing Nation (1824 – 1860) | Calendar:
Trimester 3 |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Chapter 12, 13 and 14 | Resources we need:
Economics lesson or simulation – Banking and Currency |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Students will understand that societies struggle to balance individual, regional and national interests. · Movement of people brings groups into conflict over resources and values. · Reform movements develop in response to social problems. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| What social, political and economic issues shape national and regional growth?
· What impact did Andrew Jackson’s Presidency have on the nation? · How did westward expansion transform the nation? · How did immigration and social reform change the nation in the mid-1800s? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Social Reform Movements - wide variety, including: · Women’s Suffrage · Abolition of Slavery Westward Expansion · Manifest Destiny · Oregon Trail · Western Gold Rushes California · Texas War of Independence · Mexican American War |
Immigration · Opposition to Immigration · Push Pull Factors Development of Treaties: · American Indian Treaties · International Treaties that define borders Jacksonian Democracy · Trail of Tears · Banking and Currency States Rights Expansion of Slavery |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics:
GLE 1.1.2 Evaluates efforts to reduce discrepancies between democratic ideals and reality in the United States including: how amendments to the Constitution have sought to extend rights to new groups; and how key ideals and constitutional principles set forth in fundamental documents relate to public issues. GLE 1.2.1 Understands and analyzes the structure and powers of government at the national level. GLE 1.2.2 Evaluates the effectiveness of the system of checks and balances in the United States based on an event. GLE 1.2.3 Understands that the U.S. government includes concepts of both a democracy and a republic. GLE 1.3.1 Analyzes how the United States has interacted with other countries in the past or present. GLE 1.4.1 Analyzes how a position on an issue that attempts to balance individual rights and the common good. Economics: GLE 2.1.1 Analyzes examples of how groups and individuals have considered profit and personal values in making economic choices in the past or present. GLE 2.3.1 Understands and analyzes the influence of the U.S. government’s taxation, creation of currency, and tariffs in the past or present. GLE 2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in the United States in the past or present. Geography: GLE 3.1.2 Understands physical and cultural characteristics of places and regions in the United States from the past or in the present. |