Pitt County Schools
401015 Honors American History Seminar
Instructional Guide
Time Frame: First Six Weeks
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENTNon -NC SCOS
Exploration and Colonization / Key Questions
· What was the impact of colonial competition from the major European powers on the colonization of the New World?
· Compare and Contrast the Southern, Middle, and New England colonies.
· How significant was religion in the founding of the 13 colonies? / · Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing
· World Map activity
· locating significant countries and bodies of water,
· locating the territory controlled by major colonial powers,
· identifying the 13 colonies / · Refer to NCDPI CD-ROM for U.S. History
· The American Pageant Ch. 1-6
· The Americans Ch 1-3
· History Alive Geography of America: From Past to Present
· History Alive Colonial Life and the American Revolution
· Honors level assessment should include free-response writing on most tests
· www.apcental.collegeboard.com
Non -NC SCOS
Founding a New Nation / Key Questions
· What caused the British empire to change its colonial policy of salutary neglect?
· List the main sources of new legislation passed by the Parliament from 1763 to 1775.
· What was the point of no return in colonial - British relations between 1763 and 1776? Know the major battles that took place during the Revolutionary War.
· What were the terms of the Treaty of Paris, 1783? / · Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing
· Revolutionary war maps
· video clip of 1776 / · Refer to NCDPI CD-ROM for U.S. History
· The American Pageant Ch. 7-9
· The Americans Ch 4 & 5
· History Alive Colonial Life and the American Revolution
· History Alive The Constitution in a New Nation
· Honors level assessment should include free-response writing on most tests
· www.apcental.collegeboard.com
Unit 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.
1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.
1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations. / · Essential Questions
· How did the new U.S. Constitution provide a stable government amid rising political divisions?
· Was the United States a more democratic nation after its independence?
· During this period, how does America define its role in international affairs?
· Key Concepts
· Establishment of federal power and supremacy over the states
· Development of the first two-party system
· Strict & Loose Interpretation of Constitution
· Conflicts with American Indians
· The status of slavery during The Federalist Era
· The place of women in the society during
· The disparities between classes in the new nation
· Early Foreign Policy
· The failure of peaceful coercion
· Freedom of the high seas and shipping rights
· The impact of European events on United States foreign policy
· Key Terms
· Judiciary Act of 1789
· Bill of Rights
· Hamilton’s Economic Plan
· Whiskey Rebellion
· Democratic-Republican Party
· Federalist Party
· Election of 1800
· “Midnight Judges”
· Laissez-faire
· Marbury v. Madison, (1803)
· John Marshall
· Louisiana Purchase
· Alien & Sedition Acts
· Virginia & Kentucky Resolutions
· Hartford Convention (1814)
· Suffrage requirements
· Tecumseh
· Cotton Gin
· Eli Whitney
· “Necessary Evil”
· Emancipation
· Treaty of Greenville 1796
· XYZ Affair
· Convention of 1800
· Impressment of seamen
· Embargo Act 1807
· President Washington’s
· Proclamation Neutrality
· President Washington’s
· Farewell Address
· War Hawks
· War of 1812
· Battle of New Orleans
· Treaty of Ghent
· Adams-Onis Treaty
· Jay’s Treaty
· Pinckney’s Treaty / · Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing
· 1.01a Draw political cartoons illustrating the different beliefs of the Federalist and Democratic-Republican Parties.
· 1.01b Complete a “Mystery Documents” exercise. After researching philosophies of Thomas Jefferson & Alexander Hamilton, students are given famous quotes and statements (from primary documents) produced by Jefferson & Hamilton. Discuss quotes and have students identify which quotes Jefferson or Hamilton authored.
· 1.01c Create campaign posters and speeches supporting Jefferson or Adams during the Election of 1800.
· 1.01d Research and debate which president was “best” or “Most Effective” (Washington, Adams, Jefferson). Establish criteria for deciding.
· 1.01e Produce a video “talk show” in which students portray Federalist Era leaders and their philosophies regarding States’ Rights and Federal Power.
· 1.02a Working in cooperative groups, complete a fishbone diagram analyzing the political freedoms available to women, workers, landless farmers, American Indians, free blacks and slaves during the Federalist Era.
· 1.02b Contrast American Indian and United States citizens’ cultural views toward land ownership and religion.
· 1.02c Complete chart and map exercises illustrating how the cotton gin increased the demand for slaves and accelerated settlement of lands occupied by American Indians.
· 1.02d Develop a list of alternative policies the US government could have used to improve the social conditions of women, African Americans, and American Indians during the Federalist Era. Explain why each alternative would have been accepted or rejected by citizens of the time period.
· 1.03a Create an illustrated timeline identifying the major foreign policy events of the Federalist Era.
· 1.03b Design “bumper stickers” protesting or supporting American military action during the XYZ Affair.
· 1.03c Compare and contrast Washington’s Farewell address to current U.S. foreign policy issues.
· 1.03d Write letters to the U.S. Congress of 1812 from the perspective of War Hawks or New England Federalists about the pending war. / · Refer to NCDPI CD-ROM for U.S. History
· The American Pageant Ch 10-12
· The Americans Ch 6
· History Alive The Constitution & New Nation
· Honors level assessment should include free-response writing on most tests
· www.apcental.collegeboard.com
Time Frame: Second Six Weeks
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENTUnit 2: Expansion and Reform (1801-1850) - The learner will assess thecompeting forces of expansionism, nationalism, and sectionalism.
2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.
2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.
2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.
2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.
2.05 Identify the major reform movements and evaluate their effectiveness.
2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues. / · Essential Questions
· Describe the challenges and lasting impact of manifest destiny.
· How did transcendentalism assist in developing a national identity?
· How did industrialization promote both nationalism and sectionalism?
· Why were reforms needed in American society in the early 19th century?
· What were the lasting impacts, if any, of these reforms?
· How does the 2nd Great Awakening propel slavery to the forefront of controversy as a moral, not economic, issue?
· Key concepts
· The rationale for and the consequences of Manifest Destiny
· Federal Indian policy before The Civil War
· The political and economic importance of the West
· Cultural expressions of patriotism
· Celebrating the common man and the American way of life
· Influence of the Transcendentalist Movement
· Transformation of life in the early industrial revolutio
· Cultural polarization of Antebellum America
· Political agendas of antebellum leaders
· Concepts of “Jacksonian Democracy”
· Slave Revolts
· States’ Rights
· Era of Good Feelings
· Women’s Rights
· Temperance Movement
· Improvement of social institutions (prisons, mental health, education)
· Development of Utopian Communities Second Great Awakening
· Moral Dilemma of Slavery
· The Abolitionist Movement
· Key Terms
· Missouri Compromise
· The Indian Removal Act 1830
· Sequoyah
· Worchester v. Georgia, 1832
· Trail of Tears
· White man suffrage
· The Alamo
· Election of 1844
· Texas Annexation
· “54-40 or Fight!”
· Mexican War
· Wilmot Proviso
· Treaty of Guadalupe-Hidalgo
· 49ers
· Stephen Austin
· Gadsden Purchase
· Lewis and Clark
· Oregon Trail
· Noah Webster
· Ralph Waldo Emerson
· Henry David Thoreau
· Neoclassical Architecture
· Washington Irving
· Edgar Allen Poe
· Nathaniel Hawthorne
· James Fennimore Cooper
· Hudson River School of Artists
· Alex de Tocqueville
· Samuel Morse
· Eli Whitney
· John Deere
· Cyrus McCormick
· Robert Fulton
· Erie Canal
· Cotton Kingdom
· 1st Industrial Revolution
· Nativism
· Know-Nothings
· William Lloyd Garrison
· Frederick Douglass
· Henry Clay
· American System
· Panic of 1819
· McCulloch v. Maryland, 1819
· Election of 1824
· “corrupt bargain”
· suffrage
· spoils system
· Tariff of Abomination
· South Carolina Nullification Crisis
· South Carolina Exposition and Protest
· Election of 1832
· Pet Banks
· Whig Party
· Election of 1840
· Nat Turner’s Rebellion
· Monroe Doctrine
· Dorothea Dix
· Horace Mann
· Elizabeth Cady Stanton
· Lucretia Mott
· Seneca Falls Convention
· Sojourner Truth
· Susan B. Anthony
· Utopian Communities
· Brook Farm
· Oneida
· New Harmony
· Rehabilitation
· Prison Reform
· William Lloyd Garrison
· Grimke Sisters
· David Walker
· Frederick Douglass
· Charles G. Finney / · Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing
· 2.01a Create “Territorial Expansion” jigsaw puzzles. Students can trace and cut out puzzle pieces representing the territorial acquisitions of the lower 48 states on cardboard and write notes on the back of each piece to explain how it was acquired. Exchange puzzles and compare notes.
· 2.01b Write personal letters to President Polk supporting or protesting the Mexican War.
· 2.01c Create posters celebrating the advantages of territorial expansion.
· 2.01d Analyze the painting “Trail of Tears”. See analysis sheet in Section Five. Include visual imagery and feelings.
· 2.02a Compare images of neoclassical architecture (Monticello, US Capitol, etc.) to examples of Roman structures. How are the lines different?
· 2.02b View the image of 1836 George Washington statue by Horatio Greenough. Discuss or write analysis of why Americans embraced neoclassical styles.
· 2.02c View landscape paintings by Thomas Cole and Asher Durand, and genre works by William Sidney Mount, etc. Summarize the images and explain how the works celebrate the spirit of nationalism.
· 2.02d Compare and contrast the painting “Cotton Plantation” by Giroux and “After The Sale” by Eyre Crowe in the different presentations of slavery in America.
· 2.02e Allow students to present, in art or literature, examples of how this time period displayed a new sense of nationalism.
· 2.02f What concepts of the Transcendentalist Movement show a change in American society? Make a list and share in groups.
· 2.03a On a US map, indicate economic and technological developments of the time period.
· 2.03b Use a graphic organizer to show the growing divide between the North and the South in issues of religion, education, and economics.
· 2.03c Research and analyze the impact of innovations and inventions of the period on American society.
· 2.03d Write an editorial to a local paper opposing discriminatory practices in hiring, housing, education, etc. during this time period.
· 2.04a Create a flow-chart analyzing the events that brought an end to the nationalistic “Era of Good Feelings.”
· 2.04b Describe the following: The Corrupt Bargain of 1824, “Rotation in Office”, Jackson’s Bank Veto. Summarize and explain how these events expanded the American concept of “natural rights”.
· 2.04c Choose a perspective: “The United States became more democratic or less democratic during the age of Jackson.” Illustrate with a diagram from your perspective.
· 2.05a Create a multimedia presentation depicting a reformer and a reform movement.
· 2.05b Hypothesize how society would be different today if the reforms of this period had not occurred.
· 2.05c Hold a “Reform Convention” in which groups of students set up displays on the “reform” of their choice. Establish criteria for the displays and include a theme song.
· 2.05d Compare and contrast the success of the different reforms of the period. Which ones were most successful? Why? Develop a “How to Succeed in Reforms List.”
· 2.06a Trace the religious background and activities of major social reformers during the Antebellum Period. Write a position paper that advocates the views of one of these religious leaders.
· 2.06b Have students find pictures of “tent” meetings or gatherings when circuit ministers visited communities. What common factors are seen in the pictures? Make a list. Discuss.
· 2.06c Take a work of Garrison and Douglass, highlight any terms that indicate that these men were “spiritually” led to their work. Discuss the terms. / · Refer to NCDPI CD-ROM for U.S. History
· The American Pageant Ch 13-15
· The Americans Ch 7 & 8
· History Alive Manifest Destiny and a Growing Nation
· Honors level assessment should include free-response writing on most tests
· www.apcental.collegeboard.com
Unit 3: Crisis, Civil War, and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.