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Created on: / July, 2015
Created by: / Mary Ann Billerman, Sherri Holland, Tierney Meeker, Stephen Plancey
Revised on:
Revised by:
2015 OCEAN COUNTY SOCIAL STUDIES
CURRICULUM FRAMEWORK
Content Area: Social Studies
Course Title: United States History I / Grade Level: 10
Unit Plan 1
Origins of a New Society: European Colonization of the Americas / Pacing Guide 2 Weeks
Unit Plan 2
Balancing Liberty & Order: The Road to Independence / Pacing Guide 2-3 weeks
Unit Plan 3
Balancing Liberty & Order: The Articles of Confederation and The Constitution / Pacing Guide 1-2 weeks
Unit Plan 4
Balancing Liberty & Order: Origins of American Politics / Pacing Guide 2-3 weeks
Unit Plan 5
An Emerging Nation: Life in the New Nation / Pacing Guide 1-2 weeks
Unit Plan 6
Growth of Nationalism to the Reform Movement / Pacing Guide 4 weeks
Unit Plan 7
Manifest Destiny and The Road to the Civil War / Pacing Guide 2-3 weeks
Unit Plan 8
Civil War and Reconstruction / Pacing Guide 2-3 weeks
Unit Plan 9 Transformation from Agricultural to an
Industrial Society 1860-Gilded Age / Pacing Guide 4-6 weeks
Unit Plan 10
The U.S. on the Brink of Change: Becoming a World Power / Pacing Guide 1-2 weeks
2015 OCEAN COUNTY SOCIAL STUDIES CURRICULUM
Unit 1 Overview
Content Area: Social Studies
Unit Title: Origins of a New Society: European Colonization of the Americas
Target Course/Grade Level: U.S. I/ 10
Unit Summary
Between the first voyage of Christopher Columbus in 1492 and the mid-1700s Europeans explored, conquered, and settled areas of the Americas. The influx of Europeans was marked by violence with the native people already living in the Americas and between the Europeans themselves as they competed for land and wealth. The Spanish colonization was heaviest in Mexico and Central and South America. The French settled mostly in what is now Canada, while the English established settlement along the North American Atlantic coast. By the mid-1700s, European nations were firmly established in the Americas, but further conflict was ahead.
Primary Interdisciplinary Connections:
English- Point of View -Columbus Hero or Villain?
Geography- Map of the world -The Flat Earth Society - locations of Native American Societies
Economics - Triangular Trade, mercantilism, slave trade
Sociology- Columbian Exchange Clash of Cultures
Mathematics- population Demographics
Government- Discovery vs Invasion
21st Century Themes: Search for the water way to the East, the search for gold, the arrival of Europeans which end isolationism in the Americas, and the Columbian Exchange (new economic opportunities for the Europe).
●Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information
●Research skills and practices, interrogative questioning
●Creativity, artistry, curiosity, imagination, innovation, personal expression
●Perseverance, self-direction, planning, self-discipline, adaptability, initiative
●Oral and written communication, public speaking and presenting, listening
●Leadership, teamwork, collaboration, cooperation, virtual workspaces
●Information and communication technology (ITC) literacy, media and internet literacy, visual interpretation, data interpretation and analysis, computer programming
●Civic, ethical, and social-justice literacy
●Economic and financial literacy, entrepreneurialism
mercantilism
triangular trade
●Global awareness, multicultural literacy, humanitarianism
●Scientific literacy and reasoning, the scientific method
●Environmental and conservation literacy, ecosystems understanding
worlds collide European-Native American contact
●Health and wellness literacy, including nutrition, diet, exercise, and public health and safety
Learning Targets
Standards
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
6.3 Active Citizenship in the 21st Century: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions throughout the history of New Jersey, the United States, and the World.
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees
Content Statements
CPI # / Cumulative Progress Indicator (CPI)
6.1.12.A.1.a / Explain how British North American colonies adopted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.
6.1.12.A.1.b / Analyze how gender, property ownership, religion, and legal status affected political rights.
6.1.12.B.1.a / Relate regional variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World.
6.1.12.C.1.a / Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.
6.1.12.C.1.b / Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies.
6.1.12.D.1.a / Explain the consequences to Native American groups of the loss of their land and people.
6.3.12.A.1 / Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.
6.3.12.A.2 / Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations
problems are universal.
6.3.12.B.1 / Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.
6.3.12.C.1 / Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.
6.3.12.D.1 / Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.
8.1.12.A.1 / Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results.
8.1.12.A.2 / Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software.
8.1.12.A.3 / Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.
8.1.12.A.4 / Create a personalized digital portfolio that contains an résumé, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations.
8.1.12.B.1 / Design and pilot a digital learning gameto demonstrate knowledge and skills related to one or more content areas or a real world situation.
8.1.12.C.1 / Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.
8.1.12.D.1 / Evaluate policies on unauthorized electronic access (e.g., hacking) and disclosure and on dissemination of personal information.
8.1.12.D.2 / Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.
8.1.12.D.3 / Compare and contrast international government policies on filters for censorship.
8.1.12.D.4 / Explain the impact of cyber crimes on society.
8.1.12.E.1 / Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue.
8.1.12.E.2 / Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field.
8.1.12.F.1 / Select and use specialized databases for advanced research to solve real-world problems.
8.1.12.F.2 / Analyze the capabilities and limitations of current and emerging technology emerging technology resources and assess their potential to address educational, career, personal, and social needs.
8.2.12.A.1 / Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, and benefits.
8.2.12.B.1 / Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process.
8.2.12.B.2 / Design and create a prototype for solving a global problem, documenting how the proposed design features affect the feasibility of the prototype through the use of engineering,
drawing, and other technical methods of illustration.
8.2.12.B.3 / Analyze the full costs, benefits, trade-offs, and risks related to the use of technologies in a potential career path.
8.2.12.C.1 / Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis.
8.2.12.C.2 / Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product.
8.2.12.C.3 / Evaluate the positive and negative impacts in a design by providing a digital overview of a chosen product and suggest potential modifications to address the negative impacts.
8.2.12.D.1 / Reverse-engineera product to assist in designing a more eco-friendly version, using an analysis of trends and data about renewable and sustainable materials to guide your work.
8.2.12.E.1 / Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process.
8.2.12.F.1 / Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system.
8.2.12.F.2 / Explain how material science impacts the quality of products.
8.2.12.F.3 / Select and utilize resources that have been modified by digital tools (e.g., CNC equipment, CAD software) in the creation of a technological product or system.
8.2.12.G.1 / Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity.
9.1.12 / All students will demonstrate the creative, critical thinking, collaboration, and problem- solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
9.4.12 / All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to
RH-9-10.1 / Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH-9-10.2 / Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH-9-10.3 / Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH-9-10.4 / Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH-9-10.5 / Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH-9-10.6 / Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH-9-10.7 / Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
RH-9-10.8 / Assess the extent to which the reasoning and evidence in a text support the author’s claims.
RH-9-10.9 / Compare and contrast treatments of the same topic in several primary and secondary sources.
RH-9-10.10 / By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
WHST.9-10.1 / Write arguments focused on discipline-specific content.
WHST.9- 10.2 / Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.9- 10.3 / (See note; not applicable as a separate requirement)
WHST.9- 10.4 / Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9- 10.5 / Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9- 10.6 / Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
WHST.9- 10.7 / Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9- 10.8 / Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
WHST.9- 10.9 / Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9- 10.10 / Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Essential Questions
●What democratic values of today were derived from the Colonial Era?
●How has our political, social, and economic heritage evolved from this period?
●How are current events related to the physical and human characteristics of places and regions? / Unit Enduring Understandings
●Contemporary democracy is evolved from the values of the colonial era.
●The American colonies evolved as a result of a combination of political, economic, religious, and social influences from Europe and then these were adapted to fit the unique circumstances of the colonies.
●The interaction between European and Native American societies impacted both cultures in both positive and negative ways.
●The competition for land and labor greatly impacted the economic and social development of the colonies.
Unit Learning Targets (Objectives)

Students will ...

●Use tables and graphs to understand the demographics of Colonial America.

●Gather and organize information concerning contemporary political viewpoints.

●Explain the economic system of mercantilism

●Identify the causes and consequences of the French and Indian War including also an explanation of why British policy changed after 1763.

●Compare and contrast the lifestyles in the New England, Middle, and Southern colonies also including an analysis of the political, social, religious and economic institutions

●Maps

Evidence of Learning
Formative Assessments
ObservationsQuestioning
DiscussionExit/Admit Slips Learning/Response LogsGraphic Organizers
Peer/Self AssessmentsPractice Presentations Visual RepresentationsKinesthetic Assessments Constructive Quizzes
Think Pair Share
As I See It
•Homework
•Class work
•Teacher observation
•Group participation
•Notebook assessment
•Project presentations
•Class discussions
●Do Now
●Varied journal prompts, spelling or vocabulary lists
●Anchor activities
●Choice of review activities
●Homework options
●Flexible grouping
●Varied computer programs
●Multiple learning intelligence
●Use of graphic organizers
●Think-Pair-Share by readiness, interest and/or learning profile
●Games to practice mastery of information and skill
●Multiple levels of questioning
●Jigsaw
●Multiple Texts
●Alternative Assessments
●Modified Assessments
●Open Ended Activities/ Assessments
●Layered Curriculum
●Flipped Classroom (Student Based Learning)
●Discussion Boards
Summative Assessments
●Students will construct an expository (point of view) essay in which they will determine how the five themes of geography influenced colonial development.
●Students will create a DBQ for the topic and/or DBQ packets.
●Students will take a pencil and paper test comprised primarily of open-ended questions. The questions will ask the students to apply and evaluate their knowledge about the period.
●Quarterly or Mid-Term/Final Exams

Modifications (ELLs, Special Education, Gifted and Talented):

●Follow all IEP modifications/504 plan

●Teacher tutoring

●Peer tutoring

●Cooperative learning groups

●Modified assignments

●Differentiated instruction

Presentation accommodations allow a student to:

●Listen to audio recordings instead of reading text

●Learn content from audio books, movies, videos and digital media instead of reading print versions

●Work with fewer items per page or line and/or materials in a larger print size

●Have a designated reader

●Hear instructions orally

●Record a lesson, instead of taking notes

●Have another student share class notes with him

●Be given an outline of a lesson

●Use visual presentations of verbal material, such as word webs and visual organizers

●Be given a written list of instructions

Response accommodations allow a student to:

●Give responses in a form (oral or written) that’s easier for him

●Dictate answers to a scribe

●Capture responses on an audio recorder

●Use a spelling dictionary or electronic spell-checker

●Use a word processor to type notes or give responses in class

Setting accommodations allow a student to:

●Work or take a test in a different setting, such as a quiet room with few distractions

●Sit where he learns best (for example, near the teacher)