U.S. History Curriculum Guide Grade 10
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
I. CREATING A NATION The student will be able to:		A. Cultural Diversity	Teacher Made Tests Text Book Author Generated Tests Teacher Observation Class Discussion Term Papers Projects: debates; video analysis skits; role play mock trials; original artwork original compositions Book Reports (oral or written) Student Reports (oral or written) Surveys Utilization of Primary Resources Problem Solving Activities Construction of Maps, Charts and Graphs Quizzes	U.S. History I: The American Nation, Todd & Curtis, Holt Rinehart & Wilson 1995, Chapters 3-16; The American Pageant, Bailey & Kennedy, D.C. Health and Co. 1994, Chapters 3-26, 28; American History Enrichment Support File Prentice Hall; Reteaching Activities American Odyssey Glencoe; Promise of America Series, Books 1-3, Scott Foresman
§ Give examples of cultural backgrounds of settlers in the English colonies and environmental differences which illustrate diverse ways of life.	6.4 6.5	Create a chart which will compare the location, economy, nationality, religions and cultures of the English colonies Design a map which highlights the geographic and cultural diversity of the colonies Discuss how diverse cultural groups (Native Americans, African Americans, Women, Religious groups) impacted on the Revolutionary War Special Education: - Peer tutor, computer generate chart, map, tape ideas.	Students will achieve at least a satisfactory level or 70% score in mastering course objectives utilizing above instruments of measurement unless otherwise indicated	Reteaching Activities Cooperative Learning Activities; Performance Assessments Strategies & Activities, Glencoe Field Trips; Films/Video Guest Speakers; Graphic Organizers for EWT/HSPT Skills Media Center Resources U.S. & Them a History of Intolerance, Southern Poverty Law Center	R. III R. II
		B. Economic Development
§ Analyze and apply the concept of trade regulations to assess their impact on the economic relationship to England and her colonies.	6.6	Review Mercantilism and the Triangular Trade. Divide class into cooperative learning groups which will establish trade regulations (mercantilists) and respond to those megs (colonists) Special Education: - Record readings, peer tutor, study aid (compare/contrast). Compare and contrast Federal and State trade regulations Conduct a comparative study on the impact of European imperialism and colonization on the lives on Native Americans, Africans, East Indians Special Education: - Record readings, peer tutor, study aid (compare/contrast).			R. II R. III R. II
		C. Global Relations
§ Examine how the Revolutionary War was affected by global relations.	6.3 6.7 6.8	Discuss causes for the Revolutionary War Complete a chart listing the contributions of Foreign nations to the Americans Evaluate the impact of global relations on the outcome of the Revolution via class discussion or individual essay Individuals will research and report on some aspect of New Jersey, the Cockpit and the Revolution Special Education - Peer tutor, computer - generate chart, - write report, - research material.			R. II R. II
		D. Democratic Values
§ Analyze when individuals and groups are justified in protesting against government.	6.1 6.2 6.3	Students groups portray colonists discussing the Revolution from both the Loyalist and Patriot view points. The groups will compose a letter to the editor using persuasive argumentative techniques			R. II R. III
§ Determine what kinds of actions are necessary to take in order to achieve their goals.		In cooperative learning groups of 4 or more people, students will represent the colonial farmer, merchant, clergyman magistrate, aristocrat. The group will write a petition to Parliament listing their grievances and concerns about government Students will compose their own "Declaration of Independence" Student groups will select an institution i.e. school, family, government which they believe restricts their human or civil rights. Students will draft their list of grievances and a plan of action for addressing their oppression. Oral or written report out Special Education: - Peer tutor, word processor.			R. II R. II R. III
II. FROM CONFEDERATION TO FEDERAL UNION		A. Constitutional Heritage
§ Examine the Articles of Confederation and the Constitution of the U.S.	6.1	Complete a chart which compares and contrast the articles of Confederation to the Constitution Create a chart illustrating the 3 branches of government and the system of checks and balances Divide the class into groups. Each group is given a problem faced by the delegates to the Constitutional Convention. Each group will research the problem, identify the solution Complete the constitution review (See Appendix) Special Education: - Peer tutors, computer research, word processor.			R. II R. III R. II R. II
		B. Economic Development
§ Analyze the economic policy of the US Government between 1777 and 1814 and evaluate how government policies affect the economic well being of its citizens.	6.6	Students will be guided in the research of one of the following: The Whiskey Rebellion, Shay’s Rebellion, US War debt, traded commerce, currency, National Bank, military spending Special Education: - Peer tutors, guided practice sheets, word processor. Students will focus on the problem, possible solution and impact on the people. Their findings should be reported in a well written essay			R. II
		C. Global Relations
§ Identify foreign challenges to the new nation and the elements of an emerging foreign policy.	6.3 6.7 6.8	Students will complete charts which trace the development of US foreign policy from Washington’s Proclamation of Neutrality to the Monroe Doctrine. (See Appendix) Special Education: - Peer tutors, guided practice sheets, word processor.			R. II
		D. Democratic Values
§ Offer constructive critique on the boundaries of democracy within the Republic of the U.S.	6.1 6.2 6.3	Debate: a) Resolved: The US is not a democracy; b) Resolved: Political parties are unconstitutional and destroy democratic ideals; c) Resolved: The electoral college should be abolished Special Education: - Peer tutors, cues for notes, computer research.			R. II
III. NATIONALISM AND ECONOMIC GROWTH		A. Economic Development
§ Identify the technological developments which promoted economic growth from 1815-1845.	6.5 6.6	Create a chart illustrating new technology. The innovation, inventor and impact should be identified Create an illustrated chart for a new factory. (See Building Your Portfolio 1 on Page 251) Create a model or illustration of your original invention which will help solve a problem of society today Special Education: - Peer tutor/cooperative learning, computer generated chart, and model.			R. II R. II R. II
		B. Democratic Values
§ Examine how nationalism influenced the domestic and foreign policy of the U.S.	6.1 6.2 6.3 6.4	Students will complete outline on Jacksonian Democracy (See Appendix) Students will prepare an editorial cartoon which expresses the female. Native American or African American view point of Jacksonian Democracy Special Education: - Peer tutor, enlarge outline, computer generate. Students will research the Monroe Doctrine. After class discussion students will compose an essay on the Monroe Doctrine as a justification for expansionism Students will create a poster banner or flyer which illustrates their viewpoint on one of the following: Monroe Doctrine, Jacksonian Democracy, Native American Relations, Nullification, Secession, Missouri Compromise. Nationalism must be reflected Special Education: - Peer tutors, computer.			R. II R. I R. III R. II R. III R. II R. III
IV. SECTIONALISM		A. Economic Development
§ Link economic differences to the regional and social class struggle.	6.6 6.7 6.8	Cooperative learning - each group will research and report out on lifestyles and concerns shaped by their economy and regions. Groups may represent Northern society, labor, immigration, nativists, middle western society Special Education: - Computer research, computer report, video tape drama. Show a film on southern society and have students identify the various social groups and the characteristics portrayed i.e. planters, poor whites, small farmers In cooperative learning groups students will choose one aspect of the slave system and present a dramatization to the class (skits, music, etc.) In a class discussion, compare and contrast class struggle of the 1800’s to those of the present Special Education: - Computer research, computer report, video tape drama.			R. II R. II R. II R. III
V. REFORM		A. Democratic Values
§ Investigate the American Society of the 1800’s to understand how citizen formed groups impact on public policies.	6.3 6.4	Cooperative Learning - Students will imagine they are reformers of the 1800’s - to change the existing society they will create their own "Utopian Society". An oral presentation with a diagram will be delivered in front of the class who will vote on which society to live in. Winning group may receive extra credit Special Education: - Peer tutors, word processor, computer diagram.			R. II
		B. Cultural Diversity
§ Identify how changes in society lead to reforms.	6.5	Students will compile a list of institutions in today’s society still in need of reform. Then via a Venn diagram compare to reform needs of the 1800’s i.e. welfare, education, prisons, substance abuse, religion etc. Special Education: - Peer tutors, word processor, computer diagram.			R. II
VI. AMERICAN EXPANSIONISM		A. Economic Development
§ Identify how the U.S. government responded to farmers’ and merchants’ demands for land and trade in the far west.	6.6	Assign each student the role of farmer or congressman. Farmers will write a letter to congress requesting aid to move west. Congressmen will write a response			R. II R. III
		B. Cultural Diversity
§ Examine the positive (pros) and negative (cons) effects of the mingling of cultures in the west.	6.5	Via class discussion, lecture and notes students will complete a pros vs. cons chart Special Education: - Peer tutors, word processor, enlarge chart, computer map.			R. II R. III
		C. Global Relations
§ Analyze the realization of "Manifest Destiny."	6.7 6.8	Students will complete a map of the U.S. which shows how American fulfilled its "Manifest Destiny". Each map should have a key which: a) shows the various foreign nations holding claim to territory; b) how the U.S. acquired each territory i.e. treaty, purchase, war; c) indicate the cultural groups found in each territory Special Education: - Peer tutors, word processor, enlarge chart, computer map.			R. II
VII. THE CIVIL WAR		A. Constitutional Heritage
§ Examine how different interest groups use the constitution to protect their way of life.	6.1 6.3 6.4	Pretend that you are a northerner or southerner and defend your way of life and beliefs in a letter to the editor. Use the constitution to support your views. Debate(s): a) Resolved: Owning slaves is a Constitutional Right; b) Resolved: Secession is unconstitutional; c) Resolved: The emancipation proclamation freed the slaves Special Education: - Peer tutor, computer research, computer report.			R. II R. III R. II R. III
§ Draw conclusions about the enforcement and implementation of the rights guaranteed in the 13th, 14th and 15th Amendments.	6.1 6.2	In cooperative learning groups students will outline the provisions of the 13th, 14th, and 15th Amendments and give examples of whether they were or were not being implemented. Students should examine Jim Crow Laws, the Ku Klux Klan, Voting Rights, Property Rights and Political Participation Using argumentative/persuasive techniques students will compose a letter to the editor attacking or defending the effectiveness of the 13th, 14th or 15th Amendment. Students should assume the role of a northerner or southerner living during the 1800’s Special Education: - Peer tutors, tape record notes, computer research, word processor.			R. II R. II R. III
		B. Democratic Values
§ Understand the importance of majority rule and protection of the rights of the minority as essential components of the democratic system.	6.1 6.2 6.3 6.4	Hold a mock trial in which the Dred Scott case is argued Special Education: - Audio/video tape. Hold a panel discussion on the expansion of slavery west between David Wilnet, John C. Calhoun and Stephen Douglass. After the panel discussion the class should evaluate how each man embraced the democratic principals Special Education: - Audio/video tape.			R. II R. III R. II R. III
		C. Geographic Diversity
§ Distinguish between the advantages and disadvantages of both the North and South emphasizing geographic differences.	6.7 6.8 6.9	Via lecture and class discussion complete a chart depicting advantages and disadvantages of the North and South Label a map with the major battles of the Civil War distinguishing Union and Confederated victories. Utilizing this map students will choose any 2 battles and in a short essay explain the link between the advantages and disadvantages and the battle’s outcome Special Education: - Peer tutors, computer chart, computer map.			R. II R. II
VIII. AMERICA THE AGE OF TRANSITION		A. Technology and Society
§ Identify the technological developments which promoted economic growth from 1860-1910.	6.5	Create a chart of the new technology which includes the innovation, the innovator, and the impact on society Choose one of the new innovations. Make up a skit showing how it was incorporated into society Time traveler. Present an oral presentation which answers the question "what would life be like if this technology had not been developed"			R. II
		B. Economic Development
§ Explore how different interest groups in the labor force effected economic development.	6.6	Students should imagine they are members of an industrial workers’ union in the late 1800’s. Each student writes a proposal for changes in work rules and conditions to present a management, stating why these changes should be made Special Education: - Computer graphics, peer tutor, video tape, note cards, video tape report, word processor, dictate proposal. Students should imagine they are labor leaders organizing a union in the late 1800’s. They should create posters designed to persuade woman, African Americans and immigrant to join the union Students should interview a member of a labor union today. They should investigate membership, concerns, goals, tactics, problems and impact. They should present their findings in a report which compares union activity today with that of the 1800’s Special Education: - Peer tutors, computer graphics, tape record interview, compare/contrast worksheet.			R. III R. III R. III
		C. Cultural Diversity
§ Identify the problems arising from attempts to force the assimilation of different cultural groups into American society.	6.2 6.5	View film of depicting the conflict between Native Americans and Western settlers (Dances with Wolves). Discuss Special Education: - Books on tape, word processor. Take a trip to Ellis Island, The Museum of the Native American and an ethnic enclave of NYC (Little Italy, Chinatown, Harlem). Students will report on the relationship of their observation to their study Students will read a novel, short story or play written about or by an immigrant to American during the period of 1860-1910 i.e. The Immigrants by Howard Fast, China Man by Maxine Hong Kingston, Stelmark: a Family Recollection by Harry Mark Petrakis. Book report Do a report on the immigrant experience in New Jersey Special Education: - Books on tape, word processor.			R. II
		D. Democratic Values
§ Understand how the pressures of society may cause graft, corruption and scandal in government and link them to political reform.	6.2 6.3 6.4	Use magazine or newspaper articles exposing government corruption. In cooperative learning groups students will develop and present a plan of action for reform Using a cause-effect format, have students identify specific examples of government corruption during the gilded age and the reforms created to address those elements Special Education: - Peer tutor, computer research, computer report.			R. III R. II R. III