Last updated: 9/11/2023

PJMS Grade 7 Social Studies

Seventh Grade Geography Chapter 

8 Lessons for 12 Days

Geography
(1) SS.I.3 Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
(1) SS.I.3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
(1) SS.I.3.1A Students map information about people, places, and environments.
(1) SS.I.3.1B Students understand the characteristics, functions, and applications of maps, global, aerial and other photographs, satellite-produced images, and models.
(1) SS.I.3.1C Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.
(1) SS.I.3.1D Students describe the relationship between people and environments and the connections between people and places.
(1) SS.I.3.2 Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.
(1) SS.I.3.2A Students present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models.
(1) SS.I.3.2D Students use a number of research skills (e.g. computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems.
- How does geography influence lifestyle and point of view?
- How do geography, climate, and natural resources affect the way people live and work?
- What story do maps and globes tell?
- What makes places unique and different?
- How do maps and globes reflect history, politics, and economics?
 
Learning Target: I can define where we live.  
 
Learning Target: I can define Geography 
 
Learning Target: I can understand how to read a map.
 
Learning Target: I can understand parts to a map. 
 
Learning Target: I can examine our Natural Features & Resources. 
 
Learning Target: I can apply my understanding of a map and the story it tells  
 
Learning Target: I can define the types of landforms we have in the United States.  
 
Learning Target: I can explore different types of Land-forms.  
 
Learning Target: I can explore Human Movement throughout the world. 
 
Learning Target: I can take a quiz and then examine how Longitude and Latitude lines define where we are on this planet. 
 
Learning Target: I can complete the review worksheet for the Geography Chapter.  
 
Learning Target: I can complete the Geography Chapter Test and explore the vocabulary of the World Before 1500.  

- Students will identify the 5 Themes of Geography

- Students will understand the Landscape of America

- Students will be able to locate Releative to Exact Locations (US, NE, NY, OC, PJ)

- Students will interpret different types of Maps (include purpose and reading)

- Students will be able to position Longitude and Latitude (Prime Meridian, Equator, Hemispheres, Electronic Maps)

- Students will identify Landforms (Physical Geography and Natural Resources)

- Students will understand Human Movement

 

 

Physical Maps - 1st Sentence on A4 - show mountains, hills, plains, rivers, lakes, oceans and other physical features of an area

Political Maps - 1st Sentence on A4 - show political unites, such as countries, states, provinces, counties, districts and towns.

Longitude - A5 - H - imaginary north-south lines that run around the globe.

Latitude - A5 - I - imaginary east-west lines that run around the globe.

Hemisphere - A6 - 1st two sentences - half the globe.  The globe can be divided into Northern and Southern hemispheres seperated by the equater or Eastern and Western Hemisphere.

Human Geography - A14 - 1st Sentence - Focus on people’s relationships with each other and the surrounding environment.

Relative Location - A2 - Sentence in 2nd paragraph 2nd sentence of location - describes where an area is in relation to another area

Prime Meridian - A6 - paragraph after bullets under Longitude Lines - is a longitude line that runs from the North Pole to the South Pole.  It passes throughGreenwich, England and is 0 degrees longitude.

Peninsula / Cape - A12 - a pointed piece of land extending into an ocean or lake surrounded on 3 sides by water

Sea Level - A12 - level of the ocean's surface, used as a reference point when measuring the height or depth of the Earth's surface.

Human Movement - A16 - 1st two sentences - in prehistoric times, people roamed the earth in search of food.  Today, people move from place to place for many different reasons.

Absolute Location - A2 - 3rd sentence - using the coordinates of Longitude and Latitude

Equator - A6 - 1st paragraph after bullets of latitude lines - is a latitude line that circles the earth halfway between the North and South poles and measures 0 degrees.

Landforms - Mountain, Hill, Plains and Plateaus

Flood Plain - A12 - flat land near the edges of rivers formed by mud and silt deposited by floods.

 

- Locate Continents, Oceans, Equator, and Hemispheres of a world map.

- Identify components of a map

- Locate the four landforms in the United State (Appalachian Mountains, Mississippi River, Great Plains, Rocky Mountains)

 

- Identify the regions of the United State on a map (Northeast, Southeast, Midwest, Southwest, West)

Learning Targets & Do Now:

 

Learning Target: I can understand how to read a map.

 

Do now: What does the word economics relate too? (money)

Learning Target: I can understand parts to a map

Do now: What does a Political Map show you? (Boundaries and Borders)

Learning Target: I can examine our Natural Resources.

Do now: What do the acronyms GIS and GPS stand for? (Geographic Information System and Global Positioning System)

Learning Target: I can explore resources, climate and vegetation.

Do now: About what percent of the United States is farmed?  (20% is farmed)

Learning Target: I can define the types of landforms we have in the United States.

Do now: What longitude line runs through Greenwich, England (The Prime Meridian runs through Greenwich, England)

Learning Target: I can explore Human Geography.

Do now:  What is a peninsula? (body of land with 3 sides)

Learning Target: I can explore Human Movement throughout the world.

Do now: How do humans affect their environment? (Build things like bridges.)

Learning Target: I can take a quiz and then examine how Longitude and Latitude lines define where we are on this planet.

Do now: Describe some of the natural features found in our area. (Valley, Mountains, Rivers, Lakes, Cliffs, Flood Plain)

Learning Target: I can complete the review worksheet for the Geography Chapter.

Do now: Human Geography relates to how humans interact with each other and their surrounding ______________?

(environment)

Learning Target: I can complete the Geography Chapter Test and explore the vocabulary of the World Before 1500.

Do now: What is the Latitude and Longitude of Port Jervis, New York?

(41°22N, 74°41W)

 

NotePacket: 

https://docs.google.com/document/d/1y5qCJcnoIhQC4sCVlnp589ZQxluhVWoA2z0gpUTosBQ/edit?usp=sharing

Note Packet with answers: 

https://docs.google.com/document/d/1BoYYz70q6HiGzm_h6UmR3Wv7S3QRxZuVIpDlrE6w99Q/edit?usp=sharing

Day 1 PowerPoint:

https://docs.google.com/presentation/d/1Trjzusiv_KgWEQ-c6-4pdHYwYcRv-v3w5_l5fZb0HPo/edit?usp=sharing

Day 2 PowerPoint:

https://docs.google.com/presentation/d/1vvcWKlOo7tEX9WGO_VQUJcC-nARwRo4UJ6UnzHyrTjE/edit?usp=sharing

Day 3 PowerPoint:

https://docs.google.com/presentation/d/1C9ps6-qLVz1E3XgXjmg5BIqshVwD2v4dg_x_qHv8iEM/edit?usp=sharing

Day 4 PowerPoint:

https://docs.google.com/presentation/d/1RzWOxYzkJOciHNWFvj0k72MacamvYMiqTYjsWuQ3xZs/edit?usp=sharing

Day 5 PowerPoint:

https://docs.google.com/presentation/d/1-kwf-DiPxu857FaHlm2CL99VjUq9-TUzYlBmwMNGehg/edit?usp=sharing

Day 6 PowerPoint:

https://docs.google.com/presentation/d/1rwk5imet6--CH8eakFlGBJyAkiz-hXiCimTj44LiP1k/edit?usp=sharing

Day 7 PowerPoint:

https://docs.google.com/presentation/d/1seNi8LGLBz7QmChkWywSdk1A0mtvOL2KY5xKYuHfIS8/edit?usp=sharing

Day 8 PowerPoint:

https://docs.google.com/presentation/d/1wYUTwGl_3M-hd-E-a5n3AZuwye9AJs4N6bdlwufG9hY/edit?usp=sharing

Day 9 PowerPoint:

https://docs.google.com/presentation/d/1CLwCwkUvYjbfw-HdyS43WMRB0C0Up3dABLa56GC0sI4/edit?usp=sharing

Vocabulary:

https://docs.google.com/presentation/d/1FiC3y47bQvbpKCGPk6Uu_6AZWX9G8zMU9OpK6Vw9fgw/edit?usp=sharing

 

 

1. Geography Terms
Worksheet
Terms, Definitions, and Practice

2. The Five Themes of Geography
Note-Taking Sheet
Video Lecture
Slidedeck
Five Themes of Geography video

3. Five Themes of Geography in Action
Worksheet

4. All About Maps
Blank Worksheet
Blank Slidedeck
Completed Slidedeck
Video Lecture

5. Map Practice
Slidedeck
Worksheet

6. Latitude & Longitude Practice
Worksheet

7. The Landscape of America
Worksheet

Geography Test Review:

https://docs.google.com/document/d/1fwzDjY7l3gMj8Nw3JNJpCMpW40lyH7D4RdJoZvhXWak/edit?usp=sharing

Geography Test Review key:

https://docs.google.com/document/d/1u_3k5DYMEGw9vEdflmcldMIk3L1sm7rKczM72b2X3J8/edit?usp=sharing

 

 

Unit 1 Chapter 1 The World Before 1500 - 9 days

Unit 1: The World Before 1500

The World Before 1500
(1) SS1

  1. History and the Social Sciences: The Study of People

    Objectives:
  1. To understand the social scientific method and techniques used by the social scientists to study human cultures
  2. To understand how the social scientific method and techniques can be applied to a variety of situations and problems
  3. To formulate social science questions and define social science issues and problems

Content Outline:

  1. History and the other social sciences provide a framework and methodology for a systematic study of human cultures
    1. The role of history and the historian
    2. The other social sciences including anthropology, economics, geography, political science, psychology, and sociology
  2. The social scientific method as a technique for problem solving and decision making
  1. Geographic Factors Influence Culture

Objectives:

  1. To describe the relationships between people and environments and the connections between people and places
  2. To describe the reasons for periodizing history in different ways
  3. To map information about people, places, and environments
  4. To identify and compare the physical, human, and cultural characteristics of different regions and people
  5. To understand the geography of settlement patterns and the development of cultural patterns

Content Outline:

  1. Theories attempt to explain human settlement in the Americas
    1. Anthropologists theorize that Asians migrated across a land bridge between Asia and the Americas
    2. Native American Indians believe in indigenous development with migration patterns in both directions
  2. Geographic factors affected the settlement patterns and living conditions of the earliest Americans
  3. Major Native American civilizations in Central and South America
    1. The Aztecs
    2. The Mayas
    3. The Incas
  1. Iroquoian and Algonquian Cultures on the Atlantic Coast of North America

Objectives:

  1. To know the social and economic characteristics such as customs, traditions, child-rearing practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations
  2. To map information about people, places, and environments
  3. To understand the worldview held by native peoples of the Americas
  4. To understand the ways different people view the same event or issues from a variety of perspectives

Content Outline:

  1. Iroquois (Haudenosaunee-People of the Longhouse) and Algonquian People adapted to the environment in which they settled
    1. Geographic regions of New York
    2. Diversity of flora and fauna
    3. Seasons and weather patterns
    4. Kinds of settlements and settlement patterns
  2. The Iroquois (Haudenosaunee) developed cultural patterns that reflected their needs and values
    1. Creation and religious beliefs
    2. Importance of the laws of nature and the wise use of natural resources
    3. Patterns of time and space
    4. Family and kinship
    5. Education
    6. Government: Iroquois
    7. Confederacy and political organizations at the village level (tribal organization)
    8. Language
  3. Algonquian Culture
    1. Spiritual beliefs
    2. Spatial patterns
  1. European Conceptions of the World in 1500

Objectives:

  1. To understand the worldview held by Europeans prior to 1500
  2. To understand the ways different people view the same event or issues from a variety of perspectives

Content Outline:

  1. European knowledge was based on a variety of sources
    1. Accounts of early travelers and explorers
    2. A variety of different maps
    3. Writing of ancient scholars
    4. Guesswork
    5. Oral traditions and histories
  2. Different worldviews and ethnocentrism resulted in many misconceptions

- How were Native American cultures different based on thier location?

- In what ways did Native Americans adapt to and or modify their environment in order to survive?

- What do you think could cause socieities on different continents to be different from each other?

- What is needed in order for a civilization to form?

 

Essential Question:
How did American, African, and European societies differ from one another before 1500?

  • Students will examine theories of human settlement of the Americas

  • Students will compare and contrast different Native American culture groups of North America, with a focus on the influence geographic factors had on their development.

  • Students will examine various groups of Native Americans located within what became New York State and the influence geographic factors had on their development.

  • Students will describe the conditions of the Middle Passage.

  • Students will explain why and where slavery grew over time in the United States and students will examine the living conditions of slaves, including those in New York State.

  • Sedentary Societies                  

  • Mesoamerica             

  • migrate

  • Semi sedentary Societies        

  • Mayas                               

  • Incas

  • Non-sedentary Societies         

  • Aztecs                               

  • Pueblo

  • Society                                          

  • civilization                       

  • slash-and-burn

-Identify the location of the Bering Strait land bridge on a map 

-Identify the location of the Iroquois, Algonquins, Aztecs, Incas, and Mayans on a map.

- Compare and contrast the Aztecs and Mayans. 

- Interpret information from a line graph relating to the population of Central America over several hundred years.

- Draw conclusions using a diagram showing an archaeological dig site and what was found.

 

Learning Target and Do Now's

 Learning Target: I will examine how we, as humans, got to where we are today.

Do now: What was the 1st, documented, European Country to discover the American Continents?  (Spain)

Learning Target: I can explore how humans made their way to the North American continent.

Do now: What is the name of a social scientist that would study artifacts? (archaeologist)

Learning Target: I can explore how 3 different civilizations were created in the New World.

Do now: What was the name of the first civilization in America called? (Mayan’s)

Learning Target: I can discover other Native American cultures in North America.

Do now: What Native American civilization spread through what is now central Mexico and was Warlike? (Aztec’s)

Learning Target: I can explore life in Africa and Europe while Americans are first creating Civilizations.

Do now: Developed an irrigation system in the South East Desert of now Arizona (Pueblo’s)

Learning Target: I can Examine Primary and Secondary Sources Do now: Name something that the Mayan's and Aztec's had that the Inca's did not. (calendar and writing system)

Learning Target: I will create a map foldable of the Mayan, Aztec and Incan societies.

Do Now: Give one example of a Secondary Source: (textbook, encyclopedia, almanac, biography)

Learning Target: I can complete Chapter 1 Vocabulary definitions.

Do now: What was the name of the epidemic of 1347 called? (Black Death)

Learning Target: I can take the Chapter 1 Vocabulary Quiz and then review Chapter 1

Do now: Give an example of a Primary and Secondary Source? (Primary – Diary, Secondary – Textbook)

Learning Target: I can take the Chapter 1 Test

Do now: Why do people explore new places?

 

 

1.1. I can identify the journey taken by the first Americans into the Western Hemisphere and their motivation.

1.2. I can describe some of the early civilizations in Mesoamerica and what facts led to their decline.

1.3. I can identify important characteristics of the three main civilizations of Mesoamerica (Aztecs, Incas, and Mayas).

1.4. I can describe three ways that Native Americans used the environment to meet their basic needs.

1.5. I can research and display several important features of a Native American tribe in North America.

1.6. I can compose a written response using primary and secondary sources about how the Iroquois used their environment to meet their basic needs.

1.7. I can describe how African societies developed up to 1400.

1.8. I can identify several key changes that occurred in Europe between 1300 and 1500.

 

NotePacket: 

https://docs.google.com/document/d/1A1m4EYHqrAGdy_MG1AYxe2mJTgKwAfMOPboJkM4PHuw/edit?usp=sharing

Note Packet with Answers:

https://docs.google.com/document/d/1GmbFblG_w5N6vq6VdyBPuE3QmzYJ_h7Kcg7KQAFe9DY/edit?usp=sharing

PowerPoint Day 1:

https://docs.google.com/presentation/d/1ugccGP--O-wilHzNw76Bm1hl0TJRsnqPiSMhlfHCnYU/edit?usp=sharing

PowerPoint Day 2:

https://docs.google.com/presentation/d/1GOunZkKUIcNwi4vJLNLI6UqBpYJoS_9h1gWjvzl0G5s/edit?usp=sharing

PowerPoint Day 3:

https://docs.google.com/presentation/d/1zv8hMwVBgmJItZnH4HN0iUsSE8iMPkJy37vmpNek1-c/edit?usp=sharing

PowerPoint Day 4:

https://docs.google.com/presentation/d/1ED9xVEL_d8aospBie1efjtAgs7LxcJNb4vnUDikXgP8/edit?usp=sharing

PowerPoint Day 5:

https://docs.google.com/presentation/d/1XD2ffCTlCfelwvceLZ-k2iY3VNwE9KRIIbddk2BRCN0/edit?usp=sharing

Chapter 1 Vocabulary definitions:

https://docs.google.com/presentation/d/1o27WvyAg2BjO9pxVoVBOeyCjP9K7SQ4Juyf0GHVJDNA/edit?usp=sharing

Pre-Columbian Civilization and Native American Worksheet:

https://docs.google.com/document/d/1m-598k8066qCO-z_oJwBn5adZH5TaWwZLvHtLbDi37o/edit?usp=sharing

Pre-Columbian Tri-Fold:

https://docs.google.com/presentation/d/1u2Hi2NnO0iReP-gLsuWQvpXfGPey0w_32uPTyZU-O_A/edit?usp=sharing

 

 

1. Unit 1 Visual Vocabulary
Worksheet
Slidedeck
Vocabulary Foldable

1.1 The First Americans
Worksheet

1.2 The Rise of Civilizations
Note-Taking Sheet
Slidedeck

1.3 Aztec/Inca/Maya Foldable
Foldable
Slidedeck

1.4. Native North Americans
Note-Taking Sheet
Slidedeck
Video

1.5. Native Peoples of NA Project
Project
Native American Class Storybooks

1.6. Iroquois DBQ
Worksheet
Documents
Background Information
Video Clip

1.7. Societies of Africa Jigsaw
Worksheet
Slidedeck

1.8. Societies of Europe Foldable
Foldable
Slidedeck

 

Chapter 1 Test Review:

https://docs.google.com/document/d/1bctEqAnmhIc-SWe2yxj0LrELDWfyiDiYbuDdM0Opfjg/edit?usp=sharing

Chapter 1 Test Review Key:

https://docs.google.com/document/d/16HBx3c-BDcFg6FzBoDXjdzj3RteZnTsGgDInFkXQ0tg/edit?usp=sharing

Unit 1 Study Guide

 

Unit 1 Chapter 2 European Exploration of the Americas

Unit 2: European Exploration of the Americas

European Exploration of the Americas
(1) SS.7.2.a Social, economic, and scientific improvements helped European nations launch an Age of Exploration.
(1) SS.7.2.a.1 Students will explain the significance of the technological developments and scientific understandings that improved European exploration such as the caravel, magnetic compass, astrolabe, and Mercator projection.
(1) SS.7.2.b Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from losses of life and land due to the Encounter with Europeans justified by the “Doctrine of Discovery.”
(1) SS.7.2.b.2 Students will investigate other Native American societies found in their locality and their interactions with European groups.
(1) SS.7.2.b.3 Students will examine the major reasons Native American societies declined in population and lost land to the Europeans.

  • How was life changed by exploration? 

  • Why were people motivated to explore new worlds? 

  • Why was exploration more possible at this time?

 

Ross

Essential Question:
How did Europeans transform life in the Americas?

    • Students will explain the significance of the technological developments and scientific understandings that improved European exploration such as the caravel, magnetic compass, astrolabe, and Mercator projection.

    • Students will examine the voyage of Columbus, leading to the Columbian Exchange and the voyages of other explorers such as Champlain, Hudson, and Verrazano

  • Conquistador                                    

  • Mercantilism                          

  • Missionary

  • Alliance                                              

  • Plantation                               

  • Export

  • Mission                                              

  • Slavery                                 

  • Slave codes

  • Racism                                               

  • Middle Passage                      

  • Columbian Exchange

- Explain the positive and negatives of the  Columbian Exchange 

-  Identify at least 5 items that the Europeans brought to the Americas  and 5 items that the Native Americans shared with the Europeans.

-  Develop a logical argument for or against Columbus’ exploration using primary or secondary sources. 

 Learning Targets & Do Now:

Learning Target: I can explore why Europeans wanted to find a shorter route to Asia but instead found something worth more.

Do now: What kind of exploration have you done?

Learning Target: I can examine how European Exploration of the New World expanded.

Do Now: What was the name of the newer sailing ships created as Europeans began to explore? (Caravel)

Learning Target: I can investigate Europe’s reasoning for exploring the New World.

Do now: What are the 3 G’s? (Gold, Glory, and God)

Learning Target:

I can explore Chapter 2 Vocabulary

Do now: What is the name of second leg of the Triangular Trade? (Middle Passage)

Learning Target: I will work on Chapter 2 Vocabulary definitions and then the Explorers work packet

Do Now: What was the Northwest Passage? (A waterway through North America to the Pacific that did NOT exist)

Learning Target: I will take the Chapter 2 Vocabulary Quiz and then work on the Chapter 2 review.

Do Now: What is the term Middle Passage? (It is the middle leg of the Triangular Trade in which slaves were brought to America)

 

 

1. I can identify factors led the Spanish to explore, and eventually, conquer the Americas?
2. I can identify factors led the Spanish to explore, and eventually, conquer the Americas?
3. I can describe how other European countries began to explore the Americas after the success of Spain.

4. I can identify ways the Spanish, the French, and the Dutch profit from the Americas.
5. I can decide whether the Columbian Exchange had a positive or negative effect on the Americas and explain why.

NotePacket:

https://docs.google.com/document/d/1n-D5qQB5PEX-QBT1M-JDxyzwRmoNeKNWDsPVG4vu52w/edit?usp=sharing

NotePacket w/ answers:

https://docs.google.com/document/d/187h7xj-HAGDIzt112CwGTdYktSjdsSjbXXY53PW_B7Q/edit?usp=sharing

Day 1 PowerPoint:

https://docs.google.com/presentation/d/1wgDokuH62YASgLDhZkAVrbV3L8b3fRJAjzbLbwBdnOk/edit?usp=sharing

Day 2 PowerPoint:

https://docs.google.com/presentation/d/1sa5Mq8ugCm6uFamDYwYCzugDCTdrPGFs4clV6aLrJ48/edit?usp=sharing

Day 3 PowerPoint:

https://docs.google.com/presentation/d/1XEKpLtmtyWUCtNYeY7COqU_HMTEwnmjlMdiXqHX5-B8/edit?usp=sharing

Day 4 PowerPoint:

https://docs.google.com/presentation/d/1-7O2Y1Z9RqQb26elGIc3i0q81fJjNwPvAYrvZtWPXDs/edit?usp=sharing

Day 5 PowerPoint:

https://docs.google.com/presentation/d/1FiugGlpZ1-sFwukrwKG-6YGWt5nkHqd75pTSz0aIlVs/edit?usp=sharing

How did 600 Conquistadors: 

https://docs.google.com/document/d/1mk2gOXz26L6XliM_li8I2BzQqTxEmDNu58uS3PnbBrI/edit?usp=sharing

European Explorers Workpacket:

https://docs.google.com/document/d/1FgCdQZ2k1KJaIUWTlfUni7l_hl2O3OMDWGyfAymWCpk/edit?usp=sharing

Vocabulary:

https://docs.google.com/presentation/d/1W2ZbTGw8QGAPosPQpotFbApUrNwbrNVaTnbIwyivn2E/edit?usp=sharing

1. Unit 2 Vocabulary Foldable

Worksheet
Slidedeck

2. Spain Claims an Empire
Activity
Slidedeck
2.1 Worksheet
Map

3. The Spanish Explore America Text-Based Question
Text
Text-Based Question Worksheet
Cheat Sheet

4. European Competition Chart
Activity

5. European Nations Establish Empires
Assignment

6. Columbian Exchange
Activity
Map

 

 

Chapter 2 - Test Review

https://docs.google.com/document/d/1CZiB1m_ED4XOzJzDaEJ2zyInRb1euNtD_NF5bpFO_KI/edit?usp=sharing

Chapter 2 - Test Review Key

 

Unit 2 Study Guide

 

Unit 2 Chapter 3 - The English Establish 13 Colonies

Unit 3: The English Establish 13 Colonies

Unit 2 Chapter 3 - The English Establish 13 Colonies
(2) SS.USAG.U2.I
  1. Historical foundations
    1. 17th and 18th century Enlightenment thought
      1. European intellectuals (Locke, Montesquieu, Voltaire, Rousseau)
      2. Key events (Magna Carta, habeas corpus, English Bill of Rights, Glorious Revolution)
    2. The peoples and peopling of the American colonies (voluntary and involuntary)
      1. Native American Indians (relations between colonists and Native American Indians, trade, alliances, forced labor, warfare)
      2. Slave trade
      3. Varieties of immigrant motivation, ethnicities, and experiences
    3. Colonial experience: political rights and mercantile relationships
      1. Colonial charters and self-government:Mayflower Compact, town meetings,House of Burgesses, local government, property rights, enforceable contracts, Albany Plan of Union
      2. Native American governmental systems
      3. Colonial slavery (evolution and variation of slavery in Chesapeake, South Carolina and Georgia, lower Mississippi Valley, middle colonies, and the North; slave resistance; influence of Africa and African-American culture upon colonial cultures; contradiction between slavery and emerging ideals of freedom and liberty)
      4. Freedom of the press: the Zenger case
      5. Salutary neglect, rights of English citizens in America
    4. The Revolutionary War and the Declaration of Independence
      1. Causes of the Revolution
      2. Revolutionary ideology (republican principles, natural rights)
      3. Revolutionary leaders: Benjamin Franklin, George Washington, John Adams, Samuel Adams, Patrick Henry
      4. Slavery, African-Americans, and the outcome of the American Revolution (African-American role in the Revolution, growth of the "free black" population)
    5. New York State Constitution based on republican principles
      1. New York State Constitution
      2. State constitutions (ratification by the people, unicameral versus bicameral legislatures, branches of government)
      3. Guaranteeing religious liberty (disestablishment of churches, the growth of religious pluralism)
      4. The abolition of slavery in the North
    6. Articles of Confederation
    7. Northwest Ordinance
  2. Constitutional Convention
    1. Representation and process
      1. Framers of the Constitution (James Madison)
      2. Plans of government (Virginia plan, New Jersey plan, Connecticut plan)
    2. Conflict and compromise: seeking effective institutions
      1. Protecting liberty against abuses or power
      2. Power separated and balanced
      3. The Constitution, slavery, and fear of tyrannical powers of government
    3. The document: structure of government
    4. Ratification
      1. The Federalist Papers—a New York activity with widespread influence
      2. The debate: Federalist and Anti-Federalist arguments
  3. The Bill of Rights
  4. Basic structure and function: three branches and their operation
  5. Basic constitutional principles
    1. national power—limits and potentials
    2. federalism—balance between nation and state
    3. the judiciary—interpreter of the Constitution or shaper of public policy
    4. civil liberties—protecting individual liberties from governmental abuses; the balance between government and the individual
    5. criminal procedures—the balance between the rights of the accused and protection of the community and victims
    6. equality—its historic and present meaning as a constitutional value
    7. the rights of women under the Constitution
    8. the rights of ethnic and racial groups under the Constitution
    9. Presidential power in wartime and in foreign affairs
    10. the separation of powers and the capacity to govern
    11. avenues of representation
    12. property rights and economic policy
    13. constitutional change and flexibility
  6. Implementing the new constitutional principles
    1. Creating domestic stability through sound financial policies: Hamilton's financial plans
    2. Development of unwritten constitutional government under Washington, Adams, and Jefferson: cabinet, political parties, judicial review, executive and Congressional interpretation, lobbying; the Marshall Court (Marbury v. Madison, 1803, McCulloch v. Maryland, 1819, and Gibbons v. Ogden, 1824)
    3. Establishing a stable political system
      1. The Federalist and Republican parties (philosophies of Hamilton and Jefferson)
      2. Suppressing dissent (the Whiskey Rebellion, the Alien and Sedition Acts)
    4. Neutrality and national security, Washington through Monroe: foreign affairs, establishing boundaries
      1. Neutrality: Akey element of American foreign policy—influence of geography
      2. Anew nation in a world at war
      3. Economic pressures as a tool of diplomacy
      4. The failure of Republican diplomacy: War of 1812 (significance of the War for Native American Indians, Spain, the growth of industry)
      5. Monroe Doctrine

Essential Question:

What factors allowed each colonial region to grow and prosper?

  • Students will compare and contrast British interactions with southern New England Algonquians, Dutch and French interactions with the Algonquins and Iroquois, and Spanish interactions with Muscogee.

  • Students will investigate other Native American societies found in their locality and their interactions with European groups.

  • Students will examine the major reasons why Native American societies declined in population and lost land to the Europeans.

  • Pilgrims                                                                 

  • Dissenter

  • Mayflower Compact                                           

  • Persecute

  • Puritans                                                             

  • Tolerance

  • Fundamental Orders of Connecticut          

  • Banish

  • Quaker                                                                   

  • Elite

  • Diversity                                                                

  • Region                                    

  • Mercantilism

-Cite Evidence using primary and secondary sources.

-Understand the purpose of the Mayflower Compact by reading and interpreting the document.  

-  Locate the 13 original colonies on a map

-  Identify local Dutch settlements in the Port Jervis area and their historical significance

-Construct a diagram of the middle passage and explain why slavery became so important in the colonies.

 

Ross

13 Colonies Mapping Activity
Map

The English Settle America Text-Based Question
Text
Text-Based Question

Founding of the 13 Colonies
Chart/Graphic Organizer?Questions

New England Colonies
Assignment

Middle & Southern Colonies
Assignment

Colonial MVP Project
Project
Character Traits

French & Indian War
Assignment

 

Unit 3 Study Guide

Unit 2 Chapter 4 The Colonies Develop

Unit 2 Chapter 4 The Colonies Develop
(1) SS.7.2 COLONIAL DEVELOPMENTS: European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally.

- How were the developments in the New England, Middle and Southern colonies significantly different? 

-How did the colonies grow once they settled into America? 

-How did American colonization impact the rest of the world?

-How is geography the foundation for civilization, settlement and culture?

 

  • Students will investigate the reasons for colonization and the role of geography in the development of each colonial region

  • Students will examine the economic, social, and political characteristics of each colonial region.

  • Students will compare and contrast the early Dutch settlements with French settlements and with those in the subsequent British colony of New York in terms of political, economic, and social characteristics, including an examination of the patroon system

  • Students will examine the changing status and role of African Americans under the Dutch and English colonial systems

  • Students will examine Dutch contributions to American society, including acceptance of a diverse population, a degree of religious toleration and right to petition.  Students will examine Dutch relations with Native Americans.

Navigation Acts

-triangular trade 

-Smuggling

-Bacon’s Rebellion

-cash crops

-artisans

-Philadelphia

-Appalachian Mountains

 

-Identify the colonies and what region they belonged to.  New England, Middle, and Southern Colonies.  

- Define the triangular trade route and identify its purpose

-  Investigate the reasons behind the Salem Witch Trials.

-  Identify the need for slavery in the colonies

-  Compare and contrast the factors that allowed each colonial region to grow and prosper

 

Unit 2 Chapter 5 Beginnings of an American Identity

Unit 2 Chapter 5 Beginnings of an American Identity
(1) SS.SSP.7.3.1 Identify a region of colonial North America or the early United States by describing multiple characteristics common to places within it, and then identify other similar regions (inside or outside the continental United States) with similar characteristics.
(1) SS.SSP.7.3.6 Understand the role that periodization and region play in developing the comparison of colonial settlements in North America. Identify general characteristics that can be employed to conduct comparative analysis of case studies in the early history of the United States.
(2) SS.SSP.7.6.4 Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.

Why do immigrants come to the United States today?

 

Identify opportunities that attracted immigrants to the American colonies.

 

Brainstorm some political and social ideas that helped shape early America.

 

  • Students will locate battles fought between France and Great Britain during the 17th and 18th centuries, and how this led to the importance of British troops in the area of New York

  • Students will examine how Native Americans attempted to maintain a diplomatic balance between themselves and the French and the English settlers.

  • Students will examine the changing economic relationship between the colonies and Great Britain, including mercantilism and the practice of salutary neglect.

  • Students will identify the issues from the Zenger Trial that affected the development of individual rights in colonial America.

  • Students will investigate the Albany Congress and the Albany Plan of Union as a plan for colonial unification

  • Students will examine actions take by the British, including the Proclamation of 1763.

-Great Awakening 

-Enlightenment                      

-Magna Carta                        

-Parliament                      

-Pontiac’s Rebellion             

-French & Indian War          

-Albany Plan of Union             

 

  • Locate primary sources relating to the John Peter Zenger trial.

  •  Explain how the American colonies differed from older, European societies 

  • Describe how the Enlightenment influenced the colonists.

  • Summarize how the French and Indian war changed the colonial world

Unit 3 Chapter 6 The Road to Revolution

Unit 4: The American Revolution

Unit 3 Chapter 6 The Road to Revolution
(1) SS.7.3 AMERICAN INDEPENDENCE: Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome of the American Revolution.

Describe how people might feel about not having a say in rules they must follow.

 

Predict what happens when those who make rule, such as the British, do not listen to the people they are imposing the rules upon, the American colonists.

 

Explain how people can express their dissatisfaction to their governing officials.

 

Essential Question:

Unit 4: What drove the colonists to declare independence from Great Britain?

 

  • Students will examine actions taken by the British, including the Quartering Act, the Stamp Act, the Tea Act, and the Coercive Acts, and colonial responses to those actions.

  • Students will compare British and colonial patriot portrayals of the Boston Massacre, using historical evidence.

  • Students will compare the proportions of loyalists and patriots in different regions of the New York colony.

  • Students will examine the events at Lexington and Concord as the triggering events for the Revolutionary War.

  • Students will examine the influence Enlightenment ideas such as natural rights and social contract and ideas expressed in Thomas Paine’s Common Sense had on colonial leaders in their debates on independence.

  • Students will examine the Declaration of Independence and the arguments for independence stated within it.

-Quartering Act                         

-Sugar Act                              

-Stamp Act

-Boston Massacre                 

-Townshend Acts                    

-writs of assistance

-Boston Tea Party                                   

-duties                                  

-intolerable

-Intolerable Acts           

-First Continental Congress       

-Lexington and Concord

-boycott                     

-Second Continental Congress                             

-repeal

-Minutemen               

-Declaration of Independence                              

-militia

-siege                                            

-artillery                                    

-Loyalist

-Patriot    

-King George III 

-Patrick Henry 

-Crispus Attucks 

-Samuel Adams 

-John Adams

-Paul Revere 

-Ethan Allen 

-Thomas Paine 

-Thomas Jefferson 

-John Hancock                     

  • Investigate what drove the colonists to declare independence from Great Britain

  • Describe the cause and effects of the Tea Act

  • Explain what rights were threatened by the Intolerable Acts

  • Explain why fighting began at Lexington

  • Sequence events that led to the Battle of Bunker Hill

  • Summarize the ideas that are found in the Declaration of Independence

Ross

1. Unit 4 Visual Vocabulary
Worksheet
Slidedeck

2. Americans Fight for Freedom TBQ
Text
Questions

 

3. American Revolution Guided Notes
Worksheet
Slidedeck

4. Causes of the American Revolution
Assignment

 

5. Boston Massacre &
The Boston Tea Party
Assignment

6. Fort Ticonderoga Reading Comprehension Activity
Assignment

 

7. Battles of the Revolutionary War
Assignment

9. Revolutionary War Battlefield Map
Worksheet
Video Link

10. Choice Board Activity
#1: People of the Revolution Scavenger Hunt
#2: Graphing the Battle of Yorktown Activity

 

Unit 4 Study Guide

 

Unit 3 Chapter 7 The American Revolution

Unit 3 Chapter 7 The American Revolution
(1) SS.7.3.d The outcome of the American Revolution was influenced by military strategies, geographic considerations, the involvement of the Iroquois (Haudenosaunee) and other Native American groups in the war, and aid from other nations. The Treaty of Paris (1789) established the terms of peace.
(1) SS.7.3.d.1 Students will explore the different military strategies used by the Americans and their allies, including various Native American groups, during the American Revolution.
(1) SS.7.3.d.2 Students will examine the strategic importance of the New York colony. Students will examine the American victory at the Battle of Saratoga in terms of its effects on American and British morale and on European views on American prospects for victory in the Revolution.
(1) SS.7.4.a Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity. The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.

Explain how a smaller, poorly equipped team might triumph over a stronger one in an athletic contest

 

List possible hidden weaknesses of a strong nation

 

Predict factors that helped determine the outcome of the American Revolution

 

  • Students will explore the different military strategies used by the Americans and their allies, including various Native American groups, during the American Revolution.

 

  • Students will examine the strategic importance of the New York colony.  Students will examine the American victory at the Battle of Saratoga in terms of its effects on American and British morale and on European views on American prospects for victory in the Revolution

 

  • Students will examine the terms of the Treaty of Paris, determine what boundary was set for the United States, and illustrate this on a map

-George Washington                                                           

-pacifist 

-Joseph Brant                                                                                                   -mercenary

-Benedict Arnold                                                                                              

-strategy

-Battles of Saratoga                                                                                           -rendezvous

-Marquis de Lafayette                                                                                                   -ally

-Valley Forge                                                                                                    

 -privateer

-John Paul Jones                                                                                      -redoubt

-Lord Cornwallis                                                                                                -disputes

-Battle of Yorktown                                                                                          -outposts

-Treaty of Paris                                                                      -nondenominational

 

- Identify the ways the Revolution was like a civil war

- Explain how the Revolution caused divisions among the population

- State why Saratoga is called a “turning point”

- Tell why France and Spain entered the war.

- Describe how Valley Forge transformed the American army.

- Explain how Americans expanded the naval war

- Identify how the Americans were able to defeat the British.

- List some of the costs of the war

- Describe the ideals that emerged from the Revolution.

 

Unit 3 Chapter 8 Confederation to the Constitution

Unit 3 Chapter 8 Confederation to the Constitution
(1) SS.7.4 HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights.
(2) SS.7.4.b The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government.

Think of a meeting you have gone to , such as a student government meeting or a group planning an activity.  

 

How did the group make decisions?

 

What happened when people disagreed?

 

Did everyone get a chance to express his or her point of view? How did this affect the way decisions got made?

 

Why do you think the Framers created a flexible plan for governing the nation?

 

What advantages and what disadvantages are there to having a constitution that is old?

 

What basic rights do you think all people are entitled to?

 

  • Students will investigate the successes and failures of the Articles of Confederation, determine why many felt a new plan of government was needed, and explain how the United States Constitution attempted to address the weaknesses of the Articles

  • Students will examine the New York State Constitution, its main ideas and provisions, and its influence on the formation of the United States Constitution

  • Students will examine from multiple perspectives arguing the balance of power between the federal and state governments, the power of government, and the rights of individuals

  • Students will examine how key issues were resolved during the Constitutional Convention

  • Students will examine the role of New York State residents Alexander Hamilton and John Jay as leading advocates for the new Constitution

    • Students will identify powers granted to the federal government and examine the language used to grant power to the states

    • Students will compare and contrast the powers granted to Congress, the President, and the Supreme Court by the Constitution

    • Students will examine how checks and balances work by tracing how a bill becomes a law

    • Students will identify the individual rights of citizens that are protected by the Bill of Rights

    • Students will examine the process for amending the constitution

-Shay’s Rebellion                       

-Northwest Territory                            

-Federalists

-Land Ordinance of 1785                

-Bill of Rights                                   
-republic

-ratification                                               

-neutral                                   

-federalism

-Founders                                        

-James Madison                                 

-Virginia Plan

-New Jersey Plan                                                                     

 -Great Compromise

-Three-fifths Compromise                                                                    -executive branch

-legislative branch                                                                       

-checks and balances

-Antifederalists                                                                            

-Articles of Confederation   

-Constitutional Convention                                                      

-Northwest Ordinance

-The Federalists papers                                                                                    -amendment

-Enlightenment

 

  • Discuss the powers of the states under the Articles of Confederation.

  • Identify the reasons why the national government was not strong enough.

  • Explain why the United States needed a constitutional convention.

  • Explain how the Constitutional Convention compromised on the issue of slavery.

  • Describe the disagreements between Federalists and Antifederalists.

  • Explain how the Bill of Rights ensures American freedoms.

Unit 4 Chapter 9 Launching a New Republic

Unit 4 Chapter 9 Launching a New Republic
(2) SS.7.4.b The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government.

Why do you think the United States needed to establish new governmental traditions?

 

Was Washington a good choice for first president?  Explain.

 

What were some of the problems settlers encountered when they moved west?

 

  • Students will examine the evolution of the unwritten constitution, such as Washington’s creation of the Presidential cabinet and the development of political parties

  • Students will examine the changes to the New York State Constitution and how they were made during the 19th century

-John Jay                                      

-Whiskey Rebellion                

-XYZ affair

-attorney general                            

-Jay’s Treaty                    

-Alien and Sedition Acts

-cabinet                                         

-Pinckney’s Treaty               

-nullification

-inaugurate                                         

-cede                            

-foreign policy

-precedent                                        

-neutral                              

-sedition

-tariff

 

  • Explain how the decisions made by the first Congress created political traditions

  • List Hamilton’s solutions for the nation’s finances

  • Describe how Washington dealt with two early crises.

  • List the dangers Washington warned about.

  • Explain the issues that divided Americans during Adams’ presidency.

Unit 4 Chapter 10 The Jefferson Era

Unit 4 Chapter 10 The Jefferson Era
(2) SS.USAG.U2.I
  1. Historical foundations
    1. 17th and 18th century Enlightenment thought
      1. European intellectuals (Locke, Montesquieu, Voltaire, Rousseau)
      2. Key events (Magna Carta, habeas corpus, English Bill of Rights, Glorious Revolution)
    2. The peoples and peopling of the American colonies (voluntary and involuntary)
      1. Native American Indians (relations between colonists and Native American Indians, trade, alliances, forced labor, warfare)
      2. Slave trade
      3. Varieties of immigrant motivation, ethnicities, and experiences
    3. Colonial experience: political rights and mercantile relationships
      1. Colonial charters and self-government:Mayflower Compact, town meetings,House of Burgesses, local government, property rights, enforceable contracts, Albany Plan of Union
      2. Native American governmental systems
      3. Colonial slavery (evolution and variation of slavery in Chesapeake, South Carolina and Georgia, lower Mississippi Valley, middle colonies, and the North; slave resistance; influence of Africa and African-American culture upon colonial cultures; contradiction between slavery and emerging ideals of freedom and liberty)
      4. Freedom of the press: the Zenger case
      5. Salutary neglect, rights of English citizens in America
    4. The Revolutionary War and the Declaration of Independence
      1. Causes of the Revolution
      2. Revolutionary ideology (republican principles, natural rights)
      3. Revolutionary leaders: Benjamin Franklin, George Washington, John Adams, Samuel Adams, Patrick Henry
      4. Slavery, African-Americans, and the outcome of the American Revolution (African-American role in the Revolution, growth of the "free black" population)
    5. New York State Constitution based on republican principles
      1. New York State Constitution
      2. State constitutions (ratification by the people, unicameral versus bicameral legislatures, branches of government)
      3. Guaranteeing religious liberty (disestablishment of churches, the growth of religious pluralism)
      4. The abolition of slavery in the North
    6. Articles of Confederation
    7. Northwest Ordinance
  2. Constitutional Convention
    1. Representation and process
      1. Framers of the Constitution (James Madison)
      2. Plans of government (Virginia plan, New Jersey plan, Connecticut plan)
    2. Conflict and compromise: seeking effective institutions
      1. Protecting liberty against abuses or power
      2. Power separated and balanced
      3. The Constitution, slavery, and fear of tyrannical powers of government
    3. The document: structure of government
    4. Ratification
      1. The Federalist Papers—a New York activity with widespread influence
      2. The debate: Federalist and Anti-Federalist arguments
  3. The Bill of Rights
  4. Basic structure and function: three branches and their operation
  5. Basic constitutional principles
    1. national power—limits and potentials
    2. federalism—balance between nation and state
    3. the judiciary—interpreter of the Constitution or shaper of public policy
    4. civil liberties—protecting individual liberties from governmental abuses; the balance between government and the individual
    5. criminal procedures—the balance between the rights of the accused and protection of the community and victims
    6. equality—its historic and present meaning as a constitutional value
    7. the rights of women under the Constitution
    8. the rights of ethnic and racial groups under the Constitution
    9. Presidential power in wartime and in foreign affairs
    10. the separation of powers and the capacity to govern
    11. avenues of representation
    12. property rights and economic policy
    13. constitutional change and flexibility
  6. Implementing the new constitutional principles
    1. Creating domestic stability through sound financial policies: Hamilton's financial plans
    2. Development of unwritten constitutional government under Washington, Adams, and Jefferson: cabinet, political parties, judicial review, executive and Congressional interpretation, lobbying; the Marshall Court (Marbury v. Madison, 1803, McCulloch v. Maryland, 1819, and Gibbons v. Ogden, 1824)
    3. Establishing a stable political system
      1. The Federalist and Republican parties (philosophies of Hamilton and Jefferson)
      2. Suppressing dissent (the Whiskey Rebellion, the Alien and Sedition Acts)
    4. Neutrality and national security, Washington through Monroe: foreign affairs, establishing boundaries
      1. Neutrality: Akey element of American foreign policy—influence of geography
      2. Anew nation in a world at war
      3. Economic pressures as a tool of diplomacy
      4. The failure of Republican diplomacy: War of 1812 (significance of the War for Native American Indians, Spain, the growth of industry)
      5. Monroe Doctrine

How might adding a large territory strengthen a country?

 

How might it weaken a country or government?

 

What challenges do you think Jefferson faced after his election in 1800?

 

  • Student will examine events of the early nation including Hamilton’s economic plan, the Louisiana Purchase, the Supreme Court decision in Marbury v. Madison, and the War of 1812 in terms of testing the strength of the Constitution

  • Students will examine the Monroe Doctrine and its effects on foreign policy

Thomas Jefferson 

-Judiciary Act of 1801 

-John Marshall

-judicial review 

-radical 

-Federalist

-Democratic-Republican 

-Sacagawea 

-Louisiana Purchase

-Lewis & Clark 

-expedition 

-Zebulon Pike 

-Embargo Act of 1807

-Tecumseh 

-war hawk 

-Oliver Hazard Perry

-impressments 

-coercion

 

  • Explain how the election of 1800 was resolved

  • Explain how John Marshall strengthened the Supreme Court

  • Explain how the United States acquired the Louisiana Territory

  • Describe some effects of exploring the Louisiana Territory

  • Explain how the War of 1812 led to changes in America

Unit 4 Chapter 11 National and Regional Growth

Unit 4 Chapter 11 National and Regional Growth
(3) SS.USAG.U2.II
  1. Factors unifying the United States, 1789-1861
    1. The first and second two-party systems
    2. The market economy and interstate commerce
    3. The Marshall Court
  2. Constitutional stress and crisis
    1. Developing sectional differences and philosophies of government
      1. The growth of urban and industrial patterns of life in the North
        1. the transportation revolution (Erie Canal, rise of the port of New York, New York City's rise as a trade and manufacturing center)
        2. the introduction of the factory system
        3. working conditions
        4. women and work
        5. urban problems
      2. Middle-class and working-class life in the pre-Civil War North (families, gender roles, schooling, childhood, living conditions, status of free blacks)
      3. Foreign immigration and nativist reactions (Jews; Irish mass starvation, 1845-1850; Germans; 1848 refugees; Know Nothings)
      4. Patterns of Southern development (growth of cotton cultivation, movement into the Old Southwest, women on plantations)
      5. Life under slavery (slave laws; material conditions of life; women and children; religious and cultural expression; resistance)
    2. Equal rights and justice: expansion of franchise; search for minority rights; expansion of slavery; abolitionist movement; the underground railroad; denial of Native American Indian rights and land ownership
      1. Political democratization: national political nominating convention, secret ballot
      2. The rise of mass politics (John Quincy Adams, Andrew Jackson, the spoils system, the bank war, Martin Van Buren)
      3. Native Americans
        1. History of Indian relations from 1607
        2. Native American cultural survival strategies (cultural adaptation, cultural revitalization movements, Pan-Indian movements, resistance)
        3. The removal policy: Worcester v. Georgia, 1832
      4. The birth of the American reform tradition (religious and secular roots; public schools; care for the physically disabled and the mentally ill; the problems of poverty and crime; antislavery; women's rights movement)
    3. The great constitutional debates: states' rights versus federal supremacy (nullification); efforts to address slavery issue (Missouri Compromise, Compromise of 1850, fugitive, slave law, Dred Scott v. Sanford, 1857); preservation of the Union
  3. Territorial expansion through diplomacy, migration, annexation, and war; Manifest Destiny
    1. The Louisiana Purchase
    2. Exploring and settling the West (explorers, Lewis and Clark expedition, naturalists, trappers and traders, trailblazers, missionaries, pioneers, the Mormon Church
    3. The Spanish, Mexican, and Native American West
    4. Motives for and implications of expansion and western settlement
    5. Politics of western expansion (Manifest Destiny, the Texas and Oregon questions, the Mexican War)
    6. Impact of western expansion upon Mexicans and Native Americans
  4. The Constitution in jeopardy: The American Civil War
    1. United States society divided
      1. Party disintegration and realignment and sectional polarization (Kansas-Nebraska Act, disintegration of the Whig Party and the rise of the Republican Party, Dred Scott decision, John Brown's raid)
      2. Abraham Lincoln, the secession crisis, and efforts at compromise (Lincoln-Douglas debates, election of 1860, secession, compromise plans, Fort Sumter)
    2. Wartime actions
      1. Military strategy, major battles (Antietam, Gettysburg), and human toll
      2. Impact of war on home front (civil liberties during the Civil War, women's roles)
      3. Government policy during the war (wartime finances, creating a national currency, transcontinental railroad, Homestead Act)
      4. Lincoln and Emancipation (the Emancipation Proclamation, the Gettysburg Address, African-American participation in the Civil War, the 13th Amendment)

What new inventions have significantly affected American history?

 

Predict reasons why slavery spread in the South in the early 1800s.

 

How do people show pride and loyalty to the region or nation in which they live?

 

  • Students will compare and evaluate the ways in which Florida, Texas, and territories from the Cession were acquired by the United States 

  • Students will examine the Erie Canal as a gateway to Westward expansion that resulted in economic growth for New York State, economic opportunities for Irish immigrants working on its construction, and its use by religious groups, such as Mormons, to move westward

-Industrial Revolution                  

-factory system                      

-mechanical reaper

-cotton gin                                

-Nat Turner                               

-James Monroe

-Erie Canal                           

-Missouri Compromise                  

-Monroe Doctrine

-sectionalism                                    

-nationalism

 

  • Describe how the Industrial Revolution changed the way Americans lived and worked

  • Compare the different conditions faced by African Americans in the South

  • Describe the factors that increased sectional tension

Unit 5 Chapter 12 The Age of Jackson

Unit 5 Chapter 12 The Age of Jackson
(1) SS.7.6.b.2 Students will examine the growth of suffrage for white men under Andrew Jackson.
(3) SS.USAG.U2.II
  1. Factors unifying the United States, 1789-1861
    1. The first and second two-party systems
    2. The market economy and interstate commerce
    3. The Marshall Court
  2. Constitutional stress and crisis
    1. Developing sectional differences and philosophies of government
      1. The growth of urban and industrial patterns of life in the North
        1. the transportation revolution (Erie Canal, rise of the port of New York, New York City's rise as a trade and manufacturing center)
        2. the introduction of the factory system
        3. working conditions
        4. women and work
        5. urban problems
      2. Middle-class and working-class life in the pre-Civil War North (families, gender roles, schooling, childhood, living conditions, status of free blacks)
      3. Foreign immigration and nativist reactions (Jews; Irish mass starvation, 1845-1850; Germans; 1848 refugees; Know Nothings)
      4. Patterns of Southern development (growth of cotton cultivation, movement into the Old Southwest, women on plantations)
      5. Life under slavery (slave laws; material conditions of life; women and children; religious and cultural expression; resistance)
    2. Equal rights and justice: expansion of franchise; search for minority rights; expansion of slavery; abolitionist movement; the underground railroad; denial of Native American Indian rights and land ownership
      1. Political democratization: national political nominating convention, secret ballot
      2. The rise of mass politics (John Quincy Adams, Andrew Jackson, the spoils system, the bank war, Martin Van Buren)
      3. Native Americans
        1. History of Indian relations from 1607
        2. Native American cultural survival strategies (cultural adaptation, cultural revitalization movements, Pan-Indian movements, resistance)
        3. The removal policy: Worcester v. Georgia, 1832
      4. The birth of the American reform tradition (religious and secular roots; public schools; care for the physically disabled and the mentally ill; the problems of poverty and crime; antislavery; women's rights movement)
    3. The great constitutional debates: states' rights versus federal supremacy (nullification); efforts to address slavery issue (Missouri Compromise, Compromise of 1850, fugitive, slave law, Dred Scott v. Sanford, 1857); preservation of the Union
  3. Territorial expansion through diplomacy, migration, annexation, and war; Manifest Destiny
    1. The Louisiana Purchase
    2. Exploring and settling the West (explorers, Lewis and Clark expedition, naturalists, trappers and traders, trailblazers, missionaries, pioneers, the Mormon Church
    3. The Spanish, Mexican, and Native American West
    4. Motives for and implications of expansion and western settlement
    5. Politics of western expansion (Manifest Destiny, the Texas and Oregon questions, the Mexican War)
    6. Impact of western expansion upon Mexicans and Native Americans
  4. The Constitution in jeopardy: The American Civil War
    1. United States society divided
      1. Party disintegration and realignment and sectional polarization (Kansas-Nebraska Act, disintegration of the Whig Party and the rise of the Republican Party, Dred Scott decision, John Brown's raid)
      2. Abraham Lincoln, the secession crisis, and efforts at compromise (Lincoln-Douglas debates, election of 1860, secession, compromise plans, Fort Sumter)
    2. Wartime actions
      1. Military strategy, major battles (Antietam, Gettysburg), and human toll
      2. Impact of war on home front (civil liberties during the Civil War, women's roles)
      3. Government policy during the war (wartime finances, creating a national currency, transcontinental railroad, Homestead Act)
      4. Lincoln and Emancipation (the Emancipation Proclamation, the Gettysburg Address, African-American participation in the Civil War, the 13th Amendment)

Identify was a nation might change after it elects a new leader.

 

Predict effects of Jackson’s policies on Native Americans.

 

Explain how a government’s economic policies affect the daily lives of its citizens.

 

  • Students will examine the growth of suffrage for white men during Andrew Jackson’s administration

  • Students will examine the conditions faced on the Trail of Tears by the Cherokee and the effect that the removal had on their people and culture 

  • Students will examine examples of Native American resistance to western encroachment, including the Seminole Wars and Cherokee judicial efforts

-Andrew Jackson             

-Jacksonian democracy                

-spoils system 

-Doctrine of Nullification                     

-Sequoya                         

-Indian Removal Act

-Indian Territory                  

-Trail of Tears                           

-Osceola

-assimilate                                 

-Martin Van Buren                     

-Panic of 1837

-depression                                 

-Whig Party                               

-inflation

 

  • Describe the political divisions that appeared before and after the 1824 election.

  • Explain how Jackson helped change American democracy

  • Explain why Jackson wanted Native Americans moved to the West.

  • Describe the effects of the Indian Removal Act

  • Explain how Jackson destroyed the national bank

Unit 5 Chapter 13 Manifest Destiny

Unit 5 Chapter 13 Manifest Destiny
(1) SS.7.6.a Conflict and compromise with foreign nations occurred regarding the physical expansion of the United States during the 19th century. American values and beliefs such as Manifest Destiny and the need for resources increased westward expansion and settlement.
(3) SS.USAG.U2.II
  1. Factors unifying the United States, 1789-1861
    1. The first and second two-party systems
    2. The market economy and interstate commerce
    3. The Marshall Court
  2. Constitutional stress and crisis
    1. Developing sectional differences and philosophies of government
      1. The growth of urban and industrial patterns of life in the North
        1. the transportation revolution (Erie Canal, rise of the port of New York, New York City's rise as a trade and manufacturing center)
        2. the introduction of the factory system
        3. working conditions
        4. women and work
        5. urban problems
      2. Middle-class and working-class life in the pre-Civil War North (families, gender roles, schooling, childhood, living conditions, status of free blacks)
      3. Foreign immigration and nativist reactions (Jews; Irish mass starvation, 1845-1850; Germans; 1848 refugees; Know Nothings)
      4. Patterns of Southern development (growth of cotton cultivation, movement into the Old Southwest, women on plantations)
      5. Life under slavery (slave laws; material conditions of life; women and children; religious and cultural expression; resistance)
    2. Equal rights and justice: expansion of franchise; search for minority rights; expansion of slavery; abolitionist movement; the underground railroad; denial of Native American Indian rights and land ownership
      1. Political democratization: national political nominating convention, secret ballot
      2. The rise of mass politics (John Quincy Adams, Andrew Jackson, the spoils system, the bank war, Martin Van Buren)
      3. Native Americans
        1. History of Indian relations from 1607
        2. Native American cultural survival strategies (cultural adaptation, cultural revitalization movements, Pan-Indian movements, resistance)
        3. The removal policy: Worcester v. Georgia, 1832
      4. The birth of the American reform tradition (religious and secular roots; public schools; care for the physically disabled and the mentally ill; the problems of poverty and crime; antislavery; women's rights movement)
    3. The great constitutional debates: states' rights versus federal supremacy (nullification); efforts to address slavery issue (Missouri Compromise, Compromise of 1850, fugitive, slave law, Dred Scott v. Sanford, 1857); preservation of the Union
  3. Territorial expansion through diplomacy, migration, annexation, and war; Manifest Destiny
    1. The Louisiana Purchase
    2. Exploring and settling the West (explorers, Lewis and Clark expedition, naturalists, trappers and traders, trailblazers, missionaries, pioneers, the Mormon Church
    3. The Spanish, Mexican, and Native American West
    4. Motives for and implications of expansion and western settlement
    5. Politics of western expansion (Manifest Destiny, the Texas and Oregon questions, the Mexican War)
    6. Impact of western expansion upon Mexicans and Native Americans
  4. The Constitution in jeopardy: The American Civil War
    1. United States society divided
      1. Party disintegration and realignment and sectional polarization (Kansas-Nebraska Act, disintegration of the Whig Party and the rise of the Republican Party, Dred Scott decision, John Brown's raid)
      2. Abraham Lincoln, the secession crisis, and efforts at compromise (Lincoln-Douglas debates, election of 1860, secession, compromise plans, Fort Sumter)
    2. Wartime actions
      1. Military strategy, major battles (Antietam, Gettysburg), and human toll
      2. Impact of war on home front (civil liberties during the Civil War, women's roles)
      3. Government policy during the war (wartime finances, creating a national currency, transcontinental railroad, Homestead Act)
      4. Lincoln and Emancipation (the Emancipation Proclamation, the Gettysburg Address, African-American participation in the Civil War, the 13th Amendment)

When people seek new opportunities, what do they leave behind?

 

What challenges do people face when moving?

 

Why do people take on new challenges?

 

  • Students will examine the ways westward movement affected the lives of women and African Americans

  • Students will examine the policies of New York State toward Native Americans at this time, and its efforts to take tribal lands, particularly those of the Oneidas, and exercise jurisdiction over those communities

  • Jedediah Smith                            

  • Jim Beckwourth                          

  • Santa Fe Trail

  • Oregon Trail                                   

  • Mormon                          

  • Brigham Young

  • land speculators                        

  • Stephen F. Austin                   

  • Tejanos

  • Sam Huston                              

  • Battle of the Alamo                   

  • Annex

  • James K. Polk                              

  • manifest destiny                         

  • Zachary Taylor

  • Bear Flag Revolt               

  • Treaty of Guadalupe Hidalgo               

  • Mexican cession

  • forty-niner                       

  • James Marshall                                 

  • migration

  • Explain what motivated pioneers to undertake the hazardous journey into the rugged west

  • Identify ways that American settlers caused problems in Texas

  • Describe the events that led to Texas’s independence from Mexico

  • Explain the events that led to the war with Mexico

  • Evaluate the events that led to fast settlement in California.

Unit 5 Chapter 15 A New Spirit of Change

Unit 5 Chapter 15 A New Spirit of Change
(1) SS.SSP.7.2.6 Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time.
(1) SS.SSP.7.2.7 Recognize that changing the periodization affects the historical narrative.
(1) SS.SSP.7.2.8 Identify patterns of continuity and change as they relate to larger historical process and themes.
(1) SS.SSP.7.5.5 Characterize and analyze changing interconnections among places and regions.
(2) SS.SSP.7.6.4 Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.

What are some reasons why people want to change their own lives or their family’s life?

 

What are some ways people today go about trying to change the lives of other people?

 

What changes would you want to make to improve people’s lives today?

 

  • Students will investigate examples of early 19th century reform movements, such as education, prisons, temperance, and mental health care, and examine the circumstances that led to the need for reform

  • Students will examine ways in which enslaved Africans organized and resisted their conditions

  • Students will explore the efforts of William Lloyd Garrison, Frederick Douglass, and Harriet Tubman to abolish slavery 

  • Students will examine the effects of Uncle Tom’s Cabin on the public perception of slavery

  • Students will investigate New York State and its role in the abolition movement, including the locations of the Underground Railroad stations

  • Students will examine the seizure of the ship, La Amistad, carrying enslaved Africans, off the coast of Long Island and the resulting Supreme Court decision in United States v. The Amistad (1841)

  • Students will examine the efforts of women to acquire more rights. These women include: Sojourner Truth, Elizabeth Cady Stanton, Matilda Joslyn Gage, and Susan B. Anthony

  • Students will explain the significance of the Seneca Falls Convention and the Declaration of Sentiments 

  • Students will trace the Anti-Rent movement in New York State

  • “push” factor                                

  • “pull” factor                                

  • Immigrant

  • steerage                               

  • famine                               

  • Prejudice

  • nativist                      

  • Second Great Awakening        

  • temperance movement

  • Shaker                             

  • labor union                              

  • Strike

  • evangelicalism                       

  • abolition        

  • Frederick Douglass

  • Sojourner Truth          

    • Underground Railroad              

    • Harriet Tubman

    • Elizabeth Cady Stanton      

    • Seneca Falls Convention                    

    • suffrage

  • Explain what attracted immigrants to America in the mid-1800s

  • Describe what life was like for new immigrants

  • Explain how the labor movement tried to improve working conditions.

  • List the problems in society that reformers worked to change.

  • List the methods abolitionists used to fight against slavery

Unit 6 Chapter 15 The Nation Breaking Apart

Unit 6 Chapter 15 The Nation Breaking Apart
(1) SS.7.7.b Enslaved African Americans resisted slavery in various ways in the 19th century. The abolitionist movement also worked to raise awareness and generate resistance to the institution of slavery.
(1) SS.7.7.b.2 Students will explore efforts of William Lloyd Garrison, Frederick Douglass, and Harriet Tubman to abolish slavery.
(1) SS.7.7.b.3 Students will examine the impact of Uncle Tom’s Cabin on the public perception of slavery.
(2) SS.7.8 A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of States rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.
(1) SS.7.8.b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.
(1) SS.7.8.b.1 Students will examine attempts at resolving conflicts over whether new territories would permit slavery, including the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act.

Why might people living in the same region share similar attitudes and beliefs?

 

Explain the pros and cons of compromise as a way to settle differences.

 

How could the known beliefs and experiences of a newly elected president foreshadow the future of a nation?

 

  • Students will examine regional economic differences as they relate to industrialization

  • Students will examine attempts at resolving conflicts over whether new territories would permit slavery, including the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act

  • Students will examine growing sectionals tensions, including the decision in Dred Scott v. Sanford (1857) and the founding of the Republican Party

  • Wilmot Proviso                           

  • Stephen A. Douglas            

  • Compromise of 1850

  • Fugitive Slave Act                

  • Uncle Tom’s Cabin      

  • Kansas-Nebraska Act

  • Popular sovereignty                     

  • Republican Party

  • Dred Scott v. Sandford

  • Abraham Lincoln         

  • Confederate States of America   

  • Harpers Ferry

  • Jefferson Davis                

  • Crittenden Compromise           

  • platform

-Describe the changes in the economy in the 1850s and indicate how they contributed to the sectional conflict

-Give the reasons for southern secession and the outbreak of war

-Discuss the impact of immigration on American society and politics in this period

-Discuss the rise of the Republican Party to national power.

 

Unit 6 Chapter 16 The Civil War Begins

Unit 6 Chapter 16 The Civil War Begins
(2) SS.7.8 A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of States rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.
(1) SS.7.8.c Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.
(1) SS.7.8.c.1 Students will examine both long- and short-term causes of the Civil War.
(1) SS.7.8.c.3 Students will examine the role of New York State in the Civil War, including its contributions to the war effort and the controversy over the draft.
(1) SS.7.8.d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
(1) SS.7.8.d.1 Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War.

What characteristics do you think great military leaders need to have?  

 

List the everyday needs of a soldier in the Civil War.

 

Predict reasons why the Civil War was long and  bloody.

 

  • Students will examine both long and short term causes of the Civil War

  • Students will identify which states seceded to form the Confederate States of America and will explore the reasons presented for secession. Students will also identify the states that remained in the the Union

  • Students will examine the role of New York State in the Civil War, including its contributions to the war effort and the controversy over the draft

  • Fort Sumter                              

  • Confederacy                               

  • Robert E. Lee

  • Anaconda Plan                

  • First Battle of Bull Run                     

  • Uprising

  • Populous                                     

  • enlist                                    

  • Contractor

  • Hygiene                            

  • Battle of Shiloh                             

  • Battle of Antietam

  • plunder

Compare and contrast the advantages and disadvantages of the Union and Confederate armies 

-Describe the experiences of the soldiers in both armies

-Understand the Anaconda Plan utilized by the Northern Army

-Summarize the events at the Battles of Fort Sumter, Bull Run, Shiloh, and Antietam

 

Unit 6 Chapter 17 The  Tide of War Turns

Unit 6 Chapter 17 The  Tide of War Turns
(1) SS.7.8.d.3 Students will examine how the use of various technologies affected the conduct and outcome of the Civil War.
(1) SS.7.8.d.4 Students will examine the enlistment of freed slaves and how it helped to change the course of the Civil War.
(1) SS.7.8.e The Civil War impacted human lives, physical infrastructure, economic capacity, and governance of the United States.
(1) SS.7.8.e.1 Students will examine the roles of women, civilians, and free African Americans during the Civil War.
(1) SS.7.8.e.3 Students will explain how events of the Civil War led to the establishment of federal supremacy.
(1) SS.SSP.7.4.4 Examine the role of institutions such as joint stock companies, banks, and the government in the development of the United States economy before the Civil War.

How was the nation already changing?

 

Predict changes in the nation based on what you know about the Civil War and its outcome.

 

  • Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War

  • Students will examine the goals and content of Lincoln’s Emancipation Proclamation

  • Students will examine how the use of various technologies affected the conduct and outcome of the Civil War

  • Students will examine the enlistment of freed slaves and how this helped to change the course of the Civil War

  • Students will examine topography and geographic conditions at Gettysburg and Antietam, and analyze the military strategies employed by the North and the South at Gettysburg and Antietam

  • Students will examine the roles of women, civilians, and free African Americans during the Civil War

    • Students will examine the aftermath of war in terms of destruction, effect on population, and economic capacity by comparing effects of the war on New York State and Georgia

    • Students will explain how events of the Civil War led to the establishment of federal supremacy

  • Battle of Gettysburg   

  • Appomattox Court House                     

  • Clara Barton

  • emancipate              

  • Emancipation Proclamation           

  • Greenback

  • George Pickett                       

  • income tax                                

  • Inflation

  • liberation                        

  • prolong                               

  • Pickett’s Charge

  • Siege of Vicksburg

  • Sherman’s March to the Sea          

    • Thirteenth Amendment

    • Writ of habeas corpus

-Discuss Lincoln’s decision to make emancipation a war aim and the significance of the Emancipation Proclamation

-Describe the meaning of the war for African Americans and its impact on their lives

-Compare and Contrast the experiences on the homefront in the Union and the Confederacy

-Analyze the reasons for the defeat of the Confederacy

 
Loading
Data is Loading...