Western Civilization Topics & the Rise of the American Nation SO1Z03 & SO1Z04 Students will gain an understanding of time, continuity, and change in Western Civilization and its impact on the development of the United States government. Students will also gain a historical perspective on modern society and culture. Exploration of power structures, authority, and governance will be addressed. Finally, students will gain an understanding of global connections among world societies.

District 219 Niles Township High Schools Niles North & Niles West Skokie, Illinois

Harriet Johaniewicz, Damien LaPointe, & Robert Salmons Susanne Carrescia, Patricia Costigan, Pete Marcelo & Vachee Loughran

June 2006

Table of Contents

Department Structure……………………………………………….. p. 4 Instructional Materials……………………………………………… p. 5 Agreed Upon Elements……………………………………………… p. 6 Units of Instruction with Student Learning Outcomes Coded to State Goals and/or Benchmarks...................................................... Unit 1 First Civilizations: Early Humans; Mesopotamia; First Empires pp. 7-9 Unit 2 Ancient Greeks: Early Greeks; Sparta & Athens; Persia Vs. Greeks; Age of Pericles pp. 10-13 Unit 3 Greek Civilization: Ancient Greek Culture; Greek Philosophy & History; Alexander the Great; Spread of Greek Culture pp. 14-16 Unit 4 Rome’s Rise: Rome’s Beginnings; Roman Republic; Fall of the Republic; Early Empire pp. 17- 20 Unit 5 Roman Civilization: Ancient Lifestyle; Fall of Rome; Byzantine Empire pp. 21-23 Unit 6 Medieval Europe: Early Middle Ages; Feudalism; Kingdoms & Crusades; Church & Society; Late Middle Ages pp. 24-27 Unit 7 Renaissance & Reformation: Renaissance Beginnings; Ideas & Art; Reformation Begins; Catholics & Protestants pp. 28-31 Unit 8 Enlightenment & Revolution: Age of Exploration; Scientific Revolution; Enlightenment & Philosophies pp. 32-35 Unit 9 Industry & Nationalism: French Revolution & Napoleon; Industrial Revolution; Society & Industry; Nation States pp. 36-39 Unit 10 The First Americans, Prehistory to 1492: Early Peoples; Cities and Empires; North American Peoples pp. 40-42 2

Unit 11 The Colonies Grow: Life in the Colonies; Government, Religion, and Culture; France & Britain Clash; The French & Indian War pp. 43-46 Unit 12 Road to Independence: Taxation Without Representation; Building Colonial Unity; A Call to Arms; Moving Toward Independence pp. 47-50 Unit 13 The American Revolution: The Early Years; The War Continues; The War moves West & South; The War is Won pp. 51-53 Unit 14 The Jefferson Era: The Republicans Take Power; The Louisiana Purchase; A Time of Conflict; The War of 1812 pp. 54-56 Unit 15 Manifest Destiny: The Oregon Country; Independence for Texas; War with Mexico; New Settlers in California & Utah pp. 57-60 Unit 16 North & South: The North’s Economy; The North’s People: Southern Cotton Kingdom; The South’s People pp. 61-64

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Special Education Social Studies Structure

Freshmen

Sophomores

Juniors

Semester I

Semester II

Global Studies

Global Studies

Western Civilization Topics

Rise of the American Nation

U.S. History I

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U.S. History II

Instructional Materials Required Text(s) Spielvogel, Jackson J., World History: Journey Across Time. Columbus: McGraw-Hill, 2006. Appleby, Joyce, Alan Brinkley, and James M. McPherson. The American Journey. Columbus: McGraw-Hill, 2006

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Agreed Upon Elements Types of Assessment: The Western Civilization Topics and Rise of the American Nation class will be assessed at the end of each semester with a Criterion Referenced Test (CRT). This is an objective test which will consist of multiple choice questions. Within each unit of this curriculum, student learner outcomes, key words or terms, and concepts have been identified to be assessed in either the first or second semester. Forms of assessment during each semester are at the discretion of the individual teacher. They might consist of, but are not limited to the following: • Objective tests • Essays • Research papers • Class performance & participation • Presentations • Individual or group projects

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Unit 1 Title: First Civilizations Subject/Topic Areas: Early Humans Mesopotamian Civilization The First Empires Student Learning Outcomes: Students will be able to: • understand how Paleolithic people adapted to their environment and invented many tools to help them survive • understand how people in the Neolithic Age started farming, building communities, producing goods and trading • recognize that civilization in Mesopotamia began in the valleys of the Tigris and Euphrates rivers • identify the important contributions Sumerians made to later people, including writing • explain the loss of power by the Sumerian city-states • recognize that Assyria’s military power and well-organized government helped them build a vast empire in Mesopotamia • identify the important landmarks the Chaldean Empire built in Babylon and their development of the first calendar with a seven day week Link to the Content Standards: The above outcomes are linked to the following benchmarks: 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.B.4b Identify political ideas from the early modern historical era to the present which have had world impact. 17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. Key Words/Terms to be Covered: • historian • archaeologist • artifact • fossil 7

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

anthropologist nomad technology domesticate specialization civilization irrigation city-state artisan cuneiform scribe empire province caravan astronomer Jericho Catal Huyuk Tigris River Euphrates River Mesopotamia Sumer Babylon Sargon Hammurabi Assyria Persian Gulf Nineveh Hanging Gardens Ziggurat Hittites Nebuchadnezzar

Time Frame: 2 weeks

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Summary of Unit: This unit will provide the content and the skills necessary for a good foundation for further study of Western Civilizations. This unit includes a review of Paleolithic people, their adaptation to environment, and the invention of tools to help them survive. Students will also learn that about civilizations in Mesopotamia that began in the valleys of the Tigris and Euphrates Rivers. Finally, this unit will explore Assyria’s military power and its well-organized government that helped it to build an empire. Stage One: Desired Results Students will learn how farming changed the way early peoples lived. They will also be able to describe the development of the first major in civilizations in Mesopotamia’s river valley. Finally, they will be able to describe the rise and fall of both the Assyrian and Chaldean Empires. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Teacher Directed Summary Unit 2 Title: The Ancient Greeks Subject/Topic Areas: The Early Greeks Sparta & Athens Persia Attacks the Greeks The Age of Pericles Student Learning Outcomes: Students will be able to: • recognize how the geography of Greece influenced where people settled and what they did • identify how the Minoans earned their livings through ship building and trading • identify the Mycenaeans as the builders of the first Greek kingdoms • explain how the Mycenaeans spread their power across the Mediterranean region • understand how colonization and trade spread Greek culture and spurred industry • define citizenship developed in the Greek city-states • recognize how tyrants were able to seize power from Greek nobles • explain how the Spartans were able to use military power to conquer and control other peoples • identify how Athenians differed from Spartans • understand how the Persian Empire united a wide area under one government • identify the roles both Sparta and Athens played in defeating the Persians • explain Athens growth in both power and democracy under Pericles rule • differentiate between male and female roles in Athens • recognize that Sparta and Athens went to war for control of Greece

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Link to Content Standards: The above outcomes are linked to the following benchmarks: 15.A.4a Explain how national economies vary in the extent that government and private markets help allocate goods, services, and resources. 15.D.4a Explain the meaning and importance of “balance of trade” and how trade surpluses and deficits between nations are determined. 15.D.4b Describe the relationships between the availability and price of a nation’s resources and its comparative advantage in relation to other nations. 17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17.C.4b Analyze growth trends in selected urban areas as they relate to geographic factors. 17.C.4c Explain how places with various population distributions function as centers of economic activity. 17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18.A.4 Analyze the influence of cultural factor including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.B.4 Analyze various forms of institutions (e.g., educational, military, governmental). Key Words/Terms to be Covered: • Crete • Mycenaen • Peloponnesus • Agamemnon • peninsula • colony • polis • agora • Sparta • Athens • Solon • Peisistratus • Cleisthenes • tyrant • oligarchy 11

• • • • • • • • • • • • • • • • • • •

democracy helot Persia Marathon Salamis Plataea Cyrus the Great Darius Xerxes Themistocles satrapies satrap Zoroastrianism Delos Pericles Aspasia direct democracy representative democracy philosopher

Time Frame: 2 weeks Summary of Unit: This unit will explore how the geography of Greece influenced where people settled and how they earned their living. It also explores how power shifted from nobles to tyrants. Next, the unit will address how the Persian Empire united a wide area under a single government. Finally, it will explain how Athens grew in power and expanded democratic policies under the rule of Pericles. Stage One: Desired Results Students will learn to describe how geography and the Minoan and Mycenaean civilization influenced Greek culture. They will compare and contrast the city-sates of Sparta and Athens. Next, students will identify the causes and effects of Greek wars with Persia. Finally, students will describe Athens under the leadership of Pericles and reasons Athens declined.

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Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of material.

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Unit 3 Title: Greek Civilization Subject/Topic Areas: Culture of Ancient Greece Greek Philosophy & History Alexander the Great Spread of Greek Culture Student Learning Outcomes: Students will be able to: • identify Greek belief in Gods and Goddesses • explore the use of poetry and fables by the Greeks to teach values • understand the impact of Greek on entertainment today • identify the expression of beauty and harmony in art and architecture • identify Greek philosophies still in use today • recognize that Greeks wrote the first real histories in Western Civilization • identify Philip II of Macedonia as the ruler that united the Greek states • learn that Alexander the Great conquered the Persian Empire and spread Greek culture throughout southwest Asia • learn how Hellenistic cities became centers of learning and culture • identify the philosophies of Epicurus and Zeno • recognize the discoveries Hellenistic scientists made to math and astronomy Link to Content Standards: The above outcomes are linked to the following benchmarks: 14.A.4 Analyze how local, state, and national governments serve the purposes for which they were created. 15.B.4b Analyze the impact of current events (e.g., weather, natural disasters, wars) on consumer prices. 15.C.4a Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions. 16.A.4a Analyze and report historical events to determine cause-and-effect relationships.

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17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17.C.4c Explain how places with various population distributions function as centers of economic activity. 17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18.A.4 Analyze the influence of cultural factor including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.B.4 Analyze various forms of institutions (e.g., educational, military, governmental). Key Words/Terms to be Covered: • Mount Olympus • Delphi • Homer • Aesop • Sophocles • Euripides • oracle • myth • epic • fable • drama • tragedy • comedy • Pythagoras • Socrates • Plato • Aristotle • Herodotus • Thucydides • philosophy • philosopher • Sophist • Socratic method • Macedonia • Chaeronea

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• • • • • • • • • • • • • • • • • •

Syria Alexandria Phillip II Alexander the Great legacy Hellenistic Era Rhodes Syracuse Theocritus Aristarchus Eratosthenes Euclid Archimedes Epicureanism Stoicism astronomer plane geometry solid geometry

Time Frame: 2 weeks Summary of Unit: This unit will explore the Greeks belief in gods and goddesses that controlled nature and shaped their lives. It will also address Greek philosophers whose ideas are still in use today. Next, the unit will address the unification of Greece under the rule of Phillip II of Macedonia. Finally, Hellenistic cities as centers of education and culture will be discussed. Stage One: Desired Results Students will learn to describe important Greek developments in the arts. They will discuss Greek achievements in history, politics, biology and logic. They will summarize the empires of Phillip II and Alexander the Great. Students will describe Hellenistic cities. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of material. 16

Teacher Directed Summary Unit 4 Title: The Rise of Rome Subject/Topic Areas: Rome’s Beginnings Roman Republic The Fall of the Republic The Early Empire Student Learning Outcomes: Students will be able to: • understand geography played an important role in the rise of the Roman civilization • understand how the Romans created a republic and conquered Italy • recognize that the Roman empire grew powerful by treating people fairly • recognize that Rome’s republic was shaped by the expansion of voting rights to its citizens • explain how Rome destroyed the Carthaginian Empire and gained control of the entire Mediterranean region • explain how the use of enslaved labor hurt farmers, increased poverty and corruption and brought the army into politics • describe how Julius Caesar seized power and made reforms • understand how the Roman Republic was weaken by civil wars until Augustus • understand that by expanding the empire and reorganizing the military and government, Augustus created a new era of prosperity • describe how Rome’s system of roads, aqueducts, ports, and common currency made the empire rich and prosperous

Link to Content Standards: The above outcomes are linked to the following benchmarks: 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.B.4b (W) - Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, 17

non-violence/Ghandi, independence/Kenyatta). 16.C.4c (W) - Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes. 16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

Key Words/Terms to be Covered: • Sicily • Apennines • Latium • Tiber River • Etruria • Romulus • Remus • Aeneas • Latins • Etruscans • Tarquins • republic • legion • Carthage • Cannae • Zama • Cincinnatus • Hannibal • Scipio • patrician • plebeian • consul • veto • praetor • dictator • Rubicon • Actium • Julius Caesar 18

• • • • • • • • • • • • • • • •

Octavian Antony Cicero Augustus latifundia triumvirate Rhine River Danube River Puteoli Ostia Caligula Nero Hadrian Pax Romana aqueduct currency

Time Frame: 2 weeks Summary of Unit: This unit will provide the content and the skills necessary for understanding how Rome came to power. This unit includes a review of how geography played an important role in the rise of Roman civilization. Students will also learn how Rome’s republic was shaped by a struggle between wealthy landowners and regular citizens as it gradually expanded the right to vote. In addition students will learn how the use of enslaved labor hurt farmers, increased poverty and corruption, and brought the army into politics. Finally, this unit will explore how Rome’s system of roads, aqueducts, ports and common currency made the empire rich and prosperous. Stage One: Desired Results Students will learn how Rome became a republic. They will also be able to describe how Rome gained control of the Mediterranean region and explain how the failure of the republic led to the creation of a Roman Empire. Finally, they will be able to relate how military and political reforms made Rome rich and prosperous.

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Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 5 Title: Roman Civilization Subject/Topic Areas: Life in Ancient Rome The Fall of Rome The Byzantine Empire Student Learning Outcomes: Students will be able to: • understand that in addition to their own developments in science and engineering, Roman artists and writers borrowed many ideas from the Greeks. • recognize that the rich and poor had very different lives in the Roman Empire, as did men and women. • explain how poor leadership, a declining economy, and attacks by Germanic tribes weakened the Roman Empire. • describe how Rome finally fell when invaders swept through the empire during the A.D. 400s. • understand how Rome passed on many achievements in government, law, language, and the arts. • understand how the Eastern Roman Empire grew rich and powerful as the Western Roman Empire fell. • recognize how the policies and reforms of Emperor Justinian and Empress Theodora helped make the Byzantine Empire strong. • identify how the Byzantines developed a rich culture based on Roman, Greek, and Christian ideas. Link to Content Standards: The above outcomes are linked to the following benchmarks: 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.B.4b (W) - Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta). 16.C.4c (W) - Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes.

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16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

Key Words/Terms to be Covered: • Virgil • Horace • Galen • Ptolemy • Spartacus • vault • satire • ode • anatomy • Forum • gladiator • paterfamilias • rhetoric • Constantinople • Diocletian • Constantine • Theodosius • Alaric • Odoacer • plague • inflation • barter • reform • Black Sea • Aegean Sea • Justinian • Theodora • Belisarius • Tribonian • mosaic

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• saint • regent Time Frame: 2 weeks Summary of Unit: This unit will provide the content and the skills necessary for understanding how Roman achievements still influence their lives today. This unit also shows that in addition to their own developments in science and engineering, Roman artists and writers borrowed many ideas from the Greeks. Next this unit will address how Rome passed on many achievements in government, law, language, and the arts. Finally, this unit will give students an understanding how the Eastern Roman Empire grew rich and powerful as the Western Roman Empire fell. Stage One: Desired Results Students will discuss the cultural achievements of the Romans and describe the daily lives of people in Rome. Next, students will explain why the Roman Empire fell and summarize its legacy in law, government, language, and the arts. Finally, students will describe the rise and cultural accomplishments of the Byzantine Empire. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 6 Title: Medieval Europe Subject/Topic Areas: The Early Middle Ages Feudalism Kingdoms and Crusades The Church and Society The Late Middle Ages Student Learning Outcomes: Students will be able to: • understand how geography influenced where medieval Europeans settled and what they did. • recognize how the Franks, Angles, and Saxons of Western Europe built new societies and defended them against Muslims, Magyars, and Vikings. • explain how the Catholic Church spread Christianity through Western Europe. • identify how feudalism developed in Europe in the Middle Ages. It was based on landowning, loyalty, and the power of armored knights on horseback. • understand how knights followed a code of chivalry and lived in castles, while peasants lived in simple houses and worked hard all year long. • recognize how increased trade led to the growth of towns and cities and the rise of guilds and city governments. • understand how England developed a system in which the king’s power was limited by Parliament. • explain how French kings called the Capetians conquered lands held by the English in western France and set up France’s first parliament. • recognize how after the Mongols destroyed the Kievan state, the rulers of Moscow built a new Russian state headed by a czar. • understand how the European crusaders captured Jerusalem but were later driven out by the Muslims.

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• define how the Catholic Church played an important role in medieval Europe and used its power to uphold its teachings. • recognize that the Church and government leaders supported learning and the arts in medieval Europe. • describe how a terrible plague, known as the Black Death, swept through Europe in the 1300s, killing millions. ) • compare and contrast how Western Europe was devastated by war in the 1300s and 1400s as England and France fought each other, and Spain and Portugal fought against the Muslims. Link to Content Standards: The above outcomes are linked to the following benchmarks: 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.B.4b (W) - Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta). 16.C.4c (W) - Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes. 16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

Key Words/Terms to be Covered: • Aachen • Scandinavia • Holy Roman Empire • Clovis • Charles Martel • Charlemagne • Otto I • Gregory the Great • fjord • missionary • excommunicate 25

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

concordat Venice Flanders feudalism vassal fief knight serf guild Normandy Kiev Moscow William the Conqueror King John Philip II Saladin grand jury trial jury clergy Bologna Francis of Assisi Thomas Aquinas mass heresy anti-Semitism theology scholasticism vernacular Crécy Orléans Joan of Arc Isabella of Castile Ferdinand of Aragon plague Reconquista

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Time Frame: 2 weeks Summary of Unit: This unit will examine how Europe, between A.D. 500 and 1500, was ruled by warriors much like those in early Japan. It also explains how despite constant fighting, Europeans made advances in their culture. Finally it describes how ideas about government and religion still shape our lives today. Stage One: Desired Results Students will summarize the changes in Europe after Rome’s fall. Next, students will describe feudalism and the rise of towns. In addition, students will describe the growth of kingdoms and the effects of the Crusades. Students will also discuss the role of the medieval Catholic Church’s on the times. Finally, students will explain the effects of wars and the Black Death on Europe. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 7 Title: The Renaissance and Reformation Subject/Topic Areas: The Renaissance Begins New Ideas and Art The Reformation Begins Catholics and Protestants Student Learning Outcomes: Students will be able to: • identify how the wealthy urban society of the Italian city-states brought a rebirth of learning and art to Europe • understand how Italy’s location helped its city-states grow wealthy from trade and banking as well as the effects of strong rulers on many of the cities • recognize that unlike medieval nobles, the nobles of the Italian city-states lived in cities and were active in trade, banking, and public life • recognize that humanists studied the Greeks and Romans, and that the development of the printing press helped spread their ideas • identify how Renaissance artists used new techniques to produce paintings that showed people in an emotional and realistic way • understand that Renaissance ideas and art spread from Italy to northern Europe • understand how the reforms of Martin Luther led to the creation of new Christian churches • recognize that political leaders often supported Protestantism because they wanted more power • identify how John Calvin’s Protestant teachings spread across Europe and into North America • understand why the Catholics and Protestants fought religious wars across Europe • identify the reasons why Henry VIII created the Anglican Church in England • understand that as part of the Counter-reformation, Catholic kingdoms began sending missionaries overseas to convert people to Christianity

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Link to Content Standards: The above outcomes are linked to the following benchmarks: 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.C.4a (US) - Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840. 16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

16.B.4b (W) - Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta). 16.C.4c (W) - Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes.

Key Words/Terms/People to be covered: • Florence • Venice • Marco Polo • Medici • Niccolo Machiavelli • Renaissance • secular • diplomacy • Flanders • Dante Aligheri • Johannes Gutenberg • Leonardo da Vinci • Michelangelo Buonarroti • William Shakespeare • Humanism • Vernacular • Wittenberg • Geneva 29

• • • • • • • • • • • • • • • • • • • •

Martin Luther Desiderous Erasmus John Calvin Reformation Indulgence Denomination Theology Predestination Trent Navarre Paris London Ignatius of Loyola Henry of Navarre Henry VIII Mary I Elizabeth I Seminary Heresy Annul

Time Frame: 2 weeks Summary of Unit: This unit will explore how the wealthy urban society of the Italian city-states brought a rebirth of learning and art to Europe. It also explores the development of humanism and how the development of printing press helped spread its ideas. Next, the unit will address how the ideas and art of the Renaissance spread from Italy to northern Europe. The unit will then examine how the reforms of Martin Luther led to the creation of new Christian churches and discuss the spread of Protestantism across Europe and into North America. Finally, the unit will explain why Catholics and Protestants fought wars across Europe and how, as part of the Counterreformation, Catholic kingdoms began sending missionaries overseas to convert people to Christianity.

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Stage One: Desired Results The students will discuss the rebirth of art and Greek and Roman ideas in Italian city-states. They will be able to explain how the Renaissance spread to northern Europe. They will also describe the beginning of Protestantism and discuss its spread throughout Europe and North America. Finally, the students will be able to summarize the conflicts between Catholics and Protestants. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 8 Title: Enlightenment and Revolution Subject/Topic Areas: The Age of Exploration The Scientific Revolution The Enlightenment The American Revolution Student Learning Outcomes: Students will be able to: • understand that in the 1400s, trade, technology, and the rise of strong kingdoms led to a new era of exploration • understand that while the Portuguese explored Africa, the Spanish, English and French explored America • recognize that Europeans set up colonies and created joint-stock companies to increase trade • explain how exploration and trade led to a worldwide exchange of products, people and ideas • recognize that the thinkers of the ancient world developed early forms of science and passed this knowledge to later generations • explain how European interest in astronomy led to new discoveries and ideas about the universe and Earth’s place in it • explain how the Scientific revolution led to new discoveries in physics, medicine and chemistry • recognize that by using the scientific method, Europeans of the 1600s and 1700s developed new ideas about society based on reason • understand that during the 1700s, many Europeans believed that reason could be used to improve government and society • recognize that the Enlightenment was centered in France • understand that many of Europe’s monarchs, who claimed to rule by the will of God, tried to model their countries on the ideas of the Enlightenment • explain how European colonies in North America developed differently from each other and from Europe • identify the problems Great Britain faced in North America as a result of the American colonists’ objections to new British laws • Understand how the American colonies formed the United States of America 32

Link to Content Standards: The above outcomes are linked to the following benchmarks: 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.B.4(US) - Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative). 16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.C.4a (US) - Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840. 16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 16.E.4a (W) - Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external t rade, building of Suez canal) affected the environment, 1500 – present. 17.A.4a - Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration). 17.C.4c - Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban). 17.C.4b - Analyze growth trends in selected urban areas as they relate to geographic factors. 17.D.4 - Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades). 16.B.4b (W) - Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta). 16.C.4a (W) - Describe the growing dominance of American and European capitalism and their institutions after 1500. 16.C.4d (W) - Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism.

Key Words/Terms to be covered: • Mercantilism • Export 33

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Import Colony Commerce Invest Strait of Magellan Netherlands Moluccas Vasco da Gama Christopher Columbus Magellan John Cabot Jacques Cartier Theory Rationalism Scientific method Hypothesis Ptolemy Copernicus Kepler Galileo Newton Descartes Natural law Social contract Separation of powers Deism Absolutism Prussia Austria St. Petersburg Thomas Hobbes John Locke Montesquieu Voltaire Representative government Constitution Popular sovereignty

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• • • • • • • • •

Limited government Quebec Jamestown Boston Philadelphia Pilgrim George Washington Tom Paine Thomas Jefferson

Time Frame: 2 weeks Summary of Unit: This unit will explore how trade, technology and the rise of strong European Kingdoms in the 1400s led to a new era of exploration and the worldwide exchange of products, people and ideas. It also explores the development of early forms of science and how the Scientific Revolution led to new discoveries in physics, medicine and chemistry as well as new ideas about society in the 1600s and 1700s. Next, the unit will address the development of the ideas of the Enlightenment and the belief that reason could be used to make government and society better. The unit will then explore how the European colonies in North America developed differently from each other and from Europe. The unit will conclude with an examination of the problems Great Britain faced in North America and the formation of the United States of America. Stage One: Desired Results The students will be able to summarize the causes and effects of the age of exploration. They will discuss how science gave Europeans a new way to understand the universe. They will also describe how many Europeans came to believe that reason could improve government and society. Finally, the students will be able to explain the events that led to the American Revolution and the formation of the United States. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 9 Title: Industry and Nationalism Subject/Topic Areas: The French Revolution and Napoleon The Industrial Revolution Society and Industry Nationalism and Nation-States Student Learning Outcomes: Students will be able to: • identify the causes of the French Revolution • describe how French radicals used terror to enforce their reforms • describe how Napoleon Bonaparte used his military conquests to take control of the French Government and built a large, but short-lived, empire in Europe • understand that the Industrial Revolution began in Great Britain because of the enclosure movement, Britain’s natural resources, and new British inventions • describe how the Industrial Revolution spread beyond Great Britain’s shores to Europe and the United States • understand that the Industrial Revolution caused cities to grow bigger and changed how people lived and worked • understand that the Industrial Revolution led to new ideas about politics, society, and the economy • describe how artists, writers, and composers reflected the changes that industrialism brought to society • identify important scientific discoveries during the industrial revolution and describe how they changed the way people lived and understood the world • identify how the ideas of nationalism and reform helped reshape Europe during the mid 1800s • describe the formation of Italy and Germany in the mid 1800s • understand that in the early 1800s, Latin American people rebelled and gained their independence • recognize that nationalism in the United States led the country to expand its borders, but differences between the North and South led to a civil war

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Link to Content Standards: The above outcomes are linked to the following benchmarks: 14.E.4 - Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial). 14.F.4a - Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War). 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.A.4b - Compare competing historical interpretations of an event. 16.B.4(US) - Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative). 16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 16.D.4b (US) - Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). 16.B.4b (W) - Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta 16.C.4a (W) - Describe the growing dominance of American and European capitalism and their institutions after 1500. 16.C.4c (W) - Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes. 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

Key Words/Terms/People to be covered: • Versailles • Waterloo • King Louis XVI • Maximilien Robespierre • Napoleon Bonaparte • Estates • Bourgeoisie • Coup d’etat • James Hargreaves 37

• • • • • • • • • • • • • • • • • • • • • • • • • • •

Richard Arkwright Edmund Cartwright James Watt Robert Fulton Michael Faraday Thomas Edison Industrialism Textile Capital Partnership Corporation Adam Smith Karl Marx Louis Pasteur Albert Einstein Charles Darwin Urbanization Liberalism Socialism Labor union William Gladstone Giuseppe Garibaldi Otto Von Bismarck Simon Bolivar Kaiser Caudillo Abolitionism

Time Frame: 2 weeks Summary of Unit: This unit will explore the causes and effects of the French Revolution, the “Reign of Terror” and the rise and fall of Napoleon. It then explores the causes of the Industrial Revolution in Britain and its spread to Europe and the United States. Next, the unit addresses how the Industrial Revolution caused cities to grow and the changes it brought to society. Finally, the unit explores how the ideas of nationalism and reform reshaped Europe 38

politically during the mid-1800s and led to the westward expansion of the United States. The unit ends with an exploration of the causes and effects of the American civil war, immigration and the growing demand for political equality for women. Stage One: Desired Results The students will be able to summarize the causes of the French Revolution and the rise of Napoleon’s empire. They will explain how the Industrial Revolution began in Britain and spread to other countries. Next, the students will describe new scientific, political, economic and social ideas that arose during this time period. Finally, the students will discuss the influences of nationalism and reform in Europe and the Americas. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 10 Title: The First Americans Subject/Topic Areas: Early People Cities and Empires North American Peoples Student Learning Outcomes: Students will be able to: • Understand how the first people arrived in the Americans. • Cite the discovery that changed the lives of the early Native Americans. • Describe why powerful empires arose in the Americans • Investigate how the people of each empire adapted to their environment. • Explore what early people lived in North America. • Examine how different Native American groups adapted to their environments. Link to Content Standards: 14.E.4 - Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial). 14.F.4a - Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War). 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.A.4b - Compare competing historical interpretations of an event. 16.C.4a (US) - Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840. 16.D.4b (US) - Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). 16.E.4a(W) - Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external trade, building of Suez canal) affected the environment, 1500 - present. 17.A.4a - Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).

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17.D.4 - Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades). 18.C.4b - Analyze major contemporary cultural exchanges as influenced by worldwide communications.

Key Words/Terms/People to be covered: • Hieroglyphics • archaeology • Maya • Olmec • Inca • adobe • Mound Builders • nomadic hunters • Aztec • civilization • Quipus • Inuit • Terraces • federation • Machu Picchu • drought • Emperor • Tenochtitlan • Pueblo • Artifact • Ice Age • Migration • Maize • Carbon dating • Culture • Theocracy • Mesa Verde • Pueblo Bonito • Hohokam 41

• • • • • • • • •

Anazazi Adena Hopewell Great Serpent Mound Cahokia Peoples of the Northwest Coast Peoples of the Southwest Peoples of the Plains Peoples of the East and Southeast

Time Frame: 2 weeks Summary of Unit: This unit describes how the Ice Age made it possible for Asian hunters to migrate to the Americas. In addition, this unit also examines the complex cultures of the Maya, Aztec, and Inca civilizations that developed before the arrival of Europeans. Finally, this unit reviews the many diverse early Native American cultures found in North America. Stage One: Desired Results The students will recognize how the first Americans spread throughout North, Central, and South America. They will be able to explain how several factors led to the rise and decline of great civilizations and empires in the Americas. Finally, the students will be able to recognize that many different cultures lived in North America before the arrival of the Europeans. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 11 Title: The Colonies Grow Subject/Topic Areas: Life in the Colonies Government, Religion, and Culture France and Britain Clash The French and Indian War Student Learning Outcomes: Students will be able to: • Define the triangular trade and explain how it affected American society. • Understand ho the regions in the colonies differed form one another. • Understand why the use of enslaved workers increased in the colonies. • Understand why the Navigation Acts angered the colonists. • Identify the people who had the right to vote in colonial legislatures. • Explain how wars in Europe spread to the American colonies. • Understand the purpose of the Albany Plan of Union. • Explain how British fortunes improved after William Pitt took over direction of the war. • Describe how chief Pontiac united his people to fight for their land. Link to Content Standards: 14.E.4 - Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial). 14.F.4a - Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War). 15.C.4a - Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions. 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.A.4b - Compare competing historical interpretations of an event. 16.B.4(US) - Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).

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16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.C.4a (US) - Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840. 16.C4b (US) - Analyze the impact of westward expansion on the United States economy. 16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 16.D.4a (US) - Describe the immediate and long-range social impacts of slavery. 16.D.4b (US) - Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).

16.E.4a (W) - Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external t rade, building of Suez canal) affected the environment, 1500 - present. 17.A.4a - Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration). 17.C.4c - Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban). 17.C.4b - Analyze growth trends in selected urban areas as they relate to geographic factors. 17.D.4 - Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).

Key Words/Terms/People to be covered: • Export • Tidewater • William Pitt • Middle Passage • Harvard • Treaty of Paris • Iroquois • slave codes 44

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Edward Braddock Import Smuggling Apprentice English Bill of Rights Mercantilism Enlightenment Albany Plan of Union Fort Necessity Fort Duquesne George Washington General Edward Braddock Seven Years’ War alliance speculator militia Iroquois Confederacy Navigation Acts Royal, Charter, and Proprietary Colonies economic resource Proclamation of 1763 Jeffrey Amherst James Wolfe Plains of Abraham Treaty of Paris "dame schools" Pontiac apprentice subsistence farming triangular trade cash crop backcountry overseer diversity

Time Frame: 2 weeks

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Summary of Unit: This unit describes the economic activities of the colonies. In addition, this unit examines colonial government, religion and culture. This unit also explains how American colonists and Native Americans became involved in the clash between France and Britain. Finally, this unit describes how England and France fought for control of North America. Stage One: Desired Results The students will understand how each colonial region developed a unique way of life. They will also understand how the ideals of American democracy and freedom of religion took root during this time. In addition they will recognize how the rivalry between Great Britain and France led to a long-lasting conflict. Finally, the students will explain why England and France fought for control of North America and how the French and Indian war resulted from this struggle. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 12 Title: Road to Independence Subject/Topic Areas: Taxation Without Representation Building Colonial Unity A Call to Arms Moving Toward Independence Student Learning Outcomes: Students will be able to: • Describe why the British had problems in North America after the French and Indian War. • Explain how the colonists responded to unpopular British laws. • Identify the causes of the Boston Massacre. • Explain how Britain tried to maintain its control over the colonies. • Identify the events that took place at the Continental Congress. • Describe the early skirmishes of the American Revolution. • Understanding what happened at the Second Continental Congress. • Explore why the Declaration of Independence was drafted. Link to Content Standards: 14.E.4 - Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial). 14.F.4a - Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War). 15.C.4a - Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions. 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.A.4b - Compare competing historical interpretations of an event. 16.B.4(US) - Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative). 16.B.4a (W) - Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16.C.4a (US) - Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840. 16.C4b (US) - Analyze the impact of westward expansion on the United States economy. 47

16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 16.D.4a (US) - Describe the immediate and long-range social impacts of slavery. 16.D.4b (US) - Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). 16.E.4a (W) - Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external t rade, building of Suez canal) affected the environment, 1500 - present. 17.A.4a - Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration). 17.C.4c - Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban). 17.C.4b - Analyze growth trends in selected urban areas as they relate to geographic factors. 17.D.4 - Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).

Key Words/Terms/People to be covered: • Intolerable Acts • minutemen • John Hancock • Boston Tea Party • Paul Revere • preamble • writ of assistance • Olive Branch Petition • committees of correspondence • Abigail Adams • committee of correspondence • William Prescott • revenue 48

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• • • • • • • • • • • • • • • • • • • • • • • • • • •

William Howe Molasses Act Intolerable Acts introduction Stamp Act Daughters of Liberty Resolution Effigy Boycott Nonimportation Repeal Sugar Act Patrick Henry Townshend Acts Propaganda Crispus Attucks Tea Act Sam Adams Loyalist Patriot Delegates Concord Concord Hymn Lexington and Concord “Shot heard around the world” Dr. Joseph Warren Green Mountain Boys Battle of Bunker Hill Petition Second Continental Congress Continental Army Thomas Paine Common Sense

Time Frame: 2 weeks

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Summary of Unit: This unit describes how British laws caused discontent among the colonists. This unit also describes what happened at the Boston Massacre and the Boston Tea Party. In addition, this unit examines what happened at the Continental Congress and how the colonies prepared for war. Finally, this unit explains why the Declaration of Independence was written. Stage One: Desired Results The students will understand how the British government’s actions after winning the French and Indian War angered American colonists. They will also understand how the increasing of tensions between colonists and the British government grew, colonial protests grew stronger. In addition they will examine why the British and American troops met in battle just seven months after the Colonial meetings in Philadelphia. Finally, the students will explain why the Second Continental Congress voted to approve the declaration of Independence. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 13 Title: The American Revolution Subject/Topic Areas: The Early Years The War Continues The War Moves South and West The War is Won Student Learning Outcomes: Students will be able to: • understand why some Americans supported the British • explain how the Battle of Saratoga marked a turning point in the war • understand why other nations helped the Patriots • describe how Washington’s troops survived the winter at Valley Forge • recognize the challenges Americans faced at home as a result of the war • explain how the war involved Native Americans • describe how a new kind of fighting developed in the South • describe how George Washington changed his military strategy • explain how the Americans won the Revolutionary War despite many disadvantages Link to Content Standards: The above standards are linked to the following benchmarks: 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.B.3a Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period. 16.B.3b Explain how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution. 16.D.3a Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century.

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16.D.3b Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century. 16.E.3a Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to 1818. Key Words/Terms to be Covered: • neutral • mercenary • recruit • Hessians • Battle of Long Island • Green Mountain Boys • Desert • Inflation • Blockade • Privateer • Guerilla • Warfare • Kaskaskia • Vincennes • Ratify • Ambush • Treaty of Paris Time Frame: 2-3 weeks Summary of Unit: This unit will explain the initial struggles of the Patriots over British troops. It also describes the hardships the Patriots faced and the assistance they received from Europe. The unit will also retrace Patriot victories in the West, the South, and at sea. The unit will culminate with an explanation of the importance of a combined Patriot force to secure victory and ensure an independent United States. Stage One: Desired Results The students will recognize the advantages and disadvantages both American and British forces had while facing each other in war. Next, they 52

will identify the impact of European support to the Patriots during the Revolutionary War. Students will also retrace the spread of fighting to both the West and the South. Finally, students will identify the disadvantages American colonies overcame to win independence. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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Unit 14 Title: The Jefferson Era Subject/Topic Areas: Students will be able to: • explain how the election of 1800 was resolved • explain how the Supreme Court was strengthened • describe how the United States expanded in the early 1800’s • review the expeditions of explorers such as Lewis and Clark • explain why Tecumseh built a Native American confederacy • identify why the War Hawks wanted to go to war • describe how the British seized and set fire to Washington D.C. • explain why Andrew Jackson fought a battle after the war was over Link to Content Standards: The above outcomes are linked to the following benchmarks: 14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy. 14.E.3 Compare the basic principles of the United States and its international interests. 15.E.3a Identify the types of taxes levied by differing levels of governments. 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.A.3c Identify the differences between historical fact and interpretation. 16.B.3a Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period. 16.B.3d Describe ways in which the United States developed as a world political power. 16.D.3a Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods of the 19th century. 16.D.3b Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century. 16.E.3a Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to 1818. 17.C.3c Analyze how human processes influence settlement patterns

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including migration and population growth. 18.B.3a Analyze how individuals and groups interact with and within institutions Key Words/Terms to be Covered: • laissez faire • customs duties • judicial review • Conestoga wagon • secede • Sacagawea • tribute • neutral rights • impressment • embargo • War Hawks • nationalism • Barbary Coast • Embargo Act • Prophetstown • Battle of Tippecanoe • Battle of the Thames • Battle of Horseshoe Bend • Treaty of Ghent • Battle of New Orleans • Hartford Convention Time Frame: 2-3 weeks Summary of Unit: This unit will provide a description of the election of 1800 and the policies of Thomas Jefferson. The unit will also examine why the United States purchased the Louisiana Territory from France. Next, the foreign and domestic conflicts that arose during the early 1800’s will be examined. Finally, the unit will describe the War of 1812 and its impact on the United States.

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Stage One: Desires Results The students will explore how the election of 1800 marked the transfer of power from one political party to another through a democratic election. Next, they will discover how the Louisiana Purchase opened a vast area to exploration and settlement. The students will also learn about the rapid expansion and the challenge of war the United States experienced between 1800-1815. Finally, they will identify the locations fighting took place with the British during the War of 1812. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of material.

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Unit 15 Title: Manifest Destiny Subject/Topic Areas: The Oregon Country Independence for Texas War with Mexico New Settlers in California and Utah Student Learning Outcomes: Students will be able to: • Explain why large numbers of settlers headed for the Oregon country. • Understand how the idea of Manifest Destiny contributed to the nation’s growth. • Understand why problems arose between the Mexican government and the American settlers in Texas. • Describe how Texas achieved independence from Mexico and later became a state. • Explain why Americans began to settle in the Southwest. • Describe how the United States acquired New Mexico and California. • Understand how the hopes of getting rich quick drew thousands of people to California. • Describe how the search for religious freedom led to the settlement of Utah. Link to Content Standards: The above outcomes are linked to the following benchmarks: 14.E.4 - Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial). 14.F.4a - Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War). 15.C.4a - Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions. 16.A.4a - Analyze and report historical events to determine cause-and-effect relationships. 16.A.4b - Compare competing historical interpretations of an event.

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16.B.4(US) - Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative). 16.C.4b (US) - Analyze the impact of westward expansion on the United States economy. 16.C.4c (W) - Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes. 16.D.4a (US) - Describe the immediate and long-range social impacts of slavery. 16.D.4b (US) - Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). 17.A.4a - Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration). 17.C.4c - Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban). 17.C.4b - Analyze growth trends in selected urban areas as they relate to geographic factors. 17.D.4 - Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).

Key Words/Terms/People to be covered: • Joint occupation • Mountain man • Rendezvous • Emigrant • Manifest Destiny • Oregon country • California • Columbia River • Alaska • John Quincy Adams • Adams-Onis Treaty • John Jacob Astor • South Pass • Prairie schooners 58

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Oregon Trail Willamette Valley James K. Polk Henry Clay Tejano Empresario Decree Annex Davy Crockett Moses Austin Stephen F. Austin Old Three Hundred General Antonio Lopez de Santa Anna Gonzales Alamo Sam Houston Goliad San Jacinto John Tyler Ranch Ranchero Californios Cede Santa Fe William Becknell Santa Fe Trail John C. Fremont Rio Grande Nueces River General Zachary Taylor Mexico City Monterrey Stephen Watts Kearny Bear Flag Republic Kit Carson General Winfred Scott Veracruz

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• • • • • • • • • • • • •

Treaty of Guadalupe Hidalgo Mexican Cession Gadsden Purchase Forty-niners Boomtown Vigilante Sierra Nevada mountain range Levi Strauss Mormons Joseph Smith Brigham Young Great Salt Lake Deseret

Time Frame: 2 weeks Summary of Unit: This unit explores how economics played a part in the settlement of the Oregon Country. It will also explore how Mexico’s offers of huge tracts of fertile land brought American settlers to Texas. Next, the unit examines how the United States obtained New Mexico and California. Finally, the unit explains how the search for gold and religious freedom led to settlements in California and Utah. Stage One: Desired Results The students will discuss that Manifest Destiny, the idea that the United States was meant to extend its borders from the Atlantic Ocean to the Pacific Ocean, became the national mission during the first half of the 1800s. They will be able to explain how the people of Texas won their independence from Mexico and identify the reasons why Texans asked to be admitted to the United States. They will also describe how American settlement in the Southwest led to conflict with Mexico. Finally, the students will be able to summarize how the lure of gold and the promise of religious freedom drew many settlers westward. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material. 60

Unit 16 Title: North and South Subject/Topic Areas: The North’s Economy The North’s People Southern Cotton Kingdom The South’s People Student Learning Outcomes: Students will be able to: • Understand how advances in technology shaped the economy of the North. • Explain how new kinds of transportation and communication spurred economic growth. • Summarize how working conditions in industries changed. • Compare and contrast how immigration affected American economic, political, and cultural life. • Explore how settlement expanded in the South. • Determine why the economy of the South relied on agriculture. • Describe what life was like on Southern plantations. • Understand how enslaved workers maintained strong family and cultural ties. Link to Content Standards: The above outcomes are linked to the following benchmarks: 14.E.4 - Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial). 14.F.4a - Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War). 15.C.4a - Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions. 15.C.4b - Explain the importance of research, development, invention, technology and entrepreneurship to the United States economy. 15.D.4c - Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.

15.E.4b - Describe social and environmental benefits and consequences of

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production and consumption. 15.E.4c - Analyze the relationship between a country’s science/technology policies and its level and balance of trade. 16.A.4b - Compare competing historical interpretations of an event. 16.B.4(US) - Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative). 16.C.4a (US) - Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840. 16.C.4b (US) - Analyze the impact of westward expansion on the United States economy. 16.C.4c (W) - Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes. 16.D.4 (W) - Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 16.D.4a (US) - Describe the immediate and long-range social impacts of slavery. 16.D.4b (US) - Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). 17.A.4a - Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration). 17.A.4b - Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17.C.4a - Explain the ability of modern technology to alter geographic features and the impacts of these modifications on human activities. 17.C.4c - Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban). 18.A.4 - Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies. 18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).

Key Words/Terms/People to be covered: • Clipper ship • Telegraph • Morse code • Elias Howe • Robert Fulton

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Peter Cooper Baltimore Midwest Samuel Morse Great Plains John Deere Cyrus McCormick Trade union Strike Prejudice Discrimination Famine Nativist Lowell, Massachusetts Sarah G. Bagley Know-Nothing Party Cotton gin Capital Upper South Deep South Eli Whitney William Gregg Joseph Reid Anderson Yeoman Tenant farmer Fixed cost Credit Overseer Spiritual Slave code New Orleans Charleston Memphis Nat Turner Harriet Tubman Frederick Douglass The Underground Railroad

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• Literacy Time Frame: 2 weeks Summary of Unit: This unit examines the advances in technology, transportation, and communication that shaped the North’s economy in the 1800s. It also explores how the growth of industry along with an increase in immigration changed Northern cities. It describes how new technology, favorable climate, and high demand led to the cotton boom in the Deep South. Finally, the unit examines the different groups of people who lived in the South. Stage One: Desired Results The students will discuss that, during the 1800s, advances in technology and transportation shaped the North’s economy. They will be able to explain how and why many Northern cities grew tremendously during this period. They will describe how cotton became vital to the economy of the South. Finally, the students will be able to summarize that the South’s population consisted of wealthy slaveholding planters, small farmers, poor whites, and enslaved African Americans. Stage Two: Acceptable Evidence Quizzes, tests, and work samples will be used to measure student understanding of the material.

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