United States History--French and Indian War through Reconstruction
DATE |
TOPIC |
ESSENTIAL QUESTIONS |
ILLINOIS SOCIAL SCIENCE PERFORMANCE DESCRIPTORS |
ASSESSMENT |
ILLINOIS LEARNING STANDARDS |
WORK-PLACE SKILLS |
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS |
|
1st Quarter Weeks 1-3 |
Why study history? Geographic review. French and Indian War |
Why study history? What were the causes, major events, and impact? |
· Identify causes and effects in world political history |
My history, reflective writing map, guided reading, quiz, |
14F.3a, 16B3a |
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16 |
Used throughout the year
Preferential seating reading study guides, note taking support, preferential group selection, varied assignment roles, modified quizzes, adjusted grading scale |
|
Weeks 4-6 |
American Revolution |
What were the causes, major events, and impact? |
· Summarize the actions of a group’s effort to influence current public policy in their sate/nation · Describe significant historical events that brought about changes in political ideas of the US · Explain how laws and government policies affecting the economy have changed over time · Place events from a chronology on multiple tier timelines that are organized according to political, economical & social history · Compare and contrast the contributions of individuals who had a significant impact on the course of national history · Describe political beliefs of significant individuals groups during a turning point in world history |
Artistic representations, reflective writing, simulation Webquest (timeline, hall of fame, booklet), map, guided reading, quiz |
14D3, 14F3a, 15E3a, 16B3b, 16B3c, 16B3d, 17D3b |
1,2,3,4,5,6,7,8,9,10, 11,12,13,14,15,16,17 |
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Weeks 7-9 |
Confederation era |
What made the Articles of Confederation ineffective? |
· Describe political beliefs of significant individuals groups during a turning point in world history |
Simulation, reflective writing, map, guided reading, quiz |
16A3a, 16B3a, 16B3c |
1,2,3,4,5,6,7,8,9,10, 11,12,13,14,15,16 |
|
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2nd Quarter Weeks 1-3 |
Constitution |
What are the “principles” of the Constitution and how do they directly relate to you? What are the unique powers of each branch of the government? |
· Explain the advantages and disadvantages of our federal systems separation of power · Justify why the IL Constitution cannot violate the US Constitution · Compare and contrast responsibilities shared between state and national governments · Describe the impact of the federal governments system of checks & balances · Summarize the historical development of rights and responsibilities contained within the Bill of Rights and later Constitutional Amendments · Compare the powers and responsibilities of the House of Representatives and Senate within the US Congress · Describe the requirements for candidates and the election process at the national level · Recognize the responsibilities of some of the departments and regulatory agencies of the federal government · Classify the type of courts and judicial officials established to operate within federal governments · Describe the role of judicial review |
Bill of Rights, pictorial representations, reflective writing, creative writing, quizzes, skit, song quizzes, test |
14A3, 14B3, 14D3, 16B3c |
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17 |
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Weeks 4-6 |
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Weeks 7-9 |
A New Country |
What problems did the country deal with and how? |
· Describe significant historical events and processes that brought about changes in political ideas and traditions · Compare the platforms of two or more political parties during an election · Interpret political cartoons in terms of captions and images · Describe the role of financial institutions in the economy |
Skit, editorial cartoons, simulation, reflective writing, map, guided reading, simulation, quiz |
14B3, 14F3a, 16A3b, 16A3c, 16B3d, 16D3a 16E3a |
1,2,3,4,5,6,7,8,9,10, 11,12,13,14,15,16,17 |
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3rd Quarter Weeks 1-3 |
War of 1812 |
What were the causes, major events, and impact? |
· Summarize the actions of a group’s effort to influence current public policy in their sate/nation · Describe significant historical events that brought about changes in political ideas of the US · Explain how laws and government policies affecting the economy have changed over time · Place events from a chronology on multiple tier timelines that are organized according to political, economical & social history · Compare and contrast the contributions of individuals who had a significant impact on the course of national history |
Webquest (4-page newspaper including research articles, timelines, editorials, editorial cartoons, advertisements, etc.), map, guided reading, quiz |
14A3, 14B3, 14E3, 16A3b, 16B3b, 16B3d |
1,2,3,4,5,6,7,8,9,10, 11,12,13,14,15,16,17 |
Used throughout the year
Preferential seating reading study guides, note taking support, preferential group selection, varied assignment roles, modified quizzes, adjusted grading scale |
|
Weeks 4-6 |
Technology Jacksonian Democracy |
How did technological innovations impact rural/urban life?
What is Jacksonian Democracy? |
· Compare and contrast the contributions of individuals who had a significant impact on the course of national history · Explain how the price of productive resources in a market economy would influence producer decisions about how much and what to produce |
Poster, speech, pictorial representations, map, guided reading, quiz |
15A, 16A3a, 16A3b 16C3c
14A3, 14B3, 14E3, 14F3a |
1,2,3,4,5,6,7,8,9,10, 11,12,13,14,15,16 |
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Weeks 7-9 |
Manifest Destiny Mexican War |
Who went, why did they go, and what did they find? What were the causes, major events, and results? |
· Explain how a significant historical event can have many causes · Describe significant historical events that brought about changes in political ideas of the US · Explain, in terms of “push-pull” factors, the major population movements that have occurred in the past and may occur among places and regions · Analyze maps of human settlement and routes traveled in the past to determine the relationship between where people lived and their movements |
Simulation, map, guided reading, quiz |
16A3c, 16B3d, 16C3a, 16C3b, 16C3c, 16C3d, 17D3a |
1,2,3,4,5,6,7,8,9,10, 11,12,13,14,15,16 |
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4th Quarter Weeks 1-3 |
Reformers |
What were the major social issues in the US in the 1800’s? |
· Analyze the role of individuals, groups and the media in shaping contemporary debate on local, state and national government · Compare and contrast the contributions of individuals who had a significant impact on the course of national history |
Trading cards, oral presentation, map, guided reading Quiz |
14D3c |
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17 |
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Weeks 4-6 |
Slavery Civil War Reconstruction |
What were the causes, major events, and results? What was (and how was it) “reconstructed?” |
· Summarize the actions of a group’s effort to influence current public policy in their sate/nation · Describe significant historical events that brought about changes in political ideas of the US · Explain how laws and government policies affecting the economy have changed over time · Place events from a chronology on multiple tier timelines that are organized according to political, economical & social history · Compare and contrast the contributions of individuals who had a significant impact on the course of national history · Describe political beliefs of significant individuals groups during a turning point in world history · Summarize the historical development of rights and responsibilities contained within the bill of Rights and later amendments to the US Constitution |
Acrostic poetry, reflective writing, pictorial representation, simulation, map, guided reading, quizzes, primary documents, trading cards, persuasive presentation |
15C3, 16A3a, 16A3b, 16A3c, 16C3b |
1,2,3,4,5,6,7,8,9,10, 11,12,13,14,15,16,17 |
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Weeks 7-9 |