Atlas - Unit 1: Foundations - Beginnings through...

Wayne RESA

Unit PlannerUS History and Geography

Wayne RESA – SS / Grade 9 / Social Studies / US History and Geography / Week 1 - Week 4

RESA, MAISA MC3 Units

Unit Abstract

Students begin their study of United States History and Geography by reviewing how historians learn about the past. Using a variety of primary sources, students apply sourcing and contextualizing strategies (heuristics) to examine and ask questions about the past. Throughout the course, students investigate and analyze the changing meaning of freedom and equality over the nation’s history. Accordingly, in this unit students discuss the meaning of freedom as initially defined in the Declaration of Independence. They record their thoughts and reflections in a “Freedom Tracking Notebook.” Students then examine how the nation grappled with issues of governmental power from the Articles of Confederation to the adoption of the United States Constitution. Through analyzing writings of both Federalists and Anti-Federalists, students further refine their understanding of the meaning of freedom at the nation’s inception. They then review the growth of the nation during the first half of the 19th Century and examine the implications of nationalism and Manifest Destiny on the nation, both at home and abroad. Students next assess foreign policy during the pre-Civil War era through the lens of America’s foundational values and principles. In studying the geographic, economic, and demographic changes prior to 1877, students explore the impact of growing sectionalism, including the influence of reform movements. In particular, students compare the meaning of freedom and equality as expressed in the Declaration of Independence and Declaration of Rights and Sentiments. In assessing the changing character of American political society, students examine the Gettysburg Address as well as the 13th, 14th, 15th Amendments and their impact on the ideals of freedom and equality. The unit concludes with an introduction to the art of constructing an evidentiary argument. After analyzing data sets, students learn the difference between a statement of fact and a thesis statement. They then develop a thesis about the geographic, economic, social, or demographic transformations in America and construct an evidentiary-based argument to support the thesis. Throughout the unit, students consider the recurring question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?

Unit 1 Word Document with Contextualized Standards

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Stage One - Desired Results

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Standards

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Compelling Question

How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?

Supporting Questions

How did the ideals of freedom and equality influence American political society prior to 1877?
How did America respond to geographic, economic, and demographic changes prior to 1877?
How did America’s foundational values and principles influence United States’ foreign policy prior to 1877?

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Content (Key Concepts)

amendments

civil liberties

equality

evidentiary-based argument

federalism

foreign relations

freedom

inalienable rights

independence

judicial review

nationalism

oppression

popular sovereignty

primary and secondary sources

republican government

sectionalism

Skills (Intellectual Processes)

Compare and Contrast

Description

Evidentiary Argument

Identifying Perspectives

Research

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Stage Two - Assessment Evidence

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Unit Assessment Tasks

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Stage Three - Learning Plan

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Lesson Plan Sequence

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Resources

Equipment/Manipulative

Chart paper or poster board

Computer lab

Dry erase markers

Highlighter (multi-colored)

6 Boxes of Colored Markers

Student Resource

Bill of Rights. Bill of Rights.com. 3 Feb. 2009

Constitutional Topic: Articles of Confederation. US Constitution Online. 30 September 2015 http://www.usconstitution.net/consttop_arti.html

Constitution of the United States. The Avalon Project. Yale Law School. 30 September 2015 http://avalon.law.yale.edu/18th_century/usconst.asp

Constitution of the United States: Amendments XI – XXVII. The Avalon Project. Yale Law School. 30 September 2015 http://avalon.law.yale.edu/18th_century/amend1.asp

Constitutional Convention of 1787. Rediscovering George Washington. PBS. 3 Feb. 2009

Constitutional Topic: The Federalists and Anti-Federalists. United States Constitution Online. 30 September 2015 http://www.usconstitution.net/consttop_faf.html

Declaration of Independence. The Avalon Project. Yale Law School. 30 September 2015 http://avalon.law.yale.edu/18th_century/declare.asp

Declaration of Independence. U.S. Constitutuion Online. 30 September 2015 http://www.usconstitution.net/declar.html

Declaration of Independence. U.S. History.org. 30 September 2015 http://www.ushistory.org/Declaration/document/index.htm

*Garrison, William Lloyd. "To the Public," open letter, 1831. Columbia American History. 30 September 2015 http://caho-test.cc.columbia.edu/ps/10156.html

Gast, John. American Progress. 1872. 30 September 2015 http://www.csub.edu/~gsantos/img0061.html

The Gettysburg Address. The Avalon Project. Yale Law School. 30 September 2015 http://avalon.law.yale.edu/19th_century/gettyb.asp

*How to Agitate the Public Mind. Excerpts from The New England Anti−Slavery Almanac for 1841. Teach Us History. 3 Feb. 2009 .

Images of American Political History. Dr William J. Ball. 3 Feb. 2009

Jefferson Davis' First Inaugural Address. The Papers of Jefferson Davis. 3 Feb. 2009

From The Papers of Jefferson Davis, Volume 7, pp. 45-51. Transcribed from the Congressional Journal, Volume 1, pp. 64-66.

John L. O’Sullivan on Manifest Destiny 1839. Excerpt of The Great Nation of Futurity. Mount Holyoke. 30 September 2015 http://www.mtholyoke.edu/acad/intrel/osulliva.htm

Lesson on Natural Rights and Social Compact from We the People: The Citizen and The Constitution. Middle School Student Book. Center for Civic Education. 30 September 2015 http://www.civiced.org/index.php?page=MS_Student_Book

Lesson Plan: The Constitution and the Idea of Compromise. Rediscovering George Washington. PBS. 3 Feb.2009

*Liberty for All? A History of US. PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web04/segment6.html

*March on Washington Speech: I Have a Dream. The Avalon Project. Yale Law School. 30 September 2015 http://avalon.law.yale.edu/20th_century/mlk01.asp

Modern History Sourcebook: Abraham Lincoln, Second Inaugural Address. Fordham University. 1998. 30 September 2015 http://www.fordham.edu/halsall/mod/1865lincoln-aug2.html

*Moving Forward. A History of US. PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web04/segment7.html

Northwest Ordinance. Avalon Project. Yale Law School. 30 September 2015 http://avalon.law.yale.edu/18th_century/nworder.asp

Photo Analysis Worksheet. National Archives. 30 September 2015 http://www.archives.gov/education/lessons/worksheets/photo.html

Selected Arguments of the Anti-Federalists. 30 September 2015 http://www.pinzler.com/ushistory/argantfedsupp.html

Selected Historical Decennial Census Population and Housing Counts. U.S. Census Bureau. 30 September 2015 http://www.census.gov/population/www/censusdata/hiscendata.html

Seneca Falls Declaration of Sentiments. Modern History Sourcebook. 30 September 2015 http://www.fordham.edu/halsall/mod/senecafalls.html

Slavery and Sectionalism. U.S. Department of State. 30 September 2015 http://countrystudies.us/united-states/history-58.htm

Teaching with Documents: Ratification of the Constitution. National Archives. 30 September 2015 http://www.archives.gov/education/lessons/constitution-day/ratification.html

“View Why Historical Thinking Matters.” Historical Thinking Matters. Center for History and New Media. George Mason University and School of Education, Stanford University. 30 September 2015 http://historicalthinkingmatters.org/why/

What is Freedom? Freedom: A History of US. PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web07/

Written Document Analysis Worksheet. The National Archives. 30 September 2015 http://www.archives.gov/education/lessons/worksheets/document.html

Teacher Resource

Am I Not a Man and a Brother. The Gilder Lehrman Institute of American History. 3 Feb. 2009

Argument. The Writing Center. University of North Carolina. 30 September 2015 http://www.unc.edu/depts/wcweb/handouts/argument.html

Articles of Confederation. Avalon Project. Yale Law School. 30 September 2015 http://www.yale.edu/lawweb/avalon/artconf.htm

Bill of Rights. Bill of Rights.Com. 30 September 2015 http://www.billofrights.com

*Brownson, Orestes. Article on Wage Slavery. Boston Quarterly Review 3. University at Albany. 30 September 2015 http://www.albany.edu/history/history316/Brownson.html

*Catherine Beecher on the Duties of the American Woman. Teach US History. 30 September 2015 http://www.teachushistory.org/second-great-awakening-age-reform/resources/catharine-beecher-duty-american-women

Causes of the Civil War Timeline. NationMaster.com. Encyclopedia. 30 September 2015 http://www.nationmaster.com/encyclopedia/Timeline-of-events-leading-to-the-American-Civil-War

Constitutional Topic: The Declaration of Independence. United States Constitution Online. 30 September 2015 http://www.usconstitution.net/consttop_decl.html

Constitutional Topic: The Federalists and Anti-Federalists. United States Constitution Online. 30 September 2015 http://www.usconstitution.net/consttop_faf.html

*A Fatal Contradiction. Freedom: A History of US. PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web05/

The Federalist Papers. Avalon Project at Yale Law School. 30 September 2015 http://avalon.law.yale.edu/subject_menus/fed.asp

*Garrison, William Lloyd. "To the Public," open letter, 1831. Columbia American History. 30 September 2015 http://caho-test.cc.columbia.edu/ps/10156.html

*Goldberg, P.J.P. “How to Read a Document.” University of York. 3 Feb. 2009 .

Growth of a Nation. Animated Atlas. 30 September 2015 http://www.animatedatlas.com/movie2.html

*How to Agitate the Public Mind. Excerpts from The New England Anti−Slavery Almanac for 1841. Teach Us History. 30 September 2015 http://www.teachushistory.org/second-great-awakening-age-reform/resources/how-agitate-public-mind

*Independence. Freedom: A History of US. PBS. 3 Feb. 2009 http://www.pbs.org/wnet/historyofus/web01/

Kishlansky, Mark A. "How to Read a Document." In Sources of the West: Readings in Western Civilization, 4th ed., Vol II: From 1660 to the Present. edited by Mark A. Kishlansky. New York: Longman, 2001.

Larkin, Jeff. Historical Background on Antislavery and Women’s Rights. Teach US History.org. Old Sturbridge Inc. 3 Feb. 2009

*Liberty for All. Freedom: A History of US –PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web03/

Locke’s Political Philosophy. Stanford Encyclopedia of Philosophy. 9 Nov. 2005. 30 September 2015 http://plato.stanford.edu/entries/locke-political/

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

*Revolution. Freedom: A History of US –PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web02/

Reynolds’s Political Map of the United States. Library of Congress. 30 September 2015 http://www.loc.gov/exhibits/african/images/reynomap.jpg

Shays’ Rebellion. U-S-History.com. 3 Feb. 2009

Smith, Duane. An Introduction to the Political Philosophy of the Constitution. Center for Civic Education. 3 Feb.

2009 http://www.civiced.org/papers/political.html

Stark, Andrea. “How to Read a Document.” University of Florida. 30 September 2015

http://www.clas.ufl.edu/users/sterk/junsem/reading.html

Stewart, James Brewer. Abolitionist Movement. Readers Companion to American History. 30 September 2015 http://afgen.com/abmovement.html

Student Resources. The Writing Center. University of North Carolina at Chapel Hill. 30 September 2015 http://www.unc.edu/depts/wcweb/handouts/index.html

U.S. Constitution: Fifteenth Amendment. Find Law. 30 September 2015 http://caselaw.lp.findlaw.com/data/constitution/amendment15

U.S. Constitution: Fourteenth Amendment. Find Law. 30 September 2015 http://caselaw.lp.findlaw.com/data/constitution/amendment14

U.S. Constitution: Nineteenth Amendment. Find Law. 30 September 2015 http://caselaw.lp.findlaw.com/data/constitution/amendment19

U.S. Constitution: Thirteenth Amendment. Find Law. 30 September 2015 http://caselaw.lp.findlaw.com/data/constitution/amendment13

U.S. Constitution: Twenty-Fourth Amendment. Find Law. 30 September 2015 http://caselaw.lp.findlaw.com/data/constitution/amendment24

U.S. Mexican War. PBS/KERA. 30 September 2015 http://www.pbs.org/kera/usmexicanwar/index_flash.html

U.S. Territorial Maps. Perry-Castañeda Library Map Collection. University of Texas Libraries. 30 September 2015 http://www.lib.utexas.edu/maps/histus.html#growth.html

*Wake Up America. Freedom: A History of US. PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web04/

*A War to End Slavery. Freedom: A History of US. PBS. 30 September 2015 http://www.pbs.org/wnet/historyofus/web06/

What is a Primary Source? Mathewson IGT Knowledge Center. University of Nevada. 3 Feb. 2009

Why Historical Thinking Matters. Historical Thinking Matters. Center for History and New Media. George Mason University and Stanford University School of Education. 30 September 2015 http://historicalthinkingmatters.org/why/

Resources for Further Professional Knowledge

Drake, Frederick D. and Sarah Drake Brown. A Systematic Approach to Improve Students’ Historical Thinking. The History Teacher. 30 September 2015 http://www.historycooperative.org/journals/ht/36.4/drake.html

Evans, Sara M. Born for Liberty: A History of Women in America. NY: Free Press, 1997. For a brief description, see http://www.powells.com/biblio?show=TRADE%0PAPER:USED:9780684834986:8.95#synopses_and_reviews 30 September 2015

Foner, Eric. The Story of American Freedom. NY: W.W. Norton & Company, 1998. Foner traces the idea of freedom and its evolution in American history. For a brief description, see http://www.powells.com/biblio/2-9780393319620-1 30 September 2015

Kerber, Linda and Jane Sherron De Hart. Women's America: Refocusing the Past. Fourth Edition. NY: Oxford University Press, 1997. For a brief description, see http://www.alibris.com/search/books/qwork/7275963/used/Women's%20America:%20Refocusing%20the%20Past 30 September 2015

Kruman, Marc W. Between Liberty and Authority: State Constitution Making in Revolutionary America. Raleigh, NC: University of North Carolina Press, 1997. For a brief description, see http://www.infibeam.com/Books/info/Marc-W-Kruman/Between-Authority-Liberty-State-Constitution-Making-in/0807847976.html 30 September 2015

Stewart James Brewer. Holy Warriors: The Abolitionists and American Slavery. Rev. ed. Gordonsville, VA: Farrar, Straus and Giroux, 1997. For a more detailed description, see http://search.barnesandnoble.com/Holy-Warriors/James-Brewer-Stewart/e/978080901596230 September 2015

VanBurkleo, Sandra. Belonging to the World: Women’s Rights and American Constitutional Culture. NY: Oxford University Press, 2001. For a brief description, see http://www.oup.com/us/catalog/general/subject/HistoryWorld/?view=usa&ci=9780195069723 30 September 2015

Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia: Temple University Press, 2001. This book examines issues concerning the teaching and learning of history. For a more detailed description, see http://www.temple.edu/tempress/titles/1518_reg.html

Wood, Gordon S. The Radicalism of the American Revolution. NY: First Vintage Book Edition, 1993.

* Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers.

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Expectations/Standards

MI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12

MI: Grades 9-10

Reading: History/Social Studies

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

6. Assess how point of view or purpose shapes the content and style of a text.

RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Writing

Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

WHST.9-10.1. Write arguments focused on discipline-specific content.

WHST.9-10.1a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

WHST.9-10.1b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

WHST.9-10.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

MI: Social Studies (2007)

High School

Civics & Government

C2 Origins and Foundations of Government of the United States of America
2.1 Origins of American Constitutional Government (Note: Much of this content should have been an essential feature of students’ 5th and 8th grade coursework. High School U.S. History and Geography teachers, however, revisit this in USHG Foundational Expectations 1.1, 1.2, and 2.1.) Explain the fundamental ideas and principles of American constitutional government and their philosophical and historical origins through investigation of such questions as: What are the philosophical and historical roots of the foundational values of American constitutional government? What are the fundamental principles of American constitutional government?

2.1.1 Explain the historical and philosophical origins of American constitutional government and evaluate the influence of ideas found in the Magna Carta, English Bill of Rights, Mayflower Compact, Iroquois Confederation, Northwest Ordinance, Virginia Statute for Religious Freedom, Declaration of Independence, Articles of Confederation, and selected Federalist Papers (such as the 10th, 14th, 51st), John Locke’s Second Treatise, Montesquieu’s Spirit of Laws, Paine’s Common Sense.

2.1.2 Explain the significance of the major debates and compromises underlying the formation and ratification of American constitutional government including the Virginia and New Jersey plans, the Great Compromise, debates between Federalists and Anti-Federalists, debates over slavery, and the promise for a bill of rights after ratification.

2.1.3 Explain how the Declaration of Independence, Constitution and Bill of Rights reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social compact, natural rights, individual rights, separation of church and state, republicanism and federalism.

2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.

2.2 Foundational Values and Constitutional Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society?

2.2.1 Identify and explain the fundamental values of America’s constitutional republic (e.g., life, liberty, property, the pursuit of happiness, the common good, justice, equality, diversity, authority, participation, and patriotism) and their reflection in the principles of the United States Constitution (e.g., popular sovereignty, republicanism, rule of law, checks and balances, separation of powers, and federalism).

2.2.4 Analyze and explain ideas about fundamental values like liberty, justice, and equality found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and “Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act).

C3 STRUCTURE AND Functions of Government in THE UNITED STATES OF AMERICA
3.1 Structure, Functions, and Enumerated Powers of National Government Describe how the national government is organized and what it does through the investigation of such questions as: What is the structure of the national government? What are the functions of the national government? What are its enumerated powers?

3.1.1 Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution.

3.1.2 Analyze the purposes, organization, functions, and processes of the executive branch as enumerated in Article II of the Constitution.

3.1.3 Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution.

3.2 Powers and Limits on Powers
Identify how power and responsibility are distributed, shared, and limited in American constitutional government through the investigation of such questions as: How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

3.2.4 Explain the role of the Bill of Rights and each of its amendments in restraining the power of government over individuals.

3.2.5 Analyze the role of subsequent amendments to the Constitution in extending or limiting the power of government, including the Civil War/Reconstruction Amendments and those expanding suffrage.

C6 Citizenship in Action
6.1 Civic Inquiry and Public Discourse Use forms of inquiry and construct reasoned arguments to engage in public discourse around policy and public issues by investigating the question: How can citizens acquire information, solve problems, make decisions, and defend positions about public policy issues?

6.1.2 Locate, analyze, and use various forms of evidence, information, and sources about a significant public policy issue, including primary and secondary sources, legal documents (e.g., Constitutions, court decisions, state law), non-text based information (e.g., maps, charts, tables, graphs, and cartoons), and other forms of political communication (e.g., oral political cartoons, campaign advertisements, political speeches, and blogs).

6.1.3 Develop and use criteria (e.g., logical validity, factual accuracy and/or omission, emotional appeal, credibility, unstated assumptions, logical fallacies, inconsistencies, distortions, and appeals to bias or prejudice, overall strength of argument) in analyzing evidence and position statements.

6.1.5 Make a persuasive, reasoned argument on a public issue and support using evidence (e.g., historical and contemporary examples), constitutional principles, and fundamental values of American constitutional democracy; explain the stance or position.

US History & Geography

FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877

F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments

F1.2 Using the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones, develop an argument/narrative about the changing character of American political
society and the roles of key individuals across cultures in prompting/supporting the change by discussing
• the birth of republican government, including the rule of law, inalienable rights, equality, and limited government
• the development of governmental roles in American life
• and competing views of the responsibilities of governments (federal, state, and local)
• changes in suffrage qualifi cations
• the development of political parties
• America’s political and economic role in the world

F2 Geographic, Economic, Social, and Demographic Trends in America to 1877

F2.1 Describe the major trends and transformations in American life prior to 1877 including
• changing political boundaries of the United States (National Geography Standard 13, p. 210)
• regional economic differences and similarities, including goods produced and the nature of
the labor force (National Geography Standard 11, p. 206)
• changes in the size, location, and composition of the population (National Geography Standard 9, p. 201)
• patterns of immigration and migration (National Geography Standard 9, p. 201)
• development of cities (National Geography Standard 12, p. 208)
• changes in commerce, transportation, and communication (National Geography Standard 11, p. 206)
• major changes in Foreign Affairs marked by such events as the War of 1812, the Mexican- American War, and foreign relations during the Civil War

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