American History 1 Outcomes

American History 1 Outcomes

S. Morris - PASS

Outcome 1: European Exploration and the “New World” Pre-1630

Students will be able to analyze the social and economic effects of European exploration on Native Americans, West Africans, and Europeans in the New World prior to 1630.

Guiding Idea: How did America (as we know it) get started/settled?

P1: I can explain the theories of early human migration to the North American continent.

P2: I can compare the pre-European contact Native American tribal lifestyles to those of post-European contact.

P3: I can analyze European motives for exploration.

P4: I can analyze the impact of Columbian Exchange on Native American and Europeans.

P5: I can compare the settlement/colonization attempts of early French, English, Spanish, and Dutch settlers in the New World.

HP1: I can explain from a Native American’s point-of-view how to deal with the European explorers and settlers and why one should do so.

HP2: I can evaluate who came out on the better end of the Columbian Exchange.

HP3: I can develop a response to the following questions: If a new continent were discovered today, would you participate in an expedition to explore it? What would be your motives? What benefits would you expect to gain from your exploration?

HP4: I can respond to the writing prompt: In your opinion, would Jamestown or Plymouth be the most likely colony to survive and thrive? Give specific details to support your choice.

Outcome 2: Colonial America (c. 1630-1750)

Students will be able to analyze key political, economic, and social developments in colonial America.

Guiding Idea: What does life in America look like during the 1700s? What is ‘daily life’ once we are established as colonies?

P1: I can research and compare the economic situations, population makeup, and religious freedoms of each of the three English colonies/settlements (New England, Middle, and South).

P2: I can analyze the impact of transatlantic trade on colonial America.

P3: I can describe how the growth of self-government led to ideas of independence.

P4: I can analyze British laws and how they were implemented and enforced in the North American colonies.

P5: I can explain the development of slavery and servitude in the colonial America.

HP1: I can explain how we can see the colonial demographics (population, economics, religion, etc.) in today’s society.

HP2: I can analyze the lasting effects of the transatlantic trade on Americans.

HP3: I can respond to the question: If you lived during the colonial period, would you have supported British imperial policies in America? Why or why not?

HP4: I can describe how the colonial period created the American identity.

Outcome 3: Road to Revolution

Students will be able to analyze the increasing tensions between the British and the American colonists that led to the American Revolutionary War.

Guiding Idea: Tensions and conflict grow between the British government and the colonists.

P1: I can explain how the French and Indian War created increased tensions that led to the Revolution.

P2: I can identify the new taxes and regulations imposed upon the colonies/colonists by the British.

P3: I can examine the effects of the new taxes and regulations on the colonies.

P4: I can analyze the early conflicts leading to the American Revolutionary War including the Boston Massacre, the Boston Tea Party, and various political editorials.

P5: I can categorize the personal and political liberties that were sought by the colonists as contained in the Declaration of Independence.

HP1: I can conclude whether or not the colonists should have been taxed by Britain

HP2: I can explain how the Enlightenment influenced American rebellion.

HP3: I can analyze primary source speeches and documents on the different viewpoints leading up to the American Revolution.

HP4: I can identify which side of the conflict I would have supported and I can justify my choice.

HP5: I can defend my answer to the question: Should the American colonists have had the same rights as British citizens?

HP6: I can express my opinion to the prompt: Could the American Revolution have been avoided?

Outcome 4: The American Revolution

Students will be able to analyze the events and effects of the American Revolution.

Guiding Idea: War…What is it good for? How would it have affected you?

P1: I can compare the different perspectives of the colonists on the American Revolution.

P2: I can scrutinize major military and political turning points in the American Revolutionary War.

P3: I can analyze the contributions of Native Americans, African Americans, and women to the American Revolution.

P4: I can compare the impact of the Revolution on men, women, Whites, Blacks, and Native Americans.

P5: I can assess the new form of government, institutions, and ideas created by Americans as a result of the war.

HP1: I can debate which side of the American Revolution I would have joined and can describe the motivation behind my choice.

HP2: I can analyze Hollywood’s representation of the American Revolution.

HP3: I can debate whether the war had greater political, social, or economic impact on Americans.

HP4: I can identify the characteristics of the national identity that emerged out of the American Revolution.

HP5: I can summarize alternate historical interpretations of history.

Outcome 5: The U.S. Constitution

Student will be able to analyze the division of power in the new American government.

Guiding Idea: What is the U.S. Constitution all about?

P1: I can examine the different compromises that were required to create the U.S. Constitution.

P2: I can summarize the powers of the different branches of government as stated in the U.S. Constitution.

P3: I can explain the division of power between the federal and state governments.

P4: I can explain the differences between Federalists and the Anti-Federalists/Democratic Republicans.

P5: I can identify each of the rights mentioned in the Bill of Rights and explain its purpose by summarizing, illustrating, and identifying issues that created the necessity of each of the amendments.

P6: I can rank the political freedoms given to different groups of Americans.

HP1: I can analyze the compromises the founding fathers created and state whether or not I agree with those compromises using evidence from primary source documents.

HP2: I can explain the influence of the U.S. Constitution in today’s government.

HP3: I can hypothesize which candidates the Federalists and Democratic-Republicans’ would vote for today.

HP4: I can express my thoughts on what amendments I would add to (or delete from) the Bill of Rights.

HP5: I can respond to the question: How has access to political freedoms changed in the last 200 years?

Outcome 6: Early Government

Student will be able to evaluate how the early U.S. government was tested in the early years.

Guiding Idea: Will this new nation hold up under the pressure?

P1: I can identify and explain the differences between the Federalists and the Democratic-Republicans.

P2: I can explain how George Washington used the Whiskey Rebellion to reinforce his power as President.

P3: I can analyze the effect the XYZ Affair had on American domestic politics and civil liberties.

P4: I can analyze how the presidential election of 1800 was radical due to the peaceful transfer of power between political parties.

P5: I can explain how the court case of Marbury v. Madison influenced the power of the Supreme Court.

P6: I can explain how the War of 1812 tested the new American government’s ability to hold the nation together in spite of differing political opinions and military hardships/failures.

HP1: I can hypothesize which candidates the Federalists and the Democratic Republicans would support in our modern elections.

HP2: I can conjecture what politics would be like today without political parties.

HP3: I can judge the effectiveness of President Washington’s actions and evaluate whether or not they were constitutional.

HP4: I can analyze the modern implications of the Virginia and Kentucky Resolutions.

HP5: I can explain how the power of the federal government is tested today.

HP6: I can express my opinion as to whether I would have supported or opposed the War of 1812.

HP7: I can answer the question: Did the new Constitutional government fix the problems that existed under the old Articles of Confederation?

Outcome 7: American Culture and Identity

Student will be able to examine the role of art, literature, politics, and social change in developing an American identity.

Guiding Idea: Look at American life in the early days of a Constitutional government.

P1: I can compare the economies and lifestyles in the North and South, including religion, slavery, and housing situations/settings. etc.

P2: I can analyze how Andrew Jackson’s policies divided the country.

P3: I can compare the reform movements of the mid-1800s including mental health, prisons, women’s rights, education, temperance and transcendentalism/ utopian societies.

P4: I can examine the America patriotism that is shown in the art and writing of the mid-1800s.

P5: I can identify inventions of the Industrial Revolution that helped to change American life

HP1: I can identify how fundamental differences between the North and South are still seen today.

HP2: I can defend my response as to whether I would have supported Andrew Jackson as a President?

HP3: I can grade the effectiveness of the reform movements of the 1800s.

HP4: I can analyze the influences of early 1800s reform movements on modern society.

HP5: I can critique a piece of art or writing from the mid-1800s, looking for signs of America patriotism.

HP6: I can describe the new and unique American Identity that arises in the 1830s and 1840s.

Outcome 8: Manifest Destiny

Student will be able to explain how expansion caused conflict in America during the early- to mid-1800s.

Guiding Idea: How does American move west and what conflicts arise from the expansion?

P1: I can identify inventions of the industrial revolution encouraged expansion of the nation.

P2: I can explain the difficulties settlers face moving west.

P3: I can identify how America acquired each new territory that was added to the nation.

P4: I can illustrate how western expansion affected different groups of people including: Native Americans, Mexicans, settlers, and religious groups.

P5: I can differentiate and explain the different viewpoints involved in America’s westward expansion.

P6: I can conclude how western expansion lead to conflict and sectionalism.

HP1: I can predict what new technologies would be needed to continue expansion.

HP2: I can compare the life of the settlers moving west to the life of people immigrating today.

HP3: I can compare how America is expanding today to how America expanded in the mid-1800s.

HP4: I can hypothesize how the west would be different if Mexico won the Mexican-American War.

HP5: I can evaluate the effects of western expansion on the country and infer how western expansion led to the Civil War.

Outcome 9: Before the Civil War

Student will be able to explain the different causes of tension in the U.S. during the first half of the 19th century and conclude how these tensions led to the Civil War.

Guiding Idea: What can the government tell me to do?

P1: I can define and identify instances of nationalism and sectionalism in America in the 1840s and 1850s

P2: I can summarize how the abolitionist movement led to sectionalism and caused tension within the United States.

P3: I can sort the effectiveness of different solutions to keep the nation whole and avoid a civil war.

P4: I can conclude how different tensions led to the Civil War.

P5: I can analyze the South’s arguments for the continuation of slavery and for seceding from the nation.

HP1: I can find and describe modern examples of sectionalism and nationalism.

HP2: I can give evidence as to whether nationalism or sectionalism is more prevalent in the U.S. today.

HP3: I can create or revise potential solutions to the tensions experienced in the 1800s.

HP4: I can summarize the different political, social, and economic tensions that led to the Civil War

HP5: I can respond to the question: Could the Civil War have been prevented?

Outcome 10: The Civil War

Student will be able to explain the direct effects of the Civil War on the nation.

Guiding Idea: War…What is it good for? How would it have affected you?

P1: I can compare and contrast the relative advantages and disadvantages of the North and the South as the Civil War began.

P2: I can identify the key battles of the Civil War and their effects on the outcome of the war.

P3: I can evaluate the Civil War’s impact on the home front in both the North and the South.

P4: I can illustrate the life of a Civil War soldier.

P5: I can explain the effect of the Lincoln’s assassination on the nation.

HP1: I can hypothesize which group should have won the war based solely on their battle strategies and their advantages.

HP2: I can assess the role of Lincoln as President during wartime, including his purpose in fighting and his actions to the keep the nation together.

HP2: I can assess the significance of the Emancipation Proclamation as an instrument of war.

HP3: I can compare the effects of the Civil War on soldiers to the effects of the current War on Terrorism

HP4: I can respond to the question: Did the Civil War solve any problems?

Outcome 11: Post-Civil War à Reconstruction

Student will be able to explain the social, political, and economic effects of Reconstruction.

Guiding Idea: How do we ‘fix’ the South?

P1: I can identify and explain the significance of the 13th, 14th, & 15th Amendments to the U.S. Constitution.

P2: I can compare the Presidential and Congressional Reconstruction plans.

P3: I can analyze whether African Americans were truly free during Reconstruction.

P4: I can compare African American and White southerners’ perspectives on Reconstruction.

P5: I can evaluate the reasons why Reconstruction came to an end.

P6: I can evaluate the impact of the ending of Reconstruction.

HP1: I can defend the Reconstruction plan that I believe to be most effective.

HP2: I can analyze the political, economic, and social impact of Reconstruction.

HP3: I can explain how the effects of Reconstruction are still seen today.

HP4: I can analyze the problems and accomplishments of the radical Reconstruction governments in the post-war South.

Outcome 12: Westward Expansion after the Civil War

Student will be able to explain the opportunities and conflicts that different groups faced in the western U.S. after the Civil War ended.

Guiding Idea: How to keep it all together while the nation expanded.

P1: I can explain why different groups moved west.

P2: I can analyze the opportunities different groups faced out west.

P3: I can analyze the conflicts different groups faced out west.

P4: I can write a letter home, describing the experiences of moving west after the Civil War.

HP1: I can discuss how things have changed since western expansion began.

HP2: I can rank the different groups who moved out west in terms of who had the most opportunities to those who had the least opportunities and I can explain my rankings.




revised 9/1/16 SAM

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