11th Grade Unit 3: Expansion, Nationalism, Sectionalism

Stage 1: Desired OutcomesTopic / Unit Title: Expansion, Nationalism, Sectionalism

Common Core Skills Reading-Social Studies (RH)1. Use relevant information and ideas from documents to support analysis3. Use information/ideas to determine cause and effect6. Compare and contrast various points of view7. Create and analyze visuals (graphs/charts)8. Identify and analyze evidence Writing (W)3. Produce writing appropriate to task, purpose and audience.4. Strengthen writing by planning, revising, editing and rewriting5. Draw evidence from informational text Speaking and Listening (SL)1. Participate in collaborative discussion4. Clearly present appropriate information and evidence6. Demonstrate command of formal English Language (L)1. Demonstrate appropriate grammar usage in writing and speaking (sentence complexity)2. Demonstrate appropriate usage of the mechanics of language (punctuation, capitalization)

4. Build vocabulary and expand word choice

NYS Content Standards11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisiana Purchase,

the War of 1812, and the Monroe Doctrine strengthened nationalism.

Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy.

Students will examine Jackson’s presidency, noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia (1832), including the controversy concerning the Indian Removal Act and its implementation.

11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism. Students will compare different perspectives on States

rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.

Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin).

Essential Questions: What is a president’s job? What legacies did the presidents of the Early Republic leave for our

nation? What precedents did Washington set for future presidents? How do presidential decisions affect our nation? How do presidents handle social, economic and political issues? Did the Presidents of the Early Republic stay true to the Constitution? How do political parties impact the presidency? Why was slavery important to the South? What was the Northern view of slavery? Why? Did the institution of slaver hinder democracy? Was Manifest Destiny justified? Did America have a destiny or did we shape it? Does the United States have a Manifest Destiny today? Does the United States have a duty to spread/defend liberty? Did Manifest Destiny hurt America? Was the abolitionist movement necessary? Can the abolitionist movement be successful? What were the causes of sectionalism? How did sectionalism divide the

country? Do you agree or disagree with the principle of states’ rights? Do you agree or disagree with the principle of popular sovereignty? Did the compromises help or hurt America? How did Dred Scott Case, Uncle Tom’s Cabin, Lincoln-Douglas

Debates, John Brown’s Raid to increasing tensions? Could secession and Civil War have been avoided? Do you agree or disagree with the South’s choice to secede. How did

presidents handle international crisis and other foreign policy issues? Understandings

Students will examine the emergence of the women’s rights movement out of the abolitionist movement, including the role of the Grimké sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).

Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.

11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil War resulted in tremendous human loss and physical destruction. Students will compare the relative strengths of the

Union and the Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.

Students will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.

Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.

Stage 2: Assessments and TasksCommon Core Literacy Task

Creating a report card of standards by which to evaluate each of the Early Republic Presidents. This report card will have written evidence from each lesson to evaluate each leader.

Reading documents about each presidency Short written response to evaluate of the content in

each document Answer the AIM rubrics – one paragraph response

evaluating the overall impact of each presidency. Prepare an Essay Outline with relevant evidence about

each president. Regents Essay comparing and contrasting two

presidents.

Create a graphic organizer of the economic, social, political justifications of slavery. Each column has evidence of at least 4 facts

Written Responses: Analyze and answer questions about the main ideas of primary and secondary source documents.

2 paragraphs: Did the U.S. have a destiny or did we shape our destiny to spread freedom and democracy? Support with at least 3 examples from the documents.

Write an editorial for the Liberator to gain support for the abolitionist cause. Your article should be two paragraphs and contain at least 4-5 examples from the documents/knowledge of social studies.

One paragraph: Explain a solution for slavery

Performance Task(s) – Other Evidence Map making activity for President Jefferson and the Louisiana Purchase

(label the territory, label the Mississippi River, and bullet point a response to the aim).

Analyze and answer questions about primary documents (texts and images) on worksheets. Make a ‘Campaign Poster’ for one (or two) of the presidents. In

particular, Jackson: Portray him as a common man or a dictator. Participate in discussion/debate:

o Did Washington set effective precedents?o Should Adams put National Security before Civil Liberties?o Should Jefferson have violated his own principles? o Did the War of 1812 benefit America? o Was Monroe’s Presidency an ‘Era of Good Feelings?’o Was Jackson a ‘People’s President?’

Unit Test: The Presidents of the Early Republic Reading and answering Regents Questions, highlighting keywords,

writing an explanation for the correct answer. CTT option : Allow students to take the test in pre-determined groups.

The group gets one scantron and each student in the group gets a test with specific a specific task: o Student 1: Reads the question.o Student 2: Highlights the keywords. o Student 3: Eliminates the wrong answer choices.

All students determine answer together and Student 1 bubbles in the correct answer on scantron.

expanding into the West and defend why it would be better than the 3 compromises. Support claim with at least 3 examples.

Two paragraphs: Evaluate whether the Civil War was inevitable. Support claim with at least 5 examples from the documents and knowledge of social studies.

One paragraph: Explain whether or not secession was justified? Support claim with at least two examples from the documents/knowledge of social studies.

Essay planning process and thematic essay assessing and evaluating the causes of the Civil War

Thematic Essay on the Civil War – five paragraphs Topic: What were the causes of the Civil War? Task:Identify slavery, sectionalism and states’ rights For each: Define what each is For each: explain how they contributed to dividing the

nation For each: provide one specific example of how this

divided the nation

How will students reflect upon and self-assess their learning?

Essay: Students get a rubric in advance. After they receive the graded essay, they can re-read the rubric and revise. They have the opportunity to re-submit essay with corrections or come re-take multiple choice exam. This will encourage them to reflect on the grade they got and whether or not they choose to improve their grade.

Stage 3: Learning PlanInstructional Activities and Materials (W.H.E.R.E.T.O.)Aim: How would you evaluate or “grade” Thomas Jefferson as president?

Discuss the motivation for the Election of 1800 Define: Loose Constructionist, Strict Constructionist, Democratic Republicans, Elastic Clause, Louisiana Purchase Create a t-chart of the Pros and Cons of purchasing Louisiana. Evaluate whether or not Jefferson should have gone against his original ideas as a strict constructionist. Evaluate the other decisions Jefferson made – defunding the military, repercussions of the Embargo Act of 1807, and getting rid

of the Alien and Sedition Acts. ACTIVITY: Label the Louisiana Purchase and Mississippi River on the Map, Answer the AIM on a post-it that goes on the map, use the report card to evaluate Jefferson’s contributions as president.

Aim: How would you evaluate or “grade” Madison as president? Define Cause and Effect, impressment of ships, War of 1812, Hartford Convention Make a t-chart of the CAUSE and EFFECTS of the war. Debate the outcomes of the War of 1812 and whether or not America benefited from the war sanctioned by President Madison. ACTIVITY: Create a headline that expresses whether the outcomes of the War of 1812 were positive or negative for America, use the report card to evaluate Madison based on the war.

Aim: How would you evaluate or “grade” Monroe as president? Define the Era of Good Feelings, Panic of 1819, Land Ordinance, Monroe Doctrine Examine political cartoons about the Monroe Doctrine Look at the problems Monroe faced during the Panic of 1819 and how his administration confronted the issue with legislation. Evaluate whether or not the Monroe Presidency was the ‘Era of Good Feelings.’ ACTIVITY: Create political cartoon about the Monroe Doctrine and give it a title, fill out the report card we’ve been referencing.

Aim: How would you evaluate or “grade” Jackson as president? Define the Democratic Party, Rotation in Office, Spoils System, Trail of Tears, Worcester V Georgia, Nullification Crisis, Bank

Crisis Read documents and evaluate his decision making based on the original report card. Show brain pop video and ask students to add information to the chart about Jackson. ACTIVITY: Create a campaign poster showing Jackson as either a ‘President for People’ or ‘King Andrew.’

Aim: Did the institution of slavery hinder democracy in the United States? Slavery was central to the political, economic, and social life of the South. Southerners supported slavery because of the

economic necessity and racism. Slavery created economic and cultural hardships for African Americans and their families.

Slavery had a corrosive effect on the personality of Southerners both slave and free alike.Performance Objectives: SWBAT Explain the economic, cultural, and moral arguments used to defend or perpetuate slavery before the Civil War. Describe the ways slavery affected African Americans, and their social, economic, and cultural development. Assess whether the institution of slavery hindered democracy in the United StatesACTIVTY: Create a graphic organizer of the economic, social, political justifications of slavery. Make sure each column has at least 4 facts

Aim: Does the United States have a mission to spread freedom and democracy? The American people from the 1830s to the 1850s believed that their country was chosen for greatness and had a “mission” to

spread democracy throughout the continent. Americans had many different reasons for desiring westward expansion: religious, ideological, economic, and political. President Polk’s goals of obtaining California, New Mexico, and the recognition of the Rio Grande as the boundary between the

United States and Mexico were probably impossible to obtain peacefully.Performance Objectives: SWBAT Critically evaluate arguments for and against continental expansion and the idea of Manifest Destiny. Causes and effects of Manifest Destiny Reasons we settled the WestACTIVITY: Did the U.S. have a destiny or did we shape our destiny to spread freedom and democracy? Answer in 1-2 paragraphs, using at least 3 examples from the documents/knowledge of social studies.

Aim: Was the abolitionist movement necessary? Explain the main players in the abolitionist movement How was the abolitionist movement organized Explain the abolitionists strategies and techniquesPerformance Objectives: SWBAT Compare and contrast the reasons for the success or failure of abolitionist movement Assess whether or not the movement was successfulACTIVITY: Write an article for the Liberator to gain support for the abolitionist cause. Your article should be two paragraphs and contain at least 4-5 examples from the documents/knowledge of social studies.

Aim: Can legislative compromises solve moral issues? Compromise postponed a clash between different sectional economic and social systems. Did the compromises help or hurt the nation?Performance Objectives: SWBAT Explain the conflicts over the expansion of slavery into the territories. The causes and effects of sectionalism and states’ rights The causes and effects of the Compromise of 1820, 1850 and the Kansas-Nebraska, and popular sovereignty Explain the compromises that were enacted to solve the problem of the expansion of slavery into the territories. Evaluate whether the legislative compromises could effectively solve the problem of slavery and its expansion into the territories.ACTIVITY: In one paragraph, come up with your own solution for slavery expanding into the West and defend why it would be better than the 3 compromises. Give at least 3 examples.

Aim: Was the Civil War Inevitable? Each time the nation expanded, the issue of slavery would be rekindled With the Dred Scott decision, if enforced, slavery could extend throughout the nation, since Americans have the freedom to move

anywhere with their property. There is conflict among historians about whether slavery had reached its natural limits by 1860, and was therefore and

“irrepressible conflict.” The view that one takes about whether the Civil War was an “irrepressible conflict” or a “needless conflict” depends on one’s moral judgment about slavery.

Performance Objectives: Students will be able to: Explain how each of the following enhanced the conflict over slavery: Lincoln-Douglas Debates, Harriet Beecher Stowe’s Uncle

Tom’s Cabin, Kansas-Nebraska Act and “Bleeding Kansas”, Dred Scott Court Case, John Brown’s Raid, Formation of the Republican Party and the Election of Abraham Lincoln in 1860.

Explain and analyze the views of historians about the inevitability of the Civil War.ACTIVITY: Write two paragraphs evaluating whether the Civil War was at this point inevitable. Give at least 5 examples from the documents and knowledge of social studies.

Aim: Was secession justified? Why was Lincoln’s election a game-changer for the South? What were Lincoln’s options in avoiding Civil War?Performance Objectives: SWBAT List and describe the reasons for Southern secession

Explain Lincoln’s view on slavery and secession Explain Jefferson Davis’s defense of secessionACTIVITY: Write a paragraph explaining whether or not secession was justified? Use at least two examples from the documents/knowledge of social studies.

Aim: Does Abraham Lincoln deserve to be called the “Great Emancipator?” Describe and analyze Lincoln’s attitudes toward slavery and African Americans before and while he was President. Describe and evaluate the actions Lincoln took as President relating to slavery and Black Americans: Emancipation Proclamation, The Gettysburg Address, and the Thirteenth Amendment. Evaluate whether Lincoln deserves to be called the “Great Emancipator.”

ACTIVITY: Create a campaign poster demonstration whether Lincoln was a hero or a tyrant.

Final Assessment of Early Republic Presidents: Thematic Essay

Historical Context: Historians who have evaluated presidential leadership have debated if they were great presidents and if each successfully addressed critical challenges faced by the nation during his administration. These include presidents such as George Washington, John Adams, Thomas Jefferson, James Monroe, and Andrew Jackson.

Task: Using information from your notes, handouts, and your knowledge of United States history, write an essay in which you

Select two presidents mentioned in the historical context and for each Describe the historical circumstances around the president (what was going on during the time period of his

presidency?) Explain TWO actions taken by the president to address the issues of the time period? Discuss the impact of the presidential actions on the United States

Students will complete and outline and write essay over a 3-4 day period.Teacher Reflection for Future Planning

This was a very clear cut, consistent unit. Students appreciated how familiar and clear cut each of the lessons and activities were. It streamlined the process for producing the final assessment/task of an essay because students had been considering the final question every day on a micro-level.

Students felt empowered by the ability to create their own evaluation system and being able to evaluate American leaders. However we would like to add more creative reading and writing tasks such as the campaign poster. We want to be able to give them

choices about how they express their evaluation.

Stimulus Based Questions Base your answer to question 11 on the map below and on your knowledge of social studies.

11 What was the primary result of road and turnpike development?(1) Migration from east to west increased.(2) Southern states became more industrialized.(3) State government control of transportation was increased.(4) Escape from slavery was made easier. 11.3

12 “Jackson Replaces Many Government Workers With His Supporters”“Jackson Vetoes Bank Recharter Bill for Political Reasons”“Jackson Refuses to Enforce Worcester v. Georgia Decision”

Which conclusion about President Andrew Jackson is most consistent with these headlines?(1) He allowed Congress to decide controversial issues.(2) He expanded presidential powers.(3) He demonstrated weakness in dealing with domestic issues.(4) He relied on the Supreme Court to settle disputes. 11.3a

Base your answers to questions 15 and 16 on the poster below and on your knowledge of social studies.

15 How was this land offer different from the land offer in the Homestead Act (1862)?(1) Purchasers had to be citizens.(2) People had to pay for this land.(3) Buyers needed farming experience.(4) This land was on the Atlantic Coast. 11.3a

Base your answers to questions 1 and 2 on the map below and on your knowledge of social studies.

1 What would be the best title for this map?(1) British North America Before 1850(2) United States Territorial Expansion(3) Colonial North America(4) Wartime Land Acquisitions 11.3a

2 The Louisiana Purchase was important to the United States because it(1) expanded the nation’s boundary to the Pacific Ocean

(2) removed the Spanish from North America(3) closed the western territories to slavery(4) secured control of the Mississippi River 11.3a

47 “. . . the American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers. . . .”

— President James Monroe, 1823

Which President later built on the idea expressed in this quotation?(1) Abraham Lincoln(2) Theodore Roosevelt (3) Harry Truman(4) Richard Nixon 11.3a

Base your answers to questions 1 and 2 on the map below and on your knowledge of social studies.

1 What is the best title for this map?(1) Eastward Migration (2) Results of the Revolution (3) Territorial Expansion(4) Immigration Before the Civil War 11.3b

2 Which geographic feature formed the western border of the United States in 1783?(1) Pacific Ocean (2) Mississippi River(3) Great Lakes(4) Rocky Mountains 11.3b

11“Missouri Compromise Allows Two New States Into the Union”“Congress Agrees to Compromise of 1850”“Popular Sovereignty Adopted Under Kansas-Nebraska Act”

Which issue is reflected in these headlines?(1) status of slavery in the territories and states(2) growth of agriculture on the Great Plains(3) clash of federal and state powers(4) conflicts with foreign nations over the West 11.3b

15 “Compromise Enables Maine and Missouri to Enter the Union”

“California Joins the Union As Part of Compromise of 1850”“Kansas-Nebraska Act Establishes Popular Sovereignty in the Territories”

Which issue is most closely associated with these headlines?(1) status of slavery in new states(2) negotiation of the Oregon Treaty(3) expansion of land for reservations(4) influence of political parties on economic development 11.3b

Base your answer to question 11 on the map below and on your knowledge of social studies.

11 What is the most accurate title for this map?(1) Closing the Frontier(2) Results of Reconstruction(3) A Nation Divided(4) Compromise of 1850 11.3b

Base your answer to question 13 on the poster below and on your knowledge of social studies.

13 Prior to the Civil War, abolitionists reacted to the situation described in the poster by(1) supporting the Underground Railroad(2) opposing the Emancipation Proclamation(3) banning freed slaves from Northern states(4) proposing a stricter fugitive slave law 11.3b

12 “. . . Liberty and Union, now and forever, one and inseparable!”— Daniel Webster, 1830

The principle expressed in this statement was also reflected in(1) Thomas Jefferson’s call for nullification of the Alien and Sedition Acts(2) Federalist Party threats during the War of 1812(3) John Calhoun’s defense of States rights(4) Abraham Lincoln’s attitude toward Southern secession 11.3b

10 This poster from the 1850s appeared in response to the(1) passage of the fugitive slave law(2) start of the Civil War(3) issuance of the Emancipation Proclamation(4) enactment of the 13th Amendment 11.3b

17 “A house divided against itself cannot stand. . . . I do not expect the Union to be dissolved; I do not expect the house to fall; but I do expect it will cease to be divided. It will become all one thing, or all the other. . . .” — Abraham Lincoln, 1858

The “divided house” referred to in this speech was caused primarily by (1) expansionism(2) war with Mexico(3) slavery(4) the suffrage movement 11.3b

13 “Resolved, That all laws which prevent woman from occupying such a station in society as her conscience shall dictate, or which place her in a position inferior to that of man, are contrary to the great precept of nature and therefore of no force or authority.”— Declaration of Sentiments and Resolutions, Seneca Falls Convention, 1848

The writers of this passage were protesting(1) British treatment of American colonists(2) the absence of a bill of rights in the Constitution(3) gender discrimination against women(4) lack of legal protection for African Americans 11.3b

Base your answer to question 14 on the quotation below and on your knowledge of social studies.. . . With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation’s wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.— Abraham Lincoln, Second Inaugural Address, March 4, 1865

14 This statement reveals President Lincoln’s support for(1) a new peace treaty with Great Britain(2) universal male suffrage(3) a fair and generous peace(4) harsh punishment for Confederate leaders 11.3c

Base your answers to questions 16 and 17 on the graphs below and on your knowledge of social studies.

16 The data shown in the graphs best support the conclusion that the North(1) was better prepared economically to fight the Civil War(2) lagged behind the South in bank deposits(3) produced more agricultural products than the South(4) lacked several important resources to fight the war 11.3c

17 The South won many battles and the Civil War lasted four years. These two facts support the conclusion that(1) the Underground Railroad was important to the Southern cause(2) factors other than those shown in the graphs were important(3) the North was more dependent on foreign aid than the South(4) personal wealth was a key factor in determining the outcome of the war 11.3c

Base your answers to questions 1 and 2 on the map below and on your knowledge of social studies.

1 Which geographic feature was the boundary line between the United States and French Louisiana in 1803?(1) Appalachian Mountains(2) Great Lakes(3) Mississippi River(4) Rocky Mountains 11.3c

2 If the Great Plains were shown in this map, they would be located mostly in(1) French Louisiana(2) Spanish Mexico(3) the Oregon Country(4) the original thirteen states 11.3c

16 I. Actions Taken by President Abraham Lincoln during the Civil War

A. Increased the size of the army without congressional authorizationB. Arrested and jailed anti-Unionists without giving a reasonC. Censored some anti-Union newspapers and had some editors and publishers arrested

Which statement is most clearly supported by these actions of President Lincoln?(1) Wartime emergencies led President Lincoln to expand his presidential powers.(2) President Lincoln was impeached for violating the Constitution.(3) Checks and balances effectively limited President Lincoln’s actions.(4) President Lincoln wanted to abolish the Bill of Rights 11.3c

Base your answer to question 10 on the map below and on your knowledge of social studies.

10 The election results shown on this map most clearly reflect the influence of(1) nationalist motives(2) sectional differences(3) political stability(4) ethnic conflicts 11.3c

12 “A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free.” — Abraham Lincoln, 1858

According to this quotation, Abraham Lincoln believed that(1) slavery was immoral and should be abolished immediately(2) sectional differences threatened to destroy the Union(3) the Southern states should be allowed to secede(4) to save the nation, the North should compromise with the South on slavery 11.3c

Base your answer to question 10 on the table below and on your knowledge of social studies.

10 Which statement is best supported by the data in the table?(1) The Confederate troops lost the Civil War as a result of their higher numbers of injuries and fatalities.(2) The Union army had better generals during the Civil War.(3) The Civil War had more casualties than any other war.(4) More soldiers died from disease than from wounds 11.3d