| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Pre-Columbian Societies : | - A brief summary of Europe during the Age of Exploration (Spain, England, etc.) - General overview of Aztec, Inca, Mayan civilizations - General overview of societies of Iroquois, Northwest, Anasazi, Sioux and Plains |
- To identify the influence of geography on the development of Pre-Columbian culture and society - To understand Pre-Columbian settlement and growth prior to the arrival of Europeans - To understand the political, economic, and cultural state of European countries such as England, Portugal and Spain - To understand how those factors prompted exploration and colonization |
- Textbook: History Alive: United States - Selections from A History of US: The First Americans by Joy Hakim - Class readings and discussions - Class "Jigsaw" assignment where individuals each take notes on various Indian groups and then assist each other with filling in a graphic organizer  Native American Graphic Organizer |
- Homo Faber: What types of political systems were implemented by Pre-Columbian tribes and socieities? - Environment: How did the environment influence the development of various Pre-Columbian societies? |
Formative: - Reading comprehension questions - "Do Now" quizzes to test reading comprehension Summative: - Unit Test |
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| Colonial Period : | - Spanish conquest of Mexico, Peru. - English colonies: Jamestown and Plymouth founding - Important Figures and Founders of the original 13 colonies - Chronological order of colonies’ inception, reasons for founding, etc. - Distinguishing features of New England, Middle, and Southern colonies |
- Identification of geographical origins of colonial communities - Development of cohesive colonial community due to common interests - To understand the role of the British in colonial America |
- Textbook: History Alive: United States - Selections from A History of US: Making 13 Colonies by Joy Hakim - Class readings and discussions - Creative historical writing: fictional journal entry by Virginia colonists - Interpretation of Primary Sources: In-class close readings of “The Mayflower Compact”; Examination of roster for 1st Jamestown colonists - To create a classroom display providing details and information about various colonial figures, events, and other information (see attached homework assignment) Colonies Project Homework |
Homo Faber: In what ways did individuals influence the founding of the original 13 colonies? Environment: What effect did geography play on the development of the various colonies? Health and Social Interaction: Why did various groups travel to the American colonies? |
Formative: - Reading comprehension questions - "Do Now" quizzes to test reading comprehension - Group classroom display project on the original 13 colonies Summative: - Unit Test |
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| The American Revolution : | - Causes and results of French and Indian War - Growing colonial unrest and decline of relations with Britain - Effects of mercantilism and taxation on the colonies—Stamp Act, Quartering Act, Townshend Act, etc. - Boston Massacre, Boston Tea Party, Common Sense, Committees of Correspondence, 1st Continental Congress - Declaration of Independence - Significant battles and events during the war |
To understand the causal relationship of antagonism that led to the Revolution To assess the impact of Geography on the strategies of Warfare To understand the political background of the Revolution To understand basic political theory, e.g. Locke and human rights; Rousseau and the Social Contract; the significance of the Magna Carta |
- Textbook: History Alive: United States - Selections from A History of US by Joy Hakim - Class readings and discussions - Creative historical projects: Fictional letter from a participant in the French and Indian War (see attached handout for details); Fictional newspaper article about the Battle of Trenton; Colonial political cartoon - Interpretation of Primary Sources: In-class close readings of the Declaration of Independence F&I War Creative Letter |
Homo Faber: What strategies did the British and American leaders utilize? Environment: What were the effects of weather and geography on the outcomes of battles? Health and Social Interaction: What various methods of military adaptation led to the American victory? |
Formative: - Reading comprehension questions - "Do Now" quizzes to test reading comprehension Summative: - French and Indian War quiz; Causes of the Revolution Quiz; Unit Test |
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| The Constitution : | - Articles of Confederation - Shay’s Rebellion - Great Compromise (NJ Plan, VA Plan) - 3/5ths Compromise - Three Branches of Government - Checks and Balances - Electoral Process |
To understand the reasons for the failure of the Articles of Confederation To identify the process undertaken in creating a new form of government To understand the use and effects of checks and balances To understand the powers and responsibilities of the three branches |
- Textbook: History Alive: United States - Selections from A History of US by Joy Hakim - Class readings and discussions - Creative historical projects: Dialogue interviews of delegates to the Constitutional Convention; Diagram/Cartoon explaining the legislative process - Interpretation of Primary Sources: Group project where students answer comprehension questions using the Constitution (see attached handout) 3 branches of government |
- Health and Social Education: Why do we have laws? Whom to they protect? - Homo Faber: How did enlightenment philosophers influence the Constitution - Health and Social Education: Is separation of powers necessary for an effective government? |
Formative: Creative historical projects; Daily reading comprehension questions; "Do Now" quizzes to test reading and notetaking skills Summative: Constitution Test |
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| The Bill of Rights and Civil Liberties : | - Identifying and discussing the Bill of Rights and their significance in contemporary society - Understanding landmark Supreme Court cases and their significance (Gideon v. Wainwright, Roe v Wade, Miranda v Arizona, Brown v Board of Education, Griswold v Connecticut) - LaGuardia Paper on the 1st Amendment—comparison with another country, exploration of one specific civil liberty’s development through Supreme Court Decisions |
- To understand the Amendment process. - To identify and understand the first 10 Amendments and their significance in contemporary society. - To understand landmark Supreme Court decisions and their effects on civil liberties (see attached handout) Supreme Court Decisions |
- In-class debates on various Supreme Court cases: Texas vs. Johnson, Miranda vs. Arizona, Gideon v. Wainwright, etc. - Supreme Court simulation of cases on death penalty, searches and seizures, religion in public school (TLO v New Jersey; Gregg v. Georgia; Tinker v. Des Moines) |
- Health and Social Education: What basic human rights should be given to U.S. citizens? |
Formative: "Do Now" quizzes to assess notetaking skills and reading comprehension. Summative: Bill of Rights test; Supreme Court simulation project |
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| Early 19th Century : | - Causes and results of the War of 1812 - Louisiana Purchase; Lewis and Clark's exploration - Revolutions in Latin America - Monroe Doctrine - Great Awakening, Abolitionist movement, Suffrage and Seneca Falls, etc. - Growth of political parties—Jeffersonian v. Hamiltonian ideals - Industrial Revolution and impact on society - Growth of slavery and cotton - Indian Removal Act and the Trail of Tears - Immigration—“No Irish Need Apply”; growth of the “Know-Nothing” party |
- To understand regional, economic, and social impetus for growth of political parties - To understand reasons for growth and expansion of U.S. population and territory - To understand the cause and effect of increasing economic, political and social sectionalism |
- Textbook: History Alive: United States - Selections from A History of US by Joy Hakim - Class readings and discussions - Creative historical projects: Fictional “Lewis and Clark” journal entries |
- Environment: How did the Louisiana Purchase impact the development of American society? |
- Formative: Daily reading comprehension questions; fictional journal entries - Summative: 19th Century test |
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| Change and Conflict Interdisciplinary Unit : | - 19th century cultural, political, and social change and conflict - Abolitionist movements, balanced representation, Missouri compromise, Compromise of 1850, Fugitive Slave Act, etc. - Women's rights movements, Seneca Falls Convention, Declaration of Women's Rights - The rise of Irish and German immigration, Nativist movements, the growth of cities, etc. - The rise of industry |
- To identify an author’s approach to a story through an analysis of various forms of structure, point of view and voice - To discuss the roles of setting, time and culture - To discuss the way in which stories depend on conflict to exist |
- Textbook: History Alive: United States - Selections from A History of US by Joy Hakim - Class readings and discussions - Jigsaw group project focusing on one of the main themes of the change and conflict unit: Abolition, Suffrage, and Industrialization. - In connection with the interdisciplinary week on the interrelationship between change and conflict, students study a variety of short stories and then write their own short story about a conflict or change from 19th century American history. |
Health and Social Education: How are change and conflict interrelated? |
- Students are asked to write and revise a historical short story based in 19th century America. Students are graded on their ability to revise and to incorporate historical details into their short stories. |
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| Westward Expansion : | - Missouri Compromise - Manifest Destiny - Oregon Trail - Annexation of Texas - Mexican-American War (causes and consequences) - Popular Sovereignty - Compromise of 1850 - Bleeding Kansas - John Brown/ Harper’s Ferry—social and political implications - Fugitive Slave Act |
- To understand how slavery changed and shaped the structure of the American government. - To understand how and why manifest destiny influenced westward expansion. - To understand how slavery, industrial and economic issues, and westward expansion caused sectional differences between the north and south. |
- Textbook: History Alive: United States - Selections from A History of US by Joy Hakim - Class readings and discussions - In-class readings from "A Divided Nation," Chapter 7 of Joy Hakim's A History of US. - Exploration of sectional, economic, industrial, social and political differences between the northern and southern states. |
Health and Social Education: Is it possible to justify secession? What comparisons can be drawn between the South and the American colonies? |
Formative: Comprehension questions on readings assigned for homework; "Do Now" quizzes to assess comprehension Summative: Unit test on Westward Expansion |
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| Civil War : | - Causes of Secession - Northern and Southern Advantages - Logistical and tactical changes in warfare and their impact - Impact of disease and poor medical techniques - Beginning battles of the War (Bull Run, Shiloh, Western War, 7 Days War) - Emancipation Proclamation - Ending battles of the War (Antietam; Gettysburg; Vicksburg) - Sherman’s march to the sea |
- To understand the reasons for southern secession - To understand the advantages and disadvantages that both the Union and Confederate Armies held at the beginning of the war - To understand the executive decisions of the presidents and generals during the conflict. - To assess the effect of modern military tactics on the results of the war. |
- Textbook: History Alive: United States - Selections from A History of US by Joy Hakim - Class readings and discussions - Close reading of Civil War soldier journal entries from “The Boys War” - Fictional diary account of a confederate or union soldier - Close analysis of Gettysburg Address |
Health and Social Education: What was the effect of disease and poor healthcare during the war? Health and Social Education: How did technological advantages influence the outcome of the war? |
Formative: "Do Now" quizzes to assess reading comprehension; Comprehension questions on assigned reading. Summative: Test on Civil War |
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