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US History Unit 3

US History Honors Unit 3

 Date Objective Activities Homework
 11/23-11/24 Students will be able to (1) explain the economic, political, racial, and religious roots of Manifest Destiny and analyze how the concept influenced the nation’s westward expansion and (2) understand the motivations and expectations of Americans who settled in the West.
  1. Introduction: Students will complete a response to Entry 30 (What are the benefits and drawbakcs of expansion?) in their notebooks and discuss their responses.
  2. Students will complete an assignment, where they will read John L. O'Sullivan on Manifest Destiny, 1839 and John O'Sullivan, "Annexation" (1845) and review John Gast's painting, "Manifest Destiny." students will complete a chart, and answer two questions about the documents. Refer to the following assignment for the chart and questions: Manifest Destiny Assignment.
  3. 3.9 Notes
  4. Closure: 3-2-1 Check
 
 11/30 Students will be able to identify the causes behind the dramatic rise of immigration into the United States in the 1800s.
  1. Entry 31: Describe the working conditions employers should be required by law to provide for their employees. Consider: hours, employee ages, wages, breaks, holiday pay, etc... Keep in mind that you may also be an employer some day.
  2. Students will review and complete The Dramatic Rise of Immigration worksheet in class.
  3. Students will be given time to work the Unit 2 Study Guide.
**Notes to study for Unit 2 Test: 2.5 Notes2.6 Notes2.7 Notes2.8 Notes
 Study for Friday's Unit 2 Test!
 12/2 Students will be able to identify and discuss major events and movements in American history prior to the Civil War.
  1. Introduction: Entry 32: Explain the positive and negative impacts of manufacturing during the 1800's and in the present time. Discuss how the impact of manufacturing has changed over time.
  2. Crash Course US History #13: The Market Revolution
  3. Unit 2 Test Review: Students will play a Jeopardy game to help them review for the upcoming Unit 2 Test. The link is as follows: Unit 2 Jeopardy
  4. Students may use the remainder of the class to finish their Unit 2 Study Guide.
**Notes to study for Unit 2 Test: 2.5 Notes2.6 Notes2.7 Notes2.8 Notes
 Unit 2 Test, next class!
 12/4 Student will be able to identify and discuss major events and movement in American history prior to the Civil War.
  1. Introduction: Entry 33: It is argued that earning hourly wages challenges liberty, one of the fundamental ideas of the development of the United States. Explain how the idea of earning hourly wages from an employer challenged liberty. Review page 266-267 to better develop your argument.
  2. Unit 2 Test
  3. NHD Thesis Completion/NHD Resources Completion
  4. Closure
 
 12/8 Students will be able to list the principal causes of the Panic of 1837 and discuss President Van Buren’s response to the Panic of 1837 and its aftermath.
  1. Introduction: Entry 34: How would a more advanced communication and transportation network affect ordinary Americans in the 1800s?
  2. Students will review background information about the Panic of 1837 (Panic of 1837)
  3. Students will complete questions about the Panic of 1837. (Panic of 1837 Questions)
  4. Students will review a series of Political Cartoons from the era, choose one and respond to document questions: Panic of 1837 Political Cartoons
  5. Students will group with others who have reviewed the same cartoon and prepare a short presentation to present the cartoon to the class next session.
  6. Closure
 Complete your analysis of the cartoon you have chosen.
 12/10 Students will be able to identify the difficulties common Americans would face during the 1800's, such as inflation, over speculation, and overproduction.
  1. Students will complete Entry 35: What justifies a country's declaration of war against another nation?
  2. Students will choose their groups for the "Farming for the Common American in the 1800's" activity.
  3. "Farming for the Common American in the 1800's" activity: Students will work with other people in their groups to speculate which crops they will grow in order to build a successful farm in the 1800's. Students will experience what common Americans faced during the 1800's as we progress through the century and discuss major events that impacted American agriculture.
  4. Closure
 
 12/14 Students will be able to identify and discuss the events that led to he annexation of Texas, California, and other western lands that are now part of the United States.
  1. Introduction: Entry 36: What makes a person feel that they are a citizen of a country?
  2. 3.9 Notes: Section 3 and 4
  3. James Polk's Speech on War with Mexico: Students will read this primary document and answer the discussion (1-3) and submit the assignment in class.
  4. Continue with 3.9 Notes: Section 4
  5. NHD Time: Students may collaborate with their NHD group member to plan out their completion of the first project check on December 17/18
  6. Closure
 
 12/16 Students will be able to identify and discuss the events that led to he annexation of Texas, California, and other western lands that are now part of the United States.
  1. Entry 37: Due to PBL, there will be no Entry 37, write "Excused" in your notebook under the Entry 37 heading.
  2. Students will watch Crash Course US History #17: War and Expansion to help them review the chapter to date.
  3. Students will watch the short video on the History.com website about the California Gold Rush to introduce them to the subject: Video Link Here.
  4. Students will visit the website above on their own devices or on the school's laptops and respond to the questions listed on the Gold Rush Activity document.
  5. Students will then complete the Gold Rush Activity found on the same document listed above. All work is due at the end of class if students are provided at least 40 minutes to complete this part of the assignment. 
  6. Closure
 
 12/18 Students will be able to identify and discuss the events that led to the annexation of Texas, California, and other western lands that are now part of the United States.
  1. Introduction: Entry 38: Why is your NHD Topic Historically Significant?
  2. Story of US: Civil War
  3. Closure 
 None
 1/5 Students will identify the key events and ideas that led to the country's disunion.
  1. Introduction: Entry 39: What are the obstacles to altering an institution, such as slavery, that is fundamental to a region's economy and way of life?
  2. The Election of 1860 & the Road to Disunion: Crash Course US History #18
  3. 3.10 Notes
  4. Students will review the "Visual Summary: The Union in Peril" chart on Page 334 and develop a timeline highlighting and summarizing the importance of these events. Students will be required to review Chapter 10 in order to complete this assignment.
 None
 1/7 Students will prepare for the Semester Exam and be given time to complete any missing assignments.
  1. Introduction: Entry 40: What resolution could you have offered to avoid the nation's disunion.
  2. John Brown's Last Speech: Read and discuss
  3. Students will be given time to complete any missing assignments they have yet to complete and submit.
  4. Closure
 None
 1/11 Students will begin their semester Exam
  1. Introduction: Entry 41: Identify the top 5 most historically significant events of 2015, with 1 being the most significant.
  2. Semester Exam
 
 1/15 Students will complete their semester Exam
  1. Semester Exam
 
 1/19 Students will review an interview with MLK Jr. and analyze his responses to the questions in order to reflect on his ideas regarding nonviolent protest.
  1. Introduction: Entry 42: Why do Americans celebrate the birthday of Martin Luther King Jr. by observing it as a national holiday? Why is MLK Jr. historically significant and why does he deserve this honor?
  2. MLK Jr. Interview: Students will watch a short interview and analyze how MLK's responses can be used as a reflection of his character.
  3. Closure
 None
 1/21 Students will identify major events in the Civil War and their impact on the success of the Union Army.
  1. Introduction: Entry 43: Develop an image (half-page) that best illustrates your conception of the Civil War.
  2. Unit 3, Chapter 11 Notes (Section 1)
  3. Civil War Review Film: http://cdn.civilwar.org/civilwar/#/playlist/1 - Students will watch this short documentary about the battles of the Civil War and respond to a series of questions after the film.
  4. Closure
 None
 1/25 Students will identify major events in the Civil War and their impact on the success of the Union Army.
  1. Introduction: Entry 44: Abraham Lincoln once wrote "Nearly all men can stand adversity, but if you want to test a man's character, give him power." Using your own words, describe in depth what Lincoln is saying in his quote and describe how this quote can be applied in current times.
  2. Unit 3, Chapter 11 Notes (Complete the Chapter)
  3. Gettysburg DBQ Hook Exercise: Students will be given the DBQ Hook exercise and be led throuh its completion.
  4. Gettysburg DBQ Background Essay: All students will be given a copy o the Background Essay and complete a series of questions about the essay's content.
  5. Closure
 Review Unit 3, Chapter 11 Notes and define all the key terms in the notes and bring them to class. The key terms are all written in green throughout the notes. Study these terms as there will be a quiz next class.
 1/27 Students will identify major events in the Civil War and their impact on the success of the Union Army.
  1. Introduction: Entry 45: Following the end of the Civil War and the end of slavery, what would become America's greatest challenge?
  2. Check Homework
  3. Chapter 11 Quiz
  4. Gettysburg DBQ Document Review: Students will be divided and grouped into groups of 4-5. Groups will be provided 44 documents from the Gettysburg DBQ. Each student from each group will be assigned a specific document. They will become experts on their assigned document.
  5. After time is provided for students to review their documents, all students assigned to the same document will group up to discuss their findings and answers. The students will then report back to their original groups to share their information.
  6. Students will then work to identify how the documents should be categorized in the "bucketing stage" and continue on to the chicken foot exercise if time permits.
  7. Closure
 None
 1/29 Students will identify major events in the Civil War and their impact on the success of the Union Army.
  1. Introduction: Entry 46: What can the government do to assist the South following the end of the Civil War?
  2. Crash Course US History: Civil War Part 1
  3. Gettysburg DBQ Document Review: The focus is on Documents E and F
  4. Students will work on their outline for their DBQ Essay response to the DBQ Question
  5. Closure
 Complete and submit your DBQ Essay into turnitin.com by Saturday, January 30 at 11:59 PM.
 2/2 Students will be able to identify the outcomes of the Civil War and Reconstruction as they apply to the 20th Century. Students will be able to identify the expansion of African American rights during the late 19th and early 20th centuries.
  1. Introduction: Entry 47: How can the United States government provide safety and protection for the millions of freed slaves residing in the South?
  2. Crash Course US History Civil War: Part 2
  3. Chapter 12 Notes: Reconstruction
  4. Closure
 None
 2/4 Students will be able to identify the causes for the collapse of Reconstruction and the impact this would have on the 20th Century.
  1. Introduction: Entry 48: How did the sharecropping system make it hard for small farmers to improve their standard of living? Review Page 391 in the textbook to complete this entry.
  2. Crash Course US History: Reconstruction
  3. The Collapse of Reconstruction assignment: Students will review Chapter 12, Section 3 to complete a chart about the collapse of Reconstruction.
  4. Chapter 12 Notes: Reconstruction: Section 3
  5. Closure
 Complete The Collapse of Reconstruction assignment if not completed in class.

Review Unit 3, Chapter 11 Notes and Chapter 12 Notes: Reconstruction for an upcoming test.
 2/8 Students will be able to analyze and identify the outcomes of the Civil War and Reconstruction to prepare for an upcoming assessment.
  1. Introduction: Entry 49: How did Southern whites regain political and economic power in the South during the decade following the Civil War?
  2. Chapter 11 - Chapter 12 Study Guide: Terms and Review
  3. Chapter 11 - Chapter 12 Jeopardy Review
  4. Closure
 Chapter 11-Chapter 12 Test Next class (30 Questions): Review the  Unit 3, Chapter 11 Notes and Chapter 12 Notes for information and study the Chapter 11 - Chapter 12 Study Guide
 2/10 Students will be able to analyze and identify the outcomes of the Civil War and Reconstruction to prepare for an upcoming assessment.
  1. Introduction: Entry 50: Describe the effects slavery would have on the United States and the existing legacy of slavery that exists today in America. Describe whether or not the American economy would have seen similar success without the institution of slavery.
  2. Chapter 11 - Chapter 12 Test
  3. During the short remaining time, students will watch a portion of a PBS documentary: Reconstruction: The Second Civil War.
  4. Closure
 None