Unit 3: Regional & Economic Growth

Standards

Michigan Grade Level Content Expectations

• 8 – U4.2.3 Westward Expansion – Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.
• 8 – U4.1.2 Explain the changes in America’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.
• 8 – U4.2.4 Consequences of Expansion – Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states.

Common Core History-Literacy

SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

C3 Framework

• D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
• D2.His.9.6-8. Classify the kinds of historical sources used in a secondary interpretation.
• D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.
• D2.His.12.6-8. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
• D2.His.13.6-8. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
• D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
• D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.
• D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past.
• D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.
• D3.1.6-8. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
• D3.2.6-8. Evaluate the credibility of a source by determining its relevance and intended use.
• D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
• D3.4.6-8. Develop claims and counterclaims while pointing out the strengths and limitations of both.
• D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
• D4.2.6-8. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
• D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
• D4.6.6-8. Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
• D4.8.6-8. Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.

Unit Compelling Question: Was it destiny to move West?

1. Introduction to Westward Expansion

Standards: WHST.6-8.1, SL.8.1

Learning Target:

1. I can analyze multiple primary source documents to make a claim supported with evidence about how territorial expansion either strengthened or divided the nation.
2. I can engage effectively in a collaborative text-based discussion with peers, building on others' ideas and expressing my own clearly.

Supporting Questions: How did the market revolution and territorial expansion change how Americans lived and worked in the early 19th Century? What were the methods the U.S used to expand its territory? Did territorial expansion strengthen or divide the nation?

2. The Louisiana Purchase

Standards: RH.6-8.2, WHST.6-8.2

Learning Target: I can analyze multiple sources to determine the foreign policy goals, values, & strategies that guided the purchase of the Louisiana Territory.

Supporting Questions: What foreign policy goals, values, and strategies guided the U.S. purchase of the Louisiana Territory?What motivated President Jefferson to negotiate the Louisiana Purchase? What was President Jefferson’s vision for the American economy?

3. American "Progress"

Standards: RH.6-8.8, WHST.6-8.1

Learning Targets:

1. I can analyze multiple documents to make a claim about how the idea of westward expansion was depicted as a sign of American progress in the 1800s.
2. I can evaluate two paragraphs to determine which has the better elaboration and analysis.
3. I can analyze multiple documents to make a claim about the factors that influenced westward migration and the conflicts that arose.

Supporting Questions: How was the idea of westward expansion depicted as a sign of American “progress” in the 1800s? What new technologies influenced western migration? What conflicts arose from westward expansion?

4. The Erie Canal

Standards: RH.6-8.7

Learning Target: I can integrate visual analysis of maps, and charts with texts to make a claim supported with evidence about the effects of the Erie Canal.

Supporting Questions: What were the effects of the construction of the Erie Canal?

5. When is a T-Shirt more than a fashion statement?: Manifest Destiny Today and the GAP Ad

Standards: RH.6-8.2, WHST.6-8.1

Learning Target: I can analyze multiple documents to make a claim about the relevance of Manifest Destiny in the United States today.

Supporting Questions: Is Manifest Destiny a positive or negative term, and how is it relevant to the United States today?

6. The Lewis and Clark Expedition

Standards: RH.6-8.6, RH.6-8.8, SL.8.1

Learning Targets:

1. I can analyze documents from multiple perspectives to make a claim about interactions between Lewis and Clark and the Native Americans.
2. I can engage effectively in a structured academic controversy text-based discussion with peers, building on others' ideas and expressing my own clearly.
3. I can evaluate to what extent Lewis and Clark executed President Jefferson’s wishes with regards to treatment of Native Americans.
4. I can evaluate primary sources to determine how missing perspectives might corroborate the claims of Lewis and Clark.

Supporting Questions: Were Lewis and Clark respectful to the Native Americans they met on their journey? To what extent did Lewis and Clark executed President Jefferson’s wishes with regards to treatment of Native Americans. How did the Lewis and Clark journey impact Native Americans?

7. The War of 1812

Standards: RH.6-8.2WHST.6-8.2

Learning Target: I can analyze multiple primary source documents to make a claim about the causes and effects of the War of 1812.

Supporting Questions: Why is the War of 1812 sometimes called the Second War of Independence? What were the causes and effects of the War of 1812?

8. The Monroe Doctrine

Standards: RH.6-8.2, WHST.6-8.1

Learning Target: I can analyze multiple primary source documents to make a claim about how the Monroe Doctrine continued the American foreign policy of neutrality or isolationism.

Supporting Questions: What did the Monroe Doctrine say? How did it shape early US foreign policy? How does the Monroe Doctrine extend or continue the American foreign policy of neutrality and /or isolationism?

9. Native American Removal

Standards: RH.6-8.6, WHST.6-8.2

Learning Target: I can analyze multiple primary source documents to make a claim about why people in the 1830s supported the policy of Indian Removal.

Supporting Questions: Why did people in the 1830s support the policy of Indian Removal? What was life like for the Cherokee in Georgia?

10. Native American Assimilation

Standards: RH.6-8.7

Learning Target: I can integrate visual information with other texts to make a claim about U.S policy toward Native Americans in the 1800s.

Supporting Questions: How did the U.S. policy toward Native Americans evolve as its population expanded westward? How did the assimilation approach affectNative tribes and cultures?

11. The Mexican-American War

Standards: RH.6-8.6, 6-8.8,WHST.6-8.1

Learning Targets:

1. I can analyze multiple documents to make a claim supported with evidence about the annexation of Texas in 1845.
2. I can evaluate documents from multiple perspectives to determine whose arguments is most convincing.

Supporting Questions: What were the arguments for and against the annexation of Texas? Why did tension develop between the Mexican government and American settlers in Texas in 1828? Should the United States have annexed Texas in 1845? Why did the U.S go to war with Mexico in 1846?

12. Mexican-American War Debate

Standards: RH.6-8.6, SL.8.1

Learning Targets:

1. I can analyze documents from multiple perspectives to determine why some people supported the war and why others opposed it.
2. I can effectively engage in a debate with my peers about whether the Mexican-American War was justified or not.

Supporting Questions: Was the United States justified in its annexation of western territories and war with Mexico?