Unit 5: America in the Last Half of the 19th Century

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Michigan Grade Level Content Expectation

• 8 – U4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence.
• 8 – U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:
  • territory, including the size of the United States and land use population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America
  • systems of transportation (canals and railroads, including the Transcontinental Railroad), and their impact on the economy and society governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act)
  • economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers
  • the treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court’s decision in Plessy v. Ferguson, and the response of African Americans
  • the policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians

Common Core History-Literacy

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 America better in 1800 or 1900?

1. Impact of Reconstruction on Women's Rights

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2. Causes of Westward Expansion

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3. Legislation for Westward Expansion

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4. Westward Expansion: The Dawes Act

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5. Impact of Westward Expansion on Groups

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6. Thematic Essay: Westward Expansion

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7. Synthesis Activity

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