8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. 1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction). 2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System). 3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine). 4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities. 5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture. 6. Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony). 7. Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow). 8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. 1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin. 2. Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). 3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War. 4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
CA Common Core State Standards
WRITING CCSS.ELA-LITERACY.WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-LITERACY.WHST.6-8.2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.WHST.6-8.2b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.WHST.6-8.2c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-LITERACY.WHST.6-8.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.WHST.6-8.2e. Establish and maintain a formal style and objective tone. CCSS.ELA-LITERACY.WHST.6-8.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented. CCSS.ELA-LITERACY.WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. CCSS.ELA-LITERACY.WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-LITERACY.WHST.6-8.8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
READING CCSS.ELA-LITERACY.RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-LITERACY.RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-LITERACY.RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-LITERACY.RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
Big Ideas & Essential Questions
Industrialism in the North vs Southern cotton kingdom
How did the Industrial Revolution change the way people lived and worked?
What were the sectional differences (cultural, geographic, and economic) between the North and South?
Religious ideas shape social reformation movements in the 19th century.
How did religion influence the social reforms in the United States during the early and mid-1800s?
How can religion, beliefs, and spirituality contribute to progress or stagnation in society?
Immigration effect on American society.
What challenges have immigrants faced in coming here?
What role did immigrants play in the industrialization of the U.S.?
How do experiences of today's immigrants compare to those in the past?
The question of equality in the American society for women.
How has women's rights changed over time?
The institution of slavery and abolition.
What sorts of conditions affected the development and growth of slavery in the North and the South?
How was the reality of slave life different from white Americans?
How and why did America’s popular opinion change about slavery over time?
How did abolitionist try to end slavery?
Unit Goals
Students will understand the impact the industrial revolution had on the nation's geography, economy, and society.
Students will understand push and pull factors for immigration and will learn about the pro and anti-immigrant attitudes according to the context of the time period.
Students will learn how religious ideals inspired reformation movements in the mid 1800s
Students will be able to describe the impact the women’s movement had on groups, the country and individuals
Students will understand how the institution of slavery affected the Southern economy and the mistreatment they faced.
Students will learn how the moral question of slavery became a discussion for debate which brought upon the abolitionist movement.
Unit Summative Assessments
A film project the immigration experience in the U.S. A graphic organizer on the differences of Northern and Southern geography, economy, and society. An essay on the significance of the Industrial Revolution. A Newspaper group project on the subject of abolitionism and slavery A test on the reformation movements