Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Garfield Public Schools Social Studies Curriculum Grade 6

Revision Committee: Mr. Keith Montelbano 6th Grade Social Studies Teacher Garfield Middle School Ms. Brianna Faustini 6 Grade Self Contained Social Studies Teacher Garfield Middle School th

Ms. Karen Van Ollefen 6th, 7th, 8th Grade Social Studies Teacher Garfield Middle School Mr. Brian Cameron Assistant Curriculum Supervisor 6-12 Social Studies Final Revision Date: August 1, 2012

Garfield Board of Education Dr. Kenneth Conte, President Mr. Tony Lio, Vice President Mr. Anthony Barckett Mr. Salvatore Benanti Mr. Richard Giacomarro Mr. Nikolce Milevski Mr. Charles Nucifora Mr. Edward Puzio Mr. Jeffrey Stewart

Board Adoption Date August 27, 2012

Administration Nicholas Perrapato, Superintendent Dr. Lester Richens, State Monitor Mr. Tom Egan, Interim Business Administrator Curriculum Supervisor Alexandra Bellenger Assistant Curriculum Supervisor: Social Studies Brian Cameron

Resolution # 08-122-12

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Geography Skills Target Course/Grade Level: Grade 6 Duration: 1 Week Description In this unit of study, students will receive a clear understanding of what geography is, and how it can affect history. They will also focus on the five themes of geography. They will be able to distinguish the difference between a political map, physical map, and a resource map.

Concepts & Understandings Concepts

Understandings

Geography Location Longitude Latitude Regions Landforms

Provide an individual with a holistic understanding of our world and its systems. Relative location defines where a place is in relation to other places. Locate where a particular place is on the map. Regions are areas that share common features. They may be defined as geography or culture. See the different types of landforms that make up our world.

Learning Targets CPI Codes 6.1.8.B.1.a 6.1.8.B. 1.b 6.1.8.B.2.a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions What is the main purpose of a political map? What is the main purpose of a physical map? What is the definition of geography? Why do we measure longitude and latitude? What makes up a landform?

Unit Results Students will ... Recognize the connection between geography and history. Learn the five themes of geography. Learn how to use the elements of a map. Study the difference between political and physical maps. Identify the special purposes of using a map.

Suggested Activities The following activities can be incorporated into the daily lessons: Maps pgs. A1-A14

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Colonization (Review) Grade Level: 6th Grade Duration: 1 Week Description In this unit of study, students will examine the early European settlements in North America. Specifically, students will focus on the struggles faced by early settlers and the ways in which these early settlers were able to overcome these obstacles. Students will analyze the impact of religious freedom on migration from Europe as well as the creation of institutions geared toward promoting self-government. Students will compare and contrast the three colonial regions that comprised England's empire in the colonies. Characteristics of these regions that will be examined are toleration, use of natural resources, and trade. In addition, the growth of slavery as a necessity for the growth of the southern economy will be discussed.

Concepts & Understandings Concepts Geography Culture Trade Economic Independence Self-Government Enlightenment

Understandings The use of fertile land, resources, and water in the New England, Middle, and Southern Colonies. People organize and create a stable environment in order to sustain their livelihood. Economic interests lead to increased contact among people and nations If a group of people do not have to rely on another nation for wealth and resources, they will look to break away from that nation Principles and ideals inherent in early documents affect the organization of a civilization. Belief in the divine rights of individuals eventually was supplanted by new ideas about natural rights.

Learning Targets CPI Codes 6.1.8.B.1.a 6.1.8.A.2.a 6.1.8.A.2.b 6.1.8.B.2.a 6.1.8.B.2.b 6.1.8.D.2.b Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions What were the goals of early colonists when they set up their first colonies? Explain problems faced by early settlers and the steps these early settlers took to overcome these problems? Describe the political institutions created by the early colonists that supported the ideal of religious freedom. What government institutions created by the Pilgrims can be related to government institutions in the United States today? Why did the New England colonies rely on fishing and shipbuilding as their main resource instead of farming? What influence did religion have on the Puritans migration to North America and the political institutions they created in the various colonies? How did the Expansionism of southern colonists lead to conflict with Native American groups? Why was the Toleration Act an important step toward religious freedom in Maryland? How did the development of cash crops affect the trade between the southern colonies and other nations?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS How did the fertile land affect the economy in the South? What resources did the people in the New England colonies depend on? What did the people in the Middle colonies use the rivers for?

Unit Results Students will ... Explain why England wanted to establish colonies in North America. Describe the experience of the settlers who founded the first permanent English colony in Jamestown. Explain the impact of religious freedom on the Pilgrims migration to the US and their early government institutions. Compare and contrast the life of the Pilgrims to the life of the Jamestown settlers. Describe the geography and the climate of the New England Colonies. Explain the impact of religious freedom and toleration on the creation of new colonies in North America. Explain how Puritan expansion led to conflict with the Native American. Describe the climate and geography of the Middle Colonies. Describe the geography and climate of the Southern Colonies. Explain the events that led to conflict between English settlers and Native American groups. Analyze the development of slavery in the Southern Colonies. Explain why farming was an important part of their economy, in the Southern colonies. Determine which resources were available to settlers along the New England colonies. Identify the three rivers that played an important role in the Middle colonies.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Magna Carta Mayflower Compact The Ordinance for Virginia 1619 Charter of the Massachusetts Bay (1629) The Albany Plan of 1754

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Colonial Life (Review) Grade Level: 6 Duration: 1 Week Description During this unit of study, students will describe multiple aspects of colonial society. First, students will analyze the development of colonial governments and the freedoms afforded to colonists that they did not receive in England. Emphasis will be placed on gender roles within society and how social classes in the colonies were different from those in England. There will be an examination of the development of slavery in the colonies and how it affected colonial life. Finally, students will summarize the development of education in the colonies. Specifically, students will begin to discern the effects of self-government and religious ideas that developed from the Great Awakening.

Concepts & Understandings Concepts Individual Rights Gender Roles Servitude

Understandings Individual rights and freedoms allow people to develop their own ideas and must be protected by the government. Women have throughout most of history been forced into subservient roles to men in the home and in the society at large. The origins of slavery will have an immense impact on race relations throughout history.

Learning Targets CPI Codes 6.1.8.A.2.b 6.1.8.C.2.b Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions Identify examples in English history that that provided the basis for the colonists’ ideas of political rights and limited governments. What institutions in the colonies were examples of participatory governments? What impact did the large farm have on the labor system of the colonies? How did the roles of women differ from men in colonial society? How did gender differences affect the role of children in society? How did a colonists’ ability to move vertically within the colonial class system differ from the ability of English citizens to move up in the class system? st What are the similarities and differences between women in the colonial society and the women of the 21 century? Under what conditions were slaves brought to the colonies? What impact did the triangular trade have on the nations involved? (Geography) How did education differ depending on economic status, race, religion, or gender? st Compare and contrast colonial education to education in the 21 century. What was the goal of Enlightenment thinkers and how would these thoughts shape the founding of the United States and the structure of the American government?

Unit Results Students will ... Explain the impact of early English traditions on the development of early colonial government institutions. Describe how the idea of participatory governments affected the responsibilities of early colonial governments. Identify the events that led to increased individual rights and freedoms for the colonists.

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Discuss the impact of the farming culture on the overall labor system of the colonies. Compare and contrast the roles of men, women, and children in colonial society. Compare and contrast the role of women in society today with colonial women. Analyze the impact of the triangular trade route on America, the European countries, African nations, and the islands of the Caribbean. Describe colonial education and how gender roles affected educational opportunities. Discuss the role the Great Awakening played on the religious revival of the 1700’s and how it reinforced democratic ideals. Identify the key ideals and principles of the Enlightenment thinkers. Explain how the ideas of Locke and Montesquieu would later shape the founding of the United States and the structure of American government.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings English Bill of Rights Two Treatises of Government Locke, John The Spirit of the Laws de Montesgueiu, Baron The Autobiography of Benjamin Franklin Franklin, Benjamin

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Events Leading to the American Revolution (Review) Target Course/Grade Level: 6 Duration: 1 Week Description During this unit of study, the student must describe the events that led to the American Revolution. Specifically, students will focus on the impact the French and Indian War had on the relationship between England and the colonies. Additionally, students will analyze reasons that England began to tax the colonies and restrict colonial expansion as a result of the French and Indian War. Furthermore, students will evaluate the impact of English taxes on the colonists and the colonial responses to these taxes. Students interpret the events of the Boston Massacre as the catalyst for war with England. Students will discuss key colonial figures and examine their impact on the revolutionary tide that was growing in the colonies. Students will examine the impact of the Boston Tea Party and its influence on the start of the American Revolution. Students must describe the issues facing the Second Continental Congress and the key decisions that were made. In addition, students will differentiate between the loyalists and the patriots. Finally, students will discern the impact of the victory at the Battle of Bunker Hill on the confidence of the Patriot Soldiers.

Concepts & Understandings Concepts Conflict Revolution Protest Independence Patriotism

Understandings Conflicts between European powers were caused by the drive for land and natural resources. Revolution is seen as a way to protect and expand the ideas of rights and self-government. The quest for individual rights and freedoms caused the fervor of protest that eventually led to conflict. Those who wanted to be free to rule themselves felt they had the right to declare independence. Independence is derived from patriotic spirit which arises from great sacrifice.

Learning Targets CPI Codes 6.1.8.B.2.b 6.1.8.C.2.b 6.1.8.D.2.a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions How did the power struggle between France and Great Britain over land and resources cause the Seven Year’s War? What were the major battles of the Seven Year’s War and which were tantamount to the British victory? How did the alliance between Native Americans and the French strain relations between Native Americans and Britain and the colonists? What land did Britain gain as a result of the Seven Year’s War? What effect would the increased land have on Britain’s control over the colonies? How did the outcome of the Seven Year’s War lead to Pontiac’s War? What was the Proclamation of 1763 and why did colonists resist? How did the Seven Year’s War impact Britain’s need to tax the colonists? What acts did Parliament pass that limited the rights and freedoms of the colonists? How did the colonists respond to the acts passed by Parliament? What were the key events of the Boston Massacre and what colonial groups formed as a result? How did British tax policies move the colonists closer to rebellion?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS How did Boston colonists show their opposition to the Tea Act? What led to the conflict at Lexington and Concord? What were some of the major achievements of the Second Continental Congress? How did the American Revolution begin? How did the divided loyalists of the colonists affect the Second Continental Congress? What did the Battle of Bunker Hill show about the American and British forces?

Unit Results Students will ... Identify how competition for land and resources led to fighting between France and Britain in North America. Describe the battles of the Seven Year’s War and how each affected the outcome of the war. Examine the impact of the alliance between the French and the Indians on relations between the colonists and Native Americans. Explain how the outcome of the Seven Year’s War affected the ability of colonists to expand. Analyze how the increase in British land in America caused conflict between colonists and Native Americans. Identify the terms of the Proclamation of 1763 and the response of the colonists. Examine the needs of Parliament that led to the increase in taxes on the colonists. Explain how the acts passed by Parliament caused economic problems for the colonists and how that strained relations between Britain and the colonists. Identify responses of colonists to the acts passed by Parliament. Examine the events of the Boston Massacre and how it was a catalyst for organization among colonial leaders. Identify the causes of the Boston Tea Party. Explain how the colonists protested the intolerable acts. Describe the events of April 19th, 1775 at Lexington and Concord. Identify the issues facing the Second Continental Congress and the decisions that were made. Describe the differences between Patriots and Loyalists. Identify the Olive Branch Petition, and explain why it failed. Explain the significance of the Battle of Bunker Hill. Debate the opinions of the Patriots and the Loyalists.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Stamp Act Patrick Henry’s “Give Me Liberty or Give Me Death” speech March 20, 1775 The Virginia Declaration of Rights Poems on Various Subjects, Religious and Moral Wheatley, Phillis Declaration of Arms July 6, 1775

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: The American Revolution Target Course/Grade Level: Grade 6 Duration: 2-3 Weeks Description During this unit of study, students will identify the key battles that led to the colonists’ victory during the American Revolution. First, students will analyze the events that led to the drafting of the Declaration of Independence. Students will interpret the ideas and concepts that served as the background for the Declaration of Independence. Students will compare and contrast the British and colonial armies. Students will describe the early struggles of the colonists. Much focus attention will be paid the two key turning points of the war, the Battles of Trenton and Saratoga. Specifically, students will analyze the leadership qualities of George Washington and how this was a catalyst for the Patriot victory. Students will also assess the impact of foreign aid on the outcome of the war. Students will discuss the effects of the war on African Americans, women, and Native Americans. Finally, students will explain the importance of the colonial victories in the final battles of the war and the impact of the American Revolution.

Concepts & Understandings Concepts Independence Self-Government Revolution Determination Leadership

Understandings Throughout history, various groups have fought for the right to govern themselves. The notion of colonization is in direct conflict with the ideal of self-government. Many believe that the ability to change or overthrow a government from time to time assures that that government will be accountable to the people. Throughout difficult times perseverance is necessary to achieve success. To win a war, quality decision-making is of utmost importance.

Learning Targets CPI Codes 6.1.8.A.3.a 6.1.8.B.3.b 6.1.8.B.3.c 6.1.8.B.3.d 6.1.8.D.3.b 6.1.8.D.3.c 6.1.8.D.3.d 6.1.8.D.3.e 6.1.8.D.3.f Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions What was the reaction of the colonists to Thomas Paine’s Common Sense? How is the Declaration of Independence structured and what are the main ideas of each section? Relate the ideas of the Enlightenment to the concepts used in the Declaration of Independence. Which groups did not receive the same rights and freedoms as others in the Declaration of Independence? How did the geography of New York City, Brooklyn, and Staten Island effect result of the Battle of Long Island? What was the impact of Washington’s victory at the Battle of Trenton on the morale of the American soldiers? Why was the Battle of Saratoga considered the turning point of the American Revolution?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS In what ways did European countries assist the American army in 1778? Why was the winter at Valley Forge so difficult for the American army? Why did some enslaved African Americans choose to fight for the British? What role did women play in the American Revolution? How did key American victories in the west affect the outcome of the war? How were General Cornwallis and his troops weakened and then trapped at Yorktown? How did the terms of the Treaty of Paris effect land claims in America? How did the American Revolution effect the countries involved and others around the world?

Unit Results Students will ... Explain the importance of Thomas Paine’s Common Sense and its effect on the revolutionary sentiment in the colonies. Identify the key leaders who leant ideas to the Declaration of Independence. Understand the meaning and structure of the Declaration of Independence and how it laid out key principles that evolved into the ideas of the Constitution and the American Government system. Analyze how Thomas Jefferson included the ideas of early Enlightenment thinkers into the text of the Declaration of Independence. Identify the groups that benefited from the Declaration of Independence and those to whom the natural rights did not extend. Examine the impact of the geography of New York, Brooklyn, and Staten Island on the results of battles fought in those regions. Analyze the words of Nathan Hale as a battle cry for the colonists. Explain how New Jersey’s location played a key role after Washington’s retreat of New York and in the Battles of Trenton and Princeton. Understand why the Battle of Saratoga was a turning point in the American Revolution. Interpret the impact of George Washington’s leadership as general during the American Revolution. Discuss how foreign nations helped the colonists throughout the war. Discuss the role that African Americans, women, and Native Americans played in the American Revolution. Explain the importance of key American victories in the west. Describe the impact that privateers had on the war and how they were a detriment to the British war effort. Examine the final battles of the American Revolution and why the Americans were victorious. Evaluate the terms of the Treaty of Paris. Examine the reasons why the Americans were victorious. Evaluate the effects of the American Revolution those involved and other countries around the world.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Common Sense Paine, Thomas The Declaration of Independence Letter on Thomas Jefferson Adams, John Letter from George Washington to the Continental Congress Letter from British Colonel William Harcourt to his father Earl Harcourt Treaty of Paris

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Creating the Constitution Target Course/Grade Level: Grade 6 Duration: 1-2 Weeks Description During this unit of study, students will analyze the issues that faced the United States after the American Revolution. First, students will identify how the Articles of Confederation ensured the powers of the state, while analyzing the weaknesses inherent in the first US government. Students will then examine the issues discussed at the Constitutional Convention and how those concepts became the framework for the United States Constitution. Focus will be placed on the formation of the three branches of government, the large state versus small state debate, the issue of slavery, and the protection of individual rights and freedoms. Finally, students will compare and contrast the Federalist and Anti-Federalist views of the new government under the Constitution.

Concepts & Understandings Concepts Compromise Values Individual Rights Power Shared power Principles

Understandings A powerful, organized government is the outcome of compromise among competing political ideals and principles. It is necessary for a government to promote the idea that all people have rights and that they have the right to govern themselves. Individual rights of the people are promoted by protections against abuse by the federal government. Government implies the power of making laws. In order to create a strong, central government that was not Totalitarian, the concept of shared power was discussed and implemented. Strong debate encourages people to voice their opinions on and opposition to issues while providing the opportunity for compromise.

Learning Targets CPI Codes 6.1.8.A.3.b 6.1.8.A.3.c 6.1.8.A.3.d 6.1.8.A.3.g Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions How did the Articles of Confederation ensure the power of the state governments? How were the ideals of the Declaration of Independence protected by new state governments? How did Congress determine how the Northwest Territory would be governed? What did Shay’s Rebellion, issues with foreign nations, and economic problems demonstrate about the weaknesses of the Articles of Confederation? What role did compromise play in the creation of the United States Constitution? How did the Virginia Plan structure the federal government? How was the dispute over representation satisfied by the Great Compromise? How did the 3/5 Compromise insure that slavery would remain in the Southern states?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS What were the key differences between the ideas of the Federalists and the Anti-Federalists? What are the basic individual rights protected under the Bill of Rights?

Unit Results Students will ... Discuss how state governments created constitutions in order to handle issues of war debts and protecting individual rights. Analyze the major successes and failures of the government under the Articles of Confederation. Explain the Ordinances of 1785 and 1787 and their importance to the western expansion. Identify the problems that were created by a weak central government. Describe the plan for a strong, central government based on the separation of power in the federal government into three branches and a bicameral legislature. Contrast the main ideas of the Virginia Plan and the New Jersey Plan and explain how the Great Compromise satisfied both large and small states. Examine the dispute over slavery and explain the long-term effects of the 3/5 Compromise on the issue of slavery. Compare and contrast the positions of the Federalists and Anti-Federalists. Analyze the ways in which the Bill of Rights protects individual rights for all citizens.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings State Constitutions of the 13 colonies The Northwest Ordinance The Articles of Confederation The Virginia and New Jersey Plans The Constitution of the United States of America The Bill of Rights The Federalist Papers

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Launching the New Nation Target Course/Grade Level: Grade 6 Duration: 1-2 Weeks Description During this unit of study, students will analyze the ways in which George Washington oversaw the creation of the new federal departments. Special attention will be paid to how Alexander Hamilton created a plan to tackle the nation’s debt problems. Throughout the unit, students will identify the importance of the precedents set during this era on issues throughout American history and today. Additionally, students will explore the formations of political parties and the ideals that separate each. Finally, students will examine the decisions made by Presidents Washington and Adams in response to foreign and domestic issues.

Concepts & Understandings Concepts Interpretation Conflict Economic Independence Precedence Transition Neutrality States’ Rights

Understandings The Constitution’s vagueness in certain areas left the opportunity for the early framers to shape it in practical use. Partisan conflicts arose as leaders emphasized personal or local interests. In order to attain government stability economic independence is necessary. Every decision that is made by those in power will be an example to be followed by others in the future. A democracy is stable when power is transitioned from one person to another without conflict. Remaining neutral in a conflict between other countries can make it difficult to keep a relationship with either side. The issue of states’ rights contrasts with a strong, central government

Learning Targets CPI Codes 6.1.8.A.3.b 6.1.8.A.3.e 6.1.8.A.3.f 6.1.8.C.3.b 6.1.8.D.3.b 6.1.8.D.3.g Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions How did President Washington organize the new executive departments and set the course for the new nation? What caused the national debt and how did Hamilton’s plan go about solving the debt issue? How did Jefferson and Hamilton use the Constitution to further their arguments for or against the national bank? What did the Whiskey Rebellion show about the strength of the new government? Explain the ideas that were the basis for the formation of political parties. Compare and contrast the views of the Republicans and Democrats and how those views evolved from the different interpretations of the Constitution. How did the Treaty of Paris cause conflict between Americans and Native Americans?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS What were the effects of neutrality on United States relations with France and Great Britain? How could Washington’s cautions in his Farewell Address be used by current government leaders in the US toady? What was the effect of the XYZ Affair on the presidency of John Adams? What were the Alien and Sedition Acts and why were they considered unconstitutional? What were the arguments for and against states’ rights over federal power? How could states’ rights be used to protect the institution of slavery in the future?

Unit Results Students will ... Discuss how the new government was organized during Washington’s presidency. Examine the effect of debt on the American people after the war and how the national government, by enacting the plans of Alexander Hamilton, responded during this time. Analyze the debate over the national bank between Alexander Hamilton and Thomas Jefferson as an example of the strict versus loose construction of the Constitution. Relate the formation of political parties to the debate over the power of the federal government. Compare and contrast the ideals that formed the basis of early political parties to current day Democrats and Republicans. Analyze the impact of George Washington choosing not to seek a third term. Examine how the Treaty of Paris created conflict with Native Americans in the Northwest Territory Analyze the impact of US neutrality in the conflict between France and Great Britain. Relate the two main points of George Washington’s Farewell Address to major events occurring in the present. Theorize how the XYZ Affair weakened the presidency of John Adams. Determine why the Alien and Sedition Acts were enacted and analyze the constitutionality of each. Draw a conclusion as to the possible impact of states’ rights on the slavery issue

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings George Washington’s First Inaugural Address Yankee Doodle Proclamation of Neutrality 1793 George Washington’s Farewell Address The Alien Act The Sedition Act

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Jeffersonian Democracy Target Course/Grade Level: Grade 6 Duration: 1-2 Weeks Description This unit of study will analyze the presidency of Thomas Jefferson. Students will contrast the ideas about how to govern, that Jefferson brought to the White House, as opposed to his predecessors. Specifically, students will focus on the Laissez faire concept of economics and the cutting of much of the power of the federal government. Additionally, students will discuss the impact of the decisions of the Marshall Court. Students will also determine the impact of the Louisiana Purchase on the United States, in the past and now in the present. Finally, students will identify the causes of the War of 1812, the events of the War, and the effects the war had on the US and its relationship with Great Britain.

Concepts & Understandings Concepts

Understandings

Transition of Power Economic freedom Expansion Exploration Conflict Nationalism

One example of a stable democracy is the transfer of power from one political party to another. A Democracy is supported by a Capitalist economic system. The yearning for natural resources and economic opportunities leads to the quest to gain more land. In order for nations to expand, exploration is necessary to determine the usefulness of the land. Unresolved issues can lead to conflict between two nations. Success in war can lead to unity, peace, and pride in one’s country.

Learning Targets CPI Codes 6.1.8.A.3.f 6.1.8.A.3.g 6.1.8.C.3.b 6.1.8.D.3.b 6.1.8.D.3.b 6.1.8.A.4.a 6.1.8.A.4.b 6.1.8.B.4.a 6.1.8.B.4.b Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions th

How did the 12 Amendment change the way in which presidential elections were conducted? How is the transition of power from Adams to Jefferson symbolic of democratic stability? In what ways did Jefferson’s interpretation of the powers of the central government dictate the decisions he made as president? How did the power of judicial review as decided in the Marbury v. Madison case expand the powers of the Supreme Court? What future states were attained through the Louisiana Purchase? What goals were achieved through the Lewis and Clark expedition? What is the economic impact of the Louisiana Purchase? How did the conflict between France and Great Britain lead to Jefferson passing the Embargo Act in 1809?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Why did expansion into the newly purchased territories lead to conflict with Native Americans? What were the causes of the War of 1812? What impact did future presidents William Henry Harrison and Andrew Jackson have on the outcome of the War of 1812? Why did American nationalism surge after the War of 1812?

Unit Results Students will ... Evaluate the impact of the peaceful transfer of power from Adams to Jefferson. th Interpret the events of the election of 1800 and how it led to the passage of the 12 amendment. Examine the impact of Jefferson’s Laissez faire economic policy and belief in republican ideals on the size of the American government. Interpret the meaning and importance of the decisions of the Marshall court, specifically Marbury v. Madison. Assess the impact of the Louisiana Purchase and the explorations of Lewis and Clark on the expansion and economic development of the United States. Determine the legacy of the Louisiana Purchase and its impact on the idea of Manifest Destiny. Locate areas that were claimed by the Louisiana Purchase and those explored by Lewis and Clark and Zebulon Pike. Describe how conflicts among European nations affected the politics and economics of the United States. Discuss the causes and effects of the Embargo Act. Examine how United States expansion led to conflict with Native Americans. List the causes of the War of 1812. Examine the events and the outcome of the War of 1812 Determine how the outcome of the War of 1812 led to a surge in US nationalism.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Inaugural Addresses of Thomas Jefferson Marbury v. Madison Inaugural Addresses of James Madison The text of the Star Spangled Banner

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: A Changing Nation Target Course/Grade Level: Grade 6 Duration: 1-2 Weeks Description In this unit of study, students will analyze the evolution of the power of the president and the federal government during the presidency of Andrew Jackson. Much focus will be paid to the debate over the creation of the National Bank and key Supreme Court decisions that increased the federal government’s control over economic decisions. Additionally, students will identify how certain groups of people in the United States received increased voting rights. Finally, students will examine the Indian Removal Act and the horrors faced by Native Americans.

Concepts & Understandings Concepts Regionalism Federalism Revolution Suffrage Discrimination

Understandings Different regions emphasize different tactics required to grow the national economy. As the national economy grows, so does the power and scope of the federal government. Revolutions around the world inspire revolutionary ideas in other countries that are colonized. The idea of extending voting rights to all leads to increased participation in the governing process. The impact of discrimination can be horrifying to those who do not have power.

Learning Targets CPI Codes 6.1.8.D.3.g 6.1.8.A.4.a 6.1.8.A.4.b 6.1.8.A.4.c 6.1.8.B.4.b 6.1.8.C.4.a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions How did the Second Bank of the United States and the Tariff of 1816 allow for growth of the US economy? How did regional differences affect the economic ideas supported by Henry Clay, John C. Calhoun, and Daniel Webster? In what ways did the cases of McCulloch v. Maryland, Dartmouth College v. Woodward, and Gibbons v. Ogden increase the power of the federal government and promote economic growth? How did the American and French revolutions influence revolutions in Spanish controlled lands in Central and South America? Explain how the Monroe Doctrine led to increased US influence in Central and South America. To whom were voting rights extended in the Jacksonian Period? What new political parties formed during the election of 1824 and how did they choose candidates for office differently than other parties? What were some of the customs and ways of life of the Cherokees? How did the debate between Chief Justice John Marshall and President Jackson symbolize the separation of powers of the branches of the federal government? What hardships and horrors did Native Americans face as they were forced from their lands as part of the “Trail of Tears?” What were the arguments for and against the second Bank of the United States?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS How will the issue of states’ rights eventually affect the debate over slavery? What was John C. Calhoun’s position on nullification and how did he come in conflict with President Andrew Jackson? What caused the Panic of 1837?

Unit Results Students will ... Investigate the actions taken by the federal government to increase economic prosperity in all regions of the United States. Analyze the impact of political leaders such as Henry Clay, John C. Calhoun, and Daniel Webster on economic and social issues. Critique the decisions of the Supreme Court that promoted national economic growth and the power of the federal government in relation to the different interpretations of the Constitution. Examine the impact of the American and French revolutions on Spanish rule in Central and South America. Determine the impact of the Monroe Doctrine on US hegemony in the Western Hemisphere in the 1800’s and today. Assess the extension of suffrage during the Jackson Era. Describe how new political parties formed in the Age of Jackson and how these new parties changed the ways in which candidates for office are selected. Describe the cultures of the Native Americans living in the Southeast and the Midwest. Interpret the conflict between Chief Justice John Marshall and President Jackson on the removal of Native Americans in relation to the separation of powers in the Constitution. Describe the enforcement of the Indian Removal Act. Analyze the arguments for and against the National Bank and how this issue related to the increase in presidential power. Examine how the issue of states’ rights led to major crises in the US during Jackson’s presidency. Explain the disagreement over nullification and how it led to South Carolina threatening to secede. Analyze the effect of the Panic of 1837on the presidency of Martin Van Buren.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings McCulloch v. Maryland, Dartmouth College v. Woodward, and Gibbons v. Ogden The Monroe Doctrine Andrew Jackson’s Inaugural Address Concord Hymn Emerson, Ralph Waldo The Treaty of Dancing Rabbit Letter from the Cherokee Nation 1830

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: The North and the South take Different Paths Target Course/Grade Level: Grade 6 Duration: 1-2 weeks Description In this unit of study, students will focus on the factors that led to a divide between the North and the South. Specifically, students will analyze how industrialization changed the North from a region of agriculture to a region of factories, transportation, and improvements to technology. Economic opportunities led many to migrate to northern cities. This urbanization created many problems in the North such as issues over workers’ rights, overcrowding, providing services, and the spread of disease. Along with those migrating to northern cities, many new immigrant groups were coming to the United States to take advantage of the new economic opportunities. Finally, students will examine how these changes impacted the debate over slavery.

Concepts & Understandings Concepts Ingenuity Growth Prosperity Urbanization Servitude Rural vs. Urban

Understandings Technological advances increase production and can lead to a more industrialized nation. Due to advances in technology, communication, and transportation, there is a large population growth especially in cities. A country’s wealth is in direct relation to advances in technology, communication, and transportation. Industrialization led to the growth of cities as people yearned for better economic opportunities. Slave labor became essential to the southern economy while continuing to promote inequality among the different races. As industrialization grew in the North and agriculture remained the staple of the South, the rift between the two continued to grow.

Learning Targets CPI Codes 6.1.8.C.3.c 6.1.8.C.4.b 6.1.8.C.4.c 6.1.8.D.4.a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions How did the new technology of the Industrial Revolution change the way Americans lived and the way work was performed? How did the Lowell system change the way work was done in factories? In what ways did mass production and the use of interchangeable parts speed of the manufacturing process? What led to the growth in northern cities? What new inventions helped northern industry grow? How did advancements in transportation effect northern industry and population growth? Why did new immigrants come to the United States at this time? What obstacles did African Americans face in the North? How did cotton and the use of the cotton gin affect the social and economic life of the South? What were some of the restriction on free African Americans?

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS How did enslaved African Americans adapt to slavery? How did advancements in transportation ease settlers’ trip as they moved west? In what ways did the movement west intensify the debate over slavery?

Unit Results Students will ... Identify the new inventions and advancements in agriculture and transportation that led to the growth of cities in the North. Explain the origins of industrialization in the United States. Explain the Lowell System and its effect on the factory system in the United States. Describe factory life for workers, especially children. Discuss the reasons why new immigrant groups came to the United States during this time and what challenges they faced upon arriving. Describe the problems faced by African Americans in the North. Explain the significance of the cotton boom and the cotton gin on the institution of slavery and the culture of the South. Describe what life was like for freed African Americans and for slaves in the South. Assess the ways in which settlers were able to travel west. Explain how technological developments revolutionized land and water transportation for those moving west and for the economy of New Jersey. Assess the impact of the movement west on the issue of slavery and the spread of slavery to new territories.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Time Table of the Lowell Mills The Missouri Compromise African American Voices Olaudah Equiano

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: An Age of Reform Target Course/Grade Level: Grade 6 Duration: 1-2 Weeks Description During this unit of study, students will analyze the social reforms that took place during the Antebellum Period. Students will discuss the impact of Jacksonian Democracy and The Second Great Awakening on these reform movements. Specifically, students will identify the problems in American society at that time and the ways in which reformers worked to eradicate these issues. Some issues to be discussed are the Temperance Movement, prison reform, reforms for the mentally ill, education reform, the Abolitionist Movement, and the women’s rights movement. Each of these movements will also be put into their historical context and will be analyzed in relation to other reform movements throughout history. Finally, students will identify the common themes in American literature and art and how the art and literature of the time exemplify American individualism.

Concepts & Understandings Concepts Reform Civil Disobedience Abolition Suffrage Culture Individualism

Understandings Reformation in the United States focuses on the ideals of liberty and equality. In order to be catalysts for change, many reformers have disobeyed laws that treat people unfairly while maintaining a civil discourse. Abolitionists fought to end slavery in order to foster the ideal of equality. In order for a democracy to flourish, the right to vote should be extended to all citizens. Writers and artists exemplify themes of a culture in their works. One key component to American Democracy is the free will and liberty of the citizen.

Learning Targets CPI Codes 6.1.8.D.4.b 6.1.8.D.4.c Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions How were those working to make the political system fairer influenced by Jacksonian Democracy? In what ways did the Second Great Awakening act as a catalyst for all the reform movements of the Antebellum Period? What were the major problems in society in the early 1800’s and how did reformers work to improve these issues? How did key abolitionists and political figures work to end slavery? How did the Underground Railroad work? What was the argument of many northerners against abolition? What were the goals of the women’s rights movement? How were the goals of the women’s rights movement similar to and different from those of the abolitionist movement? What fields became more open to women in the 1800’s? What were the American themes inherent in the writings and art of the Antebellum Period? What impact did transcendentalism have on the culture of the Antebellum Period? How did many writers and artists impact the social reforms of the time?

Unit Results

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Students will ... Discuss the ways in which Jacksonian Democracy and The Second Great Awakening led many Americans to try to improve society in the 1800’s. Identify the social problems that reformers tried to solve and summarize the improvements made in each of these areas. List the events that led to the end of slavery in the North. Describe the contributions of key abolitionists and political leaders to the Abolition Movement. Identify the purpose and risks of the Underground Railroad and New Jersey’s role in its execution. Interpret the opinions of those who opposed abolition. Explain the efforts of women during the Antebellum Period to gain rights, especially suffrage, they had been denied. Identify the new opportunities that women gained during this time period. Identify common themes in American literature and art during the Antebellum Period.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings Frederick Douglass’s speech “The Meaning of July Fourth for the Negro” Excerpts from The Underground Railroad and Harriet Tubman The Declaration of Sentiments Elizabeth Cady Stanton’s Speech to the Seneca Falls Convention Excerpts from Henry David Thoreau, Ralph Waldo Emerson, Herman Melville, Nathaniel Hawthorne, Louisa May Alcott, Henry Wadsworth Longfellow, Walt Whitman,

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Content Area: Social Studies Unit Title: Westward Expansion Target Course/Grade Level: Grade 6 Duration: 1-2 Weeks Description During this unit of study, students will analyze the ideal of Manifest Destiny and the effects of US expansion in the 1800’s. Specifically, students will determine how the US expansion effected relations with Native Americans and foreign countries. Additionally, much focus will be placed on how the expansionism of the 1800’s led to war with Mexico. Finally, students will examine life for settlers in the west. Topics will include the issues over water rights, life for women, life in mining towns, and the ways in which people of different ethnicities shaped cultures in the west.

Concepts & Understandings Concepts Expansionism Exploration Migration Conflict Ethnicity

Understandings The drive for Manifest Destiny would become one of the most powerful forces shaping American history. Prior to reaping the benefits of new lands, settler to make the long, difficult trek across the country and determine what was on this new land. In spite of numerous challenges, many settlers moved to new lands in hopes of new opportunities. Competition for new land and resources is a major cause of conflicts throughout history. People of different ethnicities had an impact on western culture.

Learning Targets CPI Codes 6.1.8.A.4.a 6.1.8.A.4.b 6.1.8.B.4.a 6.1.8.B.4.b Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A.

21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans.

Guiding Questions What countries did the United States have to deal with in order to gain lands along the Pacific Coast? In what ways did each ethnic group shape the culture of the Southwest? How would the idea of Manifest Destiny affect the acquisition of land and the US relations with other countries? What were the economic results of the fur traders and trappers opening up the West? What were the hardships faced by settlers traveling along the Oregon Trail? Was the trail worth the risk? Compare and contrast the lives of women in the west to women in the east. How did the annexation of Texas lead to increased tensions with Mexico? How did the actions of President James K. Polk lead to the US war with Mexico? What were the ramifications of the drive for Manifest Destiny at the time and for the future? What are the similarities and differences between the Mormons and other religious groups who traveled to new lands for religious freedom? How did the issue of water rights affect the everyday lives of settlers in the West? In what ways did the different ethnicities shape the culture of California and what hardships did they face?

Unit Results Students will ...

Garfield Middle School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Interpret how the geography of the Great Plains, the Northwest, and the Southwest would impact the lives of settlers migrating west. Describe the influence of the various cultures in the Southwest. Explain the meaning behind Manifest Destiny and how it became a driving force that shaped the history of the United States in the 1800’s. Explain the reasons why the various groups of pioneers traveled to the west and the hardships they faced. Examine life in the west for women, families, and the impact of this migration on Native Americans. Sequence the events that led to war with Mexico. Analyze the impact of Manifest Destiny and the drive to acquire new land on conflicts with Mexico and Native Americans. Assess the impact of the land acquisitions of the 1800’s on the economic development of the United States. Explain why the Mormons settled in Utah and issues that divided Mormons from the federal government. Analyze the effects of the California Gold Rush on the settlement of the west. Describe life in mining towns and conflicts amongst settlers over issues such as water rights. Determine how different immigrant groups played a part in the shaping of settlements in California.

Suggested Activities The following activities can be incorporated into the daily lessons: Suggested Readings The Oregon Treaty Trial of Cadet Edgar Allen Poe Inaugural Address of President William Henry Harrison Inaugural Address of President James K. Polk An Ordinance of the State of South Carolina to nullify an act of the Congress of the United States