| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
9 |
| Learning Assets: |
0 |
| Lesson Plans: |
6 |
| Podcasts: |
2 |
| Web Resources: |
1 |
|
1.) Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.
• Contrasting European motives for establishing colonies
Examples: religious persecution, poverty, oppression
• Tracing the course of the Columbian Exchange
• Explaining how the institution of slavery developed in the colonies
• Describing conflicts among Europeans that occurred regarding the colonies
• Explaining how mercantilism was a motive for colonization
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
11 |
| Learning Assets: |
0 |
| Lesson Plans: |
8 |
| Podcasts: |
2 |
| Web Resources: |
1 |
|
2.) Compare various early English settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.
Examples: three colonial regions, colonies of settlement versus colonies of exploitation, religious beliefs
• Identifying tensions that developed between the colonists and their local governments and between the colonists and Great Britain
• Describing the influence of ideas of the Age of Enlightenment on the colonies
• Explaining the role of the House of Burgesses and New England town meetings on colonial society
• Describing the impact of the Great Awakening on colonial society
|
| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
15 |
| Learning Assets: |
0 |
| Lesson Plans: |
14 |
| Podcasts: |
1 |
| Web Resources: |
0 |
|
3.) Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence.
• Explaining the role of key leaders and major events of the Revolutionary War
Examples:
- key leaders-George Washington, Thomas Jefferson, Patrick Henry, Marquis de Lafayette;
- major events-Battles of Bunker Hill, Trenton, Saratoga, and Yorktown
• Summarizing major ideas, including their origins, in the Declaration of Independence
Examples: John Locke, Baron de Montesquieu, Jean-Jacques Rousseau
• Comparing roles in and perspectives of the American Revolution from different regions and groups in society, including men, women, white settlers, free and enslaved African Americans, and Native Americans
• Describing reasons for American victory in the American Revolution
• Analyzing how provisions of the Treaty of Paris (1783) affected relations of the United States with European nations and Native Americans
• Contrasting prewar colonial boundaries with those established by the Treaty of Paris (1783)
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
18 |
| Learning Assets: |
0 |
| Lesson Plans: |
18 |
| Podcasts: |
0 |
| Web Resources: |
0 |
|
4.) Describe the political system of the United States based on the Constitution and the Bill of Rights.
• Describing inadequacies of the Articles of Confederation
• Describing personalities, issues, ideologies, and compromises related to the Constitutional Convention and ratification of the Constitution
• Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies and the election of 1800
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
16 |
| Learning Assets: |
0 |
| Lesson Plans: |
16 |
| Podcasts: |
0 |
| Web Resources: |
0 |
|
5.) Identify key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus Georgia.
• Identifying concepts of loose and strict constructionism
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
15 |
| Learning Assets: |
0 |
| Lesson Plans: |
15 |
| Podcasts: |
0 |
| Web Resources: |
0 |
|
6.) Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine.
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
8 |
| Learning Assets: |
0 |
| Lesson Plans: |
8 |
| Podcasts: |
0 |
| Web Resources: |
0 |
|
7.) Describe the development of a distinct culture within the United States between the American Revolution and the Civil War, including the impact of the Second Great Awakening and writings of James Fenimore Cooper, Henry David Thoreau, and Edgar Allan Poe.
• Tracing the development of temperance, women's, and other reform movements in the United States between 1781 and 1861
• Relating events in Alabama from 1781 to 1823 to those of the developing nation
Examples: statehood as part of the expanding nation, acquisition of land, settlement, Creek War
• Tracing the development of transportation systems in the United States between 1781 and 1861
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
19 |
| Learning Assets: |
2 |
| Lesson Plans: |
14 |
| Podcasts: |
1 |
| Web Resources: |
2 |
|
8.) Trace the development of efforts to abolish slavery prior to the Civil War.
• Describing the abolition of slavery in most Northern states in the late eighteenth century
• Describing the rise of religious movements in opposition to slavery, including the objections of the Quakers
• Describing the impact of the principle of "inalienable rights" as a motivating factor for movements to oppose slavery
• Describing the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner
• Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River
• Describing the rise of the underground railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe's Uncle Tom's Cabin
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
32 |
| Learning Assets: |
1 |
| Lesson Plans: |
29 |
| Podcasts: |
1 |
| Web Resources: |
1 |
|
9.) Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
• Describing Alabama's role in the developing sectionalism of the United States from 1819 to 1861
Examples: participation in slavery, secession, Indian Wars, reliance on cotton
• Analyzing the Westward Expansion from 1803 to 1861 to determine its effects on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession
• Describing the tariff debate and the nullification crisis
• Describing the formation of the Republican party and its effect on the election of 1860
• Identifying causes leading to the Westward Expansion
Examples: quest for gold, opportunity for upward mobility
• Locating on a map areas affected by the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
23 |
| Learning Assets: |
1 |
| Lesson Plans: |
12 |
| Podcasts: |
8 |
| Web Resources: |
2 |
|
10.) Describe how the course, character, and effects of the Civil War influenced the United States.
• Identifying key Northern and Southern personalities, including Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Thomas J. "Stonewall" Jackson, and William T. Sherman
• Describing the impact of the division of the nation during the Civil War on resources, population, and transportation
• Explaining reasons for border states remaining in the Union
• Discussing nonmilitary events and life during the Civil War
• Explaining causes of the military defeat of the Confederacy
• Explaining Alabama's involvement in the Civil War
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| Social Studies (2004) |
| Grade(s): 10 |
| United States History to 1877 |
| All Resources: |
4 |
| Learning Assets: |
0 |
| Lesson Plans: |
1 |
| Podcasts: |
2 |
| Web Resources: |
1 |
|
11.) Contrast congressional and presidential reconstruction plans, including African-American political participation.
• Tracing economic changes in the post-Civil War period for whites and African Americans in the North and the South, including the effectiveness of the Freedmen's Bureau
• Describing the social restructuring of the South
• Describing the Compromise of 1877
• Identifying post-Civil War Constitutional amendments
• Discussing causes for the impeachment of Andrew Johnson
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