Curriculum Map

US History
Level: High School Freshman (9th Grade)

12 3-week units of US History: Each Unit 3 Weeks
Learners:
For our curriculum map we will be working with students in a 9th grade US history class.
We are planning on teaching in the Phoenix area, which means that most likely we are going to
be working with a very diverse group of students from different ethnic and socio-economic
backgrounds. Phoenix is a large metropolitan city with a growing population of Latin Americans,
Ethnic Europeans, Asians, blacks and whites. Since we are going to be working with such a
diverse group we want the content and methodology of the class to reflect that. We will be using
many different educational mediums to teach our students about US history, as well as setting up
the classroom environment to support cooperative learning and mutually assisted growth
between the students. While this is happening we will also work to maximize each students
individual metacognitive functioning. Our classroom will be set up with communal tables instead
of individual desks. This will make group work happen much easier and will encourage
friendliness and cooperation between students.
Learning Differences:
Knowing that our students come from vastly different social and ethnic backgrounds it is
crucially important that we are able to get our students to understand that all people and all
cultures have contributed to history, and in particular the history of the United States. In terms of
content this meanings highlighting important historical figures and events that came from or had
influence on many people of many different backgrounds. This type of teaching is very easy to
do in US history since the United States is a Melting-pot of many different peoples and
cultures. We will pick out specific peoples and events from different backgrounds and show how
they have had an impact on the history of the United States. Secondly, we will focus on using
diverse methods of instruction and assessment to teach our students about the diverse history of
the United States. Students will not just sit and read from a textbook. We will encourage
cooperative learning and active participation through group activities, full class discussions,
primary source analysis and interactive lectures. By giving our students a wide variety of
historical content presented in a wide variety of instructional mediums we believe we will best
be able to facilitate a positive learning experience with our students.
Learning Environment:
We want to set up the physical environment of our classroom to help facilitate the
learning process as much as possible. We will have posters of historical figures and events
relevant to US history to help get the students in the historical mindset. We also think that this is
a helpful tool for showing the diversity of peoples and cultures in America as there are a vast
number of different people who have influenced the history of the United States from George
Washington to Martin Luther King. Moving away from the walls and onto the floor with the
students we want to focus on setting up the classroom to promote cooperative learning and
interconnectivity between the students. Instead of sitting at individual desks, students will sit at
larger tables designed for groups of 4 or 5 people. These groups will also be changed up from
time to time, keeping things fresh and allowing are students to get more in-depth exposure to a
more diverse group of people.
The Topic & Its Historical Importance:
It is crucially important for every citizen of our country to know the history of the United
States. The United States has been a world power for over two hundred years and its influence
has been vast and far reaching. Americans have proven to be some of the most important figures
in recent memory, and these have been Americans from all walks of life, from all ethnicities and
socio-economic backgrounds, just like the students we will be teaching. We want to convey to
our students that history is open to interpretation, and that they can make real claims about their
beliefs when they are supported with reasoning and evidence. We also want to show our students
that they have a real connection with the vastly different figures of American history. We want to
convey the idea that all people and all cultures bring something to the table. It will be the goal of
our class to get our students to focus on real analytics, as well as get them to understand the real
connections between historical figures/events and themselves.
Enduring Understandings: (For the Full Year)

*Students will understand that the definition of freedom has evolved over time in the history of
the United States and will continue to evolve.
*Students will develop an analytical perspective on the development of the United States from its
time pre-European contacts up through its modern place as a global superpower.
*Students will understand that a wide variety of peoples from different socio-economic and
ethnic backgrounds have all influenced the history of the United States.
Essential Questions: (For the Full Year)
*What is the definition of freedom in the United States? (Classes working definition throughout
the units)
*What factors led to the development of the U.S. in to a global superpower? (Per each unit)
*What was the role of the United States in the world at a specific point in time?
*What is a specific era/event/persons importance to the history of the United States?
Standards: (Used over the course of the year)
Arizona College and Career Readiness Standards
English Language Arts and Literacy
In History/Social Studies, Science, and Technical Subjects
(9th-12th Grade)
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. (9-10.RI.1)
2. Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text. (9-10.RI.2)
7. Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons
Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech, Kings Letter
from Birmingham Jail), including how they address related themes and concepts. (9-10.RI.9)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audiences knowledge level
and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument
presented. (9-10.W.1)
Unit Plan: (12 individual units, 3 weeks per unit)
Unit 1: Pre-America and Discovery America (Weeks 1- 3)

Essential Questions:
1. How did the definition of freedom change from Pre-America to first contact of
European explorers?
2. What was the impact of European explorers on the Americas?
Essential Understandings:
1. Native Americans inhabited the Americans before European settlers.
2. Various European explorers discovered the Americans, and laid claim to the
lands.
3. European settlers did not get along with Native Americans.
Knowledge Objectives:
1. Students will understand that before European settlers, there were native people
living in the territory known today as the United States.
2. Students will understand that as a result of European exploration in the Americas,
life for indigenous American peoples was altered significantly culturally,
religiously, and economically.
Skill Objectives:
1. Students will be able to read, and analyze primary accounts from European
explorers such as De Las Casas, in order to discover what life was like in the
Americans pre and post European contact.
Standards:
Integration of Knowledge
1. Analyze various accounts of a subject told in different mediums (e.g., a
persons life story in both print and multimedia), determining which details are emphasized in
each account. (9-10.RI.7)
Unit 2: Colonialism and Pre-Revolution (Weeks 4-6)
1. How did colonialism define the term American freedom, or did it?
2. What factors lead to the Europeans inhabiting Americas to become a
superpower in that territory?
3. How did the treatment and policies put in place by the British against the
colonists begin to harbor resentment in the colonists?
1.
European settlers in the Americas began to build communities, which
turned into colonies.
2.
3.
These colonies were still dependent on British rule, which meant that
they were required to follow British policies, and pay taxes to the
crown.
Many colonists began to break their loyalty to the British, began to
organize, and discuss why they deserved independence from England.
1.
Students will understand that in the colonist era of American history,
these individuals were still under British rule.
2.
Students will understand that the colonists produced raw goods and
materials that were sent back to England to be manufactured, then sold
back to the colonists.
3.
Students will understand that the development of colonies paved the
way for what we know today as urbanization.
Skill Objectives:
1.
2.
3.
Students will be able to look at maps of colonies, and determine where

each colony is located.
Students will be able to examine the different types of economies of
each colony and draw conclusions as to why various products were
produced in each specific region.
Students will be able to determine the differences in the American
colonies by completing a compare and contrast of the 13 colonies.
Standards:
Key Ideas and Details:
1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text. (910.RI.1)
Research to Build and Present Knowledge:
1. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation. (9-10.W.8)
Unit 3: American Revolution (Weeks 7-9)

1. Is America the land of freedom?
Unit 4: Westward Expansion (Weeks 1012)

1.
2.
3.
With westward expansion, do territorial gains for the government,

leading to more land being owned by United States citizens, broaden the
definition of American freedom?
What is the significance of westward expansion for both Americans,
and Native Americans?
What political, or governmental policies lead to westward expansion in
the United States possible?
1. Manifest destiny was made possible through the Louisiana Purchase of 1803.
2. The Oregon Trail was one of the most used passages in American history.
3. How the expansion of the United States lead to the opportunity for the United States
to become a world superpower.
1. Students will understand that during this era in American History, the United States
was able to purchase a large amount of land, and more than double their territorial
space.
2. Students will understand how the government gained such a vast amount of land from
the French in the Louisiana Purchase.
3. Students will understand reasons for why United States citizens wanted to move west.
This includes social, economic, and cultural reasons or opportunities.
Skill Objectives:
1. Students will be able to analyze the details of the Louisiana Purchase, and determine
the impacts for the French, Native Americans, and United States citizens.
2. Students will be able to discuss and debate the definition of freedom in America
during the westward expansion era.
3. Students will be able to identify major routes, and major cities that evolved due to
westward expansion, and why they believe these were major settling areas for those
seeking opportunity in the West.
Standards:
Key Ideas and Details:
1. Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four
Freedoms speech, Kings Letter from Birmingham Jail), including how they
address related themes and concepts. (9-10.RI.9)
2. Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning. (9-10.RI.8)
Unit 5: Civil War (Weeks 1315)

1. How did the Civil War era shape the definition of freedom in the United States?
2. What is racism, and how did it divide the United States during the Civil War
era?
3. How did the outcome of the Civil War shape how slavery was viewed across
the world?
1. The Civil War politically ended the Civil War.
2. The definition of freedom for slaved legally changed after the Civil War.
3. With the defeat of the Confederates in the Civil War, the social and cultural ideals in
the United States, and declared blacks to be legal citizens.
1.
2.
3.
Students will understand that the Civil War shaped the worldview of slavery.
Students will gain an understanding that the United States was divided over
the issue of slavery, and this was the reason for the Civil War.
Students will understand that the Civil War altered the American definition of
freedom in the political, social, intellectual, and cultural sense.
Skill Objectives:
1.
2.
3.
4.
Students will be able to interpret primary source documents from Union,

Confederate, and Slave viewpoints.
Students will participate in a role-play event, where they will transform into
influential figures of the Civil War era to either promote the ideas of the
Union, or Confederate side.
Students will be able to discuss and debate as a class the different elements
(social, political, cultural) which allowed for slavery to be abolished.
Students will examine and interpret the impact of Abraham Lincolns abolition
of slavery speech.
Standards:
1.
Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning. (9-10.RI.8)
Unit 6: Reconstruction (Weeks 1618)
1. Was the United States unified during the reconstruction?
2. Who had freedom during the reconstructive era?
1. After the Civil War, during the era known as reconstruction, the United States was still
divided over the issue of racism.
2. Reconstruction in the future of the United States had social implications for other
nations in the rest of the world.
1. Students will understand the reconstruction did not mean the North and South of the
United States agreed on issues.
2. Students will understand the role (and expansion) of the central, or federal government,
in protecting United States citizens rights.
Skill Objectives:
1. Students will be able to analyze primary sources detailing citizens rights in the United
States during the reconstructive era.
2. Students will be able to argue for or against the idea that former slaves had freedom in
the United States during the reconstructive era.
Standards:
Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech,
Kings Letter from Birmingham Jail), including how they address related themes and concepts.
(9-10.RI.9)
Unit 7: Industrial Revolution (Week 19-21)

1. How did the Industrial Revolution in the United States change the American definition of
freedom?
2. How did immigration to the United States during the Industrial period change American
society?
3. How did advancements in technology change life for everyday Americans after the
Industrial Revolution?
Enduring Understandings:
1. The Industrial Revolution sped up the production capacity of the United States.
2. Many people immigrated to the United States during the Industrial Revolution from all
corners of the world.
3. The Industrial Revolution changed the American definition of freedom.
Content & Skill Goals:
1. Students will analyze primary source documents to gain an understanding of what
working conditions were like during the Industrial Revolution.
2. Students will be able to explain how the Industrial Revolution influenced immigrants to
come to the United States.
3. Students will explain how the definition of freedom in the United States changed as a
result of the Industrial Revolution.
Standards:
(9-10.RI.9)
Unit 8: WWI-The Dust Bowl-The Depression (Week 22-24)
1. How did the definition of freedom in the United States change during WWI and the
decades that followed in America?
2. What was the economic situation like for the average American living during the 1920s
and 1930s?
3. What was the political climate of the United States during this time period?
1. The many in the United States were hesitant to get involved in European politics during
WWI.
2. The United States went through a period of isolationism and economic collapse following
WWI.
3. There was a debate in American politics as to what the role of the United States was in
the world beyond our borders.
1. Students will be able to identify why people in American International politics were
divided on what the role of the United States should be internationally.
2. Students will understand that the United States went through a crippling economic period
following World War I.
3. Students will be able to analyze primary sources from the Depression era and make
claims as to the nature of the people within or behind those sources.
Standards:
Unit 9: The New Deal (Week 25-27)
1. How did the New Deal brought up through the years of the Roosevelt Administration
change the American definition of freedom?
2. How did the workers rights movement of earlier years gain some of its original goals
through the New Deal?
3. What are the rights of Americans in the United States today?
1. American workers gained new rights during the period of the New Deal such as
unionization and collective bargaining.
2. Franklin Roosevelt was seeking to expand the definition of freedom to include freedom
from want. This idea did not last forever.
1. Students will be able to explain how the workers rights movement was revived during the
new deal.
2. Students will understand how the Roosevelt Administration wanted to expand the
American definition of freedom.
3. Students will understand the connection between the workers rights movement today and
the period of the New Deal.
Standards:
(9-10.RI.9)
Unit 10: World War II (Week 28-30)
1. How did the United States involvement in WWII change the definition of freedom in
America?
2. Why was the United States initially reluctant to take combat action in Europe and the
Pacific during WWII?
3. How did the United States position of power internationally change as a result of WWII?
1. The United States was initially hesitant to get involved in combat because of the
isolationist beliefs held by Americans after their experiences in and following WWI.
2. The fight against the Nazi & Japanese Empires was a fight to suggest that you cannot
discriminate against other, there are no superior races. This idea meant questions raised
in the Civil Rights Movement about equality were inevitable.
3. The United States found itself in a new position as a supreme military and political power
internationally after WWII.
1. Students will understand that the United States was apprehensive about taking combat
action in the first years of WWII.
2. Students will be able to explain how the fight against Nazi & Japanese tyranny are
connected to the Civil Rights Movements message of social and political equality.
3. Students will be able to explain why WWII left the United States in a position as an
international power that it had never had been in before.
Standards:
2. Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
Unit 11: The Cold War (Week 31-33)
1. How did the definition of freedom change in the United States as the result of the events
and movements during the Cold War?
2. What was the fundamental power struggle taking place in the world during the Cold War?
3. Did the end of the Cold War mean the end of internationally puppetry by different states?
1. The Cold War was an international series of wars, events and movements that pitted the
supporters of Communism against the supporters of Capitalism both in the United States
and internationally.
2. There were many social movements in the United States during the Cold War that
changed the definition of freedom in America such as the Civil Rights Movement and the
Feminist Movement.
3. In the Cold War the United States and the Soviet Union sought to control the
governments of other countries through economic and military support.
1. Students will be able to explain how the United States-Soviet relationship of the Cold
War developed directly out of the endings of WWII.
2. Students will understand how the social movements during the Cold War helped change
the definition of freedom in the United States.
3. Students will be able to explain how the United States and the Soviet Union sought to
maintain control of other countries politically through economic and military aid.
Standards:
2. Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
(9-10.RI.9)
Unit 12: The Modern Era: Globalization & Terrorism (Week 34-36)
1. How has the definition of freedom changed in the United States as a result of the process
of globalization as well as the modern Americans confrontation with terrorism?
2. What have the consequences of the 9/11 attacks been on the United States, and how has
the United States responded to those attacks?
3. What should the role of the United States be internationally?
1. The process of globalization has made us more interconnected economically and socially
than ever before in human history. We are in a time of unprecedented trade, of goods and
idea.
2. The attacks by Al-Qaeda on 9/11 prompted big changes in the lives of everyday
Americans and American foreign policy.
3. The definition of freedom in the United States has contracted as a result of the political
environment in the wake of the 9/11 attacks.
1. Students will be able to explain how the definition of freedom in the United States has
contracted in the years since the 9/11 attacks.
2. Students will be able to explain how the process of globalization has expanded the
definition of freedom in the United States and around the world.
3. Students will understand that the political environment in the United States has
completely changed since the 9/11 attacks.
4.
Standards:
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates the
audiences knowledge level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
argument presented. (9-10.W.1)
Assessments:
Pre-Assessment: (Multiple Choice Quiz)
Before we really get in depth into each of our historical units we want to try and get a base
reading of our students background knowledge so that we can tweak our lessons to better meet
the needs of our students. It is for this reason that at the start of each unit we would like to
present the class with a short quiz (10-20 questions) that summarize the unit we will be covering.
This quiz will be multiple choice, since we are not actually asking our students to provide
analysis, just tell us what they know from their own memories. Since this quiz is just to gauge
the level of background knowledge in our students it will not count towards any grade. We
cannot penalize our students for not knowing something we havent taught them.
Formative Assessment: (Class Discussion)
For our formative assessment we want to wait until we are approaching the end of our class
lectures/notes/activities on a unit plan. In the last week of every unit we will have a class
discussion on the unit studied, in which all students will be required to participate. For the
discussions the instructor will lead the class by asking certain essential questions for the
students to respond to. Instead of having voluntary responses, the discussion will be held in a
circle by all members of the class and all students will have to respond one at a time going along
the outside of the circle. The circle discussion ensures that all students will have to participate.
Since our discussions will also count for a grade students will be required to do two things to
influence their score, one, they must speak in the discussion and two, all students must turn a set
of notes they took from listing to the responses of their fellow classmates. We believe that by
using class discussions we will greatly increase student participation and cooperative learning.
Summative Assessment: (Individual Analysis Papers)
The final assignment for each unit will also be the summative assessment for each unit. This is
the assessment that will carry the most weight towards a students grade in each unit. The
summative assessment will be an individual historical analysis paper that each student must
complete on their own and turn in to the instructor. Each student will have to make a claim
supported by evidence from primary and secondary sources and defend that claim in a five page
double spaced paper. Students are allowed to make any claim they want regarding the unit of
history they are writing about, but they must be able to defend that claim with real evidence. If a
student demonstrates that they are able to come up with a thesis and bring in different historical
examples in the form of primary and secondary sources to support their claim, then the students
are actively Doing history. This is the end product that we want our students to get. We want
them to be able to think critically and analyze historical events on their own. Individual historical
analyses are a great way to gauge whether or not the process of historical inquiry has sunk in.
Since this is the most important assessment we think that it should reflect at least 50% of each
unit grade.

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US History

Level: High School Freshman (9th Grade)

The Topic & Its Historical Importance:

Enduring Understandings: (For the Full Year)

Unit 1: Pre-America and Discovery America (Weeks 1- 3)

Students will be able to look at maps of colonies, and determine where

Unit 3: American Revolution (Weeks 7-9)

Unit 4: Westward Expansion (Weeks 1012)

With westward expansion, do territorial gains for the government,

Unit 5: Civil War (Weeks 1315)

Students will be able to interpret primary source documents from Union,

Delineate and evaluate the argument and specific claims in a text,

Unit 6: Reconstruction (Weeks 1618)

Unit 7: Industrial Revolution (Week 19-21)

Pre-Assessment: (Multiple Choice Quiz)

Formative Assessment: (Class Discussion)

Summative Assessment: (Individual Analysis Papers)

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