United States History to 1865 Story Board

Quarter 1

Quarters 1 & 2

Quarters 2 & 3

Quarters 3 & 4

Quarter 4

Unit Title and Time

The Land and Its First People: North American Geography and Indigenous Peoples

Unit 1

(5 weeks)

A Quest for Resources and a Clash of Cultures: Colonization of America

Units 2 & 3

(6 weeks)

You Say You Want a Revolution:

War and Building a New Nation

Units 4 & 5

(9 weeks)

Growing Pains:

A Changing Nation

Units 6, 7, & 8

(8 weeks)

Conflict Within:

Civil War

Units 9 & 10

(8 weeks)

Image Cue

Focus of the Story

We begin our year by identifying geographic features and locations of North America to better understand where we live. We then start our historical journey by examining the rich culture of  the Indigenous people. 

Next, we turn our attention to the dreams of the European explorers as they pursued freedom and wealth in the “new” land. Cooperation and conflict with the Indigenous people shaped how cultures developed, changed, and were sometimes lost.

We look more directly about how the pursuit of  freedom became part of the colonial culture to fight for independence. We examine how the early American government struggled to balance freedom and unity.

Then we analyze how vast changes in the United States impacted the political, economic and social/cultural landscapes of the United States prior to the Civil War.  

Finally we explore the cultures of the North and South and consider the consequences of a  divided nation and how we might take the lessons from that conflict to inform our interactions today.

Transfer Goals

It is important to note that each transfer goal is likely to be present in each unit.  The emphasis, however, will be placed on the ones explicitly identified.

THINK: Comprehend how (evidence-based) sources and perspectives can clarify and contradict key information to better understand core issues (across contexts) in the past and present. (Knowledgeable, Thinkers and Inquirers, Cross-Culturally Competent)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

QUESTION: Ask and pursue a line of questioning based on curiosity, prior knowledge, personal experience, and ongoing research to establish patterns, draw well-reasoned conclusions, or take actions. (Knowledgeable, Thinkers and Inquirers, Problem Solvers and Value Creators)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

ENGAGE: Engage in respectful discourse to exchange and process diverse information, ideas, and points of view in order to inform one’s own perspective and explanation (Communicators and Collaborators; Personally and Socially Responsible)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

ENGAGE: Engage in respectful discourse to exchange and process diverse information, ideas, and points of view in order to inform one’s own perspective and explanation (Communicators and Collaborators; Personally and Socially Responsible)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

CONNECT: Demonstrate civic and social practices through interactions with others and self-reflection in service of an interdependent global community. (Personally and Socially Responsible, Resilient Learners)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

Learning Targets

• I can  use artifacts and other sources to describe the ways in which American Indians used resources.
• I can interpret maps to recognize key geographic features and describe how they influence the development of culture.

• I can contrast cultural differences between European groups and the interactions with the American Indians they encountered to draw conclusions.
• I can use social, political, economic and environmental evidence of the colonial regions to make generalizations. 

• I can determine the cause-effect relationships that ultimately led to the American Revolution.
• I can compare political perspectives to describe major compromises during the creation of our United States Constitution.

• I can use an analysis tool to interpret artifacts and sources to determine the challenges and accomplishments  of the first five presidents.
• I can  use artifacts and other sources to explain the impact of westward expansion on American Indians.

• I can compare and contrast the cultural differences between the North and South to draw conclusions.
• I can use a decision-making model to determine the costs and benefits for different cultural groups of the decision to engage in war.