WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

AP UNITED STATES HISTORY

GRADE 11

Unit Title: Exploration and Colonization: 15^th, 16^th, and 17^th Century

State Standards:

1. Historical Thinking: 11.1; 11.2; 11.3

2. Local, U.S., and World History: 11.1; 11.2; 11.3

3. Historical Themes: 11.1; 11.2; 11.3; 11.4; 11.5; 11.6

4. Applying History: 11.1; 11.3; 11.4; 11.5

5. United States Constitution and Government: 11.1

6. Rights and Responsibilities as citizens: 11.1; 11.2

7. Political Systems: 11.2; 11.3

8. International Relations: 11.3

9. Places and Regions: 11.2; 11.3

10.Human Systems: 11.1

11.Human and Environmental Interaction: 1.3

12. Limited Resources: 11.1

13. Economic Systems: 11.5

14. Economic Independence: 11.1

School Standards:

1. The student will communicate in Standard English for a variety of purposes

2. The student will read a variety of materials for understanding, evaluation, and synthesis of information.

3. The student will acquire and evaluate information in order to interpret

4. Events, issues and/or ideas, and to make informed judgments and responses.

Estimated Number of Days to Complete Unit: 9 Blocks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Although the U.S. to a large extent reflects European socio-economic, political, cultural and religious traditions, African and Native American influences are evident.
2.	The Columbian Exchange made it possible for the Europeans to settle America quickly because of Indian deaths from epidemics, Indian food, and medicinal contributions.
3.	Although the British government, like other European governments, chartered colonies for military purposes, mercantilism, and religious propagation, it also allowed a wide variety of settlers, even political and religious dissidents, and more individuals from all social ranks had an opportunity to own land.
4.	The English colonies developed essential political, socio-economic, and religious freedoms for whites partly from their earlier traditions, and partly from the environment, geographical distance from England, ethnic diversity, and the so-called English government's "salutary neglect" as long as the requisite products and natural resources were delivered.
5.	The use of African slaves made possible a secure labor force for the Southern plantation system, and cheap labor for farms and towns in all the colonies.
6.	The American sense of possibility, progress, social mobility, and of being God's chosen developed in the seventeenth century, in part because of the deaths and displacement of the Indians in the wake of the whites, the endless land and resources available, and the strong religious sense of colonists such as the Puritans.
7.	Racism toward Africans and Indians became imbedded in American society in the seventeenth century.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Essays, both free response and DBQs and tests based on AP examples.
2.	Response journal entries.
3.	Multiple quizzes
4.	Seminars and discussions
5.	Map work and graphs
6.	Analysis of art and architecture of the period
7.	Analysis of literary primary sources

ESSENTIAL QUESTIONS

1.	What were the important characteristics of the western Europeans, west Africans, and native Americans?
2.	What fundamental factors drew the Europeans to the exploration, conquest, and settlement of America?
3.	What was the Columbian Exchange and what was its impact?
4.	What methods did the Spanish, the French, and the Dutch use to settle America, and what were the consequences?
5.	What methods did the English use to colonize America?
6.	How did the colonists treat the Indians and what were the consequences?
7.	What were the similarities and differences in the English colonies in the Chesapeake and in New England and what were the reasons for them?
8.	What methods of settlement and organization were used for the settlement of the later English colonies in the mid-Atlantic and the South and what were the consequences?
9.	What was the relationship between England and its colonies in the seventeenth century and how might it have helped economic development in America?
10.	What were the reasons for the introduction of African slaves into the British colonies and why did they gradually replace the indentured servants?
11.	What were the reasons for the development of new social, religious, and political freedoms in the seventeenth century?

LEARNING OBJECTIVES

The student will be able to:

1.	Analyze the significant contributions to American society made by the Europeans, the Africans, and the Native Americans?
2.	Describe the factors contributing to the European exploration, conquest, and later settlement of America.
3.	Describe the elements of the Columbian Exchange and the impact on America, Europe, and Africa.
4.	Compare and contrast the Spanish, French, and Dutch methods of settlement and explain the consequences.
5.	Explain the English methods of colonizing America and the consequences.
6.	Describe the reasons for the deaths and displacement of the Indians and the consequences.
7.	Explain the reasons why, despite their English origins, the Chesapeake Bay and New England regions evolved into two different regions.
8.	Describe the methods of settlement and the organizations of the later mid-Atlantic and Southern English colonies and the consequences.
9.	Explain the economic, geographic, and social factors that encouraged the introduction and growth of African slavery and the decline of the use of white indentured servants.
10.	Analyze the reasons why the English colonies began to develop religious, economic, social, and political freedoms.

SUGGESTED RESOURCES

1.	Norton, Marybeth et al. A People & A Nation. Boston: Houghton Mifflin Company, l994 (4^th Edition) and 2001 (6^th Edition). Chapters 1, 2, and 3. (Text)
2.	Cary, John H. et al. The Social Fabric: American Life from 1607 to l877. Chapters 1, 2, 2, 3, 4. (Cary text )
3.	Unger, Irwin and Robert R. Tomes. American Issues. Vol. I: to l877. A Primary source Reader in United States History. Upper Saddle River, NJ: Prentice Hall, 1999. Chapters 1, 2, 3, and 4. (Unger text)
4.	Spoehr, Luther and Alan Fraker. Doing the DBA: Teaching and Learning with the Document Based Question. ETS: 1995 (DBQ text)
5.	Morgan, Edmund S. The Puritan Dilemma: The Story of John Winthrop. Boston: Little, Brown, 1958. VII. A Due Form of Government.
6.	Parsons, Stow. American Minds: A History of Ideas. New York: Henry Holt, l958. Chapter 2. The Holy Commonwealth.
7.	Nash, Gary B. and Ronald Schultz. Retracing the Past. Volume I to l877. Readings in the History of the American People. Chapter 2. Breen. (Nash text)
8.	Cave, Alfred. The Pequot War. Amherst: U of Mass Press, l996.
9.	Watson, Thomas. "Did the Devil Make Them Do It?" Smithsonian.
10.	Learning Corporation Video. The Witches of Salem.
11.	Hughes, Robert. American Visions. Episode 2. The Promised Land. BBC.WNET, 1997.
12.	Karlsen, Carol. The Devil in the Shape of a Woman. Chapter 2.

Unit Title: 18^th Century America (1700 – 1775)

State Standards:

1. Historical Thinking: 11.1; 11.2; 11.3

2. Local, U.S. History and World History: 11.1; 11.3

3. Historical Themes: 11.3; 11.5

4. Applying History: 11.1; 11.2; 11.4

5. Political Systems: 11.3

6. Human systems: 11.1

School Standards:

1. The student will communicate in Standard English for a variety of purposes.

2. The student will read a variety of materials for understanding, evaluation, and synthesis of information.

3. The student will acquire and evaluate information in order to interpret events, issues/ideas, and to make informed judgments and responses.

Estimated Number of Days to Complete Unit: 6 Blocks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	American was seen as a haven by many different European groups in the eighteenth century, thus causing a move away from British identity.
2.	America's size and cheap land policies encourage early marriage and large families.
3.	America's diversified economy did not always benefit the British mercantile system.
4.	The American South's plantation system, with its slave labor and need of the slave trade provided the most lucrative products for the British economy.
5.	The unique American experience reshaped British political, social, and religious.
6.	The relationship between the Indians and the whites, if anything, worsened.
7.	Although the colonials and the British united to defeat the French and the Indians, they almost immediately moved into a confrontational mode in 1763.
8.	The colonial differences with the British, beginning over tax policies and then involving differing views concerning political and economic systems, eventually led to open warfare in 1775.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Essays, both free response and DBQ, and tests based on AP examples.
2.	Multiple Quizzes
3.	Seminars and discussions.
4.	Map work and graphs
5.	Analysis of architecture and art of the period.
6.	Analysis of literary and cartoon primary sources.

ESSENTIAL QUESTIONS

1.	What were the causes of huge population growth and ethnic diversity in America?
2.	What were the causes and characteristics of economic development? How significant were slavery and the slave trade?
3.	What was mercantilism and why did some of its practices anger the colonists?
4.	What political theories and practices developed?
5.	What social structures and cultural and religious concepts developed?
6.	What was the Great Awakening and what were its political, social, and religious effects?
7.	What were the relationships between the whites and the Indians?
8.	What were the causes, course, and effects of the French and Indian (Seven or Nine Years) War?
9.	Why was 1763 a turning point in American history?
10.	What were the theories held and the actions taken from 1763 to 1775 that drove the colonies and the British government toward total war?

LEARNING OBJECTIVES

The student will be able to:

1.	Analyze the reasons for eighteenth century population growth and ethnic diversity.
2.	Discuss the varying causes and characteristics of economic development and assess the significance of slavery and the slave trade.
3.	Define mercantilism and explain its effects on various sections of the British Empire, especially the mainland American colonies.
4.	Evaluate how the colonies differed in political theories and practices from Great Britain.
5.	Explain the development of American social structures and cultural and religious concepts.
6.	Evaluate how the Great Awakening affected American religions, social structures, and political thinking.
7.	Analyze the continued hostile relationship between the white Americans and the Indians.
8.	Discuss the causes, course, and results of the so-called French and Indian War.
9.	Cite the reasons why 1763 was a turning point in American history.
10.	Analyze the theories and actions of both sides that drove the American colonials to revolution against Great Britain.

SUGGESTED RESOURCES

1.	Norton text. Chapters 3, 4, and 5. (4^th Edition; 6 Edition)
2.	Cary text. Vol. I. Chapter 6. "Indentured Servants"
3.	Degler, Carl. Out of Our Past. New York: Harper, 1984.
4.	DBQ text. "Democracy in Wethersfield."
5.	Hughes video.
6.	Meyers, Marvin et al. Sources of the American Republic. Vol. I. Glenview, Ill.: Scott, Foresman, 1967.
7.	Morgan, Edmund S. Birth of the Republic. (Morgan text)
8.	Ravitch, Diane. Ed. The American Reader. (Ravitch text)
9.	Stokesbury, James L. A Short History of the American Revolution. New York: Morrow, 1991.
10.	Unger text. Chapters 1, 2, 3, 4, 5 excerpts.

Unit Title: Revolution through Constitution, 1775 - 1789

State Standards:

1. Historical Thinking: 11.1; 11.2; 11.3

2. Local, U.S., and World History: 11.1; 11.3

3. Historical Themes: 11.2; 11.3; 11.6

4. Applying History: 11.1; 11.4; 11.5

5. United States Constitution and Government: 11.1; 11.2; 11.3

6. Right and Responsibilities of Citizens: 11.1; 11.2

7. Political Systems: 11.1; 11.2; 11.3