Unit IV: Nationalism, Sectionalism, & Expansion
Unit IV: Nationalism, Sectionalism, & Expansion
In Unit IV of American History I, we will look at the westward expansion through the reform movements of the antebellum era.
We will cover the following topics:
NC Learning Standards:
AH1.H.2.1 Analyze key political, economic, and social turning points from colonization through Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).
AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War.
AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction and the consequences for those groups.
AH1.H.3.4 Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions, and public and governmental response.
AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition, and results (e.g., Second Great Awakening, Transcendentalism, abolition, temperance, mental illness, prison, education, etc.).
AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted.
AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, "slavery as a peculiar institution", etc.).
AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the "American Dream" through Reconstruction (e.g., inventions, Industrial Revolution, American System, etc.).
AH1.H.8.2 Explain how opportunity and mobility impacted various groups within American Society through Reconstruction (e.g., City on a Hill, Lowell and other "mill towns", Manifest Destiny, immigrants/migrants, Gold Rush, Homestead Act, Morrill Act, Exodusters, women, various ethnic groups, etc.).
AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the "American Dream" through Reconstruction (e.g., various ethnic, religious, racial, socio-economic groups of people; plantation society; transcendentalism; 49s; etc.).
RH.9-10.4Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
We will cover the following topics:
- Manifest Destiny
- Texas Annexation
- Mexican-American War
- Antebellum Reform Movements
- Sectionalism
NC Learning Standards:
AH1.H.2.1 Analyze key political, economic, and social turning points from colonization through Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).
AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War.
AH1.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction and the consequences for those groups.
AH1.H.3.4 Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions, and public and governmental response.
AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition, and results (e.g., Second Great Awakening, Transcendentalism, abolition, temperance, mental illness, prison, education, etc.).
AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted.
AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, "slavery as a peculiar institution", etc.).
AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the "American Dream" through Reconstruction (e.g., inventions, Industrial Revolution, American System, etc.).
AH1.H.8.2 Explain how opportunity and mobility impacted various groups within American Society through Reconstruction (e.g., City on a Hill, Lowell and other "mill towns", Manifest Destiny, immigrants/migrants, Gold Rush, Homestead Act, Morrill Act, Exodusters, women, various ethnic groups, etc.).
AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the "American Dream" through Reconstruction (e.g., various ethnic, religious, racial, socio-economic groups of people; plantation society; transcendentalism; 49s; etc.).
RH.9-10.4Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.