DEPARTMENT OF PUBLIC INSTRUCTIONTeaching OptionsConnections to Civics and EconomicsConnections to Constitutional HistoryAudio & Visual ResourcesObjective 1.01 (continued): Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.Websites (can be used for each goal)Major ConceptsSuffrage requirements“The Jackson Years-The New Americans”Missouri CompromiseWorchester v. Georgia, 1832Museum of Western Heritage, LANathaniel Hawthorne“Walden”McGuffey’s ReaderGarland: “Under the Lion’s Paws”Monroe Doctrine“King Andrew I” Political CartoonH.F. Darby: “Reverend John Atwood”Free Soil PartyUncle Tom’s CabinB. Marvis: The Legends of Calamity JaneMark Twain: Roughing ItMark Twain: short stories and poetryMunn v Illinois, 1877Frank Baum: Wizard of Oz excerptsPhotographs of families sitting in front of their log and sod homesEllis Island“New York “ PBS SeriesEmma Lazarus: “The Colossus”, 1833“History of Standard Oil” PBS videoUSS MaineAlabama Literacy Test, 1968Biographies on inventors of the periodOriginal movie: “A Farewell to Arms”Ernest Hemingway: A Farewell to ArmsMajor ConceptsDocument of Surrender for JapanKorematsu v United StatesGeorge Orwell: 1984“The Blackboard Jungle: movie“Corina, Corina” movie, excerpts“Apollo 13” MCA Video, excerptsStuds Terkel: The Great Divide, 1988Supply-Side economicsVideo: “The China Syndrome”Regents of UC v BakkeUp to date current world mapThe Feminine Mystique excerptsGideon v. Wainwright, 1963 (C&E)D. Ships at Sea (not to be included but used as example)E. Things in the SkyMayflowerChesapeake-LeopardTrentTitanticSussexUSS ColeUSS North CarolinaU-BoatsGeminiUNITED STATES HISTORYCURRICULUM DOCUMENTUNITED STATES HISTORYSTATE BOARD OF EDUCATIONHOWARD N. LEE, Chairman, RaleighJANE P. NORWOOD Vice Chair Charlotte KATHY A. TAFT Greenville MICHELLE HOWARD-VITAL Wilmington EDGAR D. MURPHY Durham EVELYN B. MONROE West EndMARIA T. PALMER Chapel HillROBERT “TOM” SPEED Boone WAYNE MCDEVITT Asheville JOHN TATE III Charlotte PATRICIA NICKENS WILLOUGHBY Raleigh BEVERLY PERDUELieutenant GovernorNew Bern RICHARD MOORE State TreasurerKittrell NC DEPARTMENT OF PUBLIC INSTRUCTION Michael E. Ward, State Superintendent 301 N. Wilmington Street • Raleigh, North Carolina 27601-2825 • www.ncpublicschools.org In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department of Public Instruction does not discriminate on the basis of race, sex, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions, or employment.United States History Curriculum Document, NCDPI, 20042UNITED STATES HISTORYThe North Carolina Department of Public Instruction is thankful to the many teachers listed below, who provided input in the development of the United States History standards and the United States History Curriculum document.Traci Barger, McDowellStephen Basnight, DareRobert Brogden, Chapel Hill-CarboroRobert W. Brown, Cleveland Nancy Cope, Retired EducatorErin Faile, HertfordBecky Finger, Charlotte-MecklenburgCarrie Gilchrist, RetiredBecky Griffith, AveryJeanne Haney, DavidsonJudy Harrelson, RichmondSusan Hirsch, WakeJoe Hoffman, WakeSusan Jacobi, John Baker CharterDiane Mitchell, Hoke Sonya McGinnis, Charlotte-MecklenburgMichelle McLaughlin, Cumberland Christopher Monte, GranvilleLane Moore, Randolph Todd Peeler, ClevelandMarguerite Scott, Wake Darnell Tabron, DurhamJulia Timberlake, DurhamApril Tisdale, WakeDenise Hunt, RobesonMarie Dunn, Word Processing Judy Weaver, Word Processing United States History Curriculum Document, NCDPI, 20043UNITED STATES HISTORYUnited States History CurriculumThis United States History Curriculum document is designed as a supplemental guide for teaching the new United States History Standard Course of Study. Several key features in this guide will be useful to teachers. Thinking skills and activities are designed to promote and engage students in higher order thinking and in the disciplines and skills of social studies. The study of United States History includes geography, economics, political science, social and cultural patterns, as well as history. In addition, a resource list is provided for each goal with direct linkage to appropriate, current, and valid web sites. LEA’shave the flexibility to include other web sites and resources and it is to be noted that on occasion a web site moves its location.A pacing guide has been included as a suggestion for timing the instruction of the new United States History for a traditional schedule and a block schedule. This guide is also color coded to show connections to Language Arts, Fine Arts, (Art and Music) the Internet, Constitutional History, and the new 10th grade Civics and Economics course.Green text indicates connections to Civics and EconomicsRed text indicates connections to Constitutional HistoryPurple text indicates connections to Language Arts/LiteratureBlue text indicates connections to hyperlinks to Internet sourcesBrown text indicates connections to Fine Arts (Art and Music)United States History Curriculum Document, NCDPI, 20044UNITED STATES HISTORYThe study of United States History in high school builds on historical and geographical perspectives gained from the elementary and middle level study of North Carolina and the United States. The study of World History in grade nine will now enable the students to place the United States in a world context as well. The economic and political perspectives and historical foundations gained from the study of Civics and Economics will prepare students for the examination of our nation’s history. It is imperative that this new high school course includes these perspectives and that its coverage reaches into the twenty-first century. In North Carolina, the U.S. historical study no longer supports memorization of unexamined and isolated facts but emphasizes the thinking skills to detect trends, analyze movements and events, and develop a “sense of history”. Incorporating all sections of this document with the curriculum guide for United States History will provide teachers with much needed support for teaching this course successfully.United States History Curriculum Document, NCDPI, 20045UNITED STATES HISTORYTeaching OptionsThe goals and objectives are the solid basis of this document. Concepts and terms have