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7th Grade United States History Curriculum

(Columbus to Reconstruction)

Zach Boness
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Table of Contents
Rationale for Change 3

7th Grade U.S. History Philosophy 4

7th Grade U.S. History Sequence 5

Aims, Goals, and Objectives 7

Chapter 11 Content 13

Evaluation Plan 81

7th Grade U.S. Preservice/In-service Plan 84

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Rationale for Change

Analyzing the question allowed me to be able to fully support that one key aspect in having
success in a school system. It is all about building rapport with students. If teachers don’t take
the time to build positive relationships with the students the culture of the school will never
become what it potentially could be. Schools improve when rapport is improved. If
relationships don’t improve or get better the school will become stagnant which typically leads
to losing ground.

In my experience when you take the time to build rapport with your students it impacts every
aspect of your classroom in a positive way. If a student knows that you truly care, and aren’t
just teaching to collect a paycheck they will go out of their way to work hard for you. The most
important part to impacting the change of a school is building positive relationships with your
students. If that can’t be done then the school culture will never be what it should be.

In my experience I have never seen a positive reform happen without relationships being one of
the main reasons why. I also can’t see reform happening without it. Students today are all
about relationships. If they know that you don’t care about them then they won’t care about
anything you say. I can understand why, and that is why it is important to take time to build the
rapport. With my 7th grade social studies class there will be the implementation of a chrome
cart, 30 chrome books, within my classroom. With the implementation of this technology there
might be an implementation dip that could come from it. Students sometimes struggle with
changes and going 100 percent technology within my classroom might cause some students to
struggle at first. This is why it is important to have that rapport with the students so I can work
them through the struggles, and help the students not get frustrated.

The change would cause an implementation dip, in my opinion. The reason I say this is because
people hate change. If teachers or administrators are stuck in a certain way it is typically
difficult for them to try something new. The change might impact the relationships of teachers
and administrators. This is why I feel that there would be an implementation dip. With that
being said, the benefits down the road would greatly outweigh the implementation dip.
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7th Grade U.S. History Philosophy

The purpose of this course is for students to understand the history of the United States
from our Colonial Heritage to Reconstruction. Students need to be able to analyze and
summarize the importance of our United States History. Also students will be able to apply and
analyze how history is happening right now through the use of current events.

The teacher’s role is to engage students and make the learning process fun for the social
studies curriculum. As teacher I will guide the learning, but want to allow students to be
student led throughout the curriculum.

The student’s role is to enjoy the learning process. The goal of the course is to be
student driven. Students will be able to come in and get to work right away. The objectives for
the day will be written on the board which will allow them to start on what we are doing that
day once they get logged on to their chromebook. All notes will be typed and be able to read
through the chromebook which will eliminate the possibilities of them not coming to class
prepared. This will allow for students to be engaged and enjoy the learning process.

The methods for this course are electronically. The course will be taught all online. Each
student will have their own chromebook for the classroom that they will use to go through the
chapters. All assignments, papers, and exams will be on chromebooks. Some of the projects
that we will do will consist of creating PowerPoints, essays, lecture over sections, and typing
current events. An example of these would be our Famous American project. Each student will
pick a Famous American that we will go over throughout my class, and they will type a research
paper about them. Also each student will create a PowerPoint which they will present to the
class about that Famous American.

The curriculum is of this course is to cover the United States History from Colonization
to Reconstruction. There is a lot that transpires in this timeframe and it is important to
understand the heritage and history of our great country. Some of the topics that will be
discussed throughout will be our Colonial History, the American Revolution, our New Nation,
Westward Movement, the Civil War, Reconstruction, and current events.

The curriculum will be engaging and with the use of technology improve the possibilities
of engaging the students within the classroom. After taking time to build rapport students will
be excited to step foot in my classroom to learn about our country’s history.
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7th Grade U.S. History Sequence

(45 minute class period)

Semester 1 (90 Days)

Chapter 2 New Empires of the Americas

(12-14 Days)

Chapter 3 The English Colony

(8-10 Days)

Chapter 4 The American Revolution

(12-14 Days)

Chapter 5 Forming a Government

(6-8 Days)

Chapter 6 Citizenship and the Constitution

(8-10 Days)

Chapter 7 Launching the Nation

(8-10 Days)

Chapter 8 The Jefferson Era

(10-12 Days)

Chapter 9 A New National Identity

(10-12 Days)

Semester 2 (90 Days)

Chapter 10 The Age of Jackson

(9-10 Days)

Chapter 11 Expanding West

(13-15 Days)
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Chapter 12 The North

(10-12 Days)

Chapter 13 The South

(10-12 Days)

Chapter 14 New Movements in America

(5-7 Days)

Chapter 15 Divided Nation

(10-13 Days)

Chapter 16 Civil War

(12-14 Days)

Chapter 17 Reconstruction

(5-7 Days)
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Aims, Goals, and Objectives

AIM:

 This course will develop foundational skills that help build thinking skills. Logic,
reasoning, problem solving, and communication skills that will help them in all aspects
of their life. Throughout this course students will have the opportunity to investigate,
analyze, and decipher social studies concepts while utilizing technology within the
classroom.

GOALS

 Students will summarize the foundation, structure, and function of the United States
government. (SS 8.1.1)

 Students will analyze where (spatial) and why people, places, and environments are
organized on the Earth’s surface. (SS 8.3.1)

 Students will analyze how major past and current US events are chronologically
connected, and evaluate their impact(s) upon one another. (SS 8.4.1 (US)

 Students will analyze the impact of people, events, ideas, and symbols upon US history
using multiple types of sources. (SS 8.4.2 (US)

 Students will analyze and interpret historical and current events from multiple
perspectives. (SS 8.4.3 (US)

 Students will identify causes of past and current events, issues, and problems. (SS 8.4.4
(US)

 Develop questions about United States history (SS 8.4.5.a (US)

 Gather historical information about the United States (e.g., document archives, artifacts,
newspapers, interviews) (SS 8.4.5.c (US)

 Present an analysis of historical information about the United States (e.g., pictures,
posters, oral/written narratives, and electronic presentations) (SS 8.4.5.d (US)

*Goals are aligned with the Nebraska Social Studies Standards. The standards can be found on
this site:
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https://www.education.ne.gov/ss/Documents/2012December7NE_SocialStudiesStandardsAppr
oved.pdf

Objectives:

 Chapter 2

o Analyze how Europeans explored the world, searching for new lands and new
trade routes.

o Summarize how Christopher Columbus’ voyages led to new exchanges between

Europe, Africa, and Americas.

o Examine how Spain established a large empire in the Americas.

o Describe how other European nations challenged Spain in the Americas.

o Compare and contrast how Europeans forced millions of African slaves to work
in their colonies.

 Chapter 3

o Analyze how despite a difficult beginning the southern colonies soon flourished.

o Summarize why English colonists traveled to New England to gain religious

freedom.

o Examine how people from many nations settled in the middle colonies.

o Teach how English colonies continued to grow despite many challenges.

o Analyze how tensions developed as the British government placed tax after tax
on the colonies.

 Chapter 4

o Examine how tensions between the colonies and Great Britain led to the armed
conflict of 1775.

o Summarize how colonies formally declared their independence from Great

Britain.
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o Compare and contrast how Patriot forces faced many obstacles in their war
against Britain.

o Describe how the war spread to the southern colonies, where the British were
finally defeated.

 Chapter 5

o Analyze how the Articles of Confederation provided a framework for a national

government.

o Summarize the problems faced by the young nation made it clear that a new
constitution was needed

o Compare and contrast how the new constitution provided a framework for a
stronger national government

o Investigate how Americans carried on a vigorous debate before rallying the

Constitution.

 Chapter 6

o Investigate how the U.S. Constitution balances the powers of the federal
government among the legislative, executive, and judicial branches.

o Analyze how the Bill of Rights was added to the Constitution to define clearly the
rights and freedoms of citizens

o Summarize how American citizenship involves great privileges and serious

responsibilities.

 Chapter 7

o Summarize how President Washington and members of Congress established a

new national government.

o Analyze how treasury secretary Alexander Hamilton developed a financial plan

for the national government.

o Investigate how the United States faced significant foreign and domestic
challenges under Washington.

o Analyze how the development of political parties in the United States

contributed to differing ideas about the role of the federal government.
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 Chapter 8

o Summarize how Thomas Jefferson’s election began a new era in American

government.

o Analyze how under President Jefferson’s leadership, the United States added to
the Louisiana Territory.

o Investigate how challenges at home and abroad led to the United States to
declare war on Great Britain.

o Investigate how Great Britain and the United States went to battle in the War of
1812.

 Chapter 9

o Summarize how the United States peacefully settled disputes with foreign
powers.

o Compare and contrast how the rising sense of national identity allowed some
regional differences to be set aside and national interests to be served.

o Investigate how the United States grew, developments in many cultural areas
contributed to the creation of a new American identity.

 Chapter 10

o Analyze how the expansion of voting rights and the election of Andrew Jackson
signaled the growing power of the American people.

o Summarize how Andrew Jackson’s presidency was marked by political conflicts.

o Investigate how President Jackson supported the policy of Indian removal.

 Chapter 11

o Summarize how the American West attracted a variety of settlers.

o Analyze how in 1836, Texas gained its independence from Mexico.

o Investigate how the ideals of manifest destiny and the outcome of the Mexican-
American War led to U.S. expansion to the Pacific Ocean.

o Analyze how the California gold rush changed the future of the West.
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 Chapter 12

o Investigate how the Industrial Revolution transformed the way goods were
produced in the United States.

o Analyze how the introduction of factories changed working life for many
Americans.

o Compare and contrast new forms of transportation improved business, travel,

and communication in the United States.

o Summarize how advances in technology led to new inventions that continued to

change daily life and work.

 Chapter 13

o Investigate how the invention of the cotton gin made the South a one-crop
economy and increased the need for slave labor.

o Summarize how southern society centered around agriculture.

o Analyze how the slave system in the South produced harsh living conditions and
occasional rebellions.

 Chapter 14

o Analyze how the population of the United States grew rapidly in the early 1800s
with the arrival of millions of immigrants.

o Summarize how new movements in art and literature influenced many

Americans in the early 1800s.

o Investigate how the reform movements in the early 1800s affected religion,
education, and society.

o Summarize how in the mid-1800s, debate over slavery increased as abolitionists

organized to challenge slavery in the United States.

o Investigate how reformers sought to improve women’s rights in American

society.

 Chapter 15
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o Summarize how antislavery literature and the annexation of new lands inherited
the debate on slavery.

o Investigate how the Kansas-Nebraska Act heightened tensions in the conflict

over slavery.

o Analyze how the split over the issue of slavery intensified due to political division
and judicial decisions.

o Investigate how the United States broke apart due to the growing conflict over
slavery.

 Chapter 16

o Analyze how the Civil War broke out between the North and the South in 1861.

o Investigate how Confederate and Union forces faced off in Virginia and at sea.

o Summarize how fighting in the Civil War spread to the western United States.

o Investigate how the lives of many Americans were affected by the Civil War.

o Compare and contrast Union victories in 1863, 1864, and 1865 ended the Civil
War.

 Chapter 17

o Investigate how the nation faced many problems in rebuilding the Union.

o Summarize how the return to power of the pre-war southern leadership led
Republicans in Congress to take control of Reconstruction.

o Analyze how as Reconstruction ended, African Americans faced new hurdles and
the South attempted to rebuild.
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Chapter 11 Content
Lesson 1

Objective: Summarize how the American West attracted a variety of settlers.

Materials: Textbook, Chrome books, Slides, Video

Plan:

1. Present objective and have type in google doc. 5 min.

2. Discuss the question what is Manifest Destiny? 10 min.

3. Go through first 6 slides and fill out packet 20 min.

4. Pair-Share: page 68 ideas for new colony. 10 min.

Lesson 2

Objective: Summarize how the American West attracted a variety of settlers.

Materials: Textbook, Chromebooks, Slides, Video, Section1 Quiz

Plan:

1. Present objective. 5 min.

2. Slides 7 – 10 and Video Clips/ fill out packet. 20 min.

3. Section 1 Quiz- type answers in google doc and share with me. 20 min.

Lesson 3

Objective: Analyze how in 1836, Texas gained its independence from Mexico.

Materials: Textbook, chrome books, Slides, Video

1. Present objective. 5 min.

2. Slides 10 – 14 and videos/fill out packet 18 min.

3. Discuss Outline for Documentary Film and start video. 22 min.

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Lesson 4

Objective: Analyze how in 1836, Texas gained its independence from Mexico.

Materials: Textbook, Chromebooks, Slides, Video

Plan:

1. Documentary 30 min.

2. Group Discussion over video 15 min.

Lesson 5

Objective: Investigate how the ideals of manifest destiny and the outcome of the Mexican-
American War led to U.S. expansion to the Pacific Ocean.

Materials: Textbook, Chromebooks, Slides, Video

Plan:

1. Brief review/recap of past week 5 min.

2. Go through slides 16-25 w/ videos/ fill out packet 30 min.

3. Group discussion/ Go over Section 3 10 min.

Lesson 6

Objective: Investigate how the ideals of manifest destiny and the outcome of the Mexican-
American War led to U.S. expansion to the Pacific Ocean.

Materials: Textbook, chromebooks, Slides, Video

Plan:

1. Present Objective 5 min.

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2. Go through slides 26-34/ videos/ fill out packet 30 min

3. Review Section 3 to prepare for quiz 10 min

Lesson 7

Objective: Investigate how the ideals of manifest destiny and the outcome of the Mexican-
American War led to U.S. expansion to the Pacific Ocean.

Materials: Textbook, chromebooks, Section 3 Quiz

Plan:

1. Present Objective/Quick Review 5 min.

2. Section 3 Quiz- type answers in google and doc share with me. 30 min

3. Go over Quiz 10 min

Lesson 8

Objective: Analyze how the California gold rush changed the future of the West.

Materials: Textbook, Chromebooks, Slides, Video

1. Present Objective 5 min.

2. Go through slides 35-42 w/ videos/ fill out packet 30 min.

3. Review through verbal assessment 10 min.

Lesson 9

Objective: Summarize how the American West attracted a variety of settlers.

Analyze how the California gold rush changed the future of the West.

Analyze how in 1836, Texas gained its independence from Mexico.

Investigate how the ideals of manifest destiny and the outcome of the Mexican-American War
led to U.S. expansion to the Pacific Ocean.
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Materials: Textbook, Chromebooks, Trashcan, Mini-Basketball

Plan:

1. Go over “Fill-in blank” Notes 10 min.

2. History Hoops Review for Test/ Prepare for exam following day 35 min.
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CHAPTER 11 Outline of Powerpoints with Blanks

(100 Points)

EXPANDING WEST

Trails to the West

The Big Idea

The American __________ attracted a variety of settlers.

Main Ideas

 During the early 1800s, many Americans moved west of the Rocky Mountains to
_________ and _____________.

 The ________________ traveled west in search of religious freedom.

Main Idea 1: During the early 1800s, many Americans moved west of the Rocky Mountains to
settle and trade.

 Some of the first Americans in the West were mountain ________: fur traders
and _______________.

 Many settlers traveled west over the _____________ Trail.

 The Santa Fe Trail was another important path west.

Mountain Men

 Fur traders and trappers were some of the first Americans to explore the West.

 John Jacob _______________ created one of the largest fur businesses, the
American Fur Company.

 Astor founded Astoria, one of the first settlements in Oregon Country.

Oregon Trail

 Settlers were lured by rich resources and the ____________ climate.

 The trail was 2,000 miles, beginning in Iowa or Missouri and ending in Oregon or
_______________.
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 It was a hard journey because of food shortages, bad _____________, and

mountains and rivers that were difficult to cross.

Santa Fe Trail

 The route led from Independence, Missouri, to Santa Fe, New Mexico.

 Was originally a ___________ _________________ trading route

 Traders used the route to trade American goods for ______________ goods;
traders made high profits.

 Difficult journey due to hot ______________ and rough mountains

Main Idea 2: The Mormons traveled west in search of religious freedom.

 ____________ ________________ founded the Church of Jesus Christ of Latter-

day Saints in western New York in 1830.

 Their book of religious teachings is called the Book of ____________.

 Church members were ______________ because of beliefs, including

_____________ (one man married to several women).

 Joseph Smith was ______________ by a mob in 1844.

 Brigham Young became the new head of the church and moved the group to
Utah.

— Thousands of Mormons took the Mormon Trail to ___________________.

— By 1860, there were about 40,000 Mormons in Utah.

The Texas Revolution

The Big Idea

In 1836, Texas gained its __________________ from Mexico.

Main Ideas
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 Many American settlers moved to Texas after Mexico achieved independence

from ________________.

 Texans revolted against Mexican rule and established an independent nation.

Main Idea 1: Many American settlers moved to Texas after Mexico achieved independence
from Spain.

 Father Miguel _______________ y Costilla, a Mexican ______________, led an

unsuccessful revolt against Spain in 1810.

 Mexico gained independence in 1821.

— The new Mexican government hired ________________, or agents, to bring settlers to

Texas.

 Stephen F. Austin, an agent, started a ___________________ on the lower

Colorado River in 1822.

— Success attracted more American settlers, who received free land in exchange
for obeying Mexican laws.

 Mexico was concerned about the number of Americans and banned further
________________.

 General Antonio López de ________ ________ became the ruler of Mexico.

Main Idea 2: Texans revolted against Mexican rule and established an independent nation.

 War began October 1835 in a battle at ___________, Texas.

 Texans declared _________________ on March 2, 1836.

 The Republic of Texas was established.

 Sam _____________ was named head of the Texas army.

 Stephen F. Austin went to the United States to seek money and troops.

Major Battles.

Battle at the Alamo

 Texans’ actions angered Santa Anna.

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 Texas force of fewer than 200, led by Colonel Jim Travis, occupied _____________
mission near San Antonio.

 From February 23 to March 6, 1846, Texans held out against huge Mexican ______.

 All defenders killed in Mexican attack on March 6.

Battle of San Jacinto

 Santa Anna chased Texans under Sam Houston east.

 Texans took stand at ______ ____________ River near Galveston Bay.

 Houston’s forces attacked on April 21, 1836, and destroyed Mexican army.

 Santa Anna captured at Battle of San Jacinto and forced to sign treaty giving Texas
independence.

An Independent Nation

Sam Houston was the ________ of the new independent nation of Texas. Houston was elected
president; Stephen F. Austin became secretary of state.

To increase the population, Texas offered land grants to new settlers. Many from nearby
southern states brought ___________ Africans with them.

Most Texans hoped that the United States would ____________, or take control of, Texas and
make it a state.

President Jackson recognized Texas as an independent nation, but did not want to upset
______________ between slave and free states by letting a slave state enter the Union.

The Mexican-American War – Section 3

The Big Idea

The ideals of ____________ _____________ and the outcome of the Mexican-American War
led to U.S. expansion to the Pacific Ocean.

Main Ideas

 Many Americans believed that the nation had a manifest destiny to claim new
lands in the West.
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 As a result of the Mexican-American War, the United States added territory in

the ________________.

 American settlement in the Mexican ____________ produced conflict and a

blending of cultures.

Main Idea 1: Many Americans believed that the nation had a manifest destiny to claim new
lands in the West.

 Americans believed they could build a new, better society founded on

_________________ principles.

 The United States had a booming economy and population in the 1840s.

— Needed more space for farms, ____________, businesses, and families

— Looked to the West

 Some believed it was America’s manifest ____________, or obvious fate, to

settle all land to the Pacific.

— Question was whether slavery would be allowed in new territories.

Acquiring New Territory

 Democrat James K. Polk elected in 1844; favored acquiring Texas and Oregon.

 Oregon

— Polk avoided war with Britain over Oregon and _____________ treaty for land
south of forty-ninth parallel.

— Oregon organized as territory in 1848.

 Texas

— Texas annexed (broke away) in 1845, but this action angered Mexico.

California under Mexico

Main Ideas
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 Mexico had lost Texas but controlled other areas in the present-day
______________—New Mexico, Arizona, Nevada, and California.

 The mission system was important in California, carrying out huge farming and
ranching operations using Native American labor.

 _______________ were broken up in the 1830s by Mexico.

— Land grants given to wealthiest California settlers

— Created vast ranchos, or ranches

— Worked by vaqueros, or ________________

 About 3,200 settlers, or Californios, were in California in the early 1820s.

 Anglos, settlers from the United States, started to arrive in small numbers. They
began calling for independence.

Mexican-American War

Conflict Breaks Out

 The United States and Mexico were engaged in ____________ disputes.

 John Slidell went to Mexico to try to buy New Mexico and California for $30
million. Mexican officials refused to speak to him.

 Polk ordered General Zachary Taylor and his army into the border region around
the _____ ___________ in 1846.

 U.S. troops clashed with Mexicans in April.

War Begins

 ______________ declared war on Mexico in April.

 Taylor’s forces won battles south of the Rio Grande in Mexico.

 General Stephen Kearny seized control of New Mexico.

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Bear Flag Revolt

Settlers

Only about 500 Americans were in California in 1846, in contrast to about 12,000
_________________.

Revolt

Americans seized Sonoma and declared California to be an ______________ nation on June 14,
starting the Bear Flag Revolt.

Settlers

Frémont, leader of a U.S. Army ____________ expedition, entered California to support its
independence.

U.S. Forces

U.S. naval and _______________ forces invaded California in July 1846 and claimed California
for the United States.

War’s End

Buena Vista

 General Taylor’s forces defeated the Mexican army under Santa Anna at Buena
Vista in February 1847.

 The Mexican army had fled _____________.

 It was a fierce battle with heavy casualties on both sides.

Veracruz

 General Winfield Scott’s forces seized the port of Veracruz in March 1847.

 Veracruz was the strongest fortress in Mexico.

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Mexico City

 Scott’s troops took Mexico City in September 1847 after a brave defense by
Mexican soldiers.

Main Idea 2: As a result of the Mexican-American War, the United States added territory in
the Southwest.

 Treaty of Guadalupe ____________ officially ended the war in 1848.

— Mexican Cession included present-day California, Nevada, and Utah, and

parts of Arizona, New Mexico, Colorado, and Wyoming.

— Mexicans in the cession areas were “protected in the _________ enjoyment of their
liberty and property, and secured in the free exercise of their religion.”

— Also included area claimed by Texas north of Rio Grande

— Increased size of United States by almost 25 ___________

 In the Gadsden Purchase of 1853, the United States paid $10 million for
southern parts of present-day Arizona and New Mexico.

Main Idea 3: American settlement in the Mexican Cession produced conflict and a blending of
cultures.

Surge of American Settlers

 Americans flooded into the Southwest.

 New settlers battled longtime residents to ___________ land, water, and minerals.

 Most Mexicans, Mexican Americans, and Native Americans faced legal, economic, and
social _______________ from settlers.

Cultural Encounters

 Different cultures shaped one another in the Southwest despite conflicts.

 Names of places showed _______________ and Native American heritage.

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 Mexican and Native American knowledge and traditions also shaped many local
economies.

The California Gold Rush

The Big Idea

The California _______ _________ changed the future of the West.

Main Ideas

 The discovery of gold brought settlers to California.

 The gold rush had a lasting impact on California’s population and economy.

Main Idea 1: The discovery of gold brought settlers to California.

 California controlled by Mexico before Mexican-American War.

 Population was mostly Mexicans and Native Americans.

 Mexican officials gave Swiss immigrant John Sutter permission to found a colony
there in 1839.

— Became a popular rest stop for immigrants.

 ____________ ____________: group of early settlers traveling to California in

1846 that became lost in the Sierra Nevada during heavy snows and lost 42 of 87
members to starvation.

Gold in California

 Gold was discovered at Sutter’s Mill in January 1848.

 About 80,000 gold-seekers came to California in 1849; they were called

_________-___________.

— They would _______________, or search for gold, along banks of streams or

in surface mines.
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— Placer miners used pans to wash gold nuggets out of loose rock and gravel.

 California produced $60 million in gold in 1853.

Life in the Mining Camps

 Mining camps sprang up wherever enough people gathered to look for gold.

 Miners came from many cultures and backgrounds.

— Most were young, unmarried men in search of adventure.

— 80% were Americans; the rest came from around the world.

— Only 5 percent of gold-rush immigrants were women or children.

— Women generally made good money by cooking meals, washing clothes,

and operating boardinghouses.

 Miners paid high prices for basic necessities because the huge amount of gold in
circulation caused severe ________________ in California.

Westward Movement in the United States

Causes

 Americans believe in idea of _____________ destiny

 United States acquires vast new lands in West

 Pathfinders open trails to new territories

 Gold is discovered in California

Effects

 Native Americans are _____________ off lands

 Americans travel west to settle new areas

 United States stretches to Pacific

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 California experiences population boom

Immigrants to California

 The lure of gold attracted miners from around the world.

 Many ____________ men came in hopes of making great __________ and then
returning to China—about 24,000 from 1849 to 1853.

 Many Americans did not welcome the Chinese, but the Chinese still worked in gold
mines, opened their own businesses, and held other jobs.

— In 1853 California placed a high monthly ____ on foreign miners.

— The legal system favored Americans over immigrants.

 In 1849 alone, about 20,000 immigrants arrived in California from _______,

Europe, Mexico, and South America.

Main Idea 2: The gold rush had a lasting impact on California’s population and economy.

Population Boom

 Population explosion quickly made California eligible for _______________.

 Became 31st state in 1850.

 Growth had negative effect on Californios and Native Americans in California.

Economic Growth

 New businesses and industries transformed California.

 Completion of _________________ ____________ in 1869 ended isolation

from rest of country and aided economy.
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Chapter 11 Expanding West - Outline for a Documentary

Film
Many documentary films have been made about the history of the United States but there is always
room for one more! In this chapter you’ve learned about the westward expansion of the United States, a
period filled with excitement and challenge.

1. Assignment: Create an outline for a documentary film to be used in middle-school history classes. Use
your textbook (CH11) to guide you through ideas for your film. Your target audience is students just like
you. Guidelines: Your film outline should include at least 10 scenes which cove different topics or
events. Think of these as chapters for your film. 2. Cast: Create a list of characters for your film. Which
individuals from the time period will feature in the documentary? Who would you cast to play these
characters in your film? They can be famous actors or ordinary people. You may write this list on the
back.

(Below PowerPoint Slides)

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 75

12. The view that nothing could stop the westward growth of the U.S. was known

as ______________.

A Mexican Destiny

B Westward Expansion

C Mormonism

D Manifest Destiny

13. Seen as an expansionist candidate, ____________ won the presidential election of

1844.

A James K Polk

B Andrew Jackson

C Abraham Lincoln

D Stephen F Austin

14. Because of their isolation, Spanish settlers in California, or _____________, felt

little connection to their government.

A Mexicans

B empresarios

C Californios

D none of the above

15. In the Treaty of ______________ , the U.S. promised to protect the freedom of

Mexicans living in lands gained from Mexico.

A Stephen F Austin
 76

B Houston

C Guadalupe Hildago

D Mexican Cession

16. The land gained by the United States as a result of the Mexican War is known

as the ______________.

A Mormon Trail

B Manifest Destiny

C Mexican Cession

D Fate

Page 3 of 6

17. The ___________ was a group of western travelers who went to California but

were stranded in the Sierra Nevada Mountains during winter.

A Houston Party

B Austin Party

C Donner Party

D Hildalgo Party

18. What was the name given to gold-seeking immigrants in California?

A 48ers

B Goldeners

C emparsarios

D 49ers
 77

19. What was the percentage of women and children in California during the Gold

Rush?

A 4 percent

B 10 percent

C 6 percent

D 5 percent

20. In 1849 how many immigrants arrived in California?

A 20 thousand

B 80 thousand

C 60 thousand

D 40 thousand

21. In 1849 how many people, from the United States, traveled to California for the

Gold Rush?

A 20 thousand

B 60 thousand

C 40 thousand

D 80 thousand

22. How much was a single egg sold for in California during the Gold Rush?

A $1

B .50 cents
 78

C .10 cents

D $2

Page 4 of 6

23. Southerners supported the annexation of Texas and ___________ as a state.

A Nevada

B Washington

C Oregon

D Utah

24. Mexico argued that the Texas border was the Nueces River, while the U.S.

believed it was the _________ River.

A Mississippi

B Rio Grande

C Colorado

D Missouri

25. The ______________ was a rebellion by a group of American settlers in which they

declared California an independent nation.

A Texas Revolution

B Mexican American War

C Bear Flag Revolt

D Mexican Cession
 79

26. In 1853 Califonia's yearly gold production peaked at more than _________.

A 80 million

B 40 million

C 55 million

D 60 million

27. Which group of people greatly lost out with the Gold Rush?

A Mexicans

B californios

C European

D Native American

28. Southerners supported the annexation of Texas as a __________ state.

A Longhorn

B slave

C non slave

D all of the above

Page 5 of 5

29. The Oregon Trail was how many miles long?

A 1,000 miles

B 2,000 miles

C 1,500 miles

D 3,000 miles
 80

30. What major event was bound to happen between the north and south with the

issues with slavery?

A Civil War

B World War I

C War of 1856

D World War II
 81

Evaluation Plan
Design Stage

7th grade U.S. History, Columbus to Reconstruction, curriculum is designed to reinforce social
studies concepts. Aspects of the social studies curriculum, such as reading comprehension and
writing, is based on changing due to the performance levels of high stakes national
standardized tests for our grade level. The curriculum also ties in concepts of world history,
which they learn in 6th grade, and bridges the gap for 8th grade U.S. History from Reconstruction
to now.

The curriculum is based to provide students with principles that apply to history, and also the
social issues that we have now. History is something that repeats itself and human nature is
something that greatly impacts that. The curriculum digs deep into our historical roots to
analyze and decipher the elements that impacted our country back then. After that we will
investigate how our country’s past has impacted our country today. The use of technology
allows us to find primary sources and analyze current events. As a class we will compare and
contrast our history to issues that are transpiring today. This allows students to be able to see
that our human nature hasn’t changed.

The evaluation process will be predicated on how students perform with the implementation of
technology. As assessing the students there will be adjustments made to help students have
success within the classroom and on national standardized assessments. If students are
performing at where they need to then no adjustments will be made to the curriculum.

Installation Stage

With the curriculum the following questions will be asked and assessed. This will ensure that
the implementation aspect of the curriculum is transitioning smoothly without a drastic
implementation drop. Also the questions will ensure that the curriculum is installed correctly.

1. Has administrator accepted the new implementation change with the teacher?

2. Does the implementation of the new curriculum aligned with the school district?

3. Is the new curriculum cost effective? Affordable by the district?

4. Are the activities and lessons aligned with the Nebraska Social Studies Standards?

5. Are activities engrained in curriculum effectively to increase student participation within

the classroom?
 82

These questions will help assess how the implementation stage is going. The district will be able
to analyze how the curriculum change is developing. These questions can be asked once the
implementation is fully installed.

Process Stage

Once analyzing the installation phase, teachers will need to critic the process aspect that is
being used to change the curriculum. It is vital that goals are aligned with the curriculum and
the state standards. This will allow educators to know if the students are being impacted in a
positive way in regards to their learning. When answering the questions below the educator
needs to keep in mind the objectives of the chapters being taught within U.S. history.

1. Does the curriculum have specific goals that are being taught for each unit?

2. How are the goals being assessed?

3. Are aspects of our history being tied in with today’s current events?

4. Are key aspects of U.S. history being reinforced within the units?

5. How are lessons being retaught if students aren’t meeting expectations?

6. Is re-teaching improving the outcome of the student’s learning.

Cost Stage

Cost will be impacted on the upkeep on the new technology that will be implemented within
the new curriculum. The cost of the chrome cart has already been taken care of with the grant
received that covers the entire cost of the technology. Also, in the long run, the district will save
money on the cost of paper. These questions will be asked to analyze the cost stage.

1. What is the cost of the previous curriculum being used?

2. What is the cost of the new curriculum?

3. How has the new curriculum impacted the national standardized assessments?

4. How much has implementing the new curriculum saving the money each year?

5. Has student participation been impacted with the new curriculum?

Gathering Data from Students as Part of a Curriculum Evaluation Plan

 83

The following data will be gathered off of the five bullets below:

1. Are performing at a higher level than in previous years?

2. How much have this year’s students increased or decreased compared to previous
years?

3. How are students' reactions to the technology being implemented

4. Do students find the content being taught relevant or not?

 84

7th Grade U.S. Preservice/In-service Plan

When introducing the new curriculum, we need to analyze the reasoning behind implementing
a new curriculum. Teachers and administrators need to be on the same page when going
through the new curriculum. It is important for all involved to want the best for the students.
Students who are engaged in the learning process will have a greater opportunity to reach their
academic potential. This has to be considered when analyzing all the different parts to the
school system, as a whole.

The key aspect to understand is why the change from the old curriculum. Student engagement
has been decreasing as the years go by. Educators and administrators have to find ways to
increase student engagement. When students are engaged it makes the learning process more
enjoyable for all involved. Also students will have better effort and a better opportunity to
increase their scores in national standardized tests. This is a great interest to school districts
and administrators.

Technology in the classroom is a major component to getting students more involved in the
classroom. Students will do anything to get technology in their hands. Knowing this is why it is
important to create the funds so our school district can make this possible. In my situation,
since I got a grant, the cost for the technology is nothing. This helped with administrators being
for me wanting to change the curriculum to go more with technology.

When analyzing the importance of technology educators need to analyze where our world is
heading. Technology is all around us and even in their national standardized tests. When
students now take their national standardized test they are given on computers. If a student is
use to taking pencil and paper exams there is an adjustment period when taking tests on
computers. So by having students use to taking exams on computers will only benefit all
involved.

There is also great tools that come with technology online that are free. Creating an online test
database is cheap and easy to create. The technology can randomize the question and answer
order. This helps discourage cheating within the classroom. Also the test database will grade
the test and send the teacher the results in a excel document. This benefits all involved because
students get immediate results.

The implementation of technology is also beneficial in the long run cost wise. Schools spend a
big chunk of their budget on paper. Teachers make thousands of copies every year which can
be expensive. By implementing technology is alleviates the need for paper which will save the
school district money.
 85

The purpose of education is to prepare our students for their future outside of school. We, as
educators, need to make the learning process enjoyable because students will be learning for
the rest of their life. If we can make future generations competent and reading to contribute
positively to our country, we will have done what we need to do as educators. That alone is one
of the most important aspects to teaching and this will have a greater chance of being met with
the implementation of the new curriculum.