TENTH GRADE

United States History to 1877

The study of the history of the United States in Grade 10 takes students on a journey across five centuries of social, economic, geographic, and political development in the United States.  Students begin with the earliest discoveries on the North American continent and follow a chronological study of the major events, issues, movements, leaders, and groups of people of the United States through Reconstruction from a national and an Alabama perspective.  The content standards build upon the foundation students gained in the study of the United States in Grades 5 and 6, as well as the study of world history in Grades 8 and 9, but require a more rigorous analysis.  The content and level of rigor in the tenth-grade course are developmentally appropriate.  With more fully developed skills in abstract thinking, students are now able to compare, analyze, and explain events and developments.

 

In order to provide a classroom environment that encourages all students to reach their potential, teachers employ various methods of instruction to facilitate students’ inquisitive pursuit of knowledge about the United States.  These methods include the use of current technology such as interactive digital video software and Internet sources that allow students to explore historical topics and interpretations more extensively than in the past.

 

Cherokee County Schools:  This document correlates the Alabama Course of Study: Social Studies content standards with the Alabama High School Graduation Exam (AHSGE) and the state/county adopted textbooks.  Information in the columns labeled NCLB Reading/Writing and Resources is suggested.  All material in the column labeled Alabama Course of Study is minimum and required content for instruction. Content standards marked (*) denote content that is required but not covered by the textbook.

 

Directions: The location of the course of study standards in the text is in the first column of the local document.  They are listed by chapter and section.  The second column contains state standards followed by dominant strands.  The standards are presented in the order they appear in the text.  The third column includes an AHSGE correlation, if indicated.  The last two columns are the suggested resources for reading/writing strategies and additional information on the standard.

 

 

 

Text Location

Ch/Sec

 

 

Alabama Course of Study

E

G

H

PS

 

Alabama High School Graduation Exam

 

NCLB

Reading/Writing

 

Resources

 

1/1

 

 

 

 

 

 

 

 

1. Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.

 

X

 

 

 

 

 

 

 

X

 

X

 

X

 

 

Text Companion

Writer’s Guidebook

Lesson 1

 

 

 

1/2

 

1. Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.

 

X

 

X

 

X

 

X

 

 

Text Companion

Reading in The Content Area

Lesson 1

 

 

1/3

 

1-C.Explaining how the institution of slavery developed in the colonies

 

X

 

X

 

X

 

X

 

 

Text Companion

Reading in The Content Area

Lesson 2

 

 

1/4

 

1. Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Writer’s Guidebook

Lesson 5

 

 

1/5

 

1. Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.

1-C.Explaining how the institution of slavery developed in the colonies

1-D. Describing conflicts among Europeans that occurred regarding the colonies.

1-B.Tracing the course of the Columbian Exchange

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Reading in The Content Area

Lesson 3

 

 

2/1

 

1-A.Contrasting European motives for establishing colonies

Examples: religious persecution, poverty, oppression

1-D.Describing conflicts among Europeans that occurred regarding the colonies

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Reading in The Content Area

Lesson 6

 

 

2/2

 

2-C.Explaining the role of the House of Burgesses and New England town meetings on colonial society

1-A.Contrasting European motives for establishing colonies

Examples: religious persecution, poverty, oppression

2.Compare various early English settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.

1-C.Explaining how the institution of slavery developed in the colonies

 

X

 

 

 

 

 

 

 

X

 

X

 

 

 

 

 

 

 

X

 

X

 

 

 

 

 

 

 

X

 

X

 

 

 

 

 

 

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Writer’s Guidebook

Lesson 13

 

 

2/3

 

1-A.Contrasting European motives for establishing colonies

Examples: religious persecution, poverty, oppression

2.Compare various early English settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.

1. Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.

 

X

 

 

 

 

 

 

 

 

 

X

 

X

 

 

 

 

 

 

 

 

 

X

 

X

 

 

 

 

 

 

 

 

 

X

 

X

 

 

 

 

 

 

 

 

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Writer’s Guidebook

Lesson 14

 

 

2/4

 

1-A.Contrasting European motives for establishing colonies

Examples: religious persecution, poverty, oppression

2.Compare various early English settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.

1. Contrast effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.

2-C.Explaining the role of the House of Burgesses and New England town meetings on colonial society

1-C.Explaining how the institution of slavery developed in the colonies

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Reading in The Content Area

Lesson 7

 

 

3/1

 

2.Compare various early English settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.

1-A.Contrasting European motives for establishing colonies

Examples: religious persecution, poverty, oppression

2-A.Identifying tensions that developed between the colonists and their local governments and between the colonists and Great Britain

2-C.Explaining the role of the House of Burgesses and New England town meetings on colonial society

1-C.Explaining how the institution of slavery developed in the colonies

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Reading in The Content Area

Lesson 8

 

http://hitchcock.itc.virginia.edu/Slavery/

 

 

3/2

 

2.Compare various early English settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.

 

 

 

 

 

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Reading in The Content Area

Lesson 9

 

 

3/3

 

1-E.Explaining how mercantilism was a motive for colonization

2-A.Identifying tensions that developed between the colonists and their local governments and between the colonists and Great Britain

3-B.Summarizing major ideas, including their origins, in the Declaration of Independence

Examples: John Locke, Baron de Montesquieu, Jean-Jacques Rousseau

2-B.Describing the influence of ideas of the Age of Enlightenment on the colonies

 

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

Text Companion

Reading in The Content Area

Lesson 13

 

 

3/4

 

2-B.Describing the influence of ideas of the Age of Enlightenment on the colonies

2-D.Describing the impact of the Great Awakening on colonial society

 

 

 

 

 

II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems

 

II-2 Identify and comprehend the provisions of essential documents of the government

 

 

 

4/1

 

3.Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence.

3-E.Analyzing how provisions of the Treaty of Paris (1783) affected relations of the United States with European nations and Native Americans

3-F.Contrasting prewar colonial boundaries with those established by the Treaty of Paris (1783)

 

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

III-1 Identify and evaluate the impact of the American Revolution

 

Text Companion

Reading Strategies

 

 

 

4/2

 

3.Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence.

3-B.Summarizing major ideas, including their origins, in the Declaration of Independence

Examples: John Locke, Baron de

3-A. Explaining the role of key leaders and major events of the Revolutionary War

Examples: key leaders—George Washington, Thomas Jefferson, Patrick Henry, Marquis de Lafayette;

major events—Battles of Bunker Hill, Trenton,  Saratoga, and Yorktown

 

X

 

X

 

X

 

X

 

I-1 Identify and evaluate America’s exploration, development, and divergence

 

III-1 Identify and evaluate the impact of the American Revolution

 

II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems

 

II-2 Identify and comprehend the provisions of essential documents of the government

 

 

 

4/3

 

3-B.Summarizing major ideas, including their origins, in the Declaration of Independence

Examples: John Locke, Baron de

3-C.Comparing roles in and perspectives of the American Revolution from different regions and groups in society, including men, women, white settlers, free and enslaved African Americans, and Native Americans

3-D.Describing reasons for American victory in the American Revolution

3-E.Analyzing how provisions of the Treaty of Paris (1783) affected relations of the United States with European nations and Native Americans

3-A. Explaining the role of key leaders and major events of the Revolutionary War

Examples: key leaders—George Washington, Thomas Jefferson, Patrick Henry, Marquis de Lafayette;

major events—Battles of Bunker Hill, Trenton,  Saratoga, and Yorktown

 

X

 

X

 

X

 

X

 

II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems

 

II-2 Identify and comprehend the provisions of essential documents of the government

           

III-1 Identify and evaluate the impact of the American Revolution

 

 

 

4/4

 

3.Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence.

3-B.Summarizing major ideas, including their origins, in the Declaration of Independence

Examples: John Locke, Baron de Montesquieu, Jean-Jacques Rousseau

 

X

 

X

 

X

 

X

 

II-2 Identify and comprehend the provisions of essential documents of the government

           

III-1 Identify and evaluate the impact of the American Revolution

 

II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems

 

 

 

5/1