Unit 4: Expansion and Conflict 

Unit description 
Students will learn that the early 19th century marked major social, geographic, political and economic changes for the United States. Where Americans lived, what they did for work, and who was considered “American” dramatically changed during this time period. Despite rapid expansion, industrial growth, and progress, the United States faced a crisis of conscience and multiple challenges to the moral identity of Americans stemming from issues that divided the country such as westward expansion, women’s suffrage, slavery, and a new nativist sentiment against European immigrants.

Topic 1: Westward Expansion

Connections to the unit content: During this unit, students analyze the factors that motivated Americans to move westward, analyze the political, social, and economic factors that led to U.S. territorial expansion, and relate the theory of Manifest Destiny to westward expansion. They will use the knowledge gained about westward expansion to formulate a claim by the end of the unit on how growth shaped the national identity.
Standards: (7.1.1-5; 7.3.1-5; 7.5.1; 7.7.1; 7.9.3; 7.11.1; 7.11.3)

key questions

  • What factors led to western expansion from 1800-1850?
  • ​Why did territorial and economic expansion create conflict and how were these conflicts resolved?
  • How were America’s borders expanded?
  • What were the political, social, and economic reasons for U.S. territorial expansion?

assessments

  • Students analyze the factors that “pushed” or “pulled” Americans to move westward.
  •  Students write a paragraph answering the following questions: How were America’s borders expanded, and what were the political, social, and economic reasons for doing so?
  • ​Students will culminate the task by writing and essay answering the question “Was it Destiny to Move West?”

Topic 2: Growth and Reform

Connections to the unit claim: Students explore a period of rapid change and development, including immigration, industrialization, and women’s rights and reform movements in order to better understand how political, social, and economic change impacts a nation’s identity.
Standards: ​(7.1.1-5; 7.3.3; 7.5.1; 7.5.2; 7.6.1-4; 7.7.1; 711.1-3)

Key questions

  • Why did people immigrate to and migrate within the United States during this time period? How did this movement affect society?
  • How did immigrants impact the growth of industry in the United States?
  • What legal limitations did women face in the 19th century?
  • What rights did women seek in the 19th century?
  • What actions did women take to obtain rights?
  • How did the women’s rights movement influence change in society?
  • What does it mean to be equal?
  • What were some economic and social differences between the North and South?
  • What are the regional economic differences in America, and why is America’s economy divided?
  • How did the divided economies of the North and South impact the nation’s identity?

Assessments

  • Students will analyze and Irish and German immigration to the United States using the United States Immigration 1840-1860 graphic organizer.
  • Students will list legal limitations that women faced in the 19th century the Legal Limitations of Women graphic organizer.
  • Students will write a paragraph representing the views of a woman in the early 19th century on civil and social rights
  • Students will make a claim on how the Declaration of Sentiments from the Seneca Falls Convention raised consciousness about the needs of women in the 19th century.
  • Students will use their knowledge of the 19th century women’s rights movement to construct an argument answering the question “what does it mean to be equal?”
  • Students will write a paragraph on the economic and social differences between The North and The South.
  • Students will write a paragraph making a claim on the following question: How was each region's economy different, and why was America’s economy divided?

topic 3: Slavery 

Students analyze reasons for the expansion of slavery in the South after 1800, describe the life of enslaved African Americans, and their responses to slavery in order to explore how the institution of slavery impacted the nation’s identity.
Standards: (7.1.1-5; 7.3.3-5; 7.5.3; 7.6.1; 7.6.4; 7.11.1; 7.11.3)

Key questions

  • What were the causes for the expansion of slavery after 1800?
  • What was it like to be a slave in America?
  • What were some ways slaves responded to the condition of slavery?
  • What does the Abolition Movement reveal about America’s changing identity?
  • ​What did the existence and expansion of slavery mean for the national identity?

Assessments 

  • Students will write a paragraph outlining the causes for the expansion of slavery after 1800, and the effect that expansion had on American growth.
  • Students will complete a pinwheel graphic organizer in preparation for a discussion on the experience of slaves and their responses.
  • ​Students will make a claim about the Abolition Movement’s impact on America’s changing identity, and support with evidence.
  • Students will culminate the task with a written essay responding to the prompt “What did the existence and expansion of slavery mean for the national identity?”

Unit 4 Videos