Teaching with Instructional Anchors: How to Organize Content to Deepen Thinking and Strengthen Alignment

Learn how to organize coherent, evidence-centered instruction around high-leverage instructional anchors that develop historical thinking and support EOCEP success. This article models a six-step planning process using the Missouri Compromise and demonstrates how to align historical thinking, instruction, assessment, and differentiation. Although the examples focus on USHC Standard 2, the planning process can be applied across the U.S. History and the Constitution curriculum.

Standards

• USHC-2 The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century.
  • Political conflict is often the result of competing social values and economic interests. To understand how different perspectives based on differing interests and backgrounds led to political conflict in the antebellum United States, the student will...
    • USHC-2.1 Summarize the impact of the westward movement on nationalism and democracy, including the expansion of the franchise, the displacement of Native Americans from the southeast and conflicts over states’ rights and federal power during the ...
    • USHC-2.2 Explain how the Monroe Doctrine and the concept of Manifest Destiny affected the United States’ relationships with foreign powers, including the role of the United States in the Texan Revolution and the Mexican War.
    • USHC-2.3 Compare the economic development in different regions (the South, the North, and the West) of the United States during the early nineteenth century, including ways that economic policy contributed to political controversies.
    • USHC-2.4 Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights.

Resources