Competency Goal 1: - New Hanover County Schools History DPI... · Web viewDenise Hunt, Robeson Marie Dunn, Word Processing Judy Weaver, Word Processing United States History Curriculum

UNITED STATES HISTORYCURRICULUM DOCUMENT

UNITED STATES HISTORYSTATE BOARD OF EDUCATIONHOWARD N. LEE, Chairman, Raleigh

JANE P. NORWOOD Vice Chair Charlotte KATHY A. TAFT Greenville

MICHELLE HOWARD-VITAL Wilmington EDGAR D. MURPHY Durham EVELYN B. MONROE West End

MARIA T. PALMER Chapel Hill

ROBERT “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, 2004 2

http://www.ncpublicschools.org/

UNITED 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

United 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’s have 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)



The 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.



Teaching OptionsThe goals and objectives are the solid basis of this document. Concepts and terms have been provided to assist the teacher in knowing what must be included for classroom instruction. Thinking skills and activities are provided to give the teacher suggestions for making instruction interactive and inclusive of various learning styles. Suggested resources are also included. Keep in mind that the columns related to the concepts through the resources are fluid and provide more than enough information to teach this course. Teachers are encouraged to enhance instruction beyond the minimums required. There are many opportunities for the teacher to provide his or her own areas of interest, additional terms, and other activities and resources. The teaching strategies used to teach the students in United States History must move beyond lecture, discussion and the didactic methods of old into those of interaction, student participation and higher levels of thinking.

The document could not include every term in textbooks for the study of the United States and if it were possible to list the most important 100 terms for the course, it would be difficult for us all to agree to the list based on our teaching styles and the kinds of students in each class period. Overall it is important to remember that teachers have flexibility to teach these goals and objectives and concepts and terms in the order that fits the needs of the students.



Connections to Language Arts and LiteratureWhere possible suggestions have been included of American Literature that could be addressed in

the teaching of American History. Working closely with the Language Arts Department in correlating their studies of works of literature with the study of history is sound advice and various school systems and schools do an excellent job in interdisciplinary instruction for high school students. The more connections teachers can help students make for all their subjects, the better the learning. In many cases selections of fiction can break through the abstractions that history offers and put the learner into the event to feel its reality.

Witnessing history through literature can be accomplished by looking at works by John Smith, Cotton Mather, Jonathan Edwards, Benjamin Franklin, Thomas Paine, Hector St Jean de Crevecoeur, Adam Smith, Thomas Jefferson, James Madison, Abraham Lincoln, Parson Weems, Washington Irving, Alexis de Toqueville, Ralph Waldo Emerson, Edgar Allan Poe, Nathanial Hawthorne, Frederick Douglass, Margaret Fuller, Walt Whitman, Harriet Beecher Stowe, Henry David Thoreau, Edith Wharton, Margaret Leech, Helen Hunt Jackson, Edward Bellamy, Frederick Jackson Turner, Horatio Alger, Jr., Jacob Riis, Booker T. Washington, W. E. B. Dubois, Frank Norris, Ida Tarbell, Lincoln Steffens, Upton Sinclair, Sinclair Lewis, F. Scott Fitzgerald, Ernest Hemingway John Dos Passos, John Steinbeck, Herman Melville, Edgar Allan Poe, Mark Twain, Rachel Carson, Martin Luther King, Jr., Toni Morrison, Tom Wolfe Arthur Miller, and Henry James. This is a standard list of suggestions and many others can be used for witnessing history including biographies.

Each goal and objective will have various suggested literature connections. Web sites to help with the use of key literature pieces are included in Section Ten. Also included in Section Twelve are suggested books for teacher use for making the literature connections. The STORY of history resounds in these links.



Connections to Fine Arts (Art and Music)Where possible, suggestions have been included of works of art and music that could be used in the

teaching of American History. Working closely with the Fine Arts Department in correlating their studies with the study of history adds another dimension of learning for students with these interests. The more connections teachers can help students make for all their subjects, the better the learning.

Witnessing history through art and music can be accomplished by looking at periods of American popular music referred to as: Colonial, 17th Century, 18th Century, Sea, Folk, Cowboy, Western, Military, National, Civil War, Spirituals, Blues, Jazz, World War I, Musicals and Theater, Big Band, Swing, World War II, Rock-n-Roll, Pop, Hip Hop, etc. Many web sites exist from which one can hear the songs related to a time period and one site History Happens has music videos that fit history time periods. A listing of suggested sites is included in Section Ten. Sample analysis sheets for music and art can be found in Section Five.

Many textbooks come with transparencies of art pieces to include in instruction. Throughout this document suggestions are made for pieces beyond the textbook. There are many periods of American Art and an example or two of each should be used. References can be found at the National Museum of American Art and the Smithsonian National Portrait Gallery through their web site. These museums are part of the Smithsonian.

Many other pieces are appropriate for the inclusion in this course. Web sites are listed in Section Ten. Again, the STORY of history can be heard and seen in the fine arts developed in this country’s history.



Connections to Civics and EconomicsConnections to Constitutional History

Within the pacing guide, color-coding is used to indicate terms/concepts that are expected to be taught in Civics & Economics in grade 10, preceding the instruction for grade 11 and U.S. History. Whereas some school systems will be doing the transition to the new sequence of World History, Civics and Economics, and U. S. History at different times, it is important to note that these terms/concepts are indicated. Subject areas do overlap and in social studies for depth of understanding it is important to show the connections to social, economic, political, and cultural events. Civics and Economics will be picking up the basic history of the nation in its first three goals and the US study will begin with Washington’s administration.

Copies of the Civics and Economics Standard Course of Study and the World History Course of Study can be obtained from the NCDPI website, http://www.ncpublicschools.org/curriculum/socialstudies/. It is expected that each subject area teacher will fully cover the course assigned and therefore learning can proceed with new information and study, not continuous repeats what was already studied. This process is referred to as vertical alignment.

Connections to the Civics & Economics course will be indicated in green. The state of N.C. requires by law the inclusion of certain documents in the study of constitutional history. These items will be color coded red in this document.


http://www.ncpublicschools.org/curriculum/socialstudies/

UNITED STATES HISTORYSuggested Pacing for U. S. History

Goal In Curriculum Traditional/55 Minutes Block/90 Minutes

One: Rebellion3 objectives

12 days 6 days

Two: Expansion & Reform6 objectives

17 days 9 days

Three: Crisis, CW, Reconstruction5 objectives

14 days 7.5 days

Four: The Great West4 objectives

14 days 7 days

Five: Industrial Society4 objectives

14 days 7 days

Six: Imperialism3 objectives

13 days 5.5 days

Seven: Progressive Period4 objectives

14 days 7 days

Eight: America & Great War3 objectives

10 days 4.5 days

Nine: Prosperity & Depression5 objectives

18 days 9 days

Ten: WWII Era5 objectives

20 days 10 days

Eleven: Recovery, Prosperity, Turmoil6 objectives

20 days 10 days

Twelve: U.S. Since 1980’s6 objectives

14 days 7.5 days

180 days 90 days



Pacing (Continued)

Pacing is only suggested. Pacing will differ based on student interests and skills. Teachers, too will differ in the ability to integrate goals and objectives into exciting units for students.

In this subject of history, it is not easy to break topics into time increments since all topics continue to lead into the next: that is what history does. However, since this is to be a tested subject area, it becomes necessary to give an overview of a plan to complete the curriculum as well as the course. These suggested class days do not include time for testing and reviewing.


UNITED STATES HISTORYCompetency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess

the effectiveness of the institutions of the emerging republic.

Objective 1.01: Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.

Major Concepts Terms Thinking Skills and Suggested Activities for Students

Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities

Establishment of federal power and supremacy over the states

Development of the first two-party system

Strict & Loose Interpretation of Constitution

Judiciary Act of 1789Bill of RightsHamilton’s Economic PlanWhiskey Rebellion Democratic-Republican

PartyFederalist PartyElection of 1800“Midnight Judges”Laissez-faireMarbury v. Madison, (1803)John MarshallLouisiana PurchaseAlien & Sedition ActsVirginia & Kentucky

ResolutionsHartford Convention

(1814)

1.01a Draw political cartoons illustrating the different beliefs of the Federalist and Democratic-Republican Parties.

1.01b Complete a “Mystery Documents” exercise. After researching philosophies of Thomas Jefferson & Alexander Hamilton, students are given famous quotes and statements (from primary documents) produced by Jefferson & Hamilton. Discuss quotes and have students identify which quotes Jefferson or Hamilton authored.

Bill of RightsHamilton’s ReportsLetters and publications

produced by Thomas Jefferson and Alexander Hamilton

Alien & Sedition ActsVirginia & Kentucky

ResolutionsJefferson’s First Inaugural

AddressAudio & Visual ResourcesA New Nation (Schlesinger

Video Company)Founding Brothers (History

Channel)NARA – Analyzing

Documents, Doc. Analysis Worksheets




Objective 1.01 (continued): Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.



1.01c Create campaign posters and speeches supporting Jefferson or Adams during the Election of 1800.

1.01d Research and debate which president was “best” or “Most Effective” (Washington, Adams, Jefferson). Establish criteria for deciding.

1.01e Produce a video “talk show” in which students portray Federalist Era leaders and their philosophies regarding States’ Rights and Federal Power.

The Duel (PBS American Experience)Websites (can be used for each goal)Thomas Jefferson:http://etext.virginia.edu/jefferson/Alexander Hamilton:http://www.pbs.org/wgbh/amex/duel/www.Odur.let.rug.nlwww.Memory.loc.gov


http://www.Memory.loc.gov/

http://www.Odur.let.rug.nl/

http://www.pbs.org/wgbh/amex/duel/

http://www.pbs.org/wgbh/amex/duel/

http://etext.virginia.edu/jefferson/

http://etext.virginia.edu/jefferson/


Resources: Primary, Secondary, Technology, Audio and Visual, and Key Documents for Listed Activities

Objective 1.01

Judiciary Act of 1789http://usinfo.state.gov/usa/infousa/facts/democrac/8.htmThe Bill of Rightshttp://www.billofrightsinstitute.orghttp://www.archives.gov/national_archives_experience/bill_of_rights.htmlAlexander Hamiltonhttp://xroads.virginia.edu/~CAP/ham/hamilton.htmlhttp://www.eh.net/encyclopedia/cowen.banking.first_bank.us.phpThe Whiskey Rebellionhttp://www.whiskeyrebellion.org/rebell.HTMhttp://earlyamerica.com/earlyamerica/milestones/whiskey/page1.htmlThe Election of 1800http://www.multied.com/elections/1800.htmlhttp://www.kidsource.com/education/election.htmlhttp://www.archives.gov/exhibit_hall/treasures_of_congress/page_7.html#The Midnight Judgeshttp://www.whitehousehistory.org/04_history/subs_journal/frame_a03_07.htmlMarbury v. Madisonhttp://www.jmu.edu/madison/marbury/http://usinfo.state.gov/usa/infousa/facts/democrac/9.htmhttp://www.nv.cc.va.us/home/nvsageh/Hist121/Part3/Marbury.htm


http://www.nv.cc.va.us/home/nvsageh/Hist121/Part3/Marbury.htm

http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm

http://www.jmu.edu/madison/marbury/

http://www.whitehousehistory.org/04_history/subs_journal/frame_a03_07.html

http://www.archives.gov/exhibit_hall/treasures_of_congress/page_7.html#

http://www.kidsource.com/education/election.html

http://www.multied.com/elections/1800.html

http://earlyamerica.com/earlyamerica/milestones/whiskey/page1.html

http://www.whiskeyrebellion.org/rebell.HTM

http://www.eh.net/encyclopedia/cowen.banking.first_bank.us.php

http://xroads.virginia.edu/~CAP/ham/hamilton.html

http://www.archives.gov/national_archives_experience/bill_of_rights.html

http://www.billofrightsinstitute.org/

http://usinfo.state.gov/usa/infousa/facts/democrac/8.htm


Resources: Primary, Secondary, Technology, Audio & Visual, and Key Documents for Listed Activities

Objective 1.01 (continued)

The Louisiana Purchasehttp://www.nps.gov/jeff/mowe-thomas.htmhttp://www.yale.edu/lawweb/avalon/presiden/jeffpap.htmhttp://intranet.cps.k12.il.us/Lessons/StructuredCurriculumTOC/SCSocial_Science/HS_US_History_Daily_Lessons_/SCSSUS1/SSUS026038.pdfThe Alien and Sedition Actshttp://www.yale.edu/lawweb/avalon/alsedact.htmhttp://earlyamerica.com/earlyamerica/milestones/sedition/http://www.infoplease.com/ce6/history/A0803344.htmlThe Virginia and Kentucky Resolutionshttp://www.u-s-history.com/pages/h466.htmlhttp://www.nv.cc.va.us/home/nvsageh/Hist121/Part2/KyVaRes.htmThe Hartford Convention of 1815http://www.barefootsworld.net/hartford.html


http://www.barefootsworld.net/hartford.html

http://www.nv.cc.va.us/home/nvsageh/Hist121/Part2/KyVaRes.htm

http://www.u-s-history.com/pages/h466.html

http://www.infoplease.com/ce6/history/A0803344.html

http://earlyamerica.com/earlyamerica/milestones/sedition/

http://www.yale.edu/lawweb/avalon/alsedact.htm

http://intranet.cps.k12.il.us/Lessons/StructuredCurriculumTOC/SCSocial_Science/HS_US_History_Daily_Lessons_/SCSSUS1/SSUS026038.pdf

http://intranet.cps.k12.il.us/Lessons/StructuredCurriculumTOC/SCSocial_Science/HS_US_History_Daily_Lessons_/SCSSUS1/SSUS026038.pdf

http://www.yale.edu/lawweb/avalon/presiden/jeffpap.htm

http://www.nps.gov/jeff/mowe-thomas.htm



Objective 1.02: Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.



Conflicts with American Indians

The status of slavery during The Federalist Era

The place of women in the society during

The disparities between classes in the new nation

Suffrage requirementsTecumsehCotton GinEli Whitney“Necessary Evil”EmancipationTreaty of Greenville 1796

1.02a Working in cooperative groups, complete a fishbone diagram analyzing the political freedoms available to women, workers, landless farmers, American Indians, free blacks and slaves during the Federalist Era.

1.02b Contrast American Indian and United States citizens’ cultural views toward land ownership and religion.

Letters of Abigail Adams Tecumseh’s Protest of the Treaty of Fort Wayne (1809)Thomas Jefferson’s letter: “A Fireball in the Night”Audio and Visual Resources:“Africans in America” (PBS Series)Suggested Websites : http://www.pbs.org/wgbh/aia/http://www.nwhp.orghttp://www.memory.loc.govhttp://www.Americasstory.com http://www.Archives.govhttp://www.ushistory.comhttp://thehistorycalendar.comhttp://www.heroes4us.com


http://www.heroes4us.com/

http://thehistorycalendar.com/

http://www.ushistory.com/

http://www.Archives.gov/

http://www.Americasstory.com/

http://www.memory.loc.gov/

http://www.nwhp.org/

http://www.pbs.org/wgbh/aia/



Objective 1.02: (continued) Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.



1.02c Complete chart and map exercises illustrating how the cotton gin increased the demand for slaves and accelerated settlement of lands occupied by American Indians.

1.02d Develop a list of alternative policies the US government could have used to improve the social conditions of women, African Americans, and American Indians during the Federalist Era. Explain why each alternative would have been accepted or rejected by citizens

Literature Connection: James Fennimore Cooper: The Deer Slayer (excerpts)

Fine Arts Connection: George Catlin: “No Horns on His Head”NMAA, 1832Washington Allston: “Hermia and Helena” NMAA 1818John Haidt: “Young Moravian Girl”NMAA 1780Thomas Durant: “Dover Plain” NMAA, 1828


UNITED STATES HISTORYof the time period.




Objective 1.03: Assess commercial and diplomatic relationships with Britain, France, and other nations



Early Foreign Policy

The failure of peaceful coercion

Freedom of the high seas and shipping rights

The impact of European events on United States foreign policy

XYZ AffairConvention of 1800Impressment of seamenEmbargo Act 1807President Washington’sProclamation NeutralityPresident Washington’sFarewell AddressWar HawksWar of 1812

1.03a Create an illustrated timeline identifying the major foreign policy events of the Federalist Era.

1.03b Design “bumper stickers” protesting or supporting American military action during the XYZ Affair.

President Washington’s Farewell Address“OGRABME” Political CartoonPresident Madison’s War MessageHartford Convention ResolutionsAudio and Visual Resources:“Expansion” Schlesinger Video Company“The Jackson Years-The New Americans”Learning Corporation of America“Founding Brothers” History Channel“Biography Of America Video Series” Episode 5: “A New System of Government”Annenberg CPB




Objective 1.03: (continued) Assess commercial and diplomatic relationships with Britain, France, and other nations.



Battle of New OrleansTreaty of GhentAdams-Onis TreatyJay’s TreatyPinckney’s Treaty

1.03c Compare and contrast Washington’s Farewell address to current U.S. foreign policy issues.

1.03d Write letters to the U.S. Congress of 1812 from the perspective of War Hawks or New England Federalists about the pending war.

Fine Arts Connections:Thomas Moran: “Excelsior Geyser, Yellowstone” NMAAEnoch Gridley: “Memorial to Washington” 1810, NMAAMargarett Smith: “Sacred to Washington”1822, Baltimore Museum of ArtSuggested Websites:http://www.thegateway.orghttp://www.historychannel.comhttp://www.ushda.orghttp://www.americanhistory.about.com


http://www.americanhistory.about.com/



http://www.ushda.org/

http://www.historychannel.com/

http://www.historychannel.com/

http://www.thegateway.org/

UNITED STATES HISTORYCompetency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing

forces of expansionism.Objective 2.01: Analyze the effects of territorial expansion and the admission of new states to the Union 1801

to 1850.Major Concepts Terms Thinking Skills and

Suggested Activities for Students


The rationale for and the consequences of Manifest Destiny

Federal Indian policy before The Civil War

The political and economic importance of the West

Missouri CompromiseThe Indian Removal Act

1830SequoyahWorchester v. Georgia, 1832Trail of TearsWhite man suffrageThe AlamoElection of 1844Texas Annexation“54-40 or Fight!”Mexican WarWilmot ProvisoTreaty of Guadalupe-

Hidalgo49ers

2.01a Create “Territorial Expansion” jigsaw puzzles. Students can trace and cut out puzzle pieces representing the territorial acquisitions of the lower 48 states on cardboard and write notes on the back of each piece to explain how it was acquired. Exchange puzzles and compare notes.

2.01b Write personal letters to President Polk supporting or protesting the Mexican War.

President Polk’s War MessageLincoln’s Spot ResolutionsExcerpts from Lewis and Clark DiariesThe Lewis and Clark JournalsThrough Indian Eyes, The Untold Story ofNative American People: Reader’s DigestPublication, 1995.Audio and Visual Resources : “Expansionism” Schlesinger video series“Lewis and Clark: The Journey of the Corps of Discovery” PBS-Ken Burns



forces of expansionism.Objective 2.01: (continued)Analyze the effects of territorial expansion and the admission of new states to the

Union 1801 to 1850.



Stephen AustinGadsden PurchaseLewis and ClarkOregon Trail

2.01c Create posters celebrating the advantages of territorial expansion.

2.01d Analyze the painting “Trail of Tears”. See analysis sheet in Section Five. Include visual imagery and feelings.

Suggested Websites:http://www.nps.govthttp://cgi.pbs.org/per/.lewisandclhttp://cvip.fresno.comhttp://www.history.sfasu.edu/history/133http://www.civics-online.org/library

Fine Arts Connection:John Gast: “American Program”, 1872Museum of Western Heritage, LARobert Lindeux: “The Trail of Tears”Thomas Le Clear: “Interior with Portraits” NMAAFrank Blackwell Mayer: “Independence”NMAA, 1858


http://www.civics-online.org/library


http://www.history.sfasu.edu/history/133

http://www.history.sfasu.edu/history/133

http://cvip.fresno.com/

http://cgi.pbs.org/per/.lewisandcl

http://cgi.pbs.org/per/.lewisandcl

http://www.nps.govt/


forces of expansionism, Nationalism, and sectionalism.Objective 2.02: Describe how the growth of nationalism and sectionalism were reflected in art, literature, and

language.



Cultural expressions of patriotism

Celebrating the common man and the American way of life

Influence of the Transcendentalist Movement

Noah WebsterRalph Waldo EmersonHenry David ThoreauNeoclassical ArchitectureWashington IrvingEdgar Allen PoeNathaniel HawthorneJames Fennimore CooperHudson River School of

ArtistsAlex de Tocqueville

2.02a Compare images of neoclassical architecture (Monticello, US Capitol, etc.) to examples of Roman structures. How are the lines different?

2.02b View the image of 1836 George Washington statue by Horatio Greenough. Discuss or write analysis of why Americans embraced neoclassical styles.

2.02c View landscape paintings by Thomas Cole and Asher Durand, and genre works by William Sidney Mount, etc. Summarize the images and explain

Literature Connection: Excerpts:Emerson: “Self-RelianceThoreau: “Civil Disobedience”

“Walden” “Slavery in Mississippi”Hawthorne: selected storiesDouglass: AutobiographyDe Tocqueville: “Democracy in America”Theodore Weld: “American Slavery As It Is, `1839McGuffey’s Reader


UNITED STATES HISTORYhow the works celebrate the spirit of nationalism.



forces of expansionism, Nationalism, and sectionalism.Objective 2.02: (continued) Describe how the growth of nationalism and sectionalism were reflected in art,

literature, and language.



2.02d Compare and contrast the painting “Cotton Plantation” by Giroux and “After The Sale” by Eyre Crowe in the different presentations of slavery in America.

2.02e Allow students to present, in art or literature, examples of how this time period displayed a new sense of nationalism.

2.02f What concepts of the Transcendentalist Movement show a change in American society? Make a list and share in groups.

Fine Arts Connection: Portraits of Emerson, Thoreau, Hawthorne, Douglass, Poe, et al.Landscapes by Cole and DurandGenre works by MountPaintings by Giroux and CroweEnoch Perry: “The True American” Metropolitan Museum of ArtThomas Cole: “The Last of the Mohicans”, 1827, New York Historical Assoc.

Suggested Web Sites:http://www.nmaa.si.edu/http://www.nga.govhttp://plato.stanford.edu/entries/nationalsim


http://plato.stanford.edu/entries/nationalsim

http://plato.stanford.edu/entries/nationalsim

http://www.nga.gov/

http://www.nmaa.si.edu/


forces of expansionism, Nationalism, and sectionalism.Objective 2.03: Distinguish between the economic and social issues that led to sectionalism and nationalism.



Transformation of life in the early industrial revolution

Cultural polarization of Antebellum America

Samuel MorseEli WhitneyJohn DeereCyrus McCormickRobert FultonErie CanalCotton Kingdom1st Industrial RevolutionNativismKnow-NothingsWilliam Lloyd GarrisonFrederick Douglass

2.03a On a US ma, indicate economic and technological developments of the time period.

2.03b Use a graphic organizer to show the growing divide between the North and the South in issues of religion, education, and economics.

2.03c Research and analyze the impact of innovations and inventions of the period on American society.

Copy of The Universal Law of Slavery by George Fitzhugh

John C. Calhoun’s Defense of SlaveryCopies of the Liberator and the North StarJames Hammond, The Congressional Globe, March 4, 1858Literature Connection:Garland: “Under the Lion’s Paws”Henry James: “Four Meetings”Fine Arts Connection:W. S. Mount: “Music Hath Charms”Asher Durant: “Dover Plain” NMAA,1848Thomas Chambers:” Capture of H.B.M. Frigate Macedonian by U.S. Frigate U.S.NMAA, 185



forces of expansionism, Nationalism, and sectionalism.Objective 2.03: (continued) Distinguish between the economic and social issues that led to sectionalism and

nationalism.



2.03d Write an editorial to a local paper opposing discriminatory practices in hiring, housing, education, etc. during this time period.

Thomas Hicks: “Calculating” 1844, Boston Museum of Fine ArtsJames Clonney: “Militia Training” 1841Pennsylvania Academy of Fine ArtsSuggested Web Sites:http://www.education-world.comhttp://www.pbs.org/wgbh/aia/part4/4h314t.htm


http://www.pbs.org/wgbh/aia/part4/4h314t.htm

http://www.pbs.org/wgbh/aia/part4/4h314t.htm

http://www.education-world.com/

http://www.education-world.com/


forces of expansionism, nationalism, and sectionalism.

Objective 2.04: Assess political events, issues, and personalities that contributed to sectionalism and nationalism.



Political agendas of antebellum leaders

Concepts of “Jacksonian Democracy”

Slave Revolts

States’ Rights

Era of Good Feelings

Henry ClayAmerican SystemPanic of 1819McCulloch v. Maryland,

1819Election of 1824“corrupt bargain”suffragespoils systemTariff of AbominationSouth Carolina Nullification CrisisSouth Carolina Exposition and ProtestElection of 1832Pet BanksWhig PartyElection of 1840Nat Turner’s RebellionMonroe Doctrine

2.04a Create a flow-chart analyzing the events that brought an end to the nationalistic “Era of Good Feelings.”

2.04b Describe the following: The Corrupt Bargain of 1824, “Rotation in Office”, Jackson’s Bank Veto. Summarize and explain how these events expanded the American concept of “natural rights”.

2.04c Choose a perspective: “The United States became more democratic or less democratic during the age of Jackson.” Illustrate with a diagram from your

President Madison’s Bonus Bill VetoPresident Jackson’s Bank Veto“Hydra of Corruption” Political CartoonLiterature Connection: Text of Webster-Hayne Debate“King Andrew I” Political CartoonFine Arts Connection: Songs:Star Spangled BannerHow Happy the SoldierThe Hunters of KentuckySuggested Web Sites:http://www.biography.comhttp://lath.virginia.edu/vshadow/diaryAudio and Visual Resources“The Jackson Years-Toward Civil War by Learning Corporation of America“Democracy and Reform” Schlesinger Video Series“Biography of America” Video Series


http://lath.virginia.edu/vshadow/diary

http://lath.virginia.edu/vshadow/diary

http://www.biography.com/

UNITED STATES HISTORYperspective.




Objective 2.05: Identify the major reform movements and evaluate their effectiveness.



Women’s Rights

Temperance Movement

Improvement of social institutions (prisons, mental health, education)

Development of Utopian Communities

Dorothea DixHorace MannElizabeth Cady StantonLucretia MottSeneca Falls ConventionSojourner TruthSusan B. AnthonyUtopian Communities

Brook Farm Oneida New Harmony

Rehabilitation Prison Reform

2.05a Create a multimedia presentation depicting a reformer and a reform movement.

2.05b Hypothesize how society would be different today if the reforms of this period had not occurred.

2.05c Hold a “Reform Convention” in which groups of students set up displays on the “reform” of their choice. Establish criteria for the displays and include a theme song.

Seneca Falls Declaration of SentimentsAudio and Visual Resources:“Democracy and Reform” Schlesinger Video SeriesNot for Ourselves Alone: PBS, Ken BurnsLiterature Connections:Frederick Douglass and Susan B. AnthonyExcerpts from writingsEugene Genovese: Roll Jordon RollC. Vann Woodward: The Strange Career of Jim CrowFine Arts Connections:Political cartoons from Harper’s WeeklyH.F. Darby: “Reverend John Atwood”




Objective 2.05: (continued) Identify the major reform movements and evaluate their effectiveness.



2.05d Compare and contrast the success of the different reforms of the period. Which ones were most successful? Why? Develop a “How to Succeed in Reforms List.”

Suggested Websites:http://www.ku.edu/carrie/docs/texts/seneca.htmhttp://www.fordham.edu/halsall/mod/senecafalls.htmlhttp://www.webster.edu/~woolflm/dorotheadix.html

Horace Mann:http://www.cals.ncsu.edu/agexed/aee501/mann.html


http://www.cals.ncsu.edu/agexed/aee501/mann.html

http://www.cals.ncsu.edu/agexed/aee501/mann.html

http://www.webster.edu/~woolflm/dorotheadix.html

http://www.webster.edu/~woolflm/dorotheadix.html

http://www.fordham.edu/halsall/mod/senecafalls.html

http://www.fordham.edu/halsall/mod/senecafalls.html

http://www.ku.edu/carrie/docs/texts/seneca.htm

http://www.ku.edu/carrie/docs/texts/seneca.htm



Objective 2.06: Evaluate the role of religion in the debate over slavery and other social movements and issues.



Second Great Awakening

Moral Dilemma of Slavery

The Abolitionist Movement

William Lloyd GarrisonGrimke SistersDavid WalkerFrederick DouglassCharles G. Finney

2.06a Trace the religious background and activities of major social reformers during the Antebellum Period. Write a position paper that advocates the views of one of these religious leaders.

2.06b Have students find pictures of “tent” meetings or gatherings when circuit ministers visited communities. What common factors are seen in the pictures? Make a list. Discuss.

Appeal to the Colored Citizens of the World, 1829, by David WalkerAudio and Visual Resources:“This Far By Faith” PBS Series“ The Blank Press” PBS Series“Africans in America” PBS SeriesSuggested Websites: http://memory.loc.gov/ammem/doughtmlhttp://www.loc.gov/exhibits/african/imageshttp://www.galegroup.com/free_resources/whm/bio/grimk_sisters.htmhttp://www.nps.gov/boaf/davidwalker.htmhttp://community.middlebury.edu/!fahmed/garrison.htmhttp://religiousmovements.lib.virginia.edu/nrms/ame.html


http://religiousmovements.lib.virginia.edu/nrms/ame.html



http://community.middlebury.edu/!fahmed/garrison.htm



http://www.nps.gov/boaf/davidwalker.htm

http://www.nps.gov/boaf/davidwalker.htm

http://www.galegroup.com/free_resources/whm/bio/grimk_sisters.htm



http://www.loc.gov/exhibits/african/images

http://www.loc.gov/exhibits/african/images

http://memory.loc.gov/ammem/doughtml

http://memory.loc.gov/ammem/doughtml

UNITED STATES HISTORYCompetency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of

expansionism, nationalism, and sectionalism.

Objective 2.06: (continued)Evaluate the role of religion in the debate over slavery and other social movements and issues.



2.06c Take a work of Garrison and Douglass, highlight any terms that indicate that these men were “spiritually” led to their work. Discuss the terms.

Literature Connections: Garrison: excerpts from “The Liberator”Douglass: excerpts from “The North Star”Fine Arts Connections:Samuel F. B. Morse: “The Gold FishBowl”, 1835 NMAAWilliam Sidney Mount: “The Power ofMusic” 1847, Century Association.Frank Mayer: “Independence, Portrait ofSquire Jack Porter, 1858. NMMA


UNITED STATES HISTORYCompetency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the

issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.

Objective 3.01: Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.



The debate on the expansion of Slavery

Weak Presidential Leadership

Growing Sectionalism

Rise of the Republican Party

Anti-slavery movementSlave codesUnderground RailroadHarriet TubmanKansas-Nebraska ActBleeding KansasRepublican PartyPopular SovereigntySummer-Brooks IncidentFreeport DoctrineLincoln-Douglas DebatesFree Soil PartyCompromise of 1850Dred Scott v. Sanford, 1857John Brown and Harper’s FerryFugitive Slave ActMissouri CompromiseCompromise of 1850

3.01a Using a timeline of 1820-1860, trace and describe the failure of various compromises to reach a solution to the slavery issue.

3.01b Determine ways in which strong executive leadership in the 1850s could have averted the Civil War. Make a list.

3.01c On a map of the U.S., identify the following areas: Slave and Free States, Kansas and Nebraska Territories, areas open to slavery under the terms of the Missouri Compromise, Compromise of

Text of Missouri Compromise and the Compromise of 1850Suggested Websites: http://www.history.hanover.eduhttp://www.hnc.rtp.ushttp://www.unknowncivilwar.comhttp://www.etext.virginia.edu/civilwar/http://docsouth.unc.edu/http://lcweb.loc.gov/exhibits/treasures/trm043.html--compof1850http://afgen.com/john_brown1.htmlhttp://www.pbs.org/wgbh/aia/part4/4h2933.htmlhttp://www.library.wustl.edu/vlib/dredscottLiterature Connections: Harriet Beecher Stowe: excerpts from Uncle Tom’s CabinHinton Helper: The Impending Crisis Of the


http://www.library.wustl.edu/vlib/dredscott

http://www.library.wustl.edu/vlib/dredscott

http://www.pbs.org/wgbh/aia/part4/4h2933.html

http://www.pbs.org/wgbh/aia/part4/4h2933.html

http://afgen.com/john_brown1.html

http://afgen.com/john_brown1.html

http://lcweb.loc.gov/exhibits/treasures/trm043.html--compof1850



http://docsouth.unc.edu/

http://www.etext.virginia.edu/civilwar/

http://www.etext.virginia.edu/civilwar/

http://www.unknowncivilwar.com/

http://www.unknowncivilwar.com/

http://www.hnc.rtp.us/

http://www.history.hanover.edu/

http://www.history.hanover.edu/

UNITED STATES HISTORY1850, and proposed routes of the transcontinental railroad.

SouthStephen Oates: With Malice Toward None




Objective 3:01: (continued)Trace the economic, social and political events from the Mexican War to the outbreak of the Civil War.



3.01d Compare and contrast Stephen Douglas’ Freeport Doctrine with the Dred Scott decision.

3.01e Develop a graphic organizer that compares and contrasts the Missouri Compromise, the Compromise of 1850, and the Kansas- Nebraska Act.

3.01f Using Bleeding Kansas, John Brown’s Raid at Harper’s Ferry, and the Brooks-Sumner Incident as background, have students determine how these issues were a preview of the coming war.

Fine Arts Connections:Election Posters for Lincoln, 1860, 1864Frederic E. Church: “Aurora Borealis”NMAA, 1865George Caleb: “Stump Speaking”, 1856NMAAJohn Stewart Curry: “John Brown”Kansas Industrial Commission, Topeka.John Brown photograph from Library of CongressPortrait of Dred Scott owned by the Missouri Historical Society.




Objective 3.02: Analyze and assess the causes of the Civil War.Major Concepts Terms Thinking Skills and



The role of slavery

Economics and expansion of the geographic regions

Interpretations of the 10th Amendment

Immediate causes of the war

Harriet Beecher StoweUncle Tom’s CabinFugitive Slave LawElection of 1860SecessionFort Sumter, S.C.Abraham LincolnJefferson DavisConfederation

3.02a Create a chart showing results of the 1860 election. Determine the reasons for Lincoln’s election and project the implications of it.

3.02b Outline the viewpoints of Abraham Lincoln and Jefferson Davis in regards to the “UNION”.

Lincoln’s First Inaugural AddressLincoln’s Message to Congress, July 4, 1861South Carolina Ordinance of SecessionJefferson Davis’ message to the Confederate Congress, April 29, 1861Audio and Visual Resources:“Causes of the Civil War” Schlesinger Video Series“The Civil War” PBS MiniseriesSuggested Websites:http://www.socialstudieshelp.comhttp://www.theglassceiling.com/biographies/bio10.htmThe Civil War Presentation Trusthttp://www.civilwar.org/historyclassroom/hc_curriculum1.htm


http://www.civilwar.org/historyclassroom/hc_curriculum1.htm



http://www.theglassceiling.com/biographies/bio10.htm



http://www.socialstudieshelp.com/




Objective 3.02: (continued)Analyze and assess the causes of the Civil War.Major Concepts Terms Thinking Skills and



3.02c Create a graphic organizer that demonstrates the ways that the principles of States’ Rights have been interpreted by politicians, the Supreme Court, and citizens from 1789-2003.

3.02d Using excerpts from Uncle Tom’s Cabin and Sociology of the South identify arguments used by abolitionists and southerners to denounce and defend slavery.

http://www.lineagesnet.com/archives/scordsec.htmhttp://www.bartleby.com/124/pres31.htmlhttp://xroads.virginia.edu/~DRBR/sociolog.html

Literature Connections:Excerpts from Mary Chestnut’s DiaryGeorge Fitzhugh: Sociology of the South; excerpts

Fine Arts Connections:Front piece of Uncle Tom’s CabinCartoon of Brooks and Sumner beating“The Plantation” Metropolitan Museum of Art


http://xroads.virginia.edu/~DRBR/sociolog.html

http://xroads.virginia.edu/~DRBR/sociolog.html

http://www.bartleby.com/124/pres31.html

http://www.bartleby.com/124/pres31.html

http://www.lineagesnet.com/archives/scordsec.htm





Objective 3.03: Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.



Key turning points of the war

New military technology

Strategies of both sides

Major political and military leaders

European support

First Battle of Bull Run/ Manassas

John Wilkes BoothAntietamVicksburgGettysburgGettysburg AddressWrit of Habeas CorpusElection of 1864William Sherman’s MarchAnaconda PlanCopperheadsEmancipation Proclamation

3.03a On a map of the United States draw and explain the Union’s Anaconda Plan. On the same map identify the “turning point” battles.

3.03b Describe the new military technologies that were developed in the war and describe the effects they had on the war and its outcomes.

3.03c Research the battles of Vicksburg and Gettysburg. In a two-page essay explain why these were turning points.

Lincoln’s Second Inaugural AddressSuggested Websites: http://www.civil-war.nethttp://www.antietam.com/antietamhttp://www.gettysburg.com/http://www.militaryhistoryonline.comhttp://www.jatruck.com/stonewall/gettysburg.htmlhttp://www.civilwaralbum.com

Literature Connections:Bruce Catton’s Stillness At AppomattoxMark Twain: Huckleberry Finn, excerpts about slave Jim.


http://www.civilwaralbum.com/

http://www.jatruck.com/stonewall/gettysburg.html

http://www.jatruck.com/stonewall/gettysburg.html

http://www.militaryhistoryonline.com/

http://www.militaryhistoryonline.com/

http://www.gettysburg.com/

http://www.antietam.com/antietam

http://www.antietam.com/antietam

http://www.civil-war.net/



Objective 3.03: (continued) Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.



Executive Powers

Resistance to the war effort

African-American participation

Appomattox Court HouseRobert E. LeeUlysses S. GrantGeorge McClellanThomas “Stonewall”

Jackson

3.03d Read the Emancipation Proclamation and analyze its effects on slaves in all areas of the nation. Also determine the impact of this document on the war as a whole.

3.03e Determine ways that Lincoln expanded executive powers during the war. Make a list and discuss the legality of each.

3.03f Research, analyze, and summarize ways in which citizens of both sides of the war showed their opposition or support.

Fine Arts Connections:Alexander and Moritz Kann: “Emancipation Proclamation”, 1863Library of CongressWinslow Homer: “Prisoners From the Front” 1863, Metropolitan Museum of ArtThomas Lovell:” Surrender At Appomattox” National Geographic ImageJ.G. Tanner: “The Monitor and the Merrimack”, 1891, Granger Collection. N.Y.

Copy of The Emancipation Proclamation




Objective 3.04: Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.



Effects of Military occupation

Limits on presidential and congressional power

Development of a new labor system

Reconstruction: resistance and decline

Enfranchisement and Civil Rights

Freedman’s BureauRadical RepublicansReconstruction plansThaddeus StevensAndrew JohnsonCompromise of 1877Tenure of Office ActJohnson’s impeachmentScalawags

3.04a Create a graphic organizer that shows Presidential and Congressional Reconstruction plans.

3.04b Compare and contrast pre-war slave codes with post-war codes.

3.04c Discuss how the Tenure of Office Act violated constitutional separation of powers, and checks and balances.

Thomas Nast cartoons from Harper’s WeeklyEditorials by Henry Grady from the Atlanta Constitution newspaperSuggested Websites: Http://www.theatlantic.com/unbound/flashbks/black/douglas.htmhttp://docsouth.unc.edu/dixonclan/menu.htmlhttp://www.civilwarhome.com/kkk/htmhttp://www.lib.berkeley.edu/!ljones/jimcrow/http://www.bchm.org/wrr/recon/p10.htmlhttp://www.lib.virginia.edu/speccol/exhibits/hearts


http://www.lib.virginia.edu/speccol/exhibits/hearts

http://www.lib.virginia.edu/speccol/exhibits/hearts

http://www.bchm.org/wrr/recon/p10.html

http://www.bchm.org/wrr/recon/p10.html

http://www.lib.berkeley.edu/!ljones/jimcrow/

http://www.lib.berkeley.edu/!ljones/jimcrow/

http://www.civilwarhome.com/kkk/htm

http://www.civilwarhome.com/kkk/htm

http://docsouth.unc.edu/dixonclan/menu.html

http://docsouth.unc.edu/dixonclan/menu.html

http://www.theatlantic.com/unbound/flashbks/black/douglas.htm





Objective 3.04: (continued) Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.



Reorganization of southern social, economic, and political systems

CarpetbaggersBlack CodesKu Klux KlanSharecroppersTenant farmersJim Crow lawsThe Whiskey RingSolid South

3.04d Write a two-page essay on the effectiveness of Reconstruction.

3.04e With a triple Venn diagram compare and contrast tenant farming, sharecropping and slavery.

3.04f Discuss ways the South resisted/ supported Reconstruction.

Literature Connections:Stephan Crane: Red Badge of CourageJohn Hope Franklin: Reconstruction After the Civil War. 1961

Fine Arts Connections:Francis Edmonds: “The Speculator” NMAA, 1852David Blythe: “Boy Playing Marbles”NMAA, 1858Samuel Cholman: “Storm King on the Hudson” NMAA, 1866




Objective 3.05: Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.



Supremacy of The federal government

The question of secession

Dwindling support for civil rights

Military reconstruction13th amendment14th amendment15th amendmentCivil Rights Act of 1866Election of 1876Compromise of 1877

(repeat)

3.05a Divide the class into two groups; one in support of states rights, one in support of federal supremacy. Each group will analyze the historical arguments for their position and present to the class.

3.05b Develop arguments supporting the idea that the Civil War and Reconstruction were the key events in determining the supremacy of the federal government.

Copies of 13th, 14th, 15th amendmentsCivil Rights Act of 1866Compromise of 1877

Suggested Websites:http://www.landmarkcases.org/landmarkframe_national.htmlhttp://www.lexrex.com/enlighteded/laws/kentres.htmhttp://www.rnoon.com/lawlaymen/constitulaw/federalism/federalsystem.htmlhttp://www.mutied.com/elections/1876.htmlhttp://africanamericans.com/CivilRightsActof 1866.htm


http://africanamericans.com/CivilRightsActof%201866.htm

http://africanamericans.com/CivilRightsActof%201866.htm

http://www.mutied.com/elections/1876.html

http://www.mutied.com/elections/1876.html

http://www.rnoon.com/lawlaymen/constitulaw/federalism/federalsystem.html



http://www.lexrex.com/enlighteded/laws/kentres.htm

http://www.lexrex.com/enlighteded/laws/kentres.htm

http://www.landmarkcases.org/landmarkframe_national.html





Objective 3.05: (continued) Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.



3.05c Invite Civil War re-enactors to speak as a panel to the class. Assess the validity of the stories they present. Determine criteria for this evaluation.

Literature Connections: Booker T. Washington: Up From SlaveryHerman Melville: Billy Bud

Fine Arts Connections: Songs:Battle Hymn of the RepublicBonnie Blue FlagDarling Nelly GrayDixieThe Drinking Gourd


UNITED STATES HISTORYCompetency Goal 4: The Great West and the Rise of the Debtor (1860-1896) - The learner will evaluate

the great westward movement and assess the impact of the agricultural revolution on the nation.

Objective 4.01: Compare and contrast the different groups of peoples who migrated to the West and describe the problems they experienced.



Challenges of Westward Movement

Motivation for Westward Movement

Joseph SmithBrigham YoungMormonsHomestead ActRoles of womenRoles of African AmericansRoles of ChineseRoles of IrishComstock LodeMorrill Land Grant Act

1862Sod housesOklahoma Land Rush

4.01a Write letters to your parents explaining your reasons for moving west, the experiences along the way, and the conditions at your new location. Share with class.

4.01b Evaluate the extent to which settlers adapted to the new environment and geography of the West.

Letter from Newton Locke, November 5, 1893 to Thomas Locke: Oklahoma Land RushCopy of Morrill Land Grant ActTime-Life Series on the WestCopy of Homestead Act

Audio and Visual Resources: “Far and Away” & “Shane” excerpts“The West” PBS Video Series“Death of the Dream Farmhouse in the Heartland” PBS Documentary“Frontier House” PBS video“The Donner Party” The American Experience. PBS Series.




Objective 4.01: (continued)Compare and contrast the different groups of peoples who migrated to the West and describe the problems they experienced.



4.01c Research the Land Grant Colleges in N. C. and trace their origins to the Morrill Land Grant Act. Present findings using a multimedia presentation.

4.01d Create a chart showing all the groups who went west; why, and the results of their quest.

Suggested Websites: http://cprr.org/Museum/Chinese.htmlhttp://www.pbs.org/weta/thewesthttp://www.americanwest.comWomen in the West:http://www.overland.com/westpers2htmlhttp://www.pan-tex.net/usr/1/frlocke/Literature Connections:Dee Brown: Bury My Heart At Wounded Knee, 1970B. Marvis: The Legends of Calamity JaneMark Twain: Roughing It


http://www.pan-tex.net/usr/1/frlocke/

http://www.pan-tex.net/usr/1/frlocke/

http://www.overland.com/westpers2html

http://www.overland.com/westpers2html

http://www.americanwest.com/

http://www.americanwest.com/

http://www.pbs.org/weta/thewest

http://www.pbs.org/weta/thewest

http://cprr.org/Museum/Chinese.html

http://cprr.org/Museum/Chinese.html






4.01e Create a campfire setting in the class (brown and red paper), sit around and tell the “Tall Tales” of moving west. Sing songs.

Fine Arts Connections:John Gast: “American Progress” Autry Museum of Western Heritage, LAFrederic Remington: “His First Lesson”Amon Carter Museum, Fort Worth, TXGeorge Catlin: any of his works Charles M. Russell: “A Desperate Stand” Amon Carter Museum, Fort Worth, TXAlbert Bierstadt: “The Oregon Trail”1869, Butler Institute of American Art,Youngstown, Ohio






Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activitiesSongs:Bound for the Promised LandClementineI’ve Been Working on the RailroadSweet Betsey from PikeRed River ValleyThe Streets of LaredoThe Yellow Rose of Texas




Objective 4.02: Evaluate the impact that settlement in the West had upon different groups of people and the environment.



Impact of the Transcontinental Railroad

Development of cattle, ranching, and mining industries

Mexican influence on the West

Dawes Severalty ActChief JosephNez PerceBattle of Little Big HornSand Creek MassacreWounded KneeHelen Hunt Jackson’s

Century of DishonorBuffalo SoldiersPromontory Point, UtahTranscontinental RailroadIrish immigrantsChinese immigrants

4.02a Review excerpts from historical fiction, selected works of art and/or movie excerpts to compare the romantic vision of the West to the reality of life there.

4.02b Create a pictorial or verbal diary of stories of the Buffalo Soldiers serving in the Indian wars. Share these stories with the class.

Rocky Mountain News editorial, 1876:“Vigilante Days and Ways”William Byer: “Editorial on the Custer Massacre”Audio and Visual Resources:Excerpts from movie: “I Will Fight No More” (book, too)Excerpts from movie: “Little Big Man”Excerpts from movie: “Buffalo Soldiers”“The West” PBS Video Series“The Gold Rush” PBS VideoSuggested Websites: http://library.unco.edu/jam/centennial/cowboyhall.htmhttp://www.pbs.org/goldrush/http://www.pbs.org/buffalowar/http://www.imh.org/imh/buf/buftoc.html


http://www.imh.org/imh/buf/buftoc.html

http://www.imh.org/imh/buf/buftoc.html

http://www.pbs.org/buffalowar/

http://www.pbs.org/buffalowar/

http://www.pbs.org/goldrush/

http://www.pbs.org/goldrush/

http://library.unco.edu/jam/centennial/cowboyhall.htm

http://library.unco.edu/jam/centennial/cowboyhall.htm



Objective 4.02: (continued) Evaluate the impact that settlement in the West had upon different groups of people and the environment.



Western Movement Impact on Indians:

Destruction of:BuffaloReservationSystemCattle drivesIndian wars

4.02c Prove or disprove this quote: ”The American cowboy was actually a dirty, overworked laborer who fried his brains under a prairie sun, or rode endless miles in rain and wind to mend fences or look for lost calves.” The Cowboy, Time Life, p.1

4.02d What evidences of “Western” style exists throughout our culture? Make a list.

Literature Connections:Willa Cather: short storiesBret Harte: short storiesMark Twain: short stories and poetryHelen Hunt Jackson: Century of DishonorNathanial Langford: The Mining Frontier”Fine Arts Connections:Francis Edmonds: “The Speculator” NMAAJohn Kensett: “Along the Hudson” NMAAGeorge Catlee: “Buffalo Chase” NMAAFrederic Remington: “The Cowboy”Oriana Day: “California Mission of San Carlos Borromeo” NMAA




Objective 4.03: Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.



Rise and fall of Populism

Impact of laws and court cases on the farmer

Growing discontent of the farmer

Gold Standard vs. Bimetallism

The GrangeNational Farmer AlliancesSouthern AllianceColored Farmers AllianceOmaha PlatformInterstate Commerce ActRebatesWilliam Jennings Bryan“Cross of Gold Speech”Greenbacks

4.03a Examine the political cartoon on the Judge Magazine cover of September 1896, “The Sacrilegious Candidate.” Contrast the message of the Cross of Gold Speech with this depiction of Bryan.

4.03b Create a diagram that illustrates the impact of bimetallism on the farmer and the consumer.

4.03c Evaluate the government’s response to the farmer’s complaints with regard to the Munn Case, the Wabash Case, and the Interstate Commerce Act.

Copies of the “Cross of Gold Speech” and the Interstate Commerce ActSupreme Court Briefs of :Munn v Illinois, 1877Wabash v Illinois, 1886Suggested Websites:http://www.theruckerarchives.com/results.lasso?type=cat&c=Wild%20Westhttp://www.oyez.orghttp://gowest.coalliance.org/exhib/faves/faves.htmhttp://www.theatlantic.com/issues/95sep/ets/turn.htmLiterature Connections: Frank Baum: Wizard of Oz excerpts


http://www.theatlantic.com/issues/95sep/ets/turn.htm

http://www.theatlantic.com/issues/95sep/ets/turn.htm

http://gowest.coalliance.org/exhib/faves/faves.htm



http://www.oyez.org/

http://www.theruckerarchives.com/results.lasso?type=cat&c=Wild%20West





Objective 4.03: (continued)Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.



4.03d Design a flow chart showing the difference in coined and paper money.

4.03e Outline the political basis of the Populist Party and assess the validity of how these reforms would further democracy and liberties for the common man.

4.03f Hold a town meeting to air the views of different groups - farmers, skilled workers, unskilled workers, business owners, cowboys, ranchers, etc. on passage of the Interstate Commerce Act.

Fine Arts Connections:Charles M. Russell: “The Free Trader”, “Stampeded”, and “Bucking Bronco”James Wilkins: “Leaving the old Homestead”, 1854, Missouri Historical Society




Objective 4.04: Describe innovations in agricultural technology and business practices and assess their impact on the West.



Technological improvements on farming

Changing nature of farming as a business

Increased dependence on the railroads

Barbed wireRefrigerator carWindmillFarmer’s CooperativesSteel PlowVertical/horizontal

integrationInterlocking directorates

4.04a Compare and contrast the workings of the largest cattle ranches of the west and small farms in eastern states.

4.04b Collect photos and any other representations of the coming of the railroad to the West. Who is in the pictures? Why?

Copies of mail order catalogsAudio and Visual Resources:“How the West Was Lost” Discovery Channel Series“The West” PBS Video SeriesSuggest Web Sites:http://cprr.org/http://www.pbs.org/wgbh/amex/iron/http://www.linecamp.com/museums/americanwest/http://cprr.org/museum/index.htmSuggested Literature Connections : National Wagon Road Guide by Whitton, Towne, and CoDee Brown: Hear That Lonesome Whistle Blow


http://cprr.org/museum/index.htm

http://cprr.org/museum/index.htm

http://www.linecamp.com/museums/americanwest/

http://www.linecamp.com/museums/americanwest/

http://www.pbs.org/wgbh/amex/iron/

http://www.pbs.org/wgbh/amex/iron/

http://cprr.org/



Objective 4.04: (continued)Describe innovations in agricultural technology and business practices and assess their impact on the West.



4.04c Create a catalog of the newest tools available to the farmers and ranchers. Compare the catalog to an early mail order catalog of the time period.

Mary Elizabeth Lease: writingsStephen Crane: The Bride Comes to Yellow Sky

Suggested Fine Arts Connections:Covers of Dime Novels about the WestBayard Taylor: “Ranch near Diablo Mountains” Denver Historical SocietyCurrier and Ives: “Home from the Hunt”Photographs of families sitting in front of their log and sod homesSongs:Home on the Range


UNITED STATES HISTORYCompetency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations

in technology and business practices and assess their impact on economic, political, and social life in America.

Objective 5.01: Evaluate the influence of immigration and rapid industrialization on urban life.Major Concepts Terms Thinking Skills and



Urban Issues Housing Sanitation Transportation

The rise of ethnic neighborhoods

New forms of leisure

ElevatorElectric trolleysJacob RiisEllis IslandCulture shockSettlement housesJane AddamsDumbbell tenementsChinese Exclusion ActTelephoneAlexander Graham BellThomas EdisonTypewriterSweatshopsAmusement parksSpectator sports

5.01a Review primary documents and photographs of the period, and write letters to friends and family in your “home” country describing a new life in America.

5.01b Debate whether the “melting pot” theory is an accurate phrase for America 1877-1900.

5.01c Graph patterns and sources of immigration to America over an extended period of time. Match with today’s patterns.

Audio and Visual Resources:“New York “ PBS Series

Suggest Web Sites:http://www.incwell.com/biographies/Edison.htmlImmigration:http://www.ncco.orgStatue of Liberty:http://www.nps.gov.stli/prod02/htmEmma Lazarushttp://xroads.virginia.edu/~CAP/LIBERTY/lazarus.htmlhttp://www.tenement.org/encyclopedia.pdfhttp://www.bergen.org/AAST/Projects/Immigration


http://www.bergen.org/AAST/Projects/Immigration

http://www.bergen.org/AAST/Projects/Immigration

http://www.tenement.org/encyclopedia.pdf

http://www.tenement.org/encyclopedia.pdf

http://xroads.virginia.edu/~CAP/LIBERTY/lazarus.html

http://xroads.virginia.edu/~CAP/LIBERTY/lazarus.html

http://www.nps.gov.stli/prod02/htm

http://www.nps.gov.stli/prod02/htm

http://www.ncco.org/

http://www.incwell.com/biographies/Edison.html

http://www.incwell.com/biographies/Edison.html



Objective 5.01: (continued) Evaluate the influence of immigration and rapid industrialization on urban life.Major Concepts Terms Thinking Skills and



Frederick OlmsteadCultural pluralismUrbanizationNativismMelting pot

5.01d Review diagrams of dumbbell tenements. How could they have been made safer?

5.01e Design pamphlets replicating earlier ones distributed to new arrivals in America.

5.01f Hold a mock city council meeting to propose solutions to urban issues of the day.

Suggested Literature Connections:Raz Rozenzweig: Eight Hours for What We WillJacob Riis: How The Other Half Lives, Emma Lazarus: “The Colossus”, 1833Horatio Alger, Jr: Rags to Riches Series




Objective 5.01: (continued) Evaluate the influence of immigration and rapid industrialization on urban life.Major Concepts Terms Thinking Skills and



5.01g Compare positive and negative aspects of maintaining the existence of ethnic neighborhoods.

5.01h Analyze the quote by the Carpenter’s Union in Worchester, Mass.: “8 hours for work, 8 hours for rest, 8 hours for what we will.” How did this idea impact urban life?

Fine Arts Connections:Cecilia Beaux: “ Man with the Cat” 1898, NMAAThomas Hart Benton: “Man with the Machine” NMAAJohn Furguson Weir: “The Gun Foundry” 1866, NMAA“Fan Quilt” by Residents of Bourbon County, Kentucky, 1893, NMAATheodore Roszak: “Recording Sound”,NMAAEverett Shinn: “Eviction”, 1904, NMAA




Objective 5.02: Explain how business and industrial leaders accumulated wealth and wielded political and economic power.



Emergence of new industries:RailroadsSteelOil

Changes in the ways businesses formed and consolidated power

Influence of business leaders as “captains of industry” or as “robber barons”

Bessemer ProcessAndrew CarnegieJohn RockefellerJ. P. MorganVanderbilt familyEdwin DrakeStandard Oil CompanyU. S. SteelGeorge WestinghouseGospel of WealthHoratio AlgerSocial DarwinismTrustMonopolyGilded Age

5.02a Research the business practices of men such as Carnegie and Rockefeller. Put them on trial as either “Captains of Industry”/”robber barons.”

5.02b Read excerpts of the “Gospel of Wealth” and discuss to what extent Carnegie and others practiced the philosophy.

Excerpts from “The Gospel of Wealth”Bartlett’s Quotations (or another Source for quotations for this period)“The Bosses of the Senate”

political cartoon“What a Funny Little

Government” 1900 political cartoons

Biographical information on business and industrial leaders. A&E Biographies

Audio &Visual Resources:“History of Standard Oil” PBS video“The Richest Man in the World” PBS The American Experience Series“American 1900”, PBS The American Experience Series“The Rockefellers” PBS




Objective 5.02: (continued) Explain how business and industrial leaders accumulated wealth and wielded political and economic power.



Relationship of big business to the government

Influence of Darwinism, Social Darwinism and the Gospel of Wealth

5.02c Interpret quotations from business leaders of the time and discuss how they reflect the idea of Social Darwinism.

5.02d Design a display for a Gilded Age Museum that features one of the emerging industries and its impact on people’s lives.

5.02e Discuss what responsibilities today’s corporate leaders have that the captains of industry did not.

Suggested Websites:http://65.107.211.206/philosophy/socdar.htmlhttp://www.u-s-history.com/pages/h843.htmlhttp://americanhistory.about.com/cs/gildedagehttp://andrewcarnegie.tripod.com/acbio.htmlLiterature Connections:Sinclair Lewis: LandKurt Vonnegut: Tomorrow and Tomorrow and TomorrowFrank Norris: The OctopusIda Tarbell: The History of the Standard Oil Company 1903


http://andrewcarnegie.tripod.com/acbio.html



http://americanhistory.about.com/cs/gildedage





http://65.107.211.206/philosophy/socdar.html

http://65.107.211.206/philosophy/socdar.html



Objective 5.02: (continued) Explain how business and industrial leaders accumulated wealth and wielded political and economic power.



5.02f Research a business or industrial leader and prepare a resume for that individual.

5.02g Illustrate the concepts of vertical and horizontal integration in business.

Fine Arts Connections:Edward Bruce: “Industry” 1902, NMAAChilde Hassam: “Lillie” 1898, NMAAMax Weber: “Foundary in Baltimore” 1915NMAAThomas Dewing: “The Necklace”, “Dawn”, “Lady in White” 1907, NMAA




Objective 5.03: Assess the impact of labor unions on industry and the lives of workers.



Formation of labor unions

Types of unions

Tactics used by labor unions

Opposition to labor unions

Working conditionsWagesChild laborCraft unionsTrade unionsKnights of LaborHaymarket RiotAmerican Federation of

LaborSamuel GompersEugene DebsStrikeNegotiationMediation

5.03a Create a chart to show the various unions that formed in the time period. Include these topics: how organized, goals, attempts to reach goals, and success.

5.03b Work cooperatively to form a union. Each group should develop rules for membership, goals, plans to reach goals, and expected results. Share with the class.

5.03c Diagram decision trees exploring the likely consequences and results of going on strike vs. collective bargaining or arbitration.

“Child Labor” Jackdaw Publication“Shame of the Nation” photo collectionAudio & Visual Resources:The film: “Mechanic”Suggested Websites: http://www.goondocksnet.comhttp://www.socialstudieshelp.comhttp://www.historyplace.com/unitedstates/childlaborhttp://www.rannfile-ue.org/uen_1877.htmlhttp://www.ncneilmusic.com/wrkunion.htmlLiterature Connections: Upton Sinclair: The Jungle, 1906John Spargo: The Bitter Cry of the Children, 1906


http://www.ncneilmusic.com/wrkunion.html



http://www.rannfile-ue.org/uen_1877.html

http://www.rannfile-ue.org/uen_1877.html

http://www.historyplace.com/unitedstates/childlabor





http://www.goondocksnet.com/

http://www.goondocksnet.com/



Objective 5.03: (continued)Assess the impact of labor unions on industry and the lives of workers.



Collective bargainingArbitrationYellow-dog contractClosed shopSherman Antitrust ActThe Great Strike (1877)Pullman StrikeHomestead Strike

5.03d Write letters to the editor of a newspaper supporting or protesting attempts to organize a hypothetical union in the town.

5.03e Group students to review how presidents respond to different strikes in the time period and offer suggestions as to how the situation might have been resolved differently. Students should provide rationales.

Fine Arts Connections:Song:“Working and Union Song” by Keith and Rusty McNeil, WEM Records“Lady Off the Shore” by Michael RychlelLouis Lozowick: “Butte” 1926, Hirshhorn MuseumElsie Driggs: “Queensborough Bridge” 1927Montclair Art Museum, N.J.




Objective 5.04: Describe the changing role of government in economic and political affairs.



Impact of law and court decisions

“Laissez-Faire” government policies

Operation of political machines

Patronage vs. the civil service system

Impact of corruption and scandal in the government

The Election of 1896 (see also Goal 4.03)

Sherman Anti-Trust ActPendleton ActPolitical machinesBoss TweedTammany HallThomas NastCredit Mobilier scandalGraftWhiskey Ring scandalPopulismSecret ballot (Australian)InitiativeReferendumRecallMugwumps

5.04a Create a flow diagram that shows the working of a political machine within a city like New York.

5.04b Review the political cartoons of Thomas Nast and create new cartoons to address issues of the era.

5.04c Compare public reaction to the scandal in the Gilded Age to scandals today.

Thomas Nast political cartoonsSample civil service exam questionsCurrent newspaper clippings or magazine articles

Suggested Websites: http://www.ushistory.comhttp://www.americahhistory.about.comhttp://www.thomasnast.com/http://www.lib.ohio-state.edu/cgaweb/nast/


http://www.lib.ohio-state.edu/cgaweb/nast/

http://www.lib.ohio-state.edu/cgaweb/nast/

http://www.thomasnast.com/

http://www.thomasnast.com/

http://www.americahhistory.about.com/






Objective 5.04: (continued) Describe the changing role of government in economic and political affairs.



5.04d Generate questions that should be on a civil service exam and compare the new questions to actual sample questions from the original exam.

Literature Connections:Sinclair Lewis: Main StreetMary Antin: The Promised Land

Fine Arts Connections:Songs:“I’ll Take You Home Kathleen”“Sweet Rosie O’Grady”“My Wild Irish Rose”“Hard is the Fortune”“She’s Only A Bird in A Gilded Cage”


UNITED STATES HISTORYCompetency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner

will analyze causes and effects of the United States emergence as a world power.Objective 6.01: Examine the factors that led to the United States taking an increasingly active role in world

affairs. Major Concepts Terms Thinking Skills and



Global and military competition

Increased demands for resources and markets

Closing of the Frontier

Exploitation of nations, peoples, and resources

Alfred T. MahanJosiah StrongFrederick Jackson TurnerImperialismSpheres of influence

6.01a Compare and contrast the U. S. justification for continental expansion versus expansion abroad.

6.01b Have students write responses to Kipling’s White Man’s Burden.

George Washington’s Farewell AddressMonroe DoctrineAlbert Beveridge’s Address to Congress on the PhilippinesAmerican Anti-Imperialist League PlatformAudio &Visual Resources:“Our Century” by Bill Moyers, PBS“The Hunt for Pancho Villa” PBSSuggested Websites: http://www.spanam.comhttp://www.smplanet.com/imperialism/toc.htmlhttp://www.boondocks.nethttp://www.loc.gov.com


http://www.loc.gov.com/

http://www.boondocks.net/

http://www.smplanet.com/imperialism/toc.html

http://www.smplanet.com/imperialism/toc.html

http://www.spanam.com/


will analyze causes and effects of the United States emergence as a world power.Objective 6.01: (continued) Examine the factors that led to the United States taking an increasingly active role

in world affairs.Major Concepts Terms Thinking Skills and



6.01c Examine or draw political cartoons that represent supporting and opposing views of imperialism.

Literature Connections: Rudyard Kipling: White Man’s Burdenhttp://www.fordham.edu/halsall/mod/Kipling.html

Josiah Strong: Our Countryhttp://alpha.furman.edu/~benson/docs/jstrongperils.htm

Robert Rydell: All The World’s A Fair

Fine Arts Connections:Picture Fronts of John Philip Sousa marchesPhotographs of President T. RooseveltIn the machines in Panama: Library Of Congress


http://alpha.furman.edu/~benson/docs/jstrongperils.htm



http://www.fordham.edu/halsall/mod/Kipling.html

http://www.fordham.edu/halsall/mod/Kipling.html


will analyze causes and effects of the United States emergence as a world power.Objective 6.02: Identify the areas of the United States military, economic, and political involvement and

influence.



Causes and conduct of the Spanish-American War

United States Interventions inHawaiiLatin AmericaCaribbeanAsia/Pacific

Queen LiliuokalaniSeward’s FollyTreaty of Paris 1898Platt Amendment“Splendid Little War”Social DarwinismPhilippinesCommodore George DeweyTheodore RooseveltRough RidersWilliam Randolph HearstJoseph PulitzerUSS MainePanama CanalPancho Villa Raids

6.02a Design a chart that details the specifics of United States involvement in Cuba, Hawaii, Latin America/ Caribbean, and Asia/Pacific.

6.02b Analyze and discuss some examples of “yellow journalism” from the period and from today.

George Washington’s Farewell AddressMonroe DoctrineAlbert Beveridge’s Address to Congress on the PhilippinesAmerican Anti-Imperialist League PlatformAguinaldo’s “Pleas for Independence”, The Outlook, July 28, 1899Audio &Visual ResourcesExcerpts from film: ”Citizen Kane”Suggested Websites: http://www.smplanet.com/imperialismhttp://www.spanamwar.com/http://www.history.ohio-state.edu/projects/mckinhttp://www.humbolt.edu/~jcb10/yellow.htmlhttp://www.montauklife.com/teddy98.html


http://www.montauklife.com/teddy98.html

http://www.montauklife.com/teddy98.html

http://www.humbolt.edu/~jcb10/yellow.html

http://www.humbolt.edu/~jcb10/yellow.html

http://www.history.ohio-state.edu/projects/mckin

http://www.history.ohio-state.edu/projects/mckin

http://www.spanamwar.com/

http://www.smplanet.com/imperialism

http://www.smplanet.com/imperialism


will analyze causes and effects of the United States emergence as a world power.Objective 6.02: (continued) Identify the areas of the United States military, economic, and political involvement

and influence.



6.02c Map the pattern of United States imperial activities around the world.

Literature Connections: Edgar Lee Masters: Spoon River Anthology:“Tombstone for Harry Wilmans”Stanley Karnow: In Our Image (1989)Frank Friedel: The Splendid Little War (1958)W. Lederer & E. Burdick: The Ugly American (1958)Fine Arts Connections:Songs and Marches of John Philip SousaPhotographs of the White Squadron and The Maine, courtesy of the Navy Department



will analyze causes and effects of the United States emergence as a world power.Objective 6.03: Describe how the policies and actions of the United States government impacted the affairs of

other countries.Major Concepts Terms Thinking Skills and



Intervention vs. Isolation

Support for and opposition to United States economic intervention

Perception of the United States as a world power

“Jingoism”Dollar DiplomacyPlatt AmendmentRoosevelt CorollaryAnti-Imperialism LeagueMissionary (Moral) DiplomacyBoxer RebellionOpen Door PolicyAnnexation of Hawaii

6.03a Create a chart comparing Roosevelt, Taft, and Wilson’s foreign policies in Latin American and the Caribbean. Include the outcomes of actions.

6.03b In a role-play activity, present the views of leaders of the period.

6.03c Using the argument from the May 17, 1898, “Report of the Committee on Foreign Affairs on House Res. 259,” ask students to hold a hearing on the annexation of Hawaii.

House of Representatives Report 1355, 55th Congress, 2nd SessionThe 1897 Petition Against the Annexation of Hawaii,September 11, 1897Platt AmendmentAudio &Visual Resources:“Crucible of Empire-The Spanish American War” PBS“Hawaii’s Tart Queen”, PBS, The American ExperienceVideo by Tom Coffman: “Nation Within: The Story of America’s Annexation of Hawaii”Suggested Websites:http://www.state.gov/r/pa/ho/time/gp/17661.htmhttp://wwwamericanpresident.org/history/http://www.civics-online.org/library




http://wwwamericanpresident.org/history/



http://www.state.gov/r/pa/ho/time/gp/17661.htm

http://www.state.gov/r/pa/ho/time/gp/17661.htm


will analyze causes and effects of the United States emergence as a world power.Objective 6.03: (continued) Describe how the policies and actions of the United States government impacted

the affairs of other countries.Major Concepts Terms Thinking Skills and



6.03d Ask students to reveal why the 1897 “Petition Against Annexation” is important to Hawaiians and other Americans. Brainstorm cases of similar incidents of neglect in recorded history.

Literature Connections: Tom Coffman: Nation Within*Mark Twain: Anti-Imperialist Writings: “The War Prayer”Jose Marti –poetryChristinia Garcia: Dreaming in Cuban 1993Excerpts from James Michener: HawaiiFine Arts Connections:Joseph Hirsch: “The Hero” NMAASong: “Aloha Oe”


UNITED STATES HISTORYCompetency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will

analyze the economic, political, and social reforms of the Progressive Period.Objective 7.01: Explain the conditions that led to the rise of Progressivism.



Corruption and ineffectiveness of government

Immigration and urban poor

Working conditions

Emergence of Social Gospel

Unequal distribution of wealth

MuckrakingIda TarbellLincoln SteffensUpton SinclairJacob RiisUrban slumsTriangle Shirtwaist Factory Fire

7.01a Divide the class into sample groups (i.e. presidential cabinet, state governors, women’s clubs, and selected ethnic groups). Give each group a problem to resolve from their perspective. Chart their solutions on a graph line illustrating all views from far right to far left.

7.01b Define the term “radical”. Evaluate excerpts of muckraking articles based on the definition.

Suggested Websites: http://www.census.govhttp://www.nara.govhttp://www.loc.govhttp://www.bartleby.com/65/mu/muckrake.html

Literature Connections: Lincoln Steffans: Struggle for Self Government and Shame of the CitiesSinclair Lewis: The JungleAn zia Yezierska: Hungary HeartsJacob Riis: How the Other Half LivesOther readings from O’Henry, Chopin, London, Crane, StoneCopy of Emma Lazarus Poem “The New Colossus” 1883


http://www.bartleby.com/65/mu/muckrake.html

http://www.bartleby.com/65/mu/muckrake.html

http://www.loc.gov/

http://www.nara.gov/

http://www.census.gov/


analyze the economic, political, and social reforms of the Progressive Period.Objective 7.01: (continued) Explain the conditions that led to the rise of Progressivism.


Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activitiesFine Arts Connections:Thomas Dewing: “Walt Whitman” NMAAWinslow Homer: “Bear Hunting”Charles Burchfield: “Lightning and Thunder at Night”Thomas Eakins: “Poleman in the Ma’sh”, “The Banjo Player” NMAA“Dr. Albert Getchell” North Carolina Museum, and “Singing a Pathetic Song”Corcoran Gallery, D.C.



analyze the economic, political, and social reforms of the Progressive Period.Objective 7.02: Analyze how different groups of Americans made economic and political gains in the

Progressive Period.Major Concepts Terms Thinking Skills and



The roles of the Progressive presidents:RooseveltTaftWilson

The growing power of the electorate

The changing roles and influence of women

The impact of political and economic changes on the working class

The changing nature of state and local governments

Jane Addams/Hull House16th Amendment17th Amendment18th Amendment(Volstead Act)19th AmendmentCarrie A. NationAnthracite Coal StrikeSherman Anti-Trust Act

NorthNorthern Securities v

U.S., 1904American Tobacco v U.S.,

1911US v EC Kight &Co, 1895Payne Aldrich Tariff, 1909Mann Elkins ActRobert LaFolletteElection of 1912Progressive/Bull

Moose PartyFederal Reserve Act

7.02a Compare the party platforms for the election of 1912. Determine which candidate was the true progressive. Justify your position.

7.02b Select one progressive law/amendment. Identify groups most impacted by the law and whether the law’s objective was achieved.

Charts and maps showing results of the election of 1912Supreme Court Cases summariesAudio &Visual Resources:“America 1900” American Experience, PBS“Meet with In St. Louis” musical“Ragtime” musicalSuggested Websites: http://www.americanpresident.orghttp://www.multied.com/elections/1912.htmhttp://www.u-s-history.com/pages/h883.htmlhttp://www.history.ohio-state.edu/projects/coal/1902anthracitestrike


http://www.history.ohio-state.edu/projects/coal/1902anthracitestrike





http://www.multied.com/elections/1912.htm

http://www.multied.com/elections/1912.htm

http://www.americanpresident.org/

http://www.americanpresident.org/


analyze the economic, political, and social reforms of the Progressive Period.Objective 7.02: (continued) Analyze how different groups of Americans made economic and political gains in the

Progressive Period.Major Concepts Terms Thinking Skills and



7.02c Using the music of a popular song, rewrite the words to become a “trust-busting” song. Teach the new lyrics to the class.

Literature Connections: Upton Sinclair: The JungleLincoln Steffens: The Shame of the CityW. E. Dubois: The Souls of Black FolkLangston Hughes: “Share Cropper”Louis Harlan: Booker T. Washington, The Wizard of TuskegeeFine Arts Connections:Charles Burchfield: “Lightning and Thunder at Night” 1920 NMAAUmberto Boccioni: The City Rises, 1910, Museum of Modern Art, N.Y.Photographs of Alice RooseveltSong:“Alice Blue Gown”“Meet Me In St. Louis, Louie”



analyze the economic, political, and social reforms of the Progressive Period.Objective 7.03: Evaluate the effects of racial segregation on different regions and segments of the United

States’ society.Major Concepts Terms Thinking Skills and



Disenfranchisement

African-American responses to Jim Crow

Segregated Society

Plessey v Ferguson, 1896Booker T. WashingtonW.E.B. DuboisIda Wells BarnettGreat MigrationNiagara MovementAtlanta Compromise

SpeechThe NAACPNationwide lynchingDisenfranchisementLiteracy testPoll taxesGrandfather clauses

7.03a Use a cause and effect foldable to illustrate an event such as the Great Migration, Plessey Decision, Atlantic Compromise and/or the formation of NAACP.

7.03b Analyze James Weldon Johnson’s “Lift Every Voice and Sing” and explain why it became the Negro National Anthem.

7.03c Compare the lives of Booker T. Washington and W. E. B. Dubois and how they turned adversity into triumph.

Copies of Supreme Court decisionsFounding document of Niagara MovementAlabama Literacy Test, 1968http://www.kidsnet.org/cbs/rosaparks/glossary/glossary_html.htmlSuggested Websites: http://www.journale.com/withoutsanctuary/main.htmlhttp://www.pbs.org/wgbh/amex/hawaii/http://www.ashp.cuny.edu/video/up3.htmlhttp://womhist.binghamton.edu/aswpl/doc3.htm

Lift Every Voice and Sing:http://www.lib.virginia.edu/speccol/exhibits/music/overview.html


http://www.lib.virginia.edu/speccol/exhibits/music/overview.html



http://womhist.binghamton.edu/aswpl/doc3.htm



http://www.ashp.cuny.edu/video/up3.html

http://www.ashp.cuny.edu/video/up3.html

http://www.pbs.org/wgbh/amex/hawaii/

http://www.pbs.org/wgbh/amex/hawaii/

http://www.journale.com/withoutsanctuary/main.html

http://www.journale.com/withoutsanctuary/main.html

http://www.kidsnet.org/cbs/rosaparks/glossary/glossary_html.html




analyze the economic, political, and social reforms of the Progressive Period.Objective 7.03: (continued) Evaluate the effects of racial segregation on different regions and segments of the

United States’ society.Major Concepts Terms Thinking Skills and



7.03d Read and discuss the events that led W.E.B. Dubois to call Booker T. Washington’s Atlanta Exposition address as the “Atlanta Compromise”.

Literature Connections: W.E.B. Dubois: The Souls of Black FolkLangston Hughes: “Share Cropper”Louis Harlan: Booker T. Washington, The Wizard of TuskegeeDavid Cronon: Black MosesFine Arts Connections:Songs:James Weldon Johnson’s “Lift Every Voice and Sing”Ashcan School Artists: Robert Henri,Everett Shinn, John Sloan, Arthur B. Davies, Ernest Lawson, Maurice Prendergast, George Luks, and William Glackens, Edward Hopper


UNITED STATES HISTORYCompetency Goal 7: The Progressive Movement in the United States (1890)-1914) – The learner will

analyze the economic, political, and social reforms of the Progressive Period.Objective 7.04: Examine the impact of technological changes on economic, social, and cultural life in the

United States.Major Concepts Terms Thinking Skills and



Industrial innovations

Emergence of advertising and consumerism

Wright brothersMovie CameraCoca ColaFord’s Innovations:

$5 dayAssembly lineModel TWorkers as consumers

ElectricityMail order catalogsSkyscrapersKodak camerasAirline serviceSewing machine

7.04a Compare and contrast methods of advertising then that appeal to consumers with similar advertising now.

7.04b Create a multimedia presentation depicting how one innovation altered daily life in this time period. Use music of the time period.

7.04c Demonstrate the process of assembly line. Place desks side by side and assign a task for the class to complete. Each student will have an individual job to complete. Speed up, add demands. Ask for reflections.

Replicas of mail order catalogsReplicas of period magazinesAudio &Visual Resources“A Science Odyssey” PBS series“Discovering Henry Ford” PBS series“Freedom: A History of Us” PBS series“The Wizard of Photography” PBS The American Experience series. Excerpts from “Birth of a Nation”

Suggested Websites:http://www.fi.edu/flights/http://www.pbs.org/wgbh/aso/databank/entries/btford.htmlhttp://historymatters.gmu.edu/mse/Ads/


http://historymatters.gmu.edu/mse/Ads/



http://www.pbs.org/wgbh/aso/databank/entries/btford.html



http://www.fi.edu/flights/


analyze the economic, political, and social reforms of the Progressive Period.Objective 7.04: (continued) Examine the impact of technological changes on economic, social, and cultural life

in the United States.Major Concepts Terms Thinking Skills and



7.04d Collect and display photographs of antique and modern sewing machines. Discuss the changes.

Literature Connections:Biographies on inventors of the periodWoolworth, Wright Brothers and Sister,Eastman, Ford, Edison, Bell, Frederick Olmstead, Louis Sullivan, James Naismith, D.W. Griffith, etc.Fine Arts Connections:Thomas Eakins: “The Champion Single Scull”Barnum and Bailey PostersRagtime music


UNITED STATES HISTORYCompetency Goal 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United

States involvement in World War I and the war’s influence on international affairs during the 1920s.

Objective 8.01: Examine the reasons why the United States remained neutral at the beginning of World War I, but later became involved.



Causes of World War I in Europe

Use of and effects of propaganda

U. S. anti-war Sentiment

Reasons for U. S. entry into The Great War

NationalismMilitarismAlliancesArchduke Francis

FerdinhandU-Boat submarine

warfareSerbiaAlliesCentral PowersKaiser Wilhelm IIContrabandZimmerman TelegramLusitaniaMobilizationElection of 1916Woodrow WilsonIsolationists

8.01a Compare pro and con war propaganda posters and explain their influence on the United State’s decision to go to war.

8.01b Create and compare maps of Europe in 1914 and 1918, and discuss the reasons for changes.

8.01c Research how European countries viewed the United States neutrality.

Wilson’s War Message to Congress, 1917Sussex PledgeUncle Sam’s “I Want You”

recruitment posterhttp://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_home.html

Zimmerman Telegramhttp://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/zimmermann_telegram.html

Copies of newspaper headlinesAudio &Visual ResourcesOriginal movie: “A Farewell to Arms”

Suggested Websites: Propaganda Postershttp://www.archives.gov/digital_classroom/lessons/analysis_worksheets/poster


http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/poster



http://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/zimmermann_telegram.html



http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_home.html



UNITED STATES HISTORYhttp://www.library.georgetown.edu/dept/speccoll/amposter.htm

http://www.iisg.nl/exhibitions/chairman/

http://www.pbs.org/greatwar/


http://www.pbs.org/greatwar/



http://www.library.georgetown.edu/dept/speccoll/amposter.htm





Objective 8.01: (continued) Examine the reasons why the United States remained neutral at the beginning of World War I, but later became involved.



Selective Service ActJeanette Rankin“Make the world safe

for democracy”Idealism

(The first 13 terms should have been introduced in World History and are reviewed here.)

8.01d Form country groups and debate whether or not the United States should enter WWI from the perspective of the country assigned.

Literature Connections:Ernest Hemingway: A Farewell to Arms

Barbara Tuchman: The Guns of August

Fine Arts Connections:Photographs from VersaillesInteractive Site:http://www.learn.co.uk/versailles/

WWI Government Postershttp://www.firstworldwar.com/posters/


http://www.firstworldwar.com/posters/

http://www.firstworldwar.com/posters/

http://www.learn.co.uk/versailles/



Objective 8.02: Identify political and military turning points of the war and determine their significance to the outcome of the conflict.



The importance of United States involvement in World War I

Modernization of warfare

The changing nature of United States foreign policy

Key factors in the Allies’ success

Failure of the United States to ratify the Treaty of Versailles

John J. PershingAmerican Expeditionary

ForceTrench warfare“No Man’s Land”Mustard gasDoughboysArmisticeFourteen Points (1-5, 14)“The Big Four”“Peace without victory”Russian and Bolshevik

RevolutionsTreaty of VersaillesLeague of NationsHenry Cabot Lodge17th Amendment18th Amendment19th Amendment (Repeats on amendments)(again, review of key world history events)

8.02a Compare the Fourteen Points with the whole Treaty of Versailles in regard to preventing future conflicts.

8.02b Listen to George M. Cohan’s “Over There” and discuss the impact of patriotic music on the war effort.

8.02c Compare Woodrow Wilson’s arguments supporting a League of Nations and Henry Cabot Lodge’s “14 Reservations”.

1918 Battle Map of EuropeWilson’s Fourteen PointsTreaty of VersaillesAudio &Visual Resources:“Sergeant York” movie with Gary Cooper: Twentieth Century Fox, 1941“In Love and War” movie about Ernest Hemingway in WWIRecordings from WWI and radio spotsSuggested Websites:http://www.schoolhistory.org.uk/warpoems.htmhttp://www.learn.co.uk/Versailleshttp://europeanhistory.abouthttp://www.melodyland.net/ww1/htmhttp://www.teachervision.com


http://www.teachervision.com/

http://www.melodyland.net/ww1/htm

http://www.melodyland.net/ww1/htm

http://europeanhistory.about/

http://www.learn.co.uk/Versailles

http://www.schoolhistory.org.uk/warpoems.htm





Objective 8.02: (continued) Identify political and military turning points of the war and determine their significance to the outcome of the conflict.



8.02d Identify similarities and differences in strategies, tactics, and weaponry of World War I and the Spanish-American War.

Literature Connections: Enrich Remarque: All Quiet On the Western FrontFine Arts Connections:Songs:George M. Cohan: “Over There”“When Johnny Comes Marching Home”Irving Berlin: “Oh How I Hate To Get Up in the Morning”Billy Alexander: “Our Dear Daddy Soldier-Boy”




Objective 8.03: Assess the political, economic, social and cultural effects of the war on the United States and other nations.



Adjustment from wartime to a peacetime economy

Government bureaucracy in the United States

Anti-immigration sentiment and the first Red Scare

Restrictions on civil liberties during wartime

Political changes in Europe and the near East

Impact of isolationism on American foreign policy

Industrial workers of the World

Self-determinationCommittee on Public

Information/George Creel Food Administration/Herbert Hoover

War Industries Board/Bernard Baruch

Ku Klux PlanPalmer/Palmer RaidsEspionage and

Sedition ActsEugene V. DebsSchenck v United

States, 1919Sacco and VanzettiJohn L. Lewis (United

Mine Workers)Washington Naval

ConferenceDawes Plan

8.03a Discuss ways in which World War I contributed to the growing revolution in Russia.

8.03b Describe correlations on restrictions on civil liberties during World War I and other periods of United States military conflicts.

8.03c Prepare a compare/contrast essay on how the U. S. and German economies were affected by the war.

Espionage ActSedition ActWilson’s Fourteen PointsHenry Cabot Lodge’s 14

ReservationsCharter for the League of NationsTreaty of VersaillesSchenck v. United StatesAudio and Visual Resources:“Return to Isolationism: Between

the Wars” Vol. 127, PBSSuggested Websites:http://www.ushistory.org/

documents/creeds.htmhttp://www.archives.gov/records-

of-congresshttp://www.kileenroos.com/link/ww1.html


http://www.kileenroos.com/link/ww1.html

http://www.kileenroos.com/link/ww1.html

http://www.archives.gov/records-of-congress

http://www.archives.gov/records-of-congress

http://www.ushistory.org/documents/creeds.htm

http://www.ushistory.org/documents/creeds.htm



Objective 8.03: (continued) Assess the political, economic, social and cultural effects of the war on the United States and other nations.



8.03d Develop pictorial representations of these terms: liberty bonds, ration books, demobilization, victory gardens, and ultra nationalism.

Literature Connections:Gene Smith: When The Cheering

StoppedDavid Kennedy: Over ThereFine Arts Connections:Songs:George M. Cohan: “Over There”“When Johnny Comes Marching

Home”Irving Berlin: “Oh How I Hate To

Get Up in the Morning”Billy Alexander: “Our Dear Daddy

Soldier-Boy”Library of Congress Photos of

Wilson and Hoover, Coolidge and Hoover




UNITED STATES HISTORYCompetency Goal 9: Prosperity and Depression (1919-1939) - The learner will appraise the economic,

social, and political changes of the decades of “The Twenties” and “The Thirties”.


UNITED STATES HISTORYObjective 9.01: Elaborate on the cycle of economic boom and bust in the 1920’s and 1930’s.



The impact of presidential policies on economic activity (Harding, Coolidge, Hoover, and Roosevelt)

Rise and/or decline of major industries in the United States

Factors leading to the stock market crash and the onset of the Great Depression

“Return to Normalcy”laissez-faireTeapot Dome scandalAlbert FallHawley-Smoot TariffSpeculationBuying on the marginMechanization“Black Tuesday”Rugged individualismDirect relief

9.01a Write a letter to President Hoover about the state of the economy in 1929. Propose ways the economy can be improved.

9.01b Use political cartoons to analyze public reactions to political and economic events of the time period.

9.01c Plan a 1920’s fair to include music, movies, and new inventions. Invite other classes to visit. Use a student designed rubric.

Biographical information on key figures: Henry Ford, Presidents Harding, Coolidge, and HooverAudio &Visual Resources:“Riding the Rails” PBS Video, The American Experience.Movie: “The Grapes of Wrath”Suggested Websites: http://www.pbs.org/fmc/timeline/estockmktcrash.htmhttp://www.whitehouse.gov/history/presidentshttp://www.loc.gov/rr/print/swann/herblock/http://www.pinzler.com/ushistory/ruggedsupp.html.http://artzia.com/history/depression


http://artzia.com/history/depression

http://artzia.com/history/depression

http://www.pinzler.com/ushistory/ruggedsupp.html

http://www.pinzler.com/ushistory/ruggedsupp.html

http://www.loc.gov/rr/print/swann/herblock/

http://www.loc.gov/rr/print/swann/herblock/

http://www.whitehouse.gov/history/presidents

http://www.whitehouse.gov/history/presidents

http://www.pbs.org/fmc/timeline/estockmktcrash.htm

http://www.pbs.org/fmc/timeline/estockmktcrash.htm



Objective 9.01: (continued) Elaborate on the cycle of economic boom and bust in the 1920’s and 1930’s.



9.01d Study the photographs of Dorothea Lange and hold a discussion on the “mood’ of the nation as displayed in her work.

Literature Connections: John Steinbeck: The Grapes of

WrathJohn Kenneth Galbraith: The

Great Crash of 1929. 1961Sinclair Lewis: Babbitt. Reissue

Ed. 1989http://xroads.virginia.edu/~HYPER/LEWIS/BABBIT/ch01.htmlFrederick Allen: Only Yesterday 1964.Thomas Wolfe: Of Time and The River.Fine Arts Connections:Photographs of Dorothea Lange:

MMAhttp://www.loc.gov/exhibits/wcf/wcf0013.htmlAlexandre Hogue: “Drought Stricken Area” 1930 NMAAWilliam Johnson: Early Morning Work. 1940 NMAA


http://www.loc.gov/exhibits/wcf/wcf0013.html

http://www.loc.gov/exhibits/wcf/wcf0013.html

http://xroads.virginia.edu/~HYPER/LEWIS/BABBIT/ch01.html

http://xroads.virginia.edu/~HYPER/LEWIS/BABBIT/ch01.html



Objective 9.02: Analyze the extent of prosperity for different segments of society during this period.



Consumer spending habit and trends

Difficulties of farmers

Response to Prosperity: the stock market crash, Dust Bowl, Bonus Army march and bank failures on various groups of the population

Easy creditInstallment planOverproductionHoovervillesSoup kitchensBreadlines

9.02a Make a list of the economic problems of the 20’s that led to the stock market crash. Examine the effects of these problems on different segments of society.

9.02b Analyze Dorothea Lange’s famous “Migrant Worker” photograph.

Fine Arts Connections:Song lyrics of the periodAudio & Visual Resources:Suggested Websites:http://www.arts.unimelb.edu.au/amu/ucr/student/1997/Yee/1929.htmhttp://www.nytimes.com/library/financial/index-1929-crash.htmlhttp://www.americanpresidents.org/galleryLiterature Connections: Ernest Hemingway: The End of SomethingWorks of Langston Hughes, Marcus Garvey, Countee Cullen, Zora Neale Hurston.


http://www.americanpresidents.org/gallery



http://www.nytimes.com/library/financial/index-1929-crash.html

http://www.nytimes.com/library/financial/index-1929-crash.html

http://www.arts.unimelb.edu.au/amu/ucr/student/1997/Yee/1929.htm





Objective 9.02: (continued) Analyze the extent of prosperity for different segments of society during this period.



9.02c Play the song and interpret the lyrics of “Brother, Can You Spare A Dime”. Add a new set of verses for later economic downturns.

9.02d Collect and display examples of the many ways segments of the society did not experience prosperity.

Fine Arts Connections:Songs:Woody Guthrie: “Talking Dust Bowl Blues” Art:John Stuart Curry: “Our Good Earth” NMAAWilliam H. Johnson: “Street Life-Harlem”, NMAA: “Station Stop, Red Cross Ambulance, NMAABeauford Delaney: “Can Fire in the Park”, NMAA

Songs from the Great Depression:http://memory.loc.gov/ammem/afctshtml/tshome.html


http://memory.loc.gov/ammem/afctshtml/tshome.html

http://memory.loc.gov/ammem/afctshtml/tshome.html



Objective 9.03: Analyze the significance of social, intellectual and technological changes of lifestyle in the United States.



The impact of mass media

Public response to the Great Depression

The Harlem Renaissance

Prohibition

Leisure time and spectator sports

RadioMarket/advertisingJazzSilent and “talkies” films“The Jazz Singer”Lost GenerationLangston HughesLouis ArmstrongF. Scott FitzgeraldErnest HemingwaySinclair LewisSpeakeasiesBootleggersBabe RuthCharles LindberghAutomobilesFDR’s “Fireside Chats”

9.03a Create a radio show typical of the 20’s and 30s; broadcast live.

9.03b Using a graphic organizer illustrate the quote; “the 1920’s were either the best of times or the worst of times.”

9.03c Compare Prohibition in the 1920’s to the debate over drug use today.

Audio & Visual Resources:“Elmer Gantry” movie by United Artists“The Great Gatsby” movieAudio recordings of the 1920’s and 1930’s with broadcasts of sports events, news programs, musical and variety shows, religious broadcasts, comedies and dramas“Jazz” by Ken Burns. PBS VideoSuggested Websites: http://newdeal.feri.orghttp://jazzbabies.comhttp://geocities.com/flapperculturehttp://www.pbs.org/wgbh/amex/dustbowlhttp://www.pbs.org/wgbh/amex/lindberghhttp://www.teachervision.com/lesson+planshttp://www.nl.edu.ace.resources/locke.htm


http://www.nl.edu.ace.resources/locke.htm



http://www.teachervision.com/lesson+plans

http://www.teachervision.com/lesson+plans

http://www.pbs.org/wgbh/amex/lindbergh

http://www.pbs.org/wgbh/amex/lindbergh

http://www.pbs.org/wgbh/amex/dustbowl

http://www.pbs.org/wgbh/amex/dustbowl

http://geocities.com/flapperculture

http://geocities.com/flapperculture

http://jazzbabies.com/

http://newdeal.feri.org/



Objective 9.03: (continued) Analyze the significance of social, intellectual and technological changes of lifestyle in the United States.



9.03d Evaluate the appropriateness of the terms: “Great Depression” or “Roaring 20’s”. Base your evaluation on oral histories, journals, and historic accounts of events.

9.03e Create a “Hooverville” scenario with a soup kitchen, bread lines and handouts. Reflect and volunteer in a current soup kitchen.

Literature Connections: Alan Locke: The New NegroPaul Sann: The Lawless Decade, 1971F. Scott Fitzgerald: The Great GatsbyLangston Hughes: Simple StoriesFine Arts Connections:Stuart Davis: “Abstraction” 1937 NMAAJacob Lawrence: “Rooftops” 1943 Hirshhorn MuseumThomas Hart Benton: “Engineer’s Dream”, 1931, Brooks Memorial Art Gallery, Tenn.Reginald Marsh: “Twenty-Cent Movie”, 1936, Whitney Museum, N.Y.




Objective 9.04: Describe challenges to traditional practices in religion, race, and gender.



The “Back to Africa” movement and Pan-Africanism

The Fundamentalist versus Freethinking movement

Religion in politics

The changing role of women

Zora Neal HurstonMarcus GarveyUnited Negro

Improvement Association

W.E.B. Dubois (repeat)FundamentalismScopes TrialAimee Semple McPhersonBilly SundayMargaret Sanger

9.04a Design a graphic organizer to illustrate the changing role of women in these decades. Use key terms related to changes like flapper, ear bobs, etc.

9.04b Read the excerpt “Returning Soldier,” from The Crisis, by W. E. B. Dubois. How does the reading reflect the challenges to the traditional perceptions of race?

Biographical information on Clarence Darrow, William Jennings Bryan, John Scopes, etc.“A Flapper’s Appeal to Parents”, Ellen Welles Page, Outlook Magazine, Dec. 6, 1922Audio &Visual Resources:“Inherit the Wind” video“Marcus Garvey: Look for Me in the Whirlwind”, PBS, The American Experience.Suggested Websites:http://www.pbs.org/wgbh/amex/monkeytrialhttp://www.history/ohio-state.edu/projects/clash/scopes/scopes-page1.htmhttp://www.rambova.com/fasion/fash4http://www.interlife.org/woman.html


http://www.interlife.org/woman.html

http://www.interlife.org/woman.html

http://www.rambova.com/fasion/fash4

http://www.rambova.com/fasion/fash4

http://www.history/ohio-state.edu/projects/clash/scopes/scopes-page1.htm



http://www.pbs.org/wgbh/amex/monkeytrial

http://www.pbs.org/wgbh/amex/monkeytrial



Objective 9.04: (continued) Describe challenges to traditional practices in religion, race, and gender.



9.04c Compare the UNIA with the NAACP. Report findings using a graphic organizer or multimedia presentation.

9.04d Create a cause and effect diagram to illustrate the clash between the Fundamentalist and the Freethinking movements.

Literature Connections: Margaret Sanger: Woman and the New RaceRobert S. and Helen M. Lynd: Middletown.Paul Sann: The Lawless DecadeFine Arts Connections:Paul Cadmus: “Main Street”, 1937 Midtown Galleries, N. Y.Millard Sheets: “Tenement Flats”, 1934, National Collection of Fine Arts, National Park ServiceJoseph Vavak: “Women of Flint”, 1937, WPA Art Project.




Objective 9.05: Assess the impact of the New Deal reforms in enlarging the role of the federal government in American life.



Responses to the New Deal program

The Three R’s (Relief, Recovery, Reform)

Expansion of the role of federal government

Deficit spendingSocial SecurityFederal Deposit

Insurance Corporation (FDIC)

Securities and Exchange Commission (SEC)

Public Works Administration (PWA)

Civilian Conservation Corps (CCC)

Agricultural Adjustment Act (AAA)

Tennessee Valley Authority (TVA)

National Industrial Recovery Act (NIRA)

Works Progress Administration (WPA)

9.05a Analyze the effectiveness and impact of New Deal policies from the perspective of: an historian, a political scientist, a geographer and economist.

9.05b Listen to a recording of a “Fireside Chat”. Write a response.

9.05c Create a poem, rap or dance movement explaining the variety of New Deal programs of alphabet soup.

Political cartoons of FDR and the Supreme CourtBiographical information on FDR and Eleanor“Roosevelt Rap” and accompanying questionsAudio &Visual Resources:Audio clips from FDR’s speeches and Fireside ChatsSuggested Websites:http://newdeal.feri.org/attic/index.htmhttp://www.ssa.gov/history/hlong1.htmlhttp://historymatters.gmu.edu/http://www.fdrlibrary.marist.edu/audio.htmlhttp://www.mhric.org/fdr/fdr.htmlhttp://www.museum.tv/mbcfdr.shtml


http://www.museum.tv/mbcfdr.shtml

http://www.museum.tv/mbcfdr.shtml

http://www.mhric.org/fdr/fdr.html

http://www.mhric.org/fdr/fdr.html

http://www.fdrlibrary.marist.edu/audio.html



http://historymatters.gmu.edu/

http://www.ssa.gov/history/hlong1.html

http://www.ssa.gov/history/hlong1.html

http://newdeal.feri.org/attic/index.htm

http://newdeal.feri.org/attic/index.htm



Objective 9.05: (continued) Assess the impact of the New Deal reforms in enlarging the role of the federal government in American life.



National Labor Relations Act (Wagner Act)

Fair Labor Standards ActFather Charles CoughlinHuey P. LongFrances Perkins

9.05d Using http//newdeal.feri.org/attic/index.htm find the Dear Mrs. Eleanor Roosevelt letter. Read and write a response making recommendations for assistance.

9.05e Design a foldable poster that explains bank failures, bank holidays, brain trust, court packing plan and FDR’s 100 days.

Literature Connections:Goodwyn: The Populist MomentW.E. B. Dubois: Biography of a RaceThornton Wilder: Our TownWorks of Langston Hughes, Marcus Garvey, McKay, Countee Cullen, Zora Neale Hurston.

Fine Arts Connections:Photographs of FDR on the radio: Library of CongressWPA Federal Project Art workJoe Jones: “Street Scene”, 1933, National Collection of Fine ArtsElizabeth Olds: “Scrap Iron”. 1935. WPA, National Collection of Fine Arts


UNITED STATES HISTORYCompetency Goal 10: World War II and the Beginning of the Cold War (1930-1963) - The learner will

analyze the United States involvement in World War II and the war’s influence on international affairs in the following decades.

Objective 10.01: Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.



Appeasement

Isolationism

Reparations

Totalitarianism Governments

Treaty of Versailles

Worldwide depression

Adolf HitlerBenito MussoliniEmperor HirohitoWinston ChurchillFascismJoseph StalinMunich PactThird ReichFour FreedomsKellogg-Briand PactLend-Lease ActNeutrality ActsNon-Aggression PactPearl HarborQuarantine Speech

(The terms in the top of the column are review from World History)

10.01a Compare reasons for the public’s desire for neutrality to FDR’s shift to intervention.

10.01b Suggest alternatives for the U.S. policies of isolation and appeasement in the 1930’s.

10.01c Construct an annotated timeline highlighting the rise of Nazism, Fascism, and the Axis aggression that led to Europe’s declaration of war in 1939. Locate key areas of the timeline on a map.

FDR’s Chautauqua Speech, 1934Interviews with local individuals who lived during the 1930’sAudio &Visual Resources:“Tora, Tora, Tora” excerpts“South Pacific” (musical) excerptsSuggested Websites: http://history.acusd.edu/gen/WW2Timeline/start.htmlhttp://www.nv.cc.va.us/home/nvsageh/Hist122/Part3/1920WWII1940.htmhttp://history.acusd.edu/gen/WW2Timeline/fortune-map.htmlhttp://www2.sjsu.edu/depts/commstudies/woz/woz3/woz3b.html.


http://www2.sjsu.edu/depts/commstudies/woz/woz3/woz3b.html



http://history.acusd.edu/gen/WW2Timeline/fortune-map.html

http://history.acusd.edu/gen/WW2Timeline/fortune-map.html

http://www.nv.cc.va.us/home/nvsageh/Hist122/Part3/1920WWII1940.htm



http://history.acusd.edu/gen/WW2Timeline/start.html

http://history.acusd.edu/gen/WW2Timeline/start.html



Objective 10.01: (continued) Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.



10.01dUsing an outline map, label key regions of aggression in Europe, Africa, the Pacific, during WWII. Include the allied powers and the axis powers in a map key.

Literature Connections: Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, Cummings, RussellFrederick Allen: Only YesterdayJohn Morton, Blum: V Was for Victory1977Fine Arts Connections:Art of Norman Rockwell: “Four Freedoms”, “A Nation’s Hero”, “The Tattooist”, “Homecoming GI” “Thanksgiving”




Objective 10.2: Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.



The United States at war

The influence of propaganda at home and abroad

Designs for peace

Atomic bombBattle of BritainBattle of the BulgeBlitzkriegChester NimitzD-Day (Operation Overlord)Douglas MacArthurGeorge PattonHolocaustNewsreelsPamphletsAirdropsWar postersIwo JimaJ. Robert OppenheimerManhattan ProjectMidwayIsland hoppingNuremberg Trials

10.02a Construct a pictorial timeline of political, social, foreign, and domestic events of WWII.

10.02b In small groups report on major Allied meetings of World War II.

10.02c Write a news story of the attack on Pearl Harbor for a U.S. paper and a Japanese paper.

Document of Surrender for JapanAudio &Visual Resources:Excerpts from movies: “Patton”, “Battle of the Bulge”, “Anzio”, “Bridge Over the River Kwai, “The World at War, 1939-1945”, “Hiroshima”“Race for the Super bomb”, PBS The American Experience SeriesSuggested Websites: http://www.pbs.org/perilousfight/http://www.secondworldwar.co.uk/http://www.holocaust-history/org/http://www.ushmm.org/http://www.library.northwestern.edu/govpub/collections/wwii-posters/http://www.janm.org/main.htmlhttp://www.facing.org/http://www.pbs.org/wgbh/pages/frontline/shows/evil/


http://www.pbs.org/wgbh/pages/frontline/shows/evil/

http://www.pbs.org/wgbh/pages/frontline/shows/evil/

http://www.facing.org/

http://www.janm.org/main.html

http://www.library.northwestern.edu/govpub/collections/wwii-posters/



http://www.ushmm.org/

http://www.holocaust-history/org/

http://www.secondworldwar.co.uk/

http://www.pbs.org/perilousfight/



Objective 10.2: (continued) Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.



OkinawaPearl HarborStalingradTehranV-E Day, V-J DayCasablanca, Potsdam

10.02d Hold a panel discussion on the concepts of genocide and relate them to different periods of history or a news conference featuring a selected battle or Allied leader.

Literature Connections:Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, et alFrederick Allen: Only YesterdayJohn Morton, Blum: V Was for VictoryFine Arts Connections:Jason Pollock: “Mural” 1943 Univ. of Iowa Museum of ArtPulitzer Prize Photographs: 1944: Home is the Hero, 1945: Iwo Jima


UNITED STATES HISTORYCompetency Goal 10: World War II and the Beginning of the Cold War (1930-1963) The learner will


Objective 10.3: Describe and analyze the effects of the war on American economic, social, political, and cultural life.



The Homefront

Suspension of Civil Liberties

Suburbanization

Transition to Peacetime

War bondsBaby boomersFair DealG.I. BillKorematsu v United States1944LevittownNorthern MigrationMiddle classRosie the RiveterSelective Services ActAFL-CIOTaft-Hartley ActWACSWar Production BoardJapanese Internment SitesJapanese American MuseumJapanese Internment Rationing

10.03a Evaluate the extent of changes in U. S. society caused by: working women, northern migration, “baby boom, growth of suburbs, and the G.I. Bill.

10.03b Research the ways the government intervened with free society during WWII. Write a position paper defending intervention.

Sample war bonds and rationing cardsSample newspaper headlines and adsAudio &Visual Resources:Excerpts from movies: “ A League of Their Own”, “Swing Kids”, “Happy Days”, “Leave It To Beaver”Suggested Websites:http://www,vurtyakgakkert,fitinidi,cin/news/reportages/owens_bill/reviews/ing.htmhttp://www.lib.utah.edu/spc/photo/9066/tule.htmhttp://www.loc.gov/exhibits/african/afam008.htmlhttp://www.howardsmead.com/boom/htm http://www.janm.org/ events/exhibits-digital.htmlhttp://www.scu.edu/SCU/Programs/Diversity/exhibit1.htmlhttp://www.pbs.org/childofcamp/history/eo9066.htmlLiterature Connections: Selected works of Wolfe, Baker,


http://www.scu.edu/SCU/Programs/Diversity/exhibit1.html



http://www.janm.org/events/exhibits-digital.html

http://www.janm.org/events/exhibits-digital.html

http://www.howardsmead.com/boom/htm

http://www.howardsmead.com/boom/htm

http://www.loc.gov/exhibits/african/afam008.html

http://www.loc.gov/exhibits/african/afam008.html

http://www.lib.utah.edu/spc/photo/9066/tule.htm

http://www.lib.utah.edu/spc/photo/9066/tule.htm

UNITED STATES HISTORYDillion, Kerwoac, Ginsberg,Vonnegot, Plath, Sexton




Objective 10.3: (continued) Describe and analyze the effects of the war on American economic, social, political, and cultural life.



10.03c Based on research, create a newsletter to cover the stories of Northern Migration. Include causes and gains for African Americans.

10.03d In a mock presidential cabinet meeting, discuss the events of Japanese internment and relocation.

Rachael Carson: Silent Spring, 1962Betty Friedan: Feminine Mystique, 1963Ernest Hemingway: For Whom the Bells TollFine Arts Connections:Andrew Wyeth: “ November First” 1950 NMAAJacob Lawrence: “The Library”, 1960 NMAAGrant Wood: “American Gothic” 1930 NMAA




Objective 10.04: Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War.



U. S. Military Intervention

Containment

The Cold War

The Domino Theory

Bay of PigsBerlin AirliftBerlin WallCentral Intelligence Agency (CIA)Cuban Missile CrisisDouglas MacArthurEisenhower DoctrineFidel CastroGeneva AccordsHydrogen BombIron CurtainPolice ActionTest Ban TreatyChinese Civil WarIsraelKorean WarMarshall PlanNikita KhrushchevTruman DoctrineU-2 Incident

10.04aCreate a graphic organizer that demonstrates the ways in which containment expanded U.S. commitment abroad.

10.04bScenario: On flight from New York to Los Angeles, seated next to a key leader of the era. What three questions would you ask to get an understanding of their role in Cold War history?

Quotes from Elie Wiesel like: “Never shall I forget these things…Never.”Up to date world maps for 1945 to 1960Document establishing the National Intelligence Structure of the U. S.Truman Doctrine, The Marshall PlanU.S. Recognition of Israel, Test Ban TreatyExcerpts from the “X” Document on containmentAudio &Visual Resources:Excerpts “Thirteen Days”, “The Presidents” Truman, FDR, JFK PBS series“The Atomic Café” “People’s Century” PBS, episodes: “Brave New World (1945); “Freedom Now”(1947), “Boomtown” (1945), “Asia Rising”(1951), “Living Longer” (1952), “Endangered Planet” (1959), “Skin Deep” (1960), “Picture Power” (1963)




Objective 10.04: (continued) Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War.



10.04c Videotape an episode of “You Are There” from one of the hot spots of the Cold War.

10.04dOn a desk map or on-line map, label all the areas where the U. S. military was involved from 1945 to 1960.

Suggested Websites:http://www.spartacus.schoolnet.co.uk/COLDdomino.htmhttp://www.mtholyoke.edu/acad/intrel/genevacc.htmhttp://www.vce.com/testban.htmlhttp://www.loc.gov/exhibits/marshall/http://www.usafe.af.mil/berlin/berllin.htmhttp://www.historyofcuba.com/history/baypigs/pigs.htm


http://www.historyofcuba.com/history/baypigs/pigs.htm

http://www.historyofcuba.com/history/baypigs/pigs.htm

http://www.usafe.af.mil/berlin/berllin.htm

http://www.usafe.af.mil/berlin/berllin.htm

http://www.loc.gov/exhibits/marshall/

http://www.loc.gov/exhibits/marshall/

http://www.vce.com/testban.html

http://www.mtholyoke.edu/acad/intrel/genevacc.htm

http://www.mtholyoke.edu/acad/intrel/genevacc.htm

http://www.spartacus.schoolnet.co.uk/COLDdomino.htm








10.04e Compare a story of the Cuban Missile Crisis as told by actual historical documents with portrayals in the movie “Thirteen Days”. Use a motion picture analysis worksheet from the National Archives to evaluate the film. Discuss.

Suggested Websites: (continued)http://www/wall-berlliln.org/gb/berlin.htmhttp://wwwl.fordham.edu/halsall/mod/churchill-iron.htmlLiterature Connections: Katherine Anne Porter: Ship of Fools, 1984Yoshiko Uchida: “Journey to Topaz” 1971Elie Wiesel. Night. 1982John Steinbeck: “Why Soldiers Won’t Talk”John Knowles: A Separate PeaceGeorge Orwell: 1984 Ray Bradbury: Fahrenheit 451


http://wwwl.fordham.edu/halsall/mod/churchill-iron.html

http://wwwl.fordham.edu/halsall/mod/churchill-iron.html

http://www/wall-berlliln.org/gb/berlin.htm

http://www/wall-berlliln.org/gb/berlin.htm





Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activitiesFine Arts Connections:Aerial photographs of missiles in Cuba. Library of CongressPulitzer Prize Photos: 1950”The Barnstorming Days” 1953 “Adlai Bares His Soul”, 1956 “ A Day in the Suburbs”, 1962: “The Birth of the Sixties”Andy Warhol: “100 Cans” 1962 Albright-Knox GalleryRoy Lichtenstein: “Blam”, 1962 Yale Univ. Art Gallery




Objective 10.05: Assess the role of organizations established to maintain peace and examine their continuing effectiveness.



Balance of Power

Organizations for peace

Alliance for ProgressN.A.T.O.O.A.S.S.E.A.T.O.Security CouncilUnited NationsWarsaw Pact

10.05a Conduct an Internet search of each of the organizations that have been designed to promote peace. What are the missions and goals for each?

10.05b Compare and contrast organizations such as NATO and SEATO, NATO v. Warsaw Pact, UN v. League of Nations. Assess their roles and effectiveness.

Copy of the Charter of the United Nations 1945Copy of the Universal Declaration of Human Rights 1948

Suggested Websites:http://www.un.org/http://www.fordham.edu/halsall/mod/1961kennedy-afp1.htmlhttp://www.nato.int/http://www.oas.org/http://www.un.org/Docs/sc/http://globalpolicy.igc.org/security/gensc.htm

Literature Connections: Walter M. Miller, Jr: A Canticle for Leibowitz, 1959


http://globalpolicy.igc.org/security/gensc.htm

http://globalpolicy.igc.org/security/gensc.htm

http://www.un.org/Docs/sc/

http://www.oas.org/

http://www.nato.int/

http://www.fordham.edu/halsall/mod/1961kennedy-afp1.html



http://www.un.org/



Objective 10.05: (continued) Assess the role of organizations established to maintain peace and examine their continuing effectiveness.



10.05c Hold a NATO dinner party. Plan who attends, the theme, and what will be served. Decide who is invited and where each guest will sit. What are the conversations you hear among the dinner guests related to peace?

Fine Arts Connections:Norman Rockwell: “The Golden Rule”Photographs of U.S. presidents at world conferences: Library of CongressDrawings and photographs of “bomb shelters’


UNITED STATES HISTORYCompetency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) –The learner will trace economic,

political, and social developments and assess their significance for the lives of Americans during this time period.

Objective 11.01: Describe the effects of the Cold War on economic, political, and social life in America.Major Concepts Terms Thinking Skills and



Effects of Cold War On America’s Home life

Domino Theory and geopolitics

McCarthyism

Spread of Suburbia

Effects of Nixon’s visits to China and Moscow

“Duck and cover”Fallout SheltersNational Security Act, 1947House on Un-AmericanActivities CommitteeAlger HissJulius and Ethel RosenbergHollywood BlacklistThe National Highway ActSelective Service SystemNew LeftDétenteS.A.L.T. I and II

11.01a Study the 2nd Red Scare of the 1950’s. Prepare reports on the Congressional Hearings, results of the hearings, and justification (if any). Discuss lessons learned.

11.01b List and explain four major pieces of anti-communist legislation.

11.01c View the movie of the Kahn Family in Hollywood. What is the story telling?

Truman DoctrineDouglas MacArthur’s “Old Soldiers Never Die” SpeechExcerpts from the Congressional Record from Joseph McCarthy on the Communist threat, 1950Excerpts from Richard Nixon’s Memoirs related to his China visit.Eisenhower’s Farewell AddressAudio &Visual Resources:“The Atomic Café”Excerpts from “Nixon”Excerpts from “Crimson Tide”Suggested Websites:http://www.stmartin.edu/-dprice/cold.war.htmlhttp://www.wsu.edu/~brians/nukepop/83.htmlhttp://www.historychannel.com/speeches/archive/speech_188.html


http://www.historychannel.com/speeches/archive/speech_188.html



http://www.wsu.edu/~brians/nukepop/83.html

http://www.wsu.edu/~brians/nukepop/83.html

http://www.stmartin.edu/-dprice/cold.war.html

http://www.stmartin.edu/-dprice/cold.war.html



Objective 11.01: (continued) Describe the effects of the Cold War on economic, political, and social life in America.



Carter’s Human Rights Foreign policy and the collapse of detente

The Military Industrial Complex

11.01d Form two groups. Debate the question: “Did the RED SCARE violate U.S. citizens’ constitutional rights?

11.01e Design your own fallout shelter and list essentials that you would have with you.

Literature Connections: Donald Katz: Home Fires. 1992Erik Barnouw: Tube of Plenty, 1990

Fine Arts Connections:Photographs of 1950’s carsSample advertisement posters for new goods




Objective 11.02: Trace major events of the Civil Rights Movement and evaluate its impact.Major Concepts Terms Thinking Skills and



The Civil Rights Movement De jure and De facto

Segregation Affirmative

Action Turning points

Changes in state and federal Legislation

Montgomery bus boycottsRosa ParksMartin Luther King, Jr.Malcolm X Black PanthersBlack Power MovementStokley CarmichaelC.O.R.E.S.N.C.C.March on WashingtonJames MeredithLittle Rock NineGeorge WallaceBrown v Board of Education, Topeka, Kansas, 1954Thurgood MarshallEarl Warren24th amendmentCivil Rights Act of 1964Voting Rights Act of 1965

11.02aDescribe how these terms are applied to the Civil Rights Movement: civil disobedience, urban riots, Dixiecrats, Freedom Riders, Greensboro sit-ins.

11.02bResearch leadership of the Black Revolution. Compare their goals, strategies, and results. How did Malcolm X and Stokley Carmichael justify the use of violence?

“Letter from a Birmingham Jail” by MLKBrown v Board of Education decision“I Have A Dream” speechAudio &Visual Resources : “Eyes on the Prize” PBS series“Separate but Equal” movie“The Blackboard Jungle: movie “Corina, Corina” movie, excerptsSuggested Websites: http://www.stanford.edu/group/Kinghttp://www.thekingcenter.org/http://www.civilrightsmuseum.org/gallery/movement.asphttp://www.wmich.edu/politics/mlk/http://www.historychannel.com/speeches/archive/speech_167.htmlhttp://www.usnews.com/usnews/documents/docpages/document_page89.htmhttp://www.ourdocuments.gov/doc/php?http://www.digisys.net/useers/hootie/brown/view.htm


http://www.digisys.net/useers/hootie/brown/view.htm

http://www.digisys.net/useers/hootie/brown/view.htm

http://www.ourdocuments.gov/doc/php

http://www.ourdocuments.gov/doc/php

http://www.usnews.com/usnews/documents/docpages/document_page89.htm






http://www.wmich.edu/politics/mlk/

http://www.wmich.edu/politics/mlk/

http://www.civilrightsmuseum.org/gallery/movement.asp



http://www.thekingcenter.org/

http://www.stanford.edu/group/King


UNITED STATES HISTORYhttp://www.stanford.edu/group/Kinghttp://www.thekingcenter.org/http://www.civilrightsmuseum.org/gallery/movement.asp





http://www.thekingcenter.org/





Objective 11.02: (continued) Trace major events of the Civil Rights Movement and evaluate its impact.Major Concepts Terms Thinking Skills and



Executive actions Harry S.

Truman Dwight D. Eisenhower John F. Kennedy Lyndon Johnson

11.02c Create a chart with these headings: Human Costs of Civil Rights Movement, Role of Ordinary People, Effects of the Media.

11.02dHold seminar sessions with topics such as “Letter from a Birmingham Jail, I Have A Dream Speech, etc.

Literature Connections: Eric Goldman: The Crucial Decade 1965David Habersham: The FiftiesElizabeth Kytle: Willa Mae 1993Fine Arts Connections:Norman Rockwell: “The Problem We All Live With” 1964John Biggers: “Shotgun, Third Ward”, 1966, NMAA




Objective 11.03: Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements in the United States’ society.



Cultural Movements

Feminists Indian Latino

Labor Movements

Environmental Movements

Social Movements Pop Culture Counter

Culture

Women’s LiberationNational Organization for WomenGloria SteinemPhyllis SchaflyThe Feminine MystiqueEqual Rights AmendmentRoe v. Wade, 1973British Invasion-BeatlesElvis PresleyHaight-Ashbury

11.03a Using these terms, describe the social movements of the decades: feminist’s hippies, Rock ‘n roll, beatniks.

11.03b Compare leaders of the feminist movement and the American Indian Movement. How were each successful? What problems were unique to each?

Roe v Wade decisionExcerpts from The Feminine MystiqueExcerpts from Jack Kerouac’s On the RoadExcerpts from Silent Spring by Rachel CarsonAudio &Visual Resources:“The Fight In the Fields, Cesar Chavez and the Farm Workers Struggle”: PBS video“The Sensational 70’s”“1975: Year After the Fall”“Elvis ‘56”. Music Media Documentary, 1987




Objective 11.03: (continued) Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements in the United States’ society.



Socio-economic Status: Jobs: White collar Blue collar Pink collar

WoodstockCesar ChavezAmerican Indian MovementClean Air ActClean Water ActEnvironmental Protection AgencyBetty Friedan

11.03c Analyze the effects of Roe v. Wade on the political climate of the U.S. from 1973 to the present.

11.03d Create multimedia presentations demonstrating the differences in youth culture in the 50’s and 60’s: focusing on literature, music, fads, slang, etc.

Suggested Websites: http://scriptorium.lib.duke.edu/w/http://si.edu/resource/faq/nmai/sthttp://www.tourolaw.edu/patch/Roe/http://www.cmgww.com/historic/kerouac/toc.htmlhttp://rachelcarson.fws.gov/carsonbio.htmlLiterature Connections: Ralph Nader: Unsafe At Any Speed, 1965Henry Louis Gates, Jr: Behind the Color Line in America, 2004 (PBS series too)Fine Arts Connections:Romare Bearden: “Empress of the Blues”1974, NMAAWilliam Wiley: “Portrait of Radon”, 1982, NMAA


http://rachelcarson.fws.gov/carsonbio.html

http://rachelcarson.fws.gov/carsonbio.html

http://www.cmgww.com/historic/kerouac/toc.html

http://www.cmgww.com/historic/kerouac/toc.html

http://www.tourolaw.edu/patch/Roe/

http://www.tourolaw.edu/patch/Roe/

http://si.edu/resource/faq/nmai/st

http://scriptorium.lib.duke.edu/w/



Objective 11.04: Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society.



Significance of the domino theory

U. S. Involvement in Vietnam:- Eisenhower- Kennedy- Johnson- Nixon- Ford

Vietnam’s effect on U. S. politics and society

Vietnamization

Role of the media

Tet OffensiveRobert McNamaraGulf of Tonkin ResolutionWar Powers Act 1973Ho Chi MinhMy Lai IncidentAgent OrangeNapalmVietcongPentagon Papers26th AmendmentGeneral William WestmorelandKent StateCambodia/LaosFall of Saigon, 1975Paris Peace AccordsOperation Rolling Thunder

11.04a Prepare a description of the decades and concepts using the terms: escalation, Hawks and Doves, containment, student protest movements, and “living room war”.

11.04b Prepare a time line of U.S. involvement in Vietnam. Note each president and the number of U.S. deaths per year. Include at least 3 protest events like Kent State, Democratic National Convention riots, and the trial of Dr. Benjamin Spock.

26th AmendmentGulf of Tonkin ResolutionJohnson’s State of the Union 1966Excerpts from Westmoreland’s The Vietnam WarExcerpts from McNamara’s In RetrospectPolitical cartoons and photographsAudio &Visual Resources:“Vietnam: A Television War”, PBS series“Return with Honors” PBS, American Experience series“Battlefield Vietnam: 1954-1968” Battlefield Vietnam, CNN Cold War Series Episode IIExcerpts from “Forrest Gump”




Objective 11.04: (continued) Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society.



11.04c Analyze the relationship between the Gulf of Tonkin Resolution and the War Powers Act.

11.04d Conduct a debate based on research notes with “Doves and Hawks” on the issue of Vietnam.

11.04e Identify the common themes in War Protest songs of the era.

Suggested Websites:http://www.pbs.orghttp://www.vietnamwar.net/http://www.aavw.org/special_features/Literature Connections: Vietnam Comic BooksStanley Karnow: Vietnam. 1983Philip Caputo: A Rumor of War, 1977Walter Dean Myers: Fallen AngelsFine Arts Connections:Pulitzer Prize Photos: 1968: “Dream of Better Times”, 1971: “A God-awful Scream”, 1973: “The Day It Rained Fire”, 1974: “Burst of Joy”Photographs of the Vietnam Wall in DC


http://www.vietnamwar.net/

http://www.pbs.org/



Objective 11.05: Examine the impact of technological innovations that have impacted American life.Major Concepts Terms Thinking Skills and



The Impact of the Space Race on education

Technological Changes: Mass media Communicatio

n Military Science Medicine Electronics Data storage Transportation Energy

Radio in 1950’sSputnikNASANational Defense Education ActSpace ProgramsNeil ArmstrongJohn GlennComputersCalculatorsSilicon ValleyICBMsHydrogen bombsColor televisionMicrowave technologyNuclear powerCommercial jet travel

11.05a Compare job possibilities for women in the 1950’s and today. Where are the “glass ceilings” now?

11.05b Create multimedia presentations that demonstrate how technology has changed the way U.S. citizens live their everyday lives.

11.05c Design a “Moon” backdrop for the class and reenact the MAN ON THE MOON initiatives. Include all missions tried.

National Defense Education ActJohn F. Kennedy’s Inaugural AddressAudio &Visual Resources:David Halberstam’s, “the 1950’s” video series and bookFootage from the moon landing July 1969, The History Channelwww.historychannel.com/broadband/Movie: “October Sky”“The Pill” PBS American Experience series“Apollo 13” MCA Video, excerptsSuggested Websites: http://ishi.lib.berkeley.edu/cshe/ndea/ndea.htmlhttp://kids.nsfc.nasa.govhttp://www.novia.net/~ereitan/http://www.nasa.gov/home/index.htmlhttp://sputnik.infospace.ru/about_e.htm


http://sputnik.infospace.ru/about_e.htm

http://sputnik.infospace.ru/about_e.htm

http://www.nasa.gov/home/index.html

http://www.nasa.gov/home/index.html

http://www.novia.net/~ereitan/

http://kids.nsfc.nasa.gov/

http://ishi.lib.berkeley.edu/cshe/ndea/ndea.html

http://ishi.lib.berkeley.edu/cshe/ndea/ndea.html

http://www.historychannel.com/broadband/

http://www.historychannel.com/broadband/



Objective 11.05: (continued) Examine the impact of technological innovations that have impacted American life.Major Concepts Terms Thinking Skills and



Connection of population shifts to technological changes in society

11.05d Create a collage wall of all the medicines and machines developed in this time period; include polio vaccines, birth control pills, and artificial hearts, etc.

11.05e Create an artwork that represents the differences in the sunbelt, rustbelt, frostbelt of the U. S.

Literature Connections: Jeffrey Kluger and James Lovell: Lost Moon: The Perilous Voyage of Apollo 13. 1994Robert Woodward and Carl Bernstein: All the President’s Men, 1974Fine Arts Connections:NASA Photographs of earth from out of spaceNASA Photographs of man in spaceNASA Photographs of moon rock and moon crystals




Objective 11.06: Identify political events and the actions and reactions of the government official and citizens, and assess the social and political consequences.



Actions and reactions to political platforms: New Frontier Great Society Law &Order

Voter Apathy

1968 Election Tet Offensive Robert Kennedy Martin Luther

King, Jr.

HUDHead StartVISTAMedicarePeace CorpsNational Endowment for the HumanitiesNew York Times v U.S. 1971United States v Nixon 1974Sam Ervin/Senate Watergate CommitteeJohn DeanBob Woodward/Carl BernsteinDemocratic National Convention 196825th AmendmentStudents for a Democratic Society (SD

11.06a Debate: Resolved: The U.S. government should provide, at no charge, minimum necessities for each of its citizens living below the poverty level.

11.06b Write headline articles about the protests that occurred outside the Democratic National Convention in 1968.

11.06c Compare LBJ’s Latin American policy with that of FDR’s “Good Neighbor” policy.

Transcripts from the Senate Watergate CommitteeMedicare ActWoodward and Bernstein articles from the Washington Post25th AmendmentAudio &Visual Resources:“All the Presidents Men” video and book“The Democrats in Chicago” August 26-29PBS NEWSHOUR CONVENTION 96“Nixon”, movie, excerptsSuggested Websites: http://www.chron.com/content/interactive/special/watergate/chronology.htmlhttp://school.discovery.com/lessonplans/programs/watergatehttp://www.heroism.org/class/1970/wood.htmlhttp://www.watergate.com/silentcoup/pictures.htm


http://www.watergate.com/silentcoup/pictures.htm

http://www.watergate.com/silentcoup/pictures.htm

http://www.heroism.org/class/1970/wood.html

http://www.heroism.org/class/1970/wood.html

http://school.discovery.com/lessonplans/programs/watergate

http://school.discovery.com/lessonplans/programs/watergate

http://www.chron.com/content/interactive/special/watergate/chronology.html





Objective 11.06: (continued) Identify political events and the actions and reactions of the government official and citizens, and assess the social and political consequences.



Watergate Scandal

Changing relationship of the federal government

Urban renewal programs

11.06d Discuss the impact of the assassinations of the period on U.S. citizens.

11.06e Analyze the image of the United States after the Vietnam years.

Literature Connections:Biographies about Barbara Jordon, Henry Kissinger, John Glenn, Andrew Young, Neil ArmstrongFine Arts Connections:Photographs of Nixon’s final days, AP/Wide World PhotosSong: Billy Joel: “We didn’t start the fire” lyrics


UNITED STATES HISTORYCompetency Goal 12: The United States since the Vietnam War (1973-present) – The learner will identify and

analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.01: Summarize significant events in foreign policy since the Vietnam War.



Problems in the Third World

Modern-day genocide

AIDS and Pandemics

Politics of Oil

Rise of Religious and Political Radicalism

Yasser Arafat-Palestine Nationalism (PLO)U.S. invasion of LebanonYom Kipper WarCamp David AccordsAnwar el-SadatMenachem BeginShah of IranAyatollah KhomeiniIranian Hostage CrisisJimmy CarterFamine/Somalia and EthiopiaForeign debtApartheidNelson MandelaHelsinki AccordsStrategic Defense Initiative (Star Wars)

12.01a Create multimedia presentations on the Cold War after Vietnam, up through the decline of the Soviet Union. Chronicle major foreign policy events in this period.

12.01b Write a position paper using primary sources, regarding the history of the Middle East peace processes since 1973. Develop and defend arguments regarding the role of the U.S. in these agreements.

Camp David AccordsExecutive Order 11828Inaugural addresses of recent presidentsHelsinki AccordsSample pieces of the Berlin WallAudio &Visual Resources:Footage from ABC’s Nightline during the Iran Hostage Crisis“Jimmy Carter” PBS, The American Experience series“The Gulf War” PBS Frontline series.“Colin Powell: A Soldier’s Campaign”, A& E Home Video, 1995.Suggested Websites:http://www.historyguide.org/Eurohttp://www.questia.comhttp://www.cnnstudentnews.comhttp://www.nytimes.comhttp://www.nara.gov


http://www.nara.gov/

http://www.nytimes.com/

http://www.cnnstudentnews.com/

http://www.questia.com/

http://www.historyguide.org/Euro


analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.01: (continued) Summarize significant events in foreign policy since the Vietnam War.Major Concepts Terms Thinking Skills and



Collapse of Communism

European Union

Changing roles of International Organizations

Iran-Contra AffairINF TreatyMikhail GorbachevSaddam HusseinPersian Gulf WarsFall of the Berlin WallTiananmen Square

12.01c Create a chart comparing and contrasting apartheid in South Africa to what happened in the U.S. during segregation and the civil rights movements.

12.01d. Explain the decline of the Soviet Union using these terms: glasnost and perestroika.

Literature Connections: Gregory Alan-Williams: “A Gathering of Heroes”Studs Terkel: The Great Divide, 1988Maya Angelou: “On the Pulse of Morning”Fine Arts Connections:Photographs of U.S. soldiers around the globe. AP.Frank Ramiros: “The Death of Reuben Salazar” 1986, NMAA



analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.02: Evaluate the impact of recent constitutional amendments, court rulings, and federal

legislation on United States’ citizens.Major Concepts Terms Thinking Skills and



Role of lobbyists and special interest groups

The Supreme Court: Minority rights Privacy rights Conservative

judges

Sandra Day O’ConnorClarence ThomasMicrosoft27th AmendmentFlag burningAmericans with Disabilities ActPolitical Action CommitteesGeraldine FerraroTitle IXTexas v JohnsonSwan v Charlotte Mecklenburg SchoolsWilliam Rehnquist

12.02a Compare the U.S. government’s case against Microsoft to anti-trust cases in the late nineteenth century.

12.02b Debate whether or not students agree that flag burning or other anti-patriotic acts should be declared unconstitutional by the Supreme Court.

12.02c Chart the names and number of cases that Title IX has brought to the courts.

27th AmendmentAmericans with Disabilities ActAudio &Visual Resources:“Judge O’Connor Nominated for Supreme Court” ABC Best of Nightline (1981)Suggested Websites: http://www.law-papers.comhttp://www.washingtonpost.com/wp-sru/nationalhttp://www.time.com/magazine/currenthttp://www.usdoj.gov/atr/cases/ms_indexhttp://www.jan.wvu.edu/links/adalinks.htm


http://www.jan.wvu.edu/links/adalinks.htm

http://www.jan.wvu.edu/links/adalinks.htm

http://www.usdoj.gov/atr/cases/ms_index

http://www.usdoj.gov/atr/cases/ms_index

http://www.time.com/magazine/current

http://www.time.com/magazine/current

http://www.washingtonpost.com/wp-sru/national



http://www.law-papers.com/


analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.02: (continued) Evaluate the impact of recent constitutional amendments, court rulings, and federal

legislation on United States’ citizens.Major Concepts Terms Thinking Skills and



12.02d Check to see what businesses or agencies in the community have political action committees. Invite a speaker to explain what they do and why.

Literature Connections: Christopher Buckley: Thank You For Smoking, 1995John J. Sirica: To Set the Record Straight, 1979John Heller: Catch 22.Fine Arts Connections:Bob Dylan or Phil Ochs’ songsAndy Warhol: “Lavender Disaster”, 1963 private collectionIdelle Weber: “Cooper Union Trash”, 1975. N.Y.



analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.03: Identify and assess the impact of economic, technological, and environmental changes in

the United States.Major Concepts Terms Thinking Skills and



Recession: Economic Boom and Bust

Benefits and conflicts of continued globalization

Conservation Measures

Impact of economics on:- Lifestyle- Stock market- Job market

WIN (Ford)StagflationNAFTADepartment of EnergyAirline deregulationThree Mile IslandEnergy CrisisNational Energy ActSolar EnergySupply-Side economicsComputer revolutionInternetBill GatesNational debtFood stampsNASDAQ, 1990’s“Trickle-down” theoryChallenger disaster

12.03a Research the Three Mile Island incident and analyze data regarding its environmental impact. Form groups and write a piece of legislation addressing concerns about nuclear power.

12.03b Create documentaries on technology and the impact on the society as a whole. Interview members of the community to ask how lives have changed over the past 30 years for the better or worse.

NAFTA LegislationNewspaper accounts of The Three Mile Island accidentCopies of the National Energy ActContract with America documentAudio &Visual Resources:“Bill Gates: The Sultan of Software” Biography video“Series Meltdown at Three Mile Island, PBS, The American Experience seriesVideo: “The China Syndrome”

Suggested Websites:http://www.futurtech.orghttp://cnnstudentnews.comhttp://www.nytimes.com/seehttp://www.census.gov/mod


http://www.census.gov/mod

http://www.nytimes.com/see

http://cnnstudentnews.com/

http://www.futurtech.org/


analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.03: (continued) Identify and assess the impact of economic, technological, and environmental

changes in the United States.Major Concepts Terms Thinking Skills and



Impact of technology on way of life

Changes from industrial economy to service economy

12.03c Compare current corporate magnates to the “robber barons” of the late nineteenth century. Discuss their business practices, current anti-trust lawsuits and their philanthropy.

Literature Connections: Bob Woodward: The Agenda, 1994Hillary Clinton: It Take A Village, 1998Bill Gates: The Road Ahead 1999

Fine Arts Connections:Political Cartoons of Newt Gingrich, Bill Clinton, Al Gore, etc.Thorton Dial, Sr. “Top of the Line”, 1992, NMAA



analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.04: Identify and assess the impact of social, political, and cultural changes in the United

States.Major Concepts Terms Thinking Skills and



Changing SocietySocialPoliticalCulturalDemographic

Presidential Troubles

Major IssuesHealth CareWelfare reformMedicareAIDS

Presidential pardon1976 electionJimmy CarterRonald ReaganAmnestyElections of 1980-2000New Right CoalitionNew FederalismGraying of AmericaNew DemocratRoss PerotBill ClintonAl GoreJoe LiebermanJohn McCainNewt GingrichImmigration Policy ActRepublican Election of 2000

12.04a Write an editorial on the importance of the Bicentennial Celebration to the nation.

12.04b Compare and contrast the funerals for JFK, 1963 and JFK, Jr., 1999. Compare the photos of the son at the funeral of his dad and the nephew’s at the son’s funeral. What words of eulogy did his sister Caroline use at the funeral? Why?

Time Magazine Covers for this period and 1993 issue on New Faces of America.Jimmy Carter’s Speech “ A National Malaise”Barbara Jordon’s convention speechesAudio &Visual Resources:“The Presidents: Nixon, Carter, Reagan, Bush, and Clinton. PBS Video Series: The American ExperienceSuggested Websites:http://www.etown.edu/ul/global.htmlhttp://www.time.com/time/http://www.efootage.com/view_clip.php?clip_id=573http://www.sptimes.com/jfkjr/condolences.shtml


http://www.sptimes.com/jfkjr/condolences.shtml

http://www.sptimes.com/jfkjr/condolences.shtml

http://www.efootage.com/view_clip.php?clip_id=573

http://www.efootage.com/view_clip.php?clip_id=573

http://www.time.com/time/

http://www.etown.edu/ul/global.html

http://www.etown.edu/ul/global.html


analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.04: (continued) Identify and assess the impact of social, political, and cultural changes in the United




12.04c Using a pictorial Venn diagram, use the heads of Carter and Ford. Compare and contrast the two on economic policy, foreign policy, energy policy, and domestic policy to include civil rights and education.

12.04d Gray Rights: What concerns do the senior citizens have about Medicare, health care, and welfare? Find examples.

Literature Connections: Selections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge’ Piercy, Sandra CisnerosAmy Tan: Joy Luck Club.Fine Arts Connections:Therman Statom: “Arabian Seasons, 1994, mixed media, NMAAMary Adams: “Wedding Cake Basket”, 1986, NMAAMichael James: “Quilt #150”, 1993, NMAA



analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.04: (continued) Identify and assess the impact of social, political, and cultural changes in the United




12.04e Read the Keynote address by Barbara Jordon at the Democratic Conventions in 1976 and 1992. What did she say that inspired so many citizens? Why did she leave Congress?

12.04f Create line drawings of the presidential campaigns of Ford, Carter, Reagan, Bush, Clinton, and Bush. Are there any similarities? Discuss the designs.



analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.05: Assess the impact of growing racial and ethnic diversity in American society.Major Concepts Terms Thinking Skills and



Growing Cultural Diversity in the United States

Questions of Race

Population Changes and new demographics

Regents of UC v Bakke1978Reverse discriminationAffirmative actionMinorities in politicsMulticulturalismGreen CardNativistBilingual educationESEA-No Child Left Behind

12.05aExamine the Census Report of 2000 (web site). Print out the map of the United States and have teams analyze the changes that are shown reflecting U. S. demographics.

12.05b Define “racism”. Discuss, in seminar style, concerns and difficulties with the definitions.

Copies of expectations of NCLB

Audio &Visual Resources:“The New Americans” PBS MiniseriesExcerpts from movie: “Forrest Gump”

Suggested Websites: http://www.census.govhttp://www.census.gov/main/www/popclock.htmlhttp://www.usimmigrationagency.orghttp://www.landmarkcases.org/bakke/courtsystem.htmlhttp://www.pbs.org/kcts/preciouschildren/diversity/read_linguistic.htmlhttp://www.nea.org/esea/


http://www.nea.org/esea/

http://www.pbs.org/kcts/preciouschildren/diversity/read_linguistic.html



http://www.landmarkcases.org/bakke/courtsystem.html



http://www.usimmigrationagency.org/

http://www.usimmigrationagency.org/

http://www.census.gov/main/www/popclock.html

http://www.census.gov/main/www/popclock.html

http://www.census.gov/


analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.05: (continued) Assess the impact of growing racial and ethnic diversity in American society.Major Concepts Terms Thinking Skills and



12.05c Conduct a series of “Conversations About Diversity,” using key pieces of literature and poetry, or create a multimedia presentation.

Literature Connections: Selections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge Piercy, Sandra Cisneros: Four Skinny TreesColin Powell: An American Dream. 1995

Fine Arts Connections:Pictures of Sesame Street CharactersSargent Johnson: “Mask” NMAARobert McNeill: “New Car”, NMAA



analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.06: Assess the impact of twenty-first century terrorist activity on American society.



Restrictions on Civil Liberties

The challenge t o the American Spirit

The U. S. government’s policy toward terrorism

Impact of terrorist threats on U. S. foreign policy

Patriot ActEmbassy bombingsSeptember 11, 2001Al-QuaedaColin PowellOsama bin LadenTaliban RegimeTerrorist networkGeorge W. BushWorld Trade CenterWar on IraqAfghanistanDepartment of

Homeland SecurityNuclear proliferationAirport securityPre-emptive strikes“Axis of Evil”

12.06a Compare the Patriot Act to other limits on civil liberties during times of national crisis.

12.06b Map out the locations of terrorist activity at the beginning of the 21st century. Discuss how the United States is perceived by other nationalities.

Copies of the Patriot Act and copies of the U.S. ConstitutionBush’s address to Congress following September 11, 2001Colin Powell’s address to the UN Security Council about weapons of mass destruction.Up to date current world maphttp://www.nationalgeographic.com/xpeditions/atlas/

Audio & Visual Resources:“9/11” video (documentary filmmakers in NYC)CNN footage of the invasion of BaghdadSuggested Websites: http://www.nytimes.comhttp://www.washingtonpost.comhttp://www.cnn.comhttp://msnbc.comhttp://www.mapquest.com/atlas/


http://www.mapquest.com/atlas/

http://www.mapquest.com/atlas/

http://msnbc.com/

http://www.cnn.com/

http://www.washingtonpost.com/

http://www.washingtonpost.com/

http://www.nytimes.com/

http://www.nationalgeographic.com/xpeditions/atlas/




analyze trends in domestic and foreign affairs of the United States during this time period.Objective 12.06: (continued) Assess the impact of twenty-first century terrorist activity on American society.



12.06c Put together an oral history project by interviewing members of the community about their thoughts and feelings in the wake of September 11.

Literature Connections:Roger Daniels: Coming to America, 1990Georgie Anne Geyer: Americans No More, The Death of Citizenship, 1996, excerptsSanford Ungar: Fresh Blood: The New American Immigrants, 1995, excerptsAmy Wilentz: Martyr’s Crossing, 2003Fine Arts Connections:Wayne Thiebaud: “Neapolitan Meringue”, NMAAPhotographs of American heroes


UNITED STATES HISTORYAdditional Resources:

Bruner, David et al. First Hand America. Part I and II. Brandywine Press: 1991.Cushman, Stephen. Nation of Letters, Vol. I and II. University of Virginia. 1996.Finch, Christopher, introd. 102 Favorite Paintings of Norman Rockwell. Crown Publishers. 1978.Grob, Gerald N. and George Athan Billias. Interpretations of American History. Vol. I and II. Free Press. 1982Garraty, John A. Historical Viewpoints. Vol. I and II. Harper Collins. 1991.Hiller, Bevis. The Style of the Century: 1900-1980. Herbert Press: London. 1983.Kerrod, Robin. The Illustrated History of Man in Space. Mallard Press. 1989.Lanker, Brian. I Dream A World: Portraits of B lack Women Who Changed America. Stewart, Tabori & Chang. 1989.Lillibridge, G. D. Images of American Society. Vol I and II. Houghton Mifflin. 1976.Leekley, Sheryle and John. Moments in Pulitzer Prize Photographs. Crown Publishers. 1978.Mather, Christine. True West: Arts, Traditions, and Celebrations. Clarkson Potter Publishers. 1992.Marcus, Robert D. American Voices Vol. I and II. SUNY at Brockport.1996Morton, Marian J and Russell Duncan. First Person Past, Vol. 1 and II, John Carroll University. 1996.Murray, Stuart and James McCabe. Norman Rockwell’s Four Freedoms. Berkshire House. 1993.National Geographic Society. We Americans. National Geographic. 1975.Taylor, Joshua. America As Art. Harper and Row. 1986.Time-Life Books. The Old West Series. Life, Inc. 1974,Time-Life Books. The Life Millennium. Life, Inc. 1999.


UNITED STATES HISTORYGeneral Web Sites

Web sites for Literature Connections:http://school.discovery.com/lessonplanshttp://[email protected]://artzia.com

Web sites for Fine Arts Connections:http://www.pbs.org/wgbhhttp://www.americasstory.comhttp://www.historyhappens.comhttp://www.ushistory.comhttp://fortunecity.com/tinpan- copies of lyricshttp://www.contempltor.com/america/tunebook - play songshttp://www.nmaa.orghttp://www.npg.si.edu -national portrait gallery

Web sites for Lesson Planshttp://www.school.discovery.com/lessonplanshttp://www.pbs.org/lessonplanshttp://www.teacher.nethttp://www.smithsonianeducation.org

Web sites for Speeches:http://www.smithsonianeducation.orghttp://www.hpol.org - text and recording

Smithsonian New Web Site for Educators:http://www.smithsonianeducation.orghttp://www.npg.si.eduhttp://mnh.si.edu - natural historyhttp://www.smithsonian.org/websites_a_z/u.ht


http://www.smithsonian.org/websites_a_z/u.ht

http://mnh.si.edu/

http://www.npg.si.edu/

http://www.smithsonianeducation.org/

http://www.hpol.org/



http://www.teacher.net/

http://www.pbs.org/lessonplans

http://www.school.discovery.com/lessonplans

http://www.npg.si.edu/

http://www.nmaa.org/

http://www.contempltor.com/america/tunebook

http://fortunecity.com/tinpan-


http://www.historyhappens.com/

http://www.americasstory.com/

http://www.pbs.org/wgbh

http://artzia.com/

http://school.discovery.com/lessonplans

UNITED STATES HISTORYCore Documents for Teaching U.S. History in the State of North CarolinaA. Basic Documents Also Taught in Civics and Economics to which references should be made:Mayflower CompactArticles of ConfederationDeclaration of IndependenceU.S. Constitution

Bill of RightsThe Federalist Papers 10, 22, 85, 45, 17Anti-Federalist Papers

B. U.S. History Documents Pledge of AllegianceStar Spangled BannerWashington’s Farewell AddressAlien and Sedition ActsVirginia and Kentucky ResolvesMonroe DoctrineMissouri CompromiseKansas Nebraska ActCompromise of 1850Emancipation ProclamationGettysburg AddressCross of Gold SpeechPendleton Civil Service ActSherman Anti-Trust ActSherman Silver Purchase ActSeneca Falls Constitution- Declaration of SentimentsTeller Resolution and Platt AmendmentRoosevelt CorollaryWilson’s War MessageZimmerman NoteTreaty of Versailles Article 231Fourteen Points (1-5 and 14)

FDR’s War MessageMunich PactKellogg-Briand PactAtlantic CharterSussex PledgeGeneva AccordsMarshall PlanTruman DoctrinePotsdam AgreementX DocumentTaft Hartley ActWagner ActThe Niagara MovementEisenhower’s Farewell AddressMiranda RuleCivil Rights Act of 1957, 1964Tonkin Gulf ResolutionWar Powers ActLetter from Birmingham JailThe Feminine Mystique excerptsWarren Commission ReportStatistical Abstract of the United StatesCensus Reports


UNITED STATES HISTORYC. Supreme Court Cases for U.S. History (16) and Civics and Economics (20)

Brown v. Board of Education of Topeka,1954 (both)Dartmouth College v. Woodward, 1819 (C&E)Dred Scott v. Sandford, 1857 (both)Engel v.Vitale, 1962 (C&E)Escobedo v. Illinois, 1964 (C&E)Gibbons v. Ogden, 1824 (both)Gideon v. Wainwright, 1963 (C&E)Hazelwood School District v. Kuhlmeier, 1988 (C&E)In re Gault, 1966 (C&E)Korematsu v. United States, 1944 (both)Mapp v. Ohio, 1961 (C&E)Marbury v. Madison, 1803 (both)McCulloch v. Maryland, 1819 (both)Miranda v. Arizona, 1966 (C&E)Munn v. Illinois 189? (US)Wabash v. Illinois (US)U.S. v.E.C. Knight (US)Plessy v. Ferguson, 1896 (both)Regents of California v. Bakke, 1978 (both)Roe v. Wade, 1973 (both)Schenck v. United States, 1919 (US)Swann v. Charlotte Mecklenburg, 1969 (US)Tinker v. Des Moines School District, 1969 (C&E)Texas v. Johnson 1991 (C&E)United States v. Nixon (both)Worcester v. Georgia (US)


UNITED STATES HISTORYD. Ships at Sea (not to be included but used as example)

E. Things in the Sky

MayflowerChesapeake-LeopardTrent USS ConstitutionClermontMonitor and MerrimackThe MaineGreat White FleetTitanticLusitaniaSussexUSS ArizonaPanayUSS MissouriMayaguezUSS KearsargeValdezUSS Coral SeaUSS ColeUSS North CarolinaU-Boats“Tall Ships”PT-109

Apollo 13ColumbiaEagleEnola GayGeminiHindenbergMirSpirit of St. LouisSputnikU-2ChallengerWright flyer
