The Rise of Industrial America - mauryk12.org · The Rise of Industrial America, The Progressive Era and Imperialism 1877-1920: ... Booker T. Washington and W.E.B. Dubois using the

2017.18 United States History, Quarter 1

The Rise of Industrial America, The Progressive Era and Imperialism 1877-1920: Students analyze the various causes of the Industrial Revolution, the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Students examine the relationship among the rise of industrialization, large-scale migration and immigration from Europe and Asia. Students analyze the changing landscape, including the growth of cities and the demand for reforms. Finally, students trace the rise of the United States to its role as a world

power.

Tennessee State Standards

Student Friendly ‘I Can’ Statements

US.1 Explain patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets and trade, the growth of major urban areas and describe the geographic considerations that led to the location of specialized industries such as textiles, automobiles and steel.

The Rise of Industrial America

I can explain the patterns of agricultural and industrial development as they relate to climate, natural resources, markets, trade and urbanization. I can describe geographic considerations for the location of specialized industries including textiles, automobiles and steel.

US.2 Summarize the major developments in Tennessee during the Reconstruction era, including the Constitutional Convention of 1870, the yellow fever epidemic of 1878 and the election of African Americans to the General Assembly.

I can summarize the major developments in Tennessee during the Reconstruction era, including Constitutional Convention of 1870, yellow fever epidemic of 1878 in Memphis and the election of African Americans to the General Assembly.

US.3 Explain the impact of the Hayes-Tilden Presidential election of 1876 and the end of Reconstruction on African Americans, including Jim Crow laws, lynching, disenfranchisement methods, efforts of Pap Singleton and the Exodusters.

I can explain the impact of the Presidential election of 1876 and the end of Reconstruction. I can explain the post-Reconstruction culture on African Americans, including Jim Crow laws, lynching, voting restrictions, Pap Singleton and the Exodusters westward migration to Kansas.

US.6 Describe the changes in American life that resulted from the inventions and innovations of business leaders and entrepreneurs of the period: ▪ Henry Bessemer

I can associate the innovators with their industrial and technological contributions and evaluate the cultural impacts of each including ▪ Henry Bessemer

▪ George Pullman ▪ Alexander Graham Bell ▪ Andrew Carnegie ▪ Thomas Edison ▪ J.P. Morgan ▪ John D. Rockefeller ▪ Swift and Armour ▪ Cornelius Vanderbilt

▪ George Pullman ▪ Alexander Graham Bell ▪ Andrew Carnegie ▪ Thomas Edison ▪ J.P. Morgan ▪ John D. Rockefeller ▪ Swift and Armour ▪ Cornelius Vanderbilt

US.7 Analyze the movement of people from rural to urban areas as a result of industrialization.

I can analyze the emigration of people from rural to urban industrialized areas.

US.13 Describe the rise of trusts and monopolies, their subsequent impact on consumers and workers, and the government’s response, including the Sherman Anti-Trust Act of 1890.

I can define and describe the impact of trust and monopolies, including the Sherman Anti-Trust Act of 1890 and its implications and the impact on consumers and workers.

US.14 Describe working conditions in industries, including the use of labor by women and children.

I can cite evidence of working conditions in industries, including the use of labor by women and children using sources such as Triangle Shirtwaist Fire, Lewis Hine’s photographs and excerpts of Bitter Cry of the Children.

US.15 Analyze the rise of the labor movement, including its leaders, major tactics and the response of management and the government: ▪ Samuel Gompers ▪ Eugene Debs ▪ Haymarket Affair ▪ Pullman Strike ▪ Coal Creek Labor Saga ▪ Collective bargaining ▪ Blacklisting ▪ Open vs. closed shops

I can identify and analyze the rise of the labor movement, including its leaders, major tactics and the response of management and the government: ▪ Samuel Gompers ▪ Eugene Debs ▪ Haymarket Affair ▪ Pullman Strike ▪ Coal Creek Labor Saga [Anderson Co.]

▪ collective bargaining ▪ blacklisting ▪ open vs. closed shops

US.9 Describe the difference between “old” and “new” immigrants and analyze the assimilation process and consequences for the “new” immigrants and their impact on American society, including ethnic clusters, competition for jobs, rise of nativism, the work of

I can describe the difference between “old” and “new” immigrants using excerpts from “The New Colossus,” Emma Lazarus.

Jane Addams and the documentation of living conditions by Jacob Riis, Chinese Exclusion Acts and the Gentlemen’s Agreement.

I can analyze examples of assimilation using primary source excerpts from Twenty Years at Hull House.

I can describe the consequences of “new” immigrants and their impact on American society, including:

• ethnic clusters

• competition for job

• rise of nativism

• the work of Jane Addams • the documentation of living conditions using excerpts/pictures

from How the Other Half Lives, Jacob Riis • Chinese Exclusion Acts

• The Gentlemen’s Agreement

US.4 Analyze the causes and consequences of Gilded Age politics and economics, including the rise of political machines, major scandals, civil service reform and the economic difference between farmers, wage earners, and industrial capitalists, including the following:

• Boss Tweed

• Thomas Nast • Credit Mobilier

• Whiskey Ring

• Garfield’s assassination • Pendleton Act • Interstate Commerce Act

The Progressive Era

I can analyze the causes political corruption and their consequences on American politics during the Gilded Age, including the rise of political machines, major scandals, civil service reform and economic disparity as well as: ▪ Boss Tweed ▪ Thomas Nast ▪ Credit Mobilier ▪ Whiskey Ring ▪ Garfield’s assassination ▪ Pendleton Act ▪ Interstate Commerce Act

US.5 Analyze the controversy that arose over the currency system in the late 1800’s, including the impact of gold and silver strikes in the West, the contrasting views of farmers and industrialists, the Sherman Silver Purchase Act of 1890, the Gold Crisis during the Cleveland administration and an analysis of William Jennings Bryan’s Cross of Gold speech.

I can analyze the controversy that arose over the currency system, including the impact of gold and silver strikes in the West, contrasting views of farmers and industrialists, Sherman Silver Purchase Act of 1890, the Gold Crisis during the Cleveland administration, excerpts of Bryan’s “Cross of Gold” speech and excerpts from The Gospel of Wealth.

US.8 Evaluate multiple sources of information presented in diverse formats and media as in the political cartoons of Thomas Nast and

I can describe and explain of political cartoonists such as Thomas Nast and other Gilded Age media.

others during the Gilded Age.

US.11 Using textual evidence; compare and contrast the ideas and philosophies of Booker T. Washington and W.E.B. Dubois.

I can compare and contrast the ideas and philosophies of Booker T. Washington and W.E.B. Dubois using the primary sources excerpts from “Atlanta Exposition” speech and The Souls of Black Folks.

US.12 Explain the characteristics and impact of the Granger Movement and Populism, including the problems between farmers and the railroads, the call for banking reform, support for a graduated income tax and regulation of public utilities.

I can explain Populism and cite examples such as the Granger Movement and Farmer’s Alliance, problems between farmers and the railroads, the call for banking reform, support for a graduated income tax and regulation of public utilities.

US.10 Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel.

I can analyze Social Darwinism and compare and contrast with Social Gospel using primary source excerpts from Gospel of Wealth, Andrew Carnegie and other examples.

US.16 Citing textual evidence as appropriate, explain the significant roles played by muckrakers and progressive idealists, including Robert La Follette, Theodore Roosevelt, Ida Tarbell, Lincoln Steffens and Upton Sinclair.

I can explain the significant roles played by muckrakers and progressive idealists using and citing primary excerpts, including Robert La Follette, Roosevelt’s “The New Nationalism” speech, Tarbell’s The History of Standard Oil, Lincoln Steffens’ The Shame of the Cities and Sinclair’s The Jungle.

US.17 Analyze the goals and achievements of the Progressive movement, including the following adoption of the initiative, referendum, and recall, adoption of the primary system, 16th Amendment, 17th Amendment and impact on the relationship between the citizen and the government.

Analyze the goals and achievements of the Progressive movement, including the adoption of the initiative, referendum, recall and the primary system, the 16th and 17th Amendments and Progressive expectations of the role of citizen and the role of government.

US.18 Describe the movement to achieve suffrage for women, including its leaders, the activities of suffragettes, the passage of the 19th Amendment and the role of Tennessee in the suffrage effort [Anne Dallas Dudley, Harry Burn, Josephine Pearson, “Perfect 36”].

I can describe the suffrage movement, its national and TN leaders, the activities of suffragettes and the passage of the 19th Amendment including Anne Dallas Dudley, Harry Burn, Josephine Pearson and “Perfect 36”.

US.19 Analyze the significant progressive achievements during the administration of Theodore Roosevelt including the Square

I can analyze the significant progressive achievements during the administration of Theodore Roosevelt, including the Square

Deal, “trust-busting,” the passage of the Pure Food and Drug Act, the Meat Inspection Act and support for conservation.

Deal, “trust- busting”, Pure Food and Drug Act, Meat Inspection Act and environmental conservation.

US.20 Analyze the significant progressive achievements during the administration of Woodrow Wilson, including his New Freedom, the Underwood Tariff, the Federal Reserve Act and the Clayton Anti-Trust Act.

I can analyze the significant progressive achievements during the administration of Woodrow Wilson, including his New Freedom, Underwood Tariff, Federal Reserve Act and the Clayton Anti-Trust Act.

US.22 Assess the causes of American imperialism in the late 19th and early 20th centuries, including the desire for raw materials and new markets, yellow journalism and the desire to spread American democratic and moral ideals.

Imperialism I can define American Imperialism and associate it with desire for raw materials and new markets, yellow journalism and desire to spread American democratic and moral ideals.

US.23 Evaluate the arguments of interventionists and non-interventionists of the period, including Alfred T. Mahan, Senator Albert Beveridge, Mark Twain and Theodore Roosevelt.

I can evaluate the arguments of interventionists and non-interventionists of the period, including Mahan’s Influence of Sea Power upon History, Beveridge’s “The March of the Flag” speech, Twain’s personal commentaries and the policies and actions of Theodore Roosevelt.

US.24 Describe the consequences of American imperialism of the period, including the following events:

• annexation of Hawaii • Spanish-American War [Teller, Platt, and Foraker Acts]

• Philippine Insurrection

• Roosevelt Corollary

• Panama Canal

I can describe the consequences of American imperialism, including:

• annexation of Hawaii

• Spanish-American War

• Teller, Platt and Foraker Acts

• Philippine Insurrection• Roosevelt Corollary [as related to Monroe Doctrine]

• Panama Canal

US.25 Draw evidence from informational texts to compare and contrast Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy and Woodrow Wilson’s Moral Diplomacy.

I can use evidence from informational texts to compare and contrast policies of Theodore Roosevelt’s Big Stick diplomacy, William Taft’s

Dollar Diplomacy and Woodrow Wilson’s Moral Diplomacy. HONORS ADDENDUM Note for Teachers of Honors: Embed the Honors Addendum within the regular Scope and Sequence.

Read and comprehend history texts in the grades 11-12

Suggestions:

I can do an in-depth project [personal genealogy or another] on Ellis Island using “The New Colossus” as an introductory text.

complexity band independently and proficiently.

Write routinely over extended time frames [time for reflection and

revision] and shorter time frames [a single sitting or a day or two] for a range of discipline- specific task purposes and audiences.

Extension Activities [topic ideas]: ▪ Jim Crows laws and Ida B. Wells ▪ Western Immigration/Homesteading ▪ Social Darwinism/Social Gospel/Horatio Algers ▪ notable women in reform movements/emerging into

professional sphere ▪ Yellow Journalism-Pulitzer & Hearst ▪ research nature of two party system and third

party reform movements ▪ compare and contrast imperialism with today’s foreign

diplomacy

I can outline the basic principles of Frederick Jackson Turner’s frontier thesis.


World War I, The 1920s and The Great Depression: Students study America’s participation of World War I and how the battle between traditionalism and modernism manifested itself in the major historical trends and events after World War I and throughout the 1920s. Students analyze the causes and effects of the Great Depression and how Roosevelt’s New Deal fundamentally changed the role of the federal government.



US.21 Analyze the impact of the Great Migration of African Americans that began in the early 1900s from the rural South to the industrial regions of the Northeast and Midwest.

World War I Era

I can analyze the Great Migration and associate with early 20th

Century geographic relocation of African Americans.

US.26 Explain the causes of World War I in 1914 and the reasons for the initial declaration of United States’ neutrality.

I can identify and explain the causes of World War I and the geographical reasons for United States’ neutrality.

US.27 Justify with supporting detail from text, the reasons for American entry into World War I, including the use of unrestricted submarine warfare by the Germans, the Zimmerman Note, the defense of democracy and economic motivations.

I can use primary sources to justify the reasons for American entry into World War I including unrestricted German submarine warfare, the Zimmerman Note, the defense of democracy and economic motivations.

US.28 Identify and explain the impact of the following events and people during World War I: ▪ major turning points ▪ impact of trench warfare ▪ use of new weapons and technologies ▪ Herbert Hoover ▪ John J. Pershing and the American Expeditionary Force ▪ Doughboys ▪ Alvin C. York

I can identify and explain the impact of the following events and people during World War I:

• major turning points [Battles of the Marne,

American entry, Meuse- Argonne]

• impact of trench warfare• use of new weapons and technologies• Herbert Hoover [Belgium relief / Food Administration]

• John J. Pershing and the American Expeditionary Force• Doughboys• Alvin C. York

US.29 Analyze the aims and negotiating roles of world leaders, including Woodrow Wilson’s Fourteen Points and the causes and effects of the United States’ rejection of the League of Nations on

I can analyze the aims and negotiating roles of world leaders, including The Big Four Woodrow Wilson’s Fourteen Points [“Peace

without Victory” speech] and causes and effects on world politics of

world politics.

the United States’ rejection of the League of Nations.

US.30 Analyze the political, economic and social ramifications of World War I on the home front, including the role played by women and minorities, voluntary rationing, the Creel Committee, opposition by conscientious objectors and the case of Schenck v. United States.

I can analyze the political, economic, and social ramifications of World War I on the home front, including roles of women and ethics minorities, rationing [Hooverizing], The Creel Committee, Conscientious Objector and Schenck v. United States.

US.31 Describe the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

1920’s I can describe the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture

US.32 Describe the rise of mass production techniques and the impact of new technologies, including the advent of airplane travel, spread of electricity, popularity of labor saving appliances and innovations in food processing and food purchasing [Clarence Saunders].

I can describe the rise of mass production techniques and the impact of new technologies, including airplane travel, electricity and labor saving appliances and innovations in food processing and food purchasing such as Clarence Saunders with Piggly Wiggly.

US.33 Using multiple sources and diverse formats summarize the impact of the mass production and widespread availability of automobiles on the American economy and society.

I can relate mass production of the automobile with its impact on the American economy and society using advertisements and mass media.

US.34 Analyze the changes in the economy and culture of the United States as a result of expansion of credit, consumerism and financial speculation.

I can analyze the changes in the economy and culture of the United States as a result of expansion of credit, consumerism, financial speculation and growth of Wall Street.

US.35 Describe the significant ideas and events of the administrations of Warren Harding and Calvin Coolidge, including the “return to normalcy,” Teapot Dome and laissez faire politics.

I can describe the significant ideas and events of the administrations of Harding and Coolidge including the “return to normalcy”, Teapot Dome and laissez-faire politics.

US.36 Analyze the attacks on civil liberties and racial and ethnic tensions, including the Palmer Raids, the immigration quota acts of the 1920’s, the resurgence of the Ku Klux Klan, the efforts of Ida B. Wells and Randolph Miller, the trial of Sacco and Vanzetti, the emergence of Garveyism and the rise of the NAACP.

I can analyze the attacks on civil liberties including Palmer Raids, immigration quota acts of the 1920s, Red Scare and the trial of Sacco and Vanzetti.

I can analyze the racial and ethnic tensions including the resurgence of the Ku Klux Klan, Wells’ Crusade for Justice: The Autobiography of Ida B. Wells, Randolph Miller, Marcus Garvey and NAACP.

US.37 Explain the background of the Temperance Movement, the passage of the 18th Amendment to the Constitution and the

I can explain National Prohibition including: ▪ Temperance Movement

Volstead Act; the impact of Prohibition on American society and its successes and failures, including the rise of organized crime, bootlegging and speakeasies and repeal by the 21st Amendment.

▪ 18th Amendment ▪ The Volstead Act ▪ organized crime and bootlegging ▪ speakeasies ▪ repeal by the 21st Amendment

US.38 Describe the Scopes Trial of 1925, including the major figures, the two sides of the controversy, its outcome and its legacy.

I can describe the Scopes Trial of 1925, including Theory of Evolution, major figures and the two sides of the controversy, and its outcome and legacy.

US.39 Describe the changing conditions for American Indians during this period, including the extension of suffrage and the restoration of tribal identities and way of life.

I can describe the changing conditions for American Indians during this period, including the Indian Citizenship Act of 1924, restoration of tribal identities and way of life.

US.40 Describe the Harlem Renaissance, its impact, and its important figures, including an examination of literary and informational text of or about Langston Hughes, Zora Neale Hurston, James Weldon Johnson, Duke Ellington and Louis Armstrong.

I can describe the Harlem Renaissance and its impact, including Langston Hughes [Blues poetry], Zora Neale Hurston [The Eyes were

Watching God], James Weldon Johnson [Lift Every Voice and Sing], Duke Ellington [Swing style Jazz] and Louis Armstrong [Jazz].

US.41 Analyze the emergence of the “Lost Generation” in American literature, including the impact of Ernest Hemingway and F. Scott Fitzgerald.

I can define “Lost Generation” and identify works and excerpts by Ernest Hemingway [The Sun Also Rises] and F. Scott Fitzgerald [The Great Gatsby].

US.42 Describe changes in the social and economic status of women, including the work of Margaret Sanger, flappers, clerical and office jobs and rise of women’s colleges.

I can describe changes in the social and economic status of women, including Margaret Sanger, Flappers, clerical and office jobs and higher education enrollment for women.

US.43 Analyze the rise of celebrities as icons of popular culture, including Babe Ruth, Lou Gehrig, Jack Dempsey, Red Grange, Bessie Smith, Billy Sunday and Charles Lindbergh.

I can analyze the rise of 1920s celebrities including Babe Ruth and Lou Gehrig in baseball; Jack Dempsey in boxing; Red Grange in football, Bessie Smith singing the Blues, Billy Sunday in evangelism; and Charles Lindbergh in aviation.

US.54 Examine the impact of American actions in foreign policy in the 1920’s, including the refusal to join the League of Nations, the Washington Disarmament Conference and the Kellogg-Briand Pact.

I can examine the impact of American actions in foreign policy in the 1920’s, including refusal to join the League of Nations, Washington Disarmament Conference and Kellogg-Briand Pact.

US.44 Examine the growth and popularity of Blues Music in Memphis and the Grand Ole Opry in Nashville, including W.C. Handy and WSM.

I can examine the growth and popularity of music in Tennessee including Blues Music in Memphis, W.C. Handy, Grand Ole Opry in Nashville and WSM and Deford Bailey.

US.45 Analyze the causes of the Great Depression, including the following:

• the economic cycle driven by overextension of credit

• overproduction in agriculture and manufacturing

• laissez faire politics

• buying on margin

• excess consumerism

• rising unemployment • the crash of the stock market • high tariffs

The Great Depression

I can analyze the causes of the Great Depression, including:

• economic cycle

• overextension of credit

• overproduction in agriculture and manufacturing • laissez faire politics • buying on margin • excess consumerism

• rising unemployment

• the crash of the stock market

• high tariffs

US.46 Describe the steps taken by President Hoover to combat the economic depression, including his philosophy of “rugged individualism,” the Reconstruction Finance Corporation and the response to the “Bonus Army.”

I can describe the steps taken by President Hoover to combat the economic depression, including “rugged individualism”, Reconstruction Finance Corporation and the “Bonus Army”.

US.47 Write a narrative piece that includes multiple media components to describe the toll of the Great Depression on the American people, including massive unemployment, migration, and Hoovervilles.

I can write a narrative using multiple media to describe the toll of the Great Depression on the American people including massive unemployment, migration and Hoovervilles, including Woody Guthrie, Dorothea Lange and Yip Harburg‘s “Brother, Can you spare a dime?”

US.48 Analyze the causes and consequences of the Dust Bowl of the 1930’s.

I can identify the Dust Bowl geography and analyze the causes and consequences.

US.52 Cite textual evidence, determine the central meaning, and evaluate different points of view by examining excerpts from the following texts: Herbert Hoover [“Rugged Individualism”], Franklin Roosevelt [“First Inaugural Address”] and John Steinbeck [The Grapes of

Wrath].

I can interpret the different points of view of Herbert Hoover [“Rugged Individualism”] and Franklin Roosevelt [“First Inaugural Address”] by assessing the central meaning from excerpts of John Steinbeck [The Grapes of Wrath].

US.49 Identify and explain the following New Deal programs and assess their past or present impact:

▪ Works Progress Administration ▪ Social Security ▪ Federal Deposit Insurance Corporation ▪ Securities and Exchange Commission

The New Deal

I can identify and explain the following New Deal programs and assess their past and present impact:

• WPA

• Social Security

▪ Fair Labor Standards Act ▪ Agricultural Adjustment Acts ▪ Civilian Conservation Corps ▪ National Recovery Administration and NIRA ▪ Tennessee Valley Authority ▪ Cumberland Homesteads ▪ Great Smoky Mountains Park

• FDIC

• Securities and Exchange Commission• Fair Labor Standards Act• Agricultural Adjustment Acts• CCC, NRA, NIRA

• Tennessee Valley Authority• Cumberland Homesteads [Showplace of the New Deal, 1934-

1938]

• Great Smoky Mountains National Park

US.50 Analyze the effects of and the controversies arising from New Deal economic policies, including charges of socialism and FDR’s “court packing” attempt

I can analyze the effects and controversies of New Deal’s economic policies, including charges of socialism and FDR’s “court packing” attempt.

US.51 Citing evidence from maps, photographs and primary source documents, analyze the development of TVA on Tennessee’s rural geography economy, and culture, and debate the issues of the Norris Dam and Dale Hollow Lake controversies.

I can cite the lasting impacts of TVA on Tennessee by citing evidence of controversy over Norris Dam and Dale Hollow Lake by using maps, photos and primary sources.

US.53 Evaluate multiple sources of information presented in diverse formats and media as in the political cartoons about the New Deal.

I can evaluate and assess political cartoons about the New Deal.

HONORS ADDENDUM Note for Teachers of Honors: Embed the Honors Addendum within the regular Scope and Sequence.

Read and comprehend history texts in the grades 11-12 complexity band independently and proficiently.

Write routinely over extended time frames [time for reflection and

revision] and shorter time frames [a single sitting or a day or two] for a range of discipline- specific task purposes and audiences.

Suggestions:

Extension Activities [topic ideas]: ▪ In Another Country or Farewell to Arms by Ernest Hemingway ▪ Jazz Age ▪ Scopes Trial [link to modern debate] ▪ Dawes Act ▪ Free Speech concerns stemming from the Red Scare ▪ Emma Goldman ▪ Compare the emergence of the 1920’s youth to the “I”

generation today ▪ Compare the government’s Great Depression response

to contemporary economic recession


Between the Wars, World War II, the Cold War and Post War: Students analyze the inter-war years and America’s participation in World War II. Students analyze the response of the United States to communism after World War II. Finally, students analyze post war America and the new developing culture during the 1950s and 1960s.



US.55 Gather relevant information from multiple sources to explain the reasons for and consequences of American actions in foreign policy during the 1930’s, including the Hoover-Stimson Note, the Johnson Debt Default Act and the Neutrality Acts of 1935, 1937 and 1939.

The Coming War

I can use multiple sources to identify and explain consequences of America’s actions in foreign policy during the 1930’s, including Hoover-Stimson Note, Johnson Debt Default Act and Neutrality Acts of 1935, 1937 and 1939.

US.56 Analyze the reasons for and consequences of the rise of fascism and totalitarianism in Europe during the 1930’s, including the actions of Hitler, Mussolini and Stalin.

I can define fascism and totalitarianism and analyze the causes and consequences of both exemplified by Hitler, Mussolini and Stalin.

US.57 Examine President Roosevelt’s response to the rise of totalitarianism, including the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter and Lend-Lease.

I can analyze President Roosevelt’s response to the rise of totalitarianism, including the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter and Lend-Lease.

US.58 Explain the reasons for American entry into World War II, including the attack on Pearl Harbor.

World War II

I can identify the causes of America’s entry into World War II including Pearl Harbor and an excerpt of the Announcement of War with Japan by Franklin Roosevelt.

US.59 Identify and locate on a map the Allied and Axis countries and the major theatres of the war.

I can identify and locate on a map the Allied and Axis countries and the major theatres of the war including the home front, North Atlantic, Europe, North Africa, Asian Pacific and China-Burma-India.

US.60 Explain United States and Allied wartime strategy and major events of the war, including the Bataan Death March, Midway, “island hopping,” Iwo Jima, Okinawa, invasion of

I can explain United States and Allied wartime strategy and major events of the war, including Bataan Death March, Midway, “island hopping”, Iwo Jima and Okinawa, invasion of North Africa and Italy, D-Day and Battle of the Bulge.

North Africa and Italy, D-Day and the Battle of the Bulge.

US.61 Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of special fighting forces such as the Tuskegee Airmen, the 442nd Regimental Combat team, the 101st Airborne, and the Navajo Code Talkers.

I can identify the roles and sacrifices of American soldiers such as Audie Murphy, George Patton Ernie Pyle and Glenn Miller; Tuskegee Airmen; 442nd Regimental Combat team; 101st Airborne and the Navajo Code Talkers.

US.62 Identify the roles played and significant actions of the following individuals in World War II:

• Franklin Roosevelt

• Winston Churchill

• Joseph Stalin

• Harry Truman • Adolph Hitler • Benito Mussolini • Hideki Tōjō

• Dwight Eisenhower

• George C. Marshall

• Douglas MacArthur

I can identify the roles played and significant actions of the following individuals:

• Franklin Roosevelt

• Winston Churchill

• Joseph Stalin

• Harry Truman • Adolph Hitler • Benito Mussolini • Hideki Tōjō

• Dwight Eisenhower

• George C. Marshall

• Douglas MacArthur

US.63 Describe the constitutional issues and impact of events on the United States home front, including the internment of Japanese Americans [Fred Korematsu v. United

States of America].

I can describe the constitutional questions and impact of Japanese internment [Fred Korematsu v. United States of America].

US.64 Examine and explain the entry of large numbers of women into the workforce during World War II and its subsequent impact on American society [such as at Avco in Tennessee], as well as the service of women in the armed forces, including Cornelia Fort.

I can explain the entry of large numbers of women into the workforce and its impact on American society and the service of women in the armed forces such as Rosie the Riveter, Avco in Tennessee [Vaught Aviation-

Nashville] and Cornelia Fort.

US.65 Examine the impact of World War II on economic and social conditions for African Americans, including the Fair Employment Practices Committee, the service of African Americans in the armed forces and the work force, and the eventual integration of the armed forces by President Truman.

I can identify and explain the impact of African Americans on the home front including the Fair Employment Practices Committee, FDR’s Executive Order 8802 and the Double V Campaign.

I can identify how African Americans military service led to the eventual integration by President Truman’s Executive Order 9981.

US.66 Describe the war’s impact on the home front, including rationing, bond drives, movement to cities and industrial centers and the Bracero program.

I can describe the war’s impact on American civilians including rationing, bond drives, movement to cities and industrial centers and the Bracero Program.

US.67 Describe the major developments in aviation, weaponry, communication and medicine [penicillin], and the war’s impact on the location of American industry and use of resources.

I can describe the major developments including aviation, weaponry, communication and medicine [penicillin].

I can label the geographic areas of American industry and allocation and distribution of resources.

US.68 Explain the importance of the establishment and the impact of the Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa influences and Camp Forrest as a POW center.

I can explain the importance of wartime locations relevant to Tennessee including the establishment and the impact of the Fort Campbell, Oak Ridge, TVA, Alcoa and Camp Forrest [Tullahoma] as a POW center.

US.69 Write an opinion piece evaluating the Manhattan Project, including the rationale for using the atomic bomb to end the war.

I can evaluate the Manhattan Project and the use of the atomic bomb to end the war using excerpts from the “Announcement of Dropping the Atomic Bomb,” and the Letter to President Franklin Roosevelt.

US.70 Examine the American reaction and response to the Holocaust.

I can identify the Holocaust and America’s response to it.

US.71 Explain major outcomes of the Yalta and Potsdam Conferences.

I can identify the Yalta and Potsdam Conferences and explain the outcomes of each.

US.72 Identify and explain the reasons for the founding of the United Nations, including the role of Cordell Hull.

I can identify the United Nations and its purpose and explain Cordell Hull’s role in its founding.

US.73 Describe the competition between the two “superpowers” of the United States and the Soviet Union in the areas of arms development, economic dominance, and ideology, including the role and location of NATO, SEATO and the Warsaw Pact.

The Cold War

I can define super power and describe the U.S. and Soviet Union competition including arms development, economic ideology, NATO, SEATO, the Warsaw Pact and Space Race and analyze the “Address at Rice University” by John Kennedy.

US.74 Explain examples of containment policies, including the Marshall Plan, the Berlin Airlift and the Truman Doctrine.

I can define containment and its consequences as exemplified by the Truman Doctrine, the Marshall Plan, the Berlin Airlift and the “The Sources of Soviet Conduct” by George Kennan.

US.75 Draw evidence from informational text to analyze the progression of American foreign policy from containment to retaliation and brinkmanship to the domino theory to flexible response.

I can identify and trace the progression of each of the following Containment to Mutual Assured Destruction and Brinkmanship to Domino Theory to Flexible Response.

US.76 Analyze the causes and effects of the Red Scare that followed World War II, including Americans’ attitude toward the rise of communism in China, McCarthyism, blacklisting, Alger Hiss, J. Edgar Hoover, Estes Kefauver and the Rosenbergs.

I can analyze the causes and effects of the Red Scare, including Americans’ attitude toward Red China, McCarthyism and blacklisting, Alger Hiss, the Rosenbergs, J. Edgar Hoover and Estes Kefauver.

US.77 Describe the causes, course, and consequences of the Korean War, including the 38th parallel, Inchon, the entry of the Communist Chinese, the power struggle between MacArthur and President Truman and the final disposition of the Koreas.

I can describe the causes, course and consequences of the Korean War, including the 38th parallel, Inchon Landing, the entry of the Communist Chinese, the power struggle between MacArthur and President Truman, election of Dwight Eisenhower and Korean Armistice.

US.78 Integrate multiple sources of information presented in diverse formats of the fears of Americans about nuclear holocaust and debates over the stockpiling and use of nuclear weapons, including atomic testing, civil defense, bomb shelters, mutually assured destruction, impact of Sputnik and President Eisenhower’s warning about the military-industrial complex.

I can assess how mass media heighted American fears regarding: ▪ nuclear holocaust ▪ debates over the stockpiling and deployment ▪ use of nuclear weapons ▪ Atomic testing [nuclear fallout]

▪ civil defense [duck and cover] ▪ bomb shelters ▪ mutually assured destruction ▪ impact of Sputnik

I can assess President Eisenhower’s warning about the military-industrial complex using excerpts from his Farewell Address.

US.82 Analyze the impact of prosperity and consumerism in the 1950s, including the growth of white-collar jobs, the suburban ideal and the impact of the G.I. Bill.

Postwar

I can analyze the impact of prosperity and consumerism in the 1950s, including the growth of white-collar jobs, the suburban ideal, impact of the

G.I. Bill, emerging Middle class and increased reliance on petroleum [domestic or foreign]

US.83 Examine multiple sources presented in different media and formats to explain the impact of the baby boom generation on the American economy and culture.

I can define the Baby Boom using various media sources and explain its impact on the American economy and culture.

US.84 Describe the effects of technological developments, including advances in medicine, improvements in agricultural technology such as pesticides and fertilizers, and the development of the interstate highway system.

I can describe the effects of technological developments, including advances in medicine, improvements in agricultural technology [pesticides

and fertilizers] and development of the interstate highway system.

US.85 Analyze the increasing impact of television and mass media on the American home, American politics and the American economy.

I can analyze the increasing impact of television and mass media on American home and family, American politics and American economy.

I can define the Beat Generation including emergence of a youth culture, beatniks, “On the Road” by Jack Kerouac

US.86 Describe the emergence of a youth culture, including beatniks and the progression of popular music from swing to rhythm and blues to rock ‘n roll and the significance of Tennessee, including Sun Studios, Stax Records and Elvis Presley.

I can trace progression of popular music from swing to rhythm and blue to rock ‘n roll and cite the role played by Tennessee, including Sun Studios, Stax Records and Elvis Presley.

US.87 Explain the events related to labor unions, including the merger of the AFL-CIO, the Taft-Hartley Act, and the roles played by Estes Kefauver, Robert Kennedy and Jimmy Hoffa.

I can explain the events related to labor unions, including the merger of the AFL-CIO, Taft-Hartley Act, the work of Estes Kefauver and Robert Kennedy, and Jimmy Hoffa.



Primary Documents and Supporting Texts to Consider: excerpts from “Quarantine Speech” speech; “Four Freedoms” speech; Announcement of War with Japan, 1941 by Franklin Roosevelt.

Primary Documents and Supporting Texts to Consider: excerpts from The Things They Carried: “The Sources of Soviet Conduct”; “Inaugural

Write routinely over extended time frames [time for reflection

and revision] and shorter time frames [a single sitting or a day

or two] for a range of discipline- specific task purposes and audiences.

Address,” 1961 by John Kennedy

Suggestions:

Extension Activities [topic ideas]: ▪ World War II--battles, commanders, technology, home front,

extremist groups, holocaust, Japanese atrocities against American soldiers, etc.

▪ discuss how the U.S. became a “Super Power” ▪ real connections- research family history/involvement in war,

conduct veteran/civilian [home front]

▪ comparative look at Cold War Presidents [Truman-Nixon] and how they handled foreign policy


Modern United States and Contemporary United States: Students analyze the economic boom and social transformation of post–World War II America. Students examine the origins, goals, key events and accomplishments of Civil Rights Movement and important events and trends in the 1960s and 1970s. Students describe important events and trends since 1980. Students analyze the important foreign policies of and events during the presidential administrations from 1961 to 2008.



US.89 Examine court cases in the evolution of civil rights, including Brown v. Board of Education and Regents of the University of California v. Bakke.

I can examine court cases in the evolution of civil rights, including Brown v. Board of Education and Regents of the University of California v. Bakke.

US.90 Examine the roles of civil rights advocates, including the following:

• Martin Luther King, Jr.

• Malcolm X

• Thurgood Marshall

• Rosa Parks

• Stokely Carmichael • President John Kennedy

• Robert Kennedy

• President Lyndon Johnson • James Meredith • Jim Lawson

I can examine the roles of civil rights advocates, including: ▪ Martin Luther King, Jr. ▪ Malcolm X ▪ Thurgood Marshall ▪ Rosa Parks ▪ Stokely Carmichael ▪ President John Kennedy ▪ Robert Kennedy ▪ President Lyndon Johnson ▪ James Meredith ▪ Jim Lawson

US.91 Examine the roles of civil rights opponents, including Strom Thurmond, George Wallace, Orval Faubus, Bull Connor and the KKK.

I can examine the roles of civil rights opponents, including Strom Thurmond and the Dixecrats, George Wallace, Orval Faubus, Bull Connor and the KKK.

US.92 Describe significant events in the struggle to secure civil rights for African Americans, including the following:

▪ Columbia [TN] Race Riots ▪ Tent Cities of Haywood and Fayette Counties ▪ Influence of the Highlander Folk School and

civil rights advocacy groups ▪ Montgomery Bus Boycott

I can describe significant events in the struggle to secure civil rights for African Americans, including:

▪ Columbia, Tennessee Race Riots ▪ Tent Cities of Haywood, Fayette Counties ▪ influence of the Highlander Folk School and civil rights

advocacy groups ▪ integration of Central High School in Little Rock and Clinton

▪ Birmingham bombings 1963 ▪ Freedom Rides ▪ March on Washington ▪ Sit-ins, marches, demonstrations, boycotts,

Nashville Sit-ins, Diane Nash ▪ Assassination of Martin Luther King, Jr.

High School in Clinton, TN ▪ Montgomery Bus Boycott ▪ Birmingham Bombings 1963 ▪ sit-ins, marches, demonstrations, boycotts ▪ Nashville Sit-ins and Diane Nash ▪ Freedom Rides ▪ March on Washington ▪ Assassination of Martin Luther King, Jr.

US.93 Cite textual evidence, determine the central meaning, and evaluate the explanations offered for various events by examining excerpts from the following texts: Martin Luther King, Jr. [“Letter from a Birmingham Jail” and “I Have a Dream”

speech] and Malcolm X [“The Ballot or the Bullet”].

I can interpret the purpose and evaluate explanations of Martin Luther King, Jr. [“Letter from a Birmingham Jail”], Martin Luther King, Jr. [“I Have a

Dream” speech] and Malcolm X [“The Ballot or the Bullet”].

US.94 Analyze the civil rights and voting rights legislation, including the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Civil Rights Act of 1968 and the 24th Amendment.

I can analyze the civil rights and voting rights legislation, including Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968 and 24th

Amendment.

US.79 Describe the relationship between Cuba and the United States, including the Bay of Pigs Invasion and the Cuban Missile Crisis.

The Kennedy and Johnson Years

I can describe the relationship between Cuba and the United States, including Cuban-American policies since 1989, rise of Fidel Castro, Bay of Pigs Invasion and Cuban Missile Crisis.

US.88 Describe President Kennedy’s New Frontier programs to improve education, end racial discrimination, create the Peace Corps, and propel the United States to superiority in the Space Race.

I can describe President Kennedy’s New Frontier programs to improve education, end racial discrimination, The Peace Corps and Space Race.

US.96 Evaluate the impact of Johnson’s Great Society programs, including Medicare, urban renewal and the War on Poverty.

I can evaluate the impact of Johnson’s Great Society programs, including Medicare, urban renewal and the War on Poverty.

US.80 Describe the causes, course, and consequences of The Vietnam War Era

the Vietnam War, including the following: ▪ Geneva Accords ▪ Gulf of Tonkin Resolution ▪ Tet Offensive ▪ roles played by Presidents Kennedy, Johnson and

Nixon ▪ Vietnamization ▪ Ho Chi Minh ▪ Bombing of Cambodia ▪ Henry Kissinger ▪ Napalm and Agent Orange

I can describe the causes, course, and consequences of the Vietnam War, including:

▪ Geneva Accords ▪ Gulf of Tonkin Resolution ▪ Tet Offensive ▪ roles played by Presidents Kennedy, Johnson and Nixon ▪ Henry Kissinger and Détente ▪ Vietnamization ▪ Ho Chi Minh ▪ bombing of Cambodia ▪ Napalm and Agent Orange

US. 81 Present information, findings, and supporting evidence evaluating the impact of the Vietnam War on the home front, including the Anti-War movement, draft by lottery and the role of television and the media.

I can enumerate the impact of the Vietnam War on the home front, including draft by lottery, the Anti-War movement and the Free Speech movement, impact of television and the media including the Pentagon Papers and The Things They Carried by Tim O’Brien.

US.98 Identify and explain significant achievements of the Nixon administration, including his appeal to the “silent majority” and his successes in foreign affairs.

I can identify and explain significant achievements of the Nixon administration, including his appeals to the “silent majority” and Southern Strategy and his successes in foreign affairs.

US.95 Describe movements to achieve equal opportunity and improvements in working conditions and living standards, including the Chicano Movement, the American Indian Movement, and Feminist Movement.

1968-1980

I can define the Chicano Movement, American Indian Movement and the Feminist Movement and describe their stated purposes and goals.

US.97 Interpret different points of view that reflect the rise of social activism and the counterculture, hippies, generation gap and Woodstock.

I can identify and interpret different points of view that reflect the rise of social activism and the counterculture, including the generation gap, hippies and Woodstock.

US.102 Explain the emergence of environmentalism, including the creation of the Environmental Protection Agency, Rachel Carson’s Silent Spring, and disasters such as Love Canal, Three Mile Island and the Exxon Valdez.

I can explain the emergence of environmentalism, including the creation of the Environmental Protection Agency, Rachel Carson’s Silent Spring and disasters at Love Canal, Three Mile Island and the Exxon Valdez.

US.101 Investigate the life and works of Alex Haley and his influence on American Culture, including The Autobiography

I can research the life and works of Alex Haley and his influence on American Culture, including The Autobiography of Malcolm X and Roots:

of Malcolm X and Roots: The Saga of An American Family.

The Saga of An American Family.

US.99 Analyze the Watergate scandal, including the background of the break- in, the importance of the court case United States v. Nixon, the changing role of media and journalism, the controversy surrounding Ford’s pardon of Nixon and the legacy of distrust left in its wake.

I can define and analyze the Watergate scandal, including enemies List, background of the break-in, United States v. Nixon, role of media and journalism, Nixon’s Resignation and Ford’s pardon and the legacy of distrust.

US.100 Describe the causes and outcomes of the energy crisis of the 1970’s.

I can describe the causes and outcomes of the energy crisis of the 1970’s.

US.103 Identify and explain significant events of the Carter administration, including the Camp David Accords, the Panama Canal Treaty, poor economy, SALT treaties and the Iran Hostage Crisis.

I can identify and explain significant events of the Carter administration, including Camp David Accords, Panama Canal Treaty, SALT treaties, Iran Hostage Crisis and the economic “malaise.”

US.104 Evaluate technological and scientific advances, including the work of significant innovators and entrepreneurs, in the fields of medicine, transportation, communication, food services and geographic information systems.

Contemporary United States

I can evaluate technological and scientific advances including work of significant innovators and entrepreneurs in medicine, transportation, communication, food services and geographic informational systems.

US.105 Analyze the significant events and achievements of the Reagan administration, including revitalization of national pride, Reaganomics, War on Drugs, response to the Challenger disaster, Strategic Defense Initiative, the fall of communism in the Soviet Union, the response to the Marine barracks bombing in Lebanon and the invasion of Grenada.

I can analyze the significant domestic events and achievements of the Reagan administration, including revitalization of national pride, Reaganomics, War on Drugs and the Challenger Disaster. I can analyze the significant foreign events and achievements of the Reagan administration, including Strategic Defense Initiative, fall of communism in the Soviet Union and his Speech at Brandenburg Gate, Marine barracks bombing in Lebanon, Invasion of Grenada and the Iran – Contra Affair.

US.106 Describe the significant events in the foreign policy of the George H.W. Bush administration, including the invasion of Panama and the Gulf War.

I can describe the significant events in the foreign policy of the George H.W. Bush administration, including the fall of the Berlin War, Tiananmen Square in China, invasion of Panama and the Gulf War.

US. 107 Using census data and population pyramids identify I can use census data and population pyramids to identify and describe

and describe the demographic changes in the United States since 1980 and the increased movement of people from the Rust Belt to the Sun Belt.

the demographic changes in the United States since 1980 and the increased movement of people from the Rust Belt to the Sun Belt.

US.108 Summarize the significant events and achievements of the Clinton administration, including Welfare-to-Work, Brady Bill, reduction of the federal debt, NAFTA, and the scandals and subsequent impeachment proceedings.

I can summarize the significant events and achievements of the Clinton administration, including Welfare-to-Work, Brady Bill, reduction of the federal debt, NAFTA, scandals/impeachment trial and the Oklahoma City Bombing.

US.109 Analyze the late 20th century foreign policy of intervention by the United States in Somalia, Bosnia-Herzegovina, Kosovo and particular attempts to keep peace in the Middle East.

I can analyze American intervention in the late 20th century in the following international conflict areas of Somalia, Bosnia-Herzegovina, Kosovo and the Middle East.

US.110 Explain the reasons for and the outcome of the Supreme Court case Bush v. Gore.

I can explain the reasons for and the outcome of the Supreme Court case Bush v. Gore [2000].

US.111 Describe the impact of the September 11, 2001 terrorist attack on the World Trade Center and Pentagon, including the response of President George W. Bush, the wars in Afghanistan and Iraq and continuing efforts to combat terrorism globally.

I can define and describe the impact of 9/11, including the response of President George W. Bush in his “Address to the Nation”, September 11, 2001 the wars in Afghanistan and Iraq and the continuing War on Terror.

US.112 Describe the increasing role of women and minorities in American society, politics, and economy, including the achievements of Sandra Day O’Connor, Sally Ride, Geraldine Ferraro, Hillary Clinton, Condoleezza Rice, Nancy Pelosi and the election of President Barack Obama.

I can describe the increasing role of women and minorities in American society including the achievements of Sandra Day O’Connor, Sally Ride, Geraldine Ferraro, Hillary Clinton, Condoleezza Rice, Nancy Pelosi and the election of Barack Obama.



Suggestions: I can cite key provisions of each of the following and compare to contemporary personal rights concerns Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968 and the 24th Amendment.

I can use excerpts from “The Great Silent Majority” speech by Richard Nixon to trace current political demographics.

I can compare and contrast the economic philosophies of Reagan and

Write routinely over extended time frames [time for reflection

and revision] and shorter time frames [a single sitting or a day

or two] for a range of discipline- specific task purposes and audiences.

Clinton using excerpts from “First Inaugural Address” by Reagan with Clinton’s “First Inaugural Address”.

I can assess current environmental issues using The World is Flat by Thomas Friedman.

Extension Activities [topic ideas]: ▪ Stokely Carmichael- Black Power speech ▪ compare and contrast War of Terror under George W. Bush

and Barack Obama ▪ discuss current policies concerning health care and insurance ▪ research information and debate on Free Trade, NAFTA, modern

tariff barriers ▪ explore the proper civil role in dealing

with ethnic/gender/generational concerns

▪ consider modern media forums and trace their evolutions ▪ compare modern media with media of the 1950s and 1960s