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United States History Pacing Guide
COURSE DESCRIPTION: The study of United States History in the eleventh grade is designed as a survey course and a continuation of the Civics and Economics curriculum. The course will begin with the national period and the administration of George Washington, and continues to current times. This course goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations.
EOC VOCATS
AP/IB Teacher-made final exam
CHAPTER REFERENCES ARE FROM: McDougal Littell The Americans (2003)
Suggested PacingGoal 90 Minute Block
1 62 93 74 65 76 57 78 49 810 811 912 7
Subtotal 83
Review/Flex 7
Total 90
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Competency Goal 1: The New Nation (1789-1820)The Learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.Suggested Number of
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6 Start with Chapter 6
1. pp. 183-196
2. pp. 186-189, 194, 215
3. pp, 190-204, 221
1.What were the major domestic issues and conflicts experienced by the nation during the Federalist period?
2. What freedoms were available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups?
3. What were the commercial and diplomatic relationships with Britain, France, and other nations?
Major ConceptsEstablishment of federal power and
supremacy over the statesDevelopment of the first two-party
systemStrict & Loose Interpretation of
ConstitutionConflicts with American IndiansThe status of slavery during The
Federalist EraThe place of women in the society
duringThe disparities between classes in the
new nationEarly Foreign PolicyThe failure of peaceful coercionFreedom of the high seas and
shipping rightsThe impact of European events on
United States foreign policy
TermsJudiciary Act of 1789Bill of RightsHamilton’s Economic PlanWhiskey Rebellion Democratic-Republican PartyFederalist PartyElection of 1800“Midnight Judges”Laissez-faireMarbury v. Madison, (1803)John MarshallLouisiana Purchase
Draw political cartoons illustrating the different beliefs of the Federalist and Democratic-Republican Parties.
**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.
*Create campaign posters and speeches
supporting Jefferson or Adams during the Election of 1800.
**Research and debate which president was “best” or “Most Effective” (Washington, Adams, Jefferson). Establish criteria for deciding.
*Produce a video “talk show” in which students portray Federalist Era leaders and their philosophies regarding States’ Rights and Federal Power.
*Create campaign posters and speeches supporting Jefferson or Adams during the Election of 1800.
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Alien & Sedition ActsVirginia & Kentucky ResolutionsHartford Convention (1814)Suffrage requirementsTecumsehCotton GinEli Whitney“Necessary Evil”EmancipationTreaty of Greenville 1796XYZ AffairConvention of 1800Impressment of seamenEmbargo Act 1807President Washington’sProclamation NeutralityPresident Washington’sFarewell AddressWar HawksWar of 1812Battle of New OrleansTreaty of GhentAdams-Onis TreatyJay’s TreatyPinckney’s Treaty
Research and debate which president was “best” or “Most Effective” (Washington, Adams, Jefferson). Establish criteria for deciding.
**Produce a video “talk show” in which students portray Federalist Era leaders and their philosophies regarding States’ Rights and Federal Power.
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.
Contrast American Indian and United States citizens’ cultural views toward land ownership and religion.
Complete chart and map exercises illustrating how the cotton gin increased the demand for slaves and accelerated settlement of lands occupied by American Indians.
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 of the time period.
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*Create an illustrated timeline identifying the major foreign policy events of the Federalist Era.
Design “bumper stickers” protesting or supporting American military action during the XYZ Affair.
Compare and contrast Washington’s Farewell address to current U.S. foreign policy issues.
Write letters to the U.S. Congress of 1812 from the perspective of War Hawks or New England Federalists about the pending war.
Resources:Bill of RightsHamilton’s ReportsLetters and publications produced by Thomas
Jefferson and Alexander HamiltonAlien & Sedition ActsVirginia & Kentucky ResolutionsJefferson’s First Inaugural AddressLetters of Abigail Adams Tecumseh’s Protest of the Treaty of Fort Wayne (1809)Thomas Jefferson’s letter: “A Fireball in the Night”James Fennimore Cooper: The Deer Slayer (excerpts)George Catlin: “No Horns on His Head”NMAA, 1832Washington Allston: “Hermia and Helena” NMAA 1818John Haidt: “Young Moravian Girl”NMAA 1780
Thomas Durant: “Dover Plain” NMAA, 1828President Washington’s Farewell Address“OGRABME” Political CartoonPresident Madison’s War MessageHartford Convention ResolutionsThomas Moran: “Excelsior Geyser, Yellowstone” NMAAEnoch Gridley: “Memorial to Washington” 1810, NMAAMargarett Smith: “Sacred to Washington”1822, Baltimore Museum of ArtA New Nation (Schlesinger Video Company)Founding Brothers (History Channel)NARA – Analyzing Documents, Doc. Analysis
WorksheetsThe 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.nl
www.Memory.loc.govJudiciary 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.HTM
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http://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.htmThe Louisiana Purchasehttp://www.nps.gov/jeff/mowe-thomas.htmhttp://www.yale.edu/lawweb/avalon/presiden/jeffpap.htm
http://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“Africans in America” (PBS Series)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 “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 CPBhttp://www.thegateway.orghttp://www.historychannel.comhttp://www.ushda.orghttp://www.americanhistory.about.com
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Competency Goal 2: Expansion and Reform (1801-1850)The learner will assess the competing forces of expansionism, nationalism, and sectionalism.Suggested Number of
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9 1. pp. 192-194, 197, 199-205, 216-217, 220-223, 226-274, 278, 280-281, 286-299, 306-309
2. pp. 200-202, 232-235, 305, 307-309
3. pp. 199-203, 210-235, 280-306
4. pp. 197, 199-203, 212, 215-219, 222-223, 226-231, 274, 276-277, 288, 290, 292-298, 304, 306-309
5. pp. 240-245, 248-267, 310-312
6. pp. 240-245, 248-249, 255-256
1.What were the effects of territorial expansion and the admission of new states to the Union?
2.How did the growth of nationalism and sectionalism reflect in art, literature and language?
3.What are the economic and social issues that led to sectionalism and nationalism?
4.What were the political events, issues, and personalities that contributed to sectionalism and nationalism?
5.What were the major reform movements and how effective were they?
6.How big a role did religion play in the debate over slavery and other social movements and issues?
Major ConceptsThe rationale for and the
consequences of Manifest DestinyFederal Indian policy before The
Civil WarThe political and economic importance of the WestCultural expressions of patriotismCelebrating the common man and the
American way of lifeInfluence of the Transcendentalist MovementTransformation of life in the early
industrial revolutionCultural polarization of Antebellum
AmericaPolitical agendas of antebellum
leadersConcepts of “Jacksonian Democracy”Slave RevoltsStates’ RightsEra of Good FeelingsWomen’s RightsTemperance MovementImprovement of social institutions
(prisons, mental health, education)
Development of Utopian CommunitiesSecond Great AwakeningMoral Dilemma of SlaveryThe Abolitionist Movement
Terms
*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.
Write personal letters to President Polk supporting or protesting the Mexican War
*Create posters celebrating the advantages of territorial expansion.
**Analyze the painting “Trail of Tears”. See analysis sheet in Section Five. Include visual imagery and feelings.
Compare images of neoclassical architecture (Monticello, US Capitol, etc.) to examples of Roman structures. How are the lines different?
View the image of 1836 George Washington statue by Horatio Greenough. Discuss or write analysis of why Americans embraced neoclassical styles.
View landscape paintings by Thomas
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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-Hidalgo49ersStephen AustinGadsden PurchaseLewis and ClarkOregon TrailNoah WebsterRalph Waldo EmersonHenry David ThoreauNeoclassical ArchitectureWashington IrvingEdgar Allen PoeNathaniel HawthorneJames Fennimore CooperHudson River School of ArtistsAlex de TocquevilleSamuel MorseEli WhitneyJohn DeereCyrus McCormickRobert FultonErie CanalCotton Kingdom1st Industrial RevolutionNativismKnow-NothingsWilliam Lloyd Garrison
Cole and Asher Durand, and genre works by William Sidney Mount, etc. Summarize the images and explain how the works celebrate the spirit of nationalism.
Compare and contrast the painting “Cotton Plantation” by Giroux and “After The Sale” by Eyre Crowe in the different presentations of slavery in America.
Allow students to present, in art or literature, examples of how this time period displayed a new sense of nationalism.
What concepts of the Transcendentalist Movement show a change in American society? Make a list and share in groups
*On a US map, indicate economic and technological developments of the time period.
Use a graphic organizer to show the growing divide between the North and the South in issues of religion, education, and economics.
**Research and analyze the impact of innovations and inventions of the period on American society.
Write an editorial to a local paper opposing discriminatory practices in hiring, housing, education, etc. during this time period.
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Frederick DouglassHenry 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 DoctrineDorothea DixHorace MannElizabeth Cady StantonLucretia MottSeneca Falls ConventionSojourner TruthSusan B. AnthonyUtopian Communities Brook Farm Oneida New HarmonyRehabilitation Prison ReformWilliam Lloyd GarrisonGrimke SistersDavid WalkerFrederick DouglassCharles G. Finney
*Create a flow-chart analyzing the events that brought an end to the nationalistic “Era of Good Feelings.”
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”.
**Choose a perspective: “The United States became more democratic or less democratic during the age of Jackson.” Illustrate with a diagram from your perspective
Create a multimedia presentation depicting a reformer and a reform movement.
**Hypothesize how society would be different today if the reforms of this period had not occurred.
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.
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.”
Trace the religious background and
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activities of major social reformers during the Antebellum Period. Write a position paper that advocates the views of one of these religious leaders.
*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.
Take a work of Garrison and Douglass, highlight any terms that indicate that these men were “spiritually” led to their work. Discuss the terms
Resources: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.http://www.nps.govthttp://cgi.pbs.org/per/.lewisandclhttp://cvip.fresno.comhttp://www.history.sfasu.edu/history/133http://www.civics-online.org/libraryEmerson: “Self-RelianceEnoch Perry: “The True American” Metropolitan Museum of ArtThoreau: “Civil Disobedience”
“Walden” “Slavery in Mississippi”Hawthorne: selected storiesDouglass: Autobiography
De Tocqueville: “Democracy in America”Theodore Weld: “American Slavery As It Is, `1839McGuffey’s ReaderThomas Cole: “The Last of the Mohicans”, 1827, New York Historical Assoc.http://plato.stanford.edu/entries/nationalsimCopy of The Universal Law of Slavery by
George FitzhughJohn C. Calhoun’s Defense of SlaveryCopies of the Liberator and the North StarJames Hammond, The Congressional Globe, March 4, 1858Garland: “Under the Lion’s Paws”Henry James: “Four Meetings”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
Thomas Hicks: “Calculating” 1844, Boston Museum of Fine ArtsJames Clonney: “Militia Training” 1841Pennsylvania Academy of Fine Artshttp://www.education-world.comhttp://www.pbs.org/wgbh/aia/part4/4h314t.htmPresident Madison’s Bonus Bill VetoPresident Jackson’s Bank Veto“Hydra of Corruption” Political CartoonText of Webster-Hayne Debate“King Andrew I” Political CartoonStar Spangled BannerHow Happy the SoldierThe Hunters of Kentuckyhttp://www.biography.comhttp://lath.virginia.edu/vshadow/diary“Biography of America” Video SeriesSeneca Falls Declaration of SentimentsFrederick Douglass and Susan B. AnthonyExcerpts from writings
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Eugene Genovese: Roll Jordon RollC. Vann Woodward: The Strange Career of Jim CrowPolitical cartoons from Harper’s WeeklyH.F. Darby: “Reverend John Atwoodhttp://www.ku.edu/carrie/docs/texts/seneca.htmhttp://www.fordham.edu/halsall/mod/senecafalls.htmlhttp://www.webster.edu/~woolflm/dorotheadix.htmlHorace Mann:
http://www.cals.ncsu.edu/agexed/aee501/mann.htmlAppeal to the Colored Citizens of the World, 1829, by David Walkerhttp://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.htm
http://religiousmovements.lib.virginia.edu/nrms/ame.htmlGarrison: excerpts from “The Liberator”Douglass: excerpts from “The North Star”“Democracy and Reform” Schlesinger Video SeriesNot for Ourselves Alone: PBS, Ken BurnsThis Far By Faith” PBS Series“ The Blank Press” PBS Series“Africans in America” PBS Series
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Competency Goal 3: Crisis, Civil War, and Reconstruction (1848-1877)The learner will analyze the issues that lead to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.Suggested Number of
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7 1. pp. 306, 307-320, 325-331
2. pp. 304-309, 311-317, 319-320, 325, 327-330
3. pp. 339, 343-345, 347, 357, 360, 361, 364-365
4. pp. 378-401
5. 339, 341, 347, 349, 361, 364, 367-368, 379-380, 382, 395, 398
1. What were the economic, social, and political events from the Mexican War to the outbreak of the Civil War?
2. What were the causes of the Civil War and how much of a factor were they?
3. What are the political and military turning points of the Civil War and what was their significance to the outcome of the conflict?
4. What was the political, economic, and social impact of Reconstruction on the nation and what were the reasons why Reconstruction came to an end?
5. How was the Civil War and Reconstruction a test of the supremacy of the national government?
Major ConceptsThe debate on the expansion of
SlaveryWeak Presidential LeadershipGrowing SectionalismRise of the Republican PartyThe role of slaveryEconomics and expansion of the
geographic regionsInterpretations of the 10th
AmendmentImmediate causes of the warKey turning points of the warNew military technologyStrategies of both sidesMajor political and military leadersEuropean supportExecutive PowersResistance to the war effortEffects of Military occupationLimits on presidential and
congressional powerDevelopment of a new labor systemReconstruction: resistance and
declineEnfranchisement and Civil RightsReorganization of southern social, economic, and political systemsSupremacy of The federal
governmentThe question of secessionDwindling support for civil rights
TermsAnti-slavery movementSlave codesUnderground RailroadHarriet Tubman
Using a timeline of 1820-1860, trace and describe the failure of various compromises to reach a solution to the slavery issue.
**Determine ways in which strong executive leadership in the 1850s could have averted the Civil War. Make a list.
*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 1850, and proposed routes of the transcontinental railroad.
Compare and contrast Stephen Douglas’ Freeport Doctrine with the Dred Scott decision.
*Develop a graphic organizer that compares and contrasts the Missouri Compromise, the Compromise of 1850, and the Kansas- Nebraska Act.
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
Create a chart showing results of the 1860 election. Determine the reasons for Lincoln’s election and project the implications of it.
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Kansas-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 1850Harriet Beecher StoweUncle Tom’s CabinFugitive Slave LawElection of 1860SecessionFort Sumter, S.C.Abraham LincolnJefferson DavisConfederationFirst Battle of Bull Run/ ManassasJohn Wilkes BoothAntietamVicksburgGettysburgGettysburg AddressWrit of Habeas CorpusElection of 1864William Sherman’s MarchAnaconda PlanCopperheadsEmancipation ProclamationAfrican-American participationAppomattox Court HouseRobert E. LeeUlysses S. GrantGeorge McClellan
Outline the viewpoints of Abraham Lincoln and Jefferson Davis in regards to the “UNION”.
*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.
**Using excerpts from Uncle Tom’s Cabin and Sociology of the South identify arguments used by abolitionists and southerners to denounce and defend slavery.
*On a map of the United States draw and explain the Union’s Anaconda Plan. On the same map identify the “turning point” battles.
Describe the new military technologies that were developed in the war and describe the effects they had on the war and its outcomes.
**Research the battles of Vicksburg and Gettysburg. In a two-page essay explain why these were turning points.
**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.
Determine ways that Lincoln expanded
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Resources:Text of Missouri Compromise and the Compromise of 1850http://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/dredscottHarriet Beecher Stowe: excerpts from Uncle Tom’s CabinHinton Helper: The Impending Crisis Of the SouthStephen Oates: With Malice Toward NoneElection Posters for Lincoln, 1860, 1864Portrait of Dred Scott owned by the Missouri Historical Society.Lincoln’s First Inaugural AddressLincoln’s Message to Congress, July 4, 1861South Carolina Ordinance of SecessionJefferson Davis’ message to the Confederate Congress, April 29, 1861“Causes of the Civil War” Schlesinger Video Series“The Civil War” PBS Miniserieshttp://www.socialstudieshelp.comhttp://www.civilwar.org/historyclassroom/hc_curriculum1.htm
http://www.lineagesnet.com/archives/scordsec.htmhttp://www.bartleby.com/124/pres31.htmlhttp://xroads.virginia.edu/~DRBR/sociolog.htmlExcerpts from Mary Chestnut’s DiaryGeorge Fitzhugh: Sociology of the South; excerptsCartoon of Brooks and Sumner beatingFront piece of Uncle Tom’s Cabin“The Plantation” Metropolitan Museum of Art Lincoln’s Second Inaugural Addresshttp://www.civil-war.nethttp://www.antietam.com/antietamhttp://www.gettysburg.com/http://www.militaryhistoryonline.comhttp://www.jatruck.com/stonewall/gettysburg.htmlhttp://www.civilwaralbum.comBruce Catton’s Stillness At AppomattoxMark Twain: Huckleberry Finn, excerpts about slave JimJ.G. Tanner: “The Monitor and the Merrimack”, 1891, Granger Collection. N.Y.Copy of The Emancipation ProclamationThomas Nast cartoons from Harper’s WeeklyEditorials by Henry Grady from the Atlanta Constitution newspaperHttp://www.theatlantic.com/unbound/flashbks/black/douglas.htmhttp://docsouth.unc.edu/dixonclan/menu.htmlhttp://www.civilwarhome.com/kkk/htm
http://www.lib.berkeley.edu/!ljones/jimcrow/http://www.bchm.org/wrr/recon/p10.htmlhttp://www.lib.virginia.edu/speccol/exhibits/heartsStephan Crane: Red Badge of CourageJohn Hope Franklin: Reconstruction After the Civil War. 1961Francis Edmonds: “The Speculator” NMAA, 1852David Blythe: “Boy Playing Marbles”NMAA, 1858Samuel Cholman: “Storm King on the Hudson” NMAA, 1866Copies of 13th, 14th, 15th amendmentsCivil Rights Act of 1866Compromise of 1877 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.htmBooker T. Washington: Up From SlaveryHerman Melville: Billy Bud Battle Hymn of the RepublicBonnie Blue FlagDarling Nelly GrayDixieThe Drinking Gourd
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Competency Goal 4: The Great West and the Rise of the Debtor (1860’s-1896)The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation.Suggested Number of
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6 1. pp. 409-410, 418-427
2. pp. 408-429
3. pp. 422-429
4. pp. 414-416, 420-424, 427-428, 442-446
1. How would you compare and contrast the different groups of people who migrated to the West and describe the problems they experience?
2. How did the settlement of the West impact different groups of people and the environment?
3. What were the causes and effects of the financial difficulties that plagued the American farmer and how did they lead to the rise and decline of Populism?
4. What were the innovations in agricultural technology and business practices and what were their impact on the West?
Major ConceptsChallenges of Westward MovementMotivation for Westward MovementImpact of the Transcontinental
RailroadDevelopment of cattle, ranching, and
mining industriesMexican influence on the WestWestern Movement Impact on
IndiansDestruction of:
BuffaloReservationSystemCattle drivesIndian wars
Rise and fall of PopulismImpact of laws and court cases on the
farmerGrowing discontent of the farmerGold Standard vs. BimetallismTechnological improvements on
farmingChanging nature of farming as a
businessIncreased dependence on the Railroads
TermsJoseph SmithBrigham YoungMormonsHomestead ActRoles of women
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.
**Evaluate the extent to which settlers adapted to the new environment and geography of the West.
Research the Land Grant Colleges in N. C. and trace their origins to the
Morrill Land Grant Act. Present findings using a multimedia presentation.
*Create a chart showing all the groups who went west; why, and the results of their quest
*Create a campfire setting in the class (brown and red paper), sit around and tell the “Tall Tales” of moving west. Sing songs.
**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.
Create a pictorial or verbal diary of stories of the Buffalo Soldiers serving in the Indian wars. Share
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Roles of African AmericansRoles of ChineseRoles of IrishComstock LodeMorrill Land Grant Act 1862Sod housesOklahoma Land RushDawes Severalty ActChief JosephNez PerceBattle of Little Big HornSand Creek MassacreWounded KneeHelen Hunt Jackson’s
Century of DishonorBuffalo SoldiersPromontory Point, UtahTranscontinental RailroadIrish immigrantsChinese immigrantsThe GrangeNational Farmer AlliancesSouthern AllianceColored Farmers AllianceOmaha PlatformInterstate Commerce ActRebatesWilliam Jennings Bryan“Cross of Gold Speech”GreenbacksBarbed wireRefrigerator carWindmillFarmer’s CooperativesSteel PlowVertical/horizontal integrationInterlocking directorates
these stories with the class.
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
*What evidences of “Western” style exists throughout our culture? Make a list.
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.
Create a diagram that illustrates the impact of bimetallism on the farmer and the consumer.
**Evaluate the government’s response to the farmer’s complaints with regard to the Munn Case, the Wabash Case, and the Interstate Commerce Act.
*Design a flow chart showing the difference in coined and paper money.
Outline the political basis of the Populist Party and assess the validity of how these reforms would further democracy and liberties for the
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common man.
**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.
Compare and contrast the workings of the largest cattle ranches of the west and small farms in eastern states.
Collect photos and any other representations of the coming of the railroad to the West. Who is in the pictures? Why?
*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.
Resources: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 “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.http://cprr.org/Museum/Chinese.htmlhttp://www.pbs.org/weta/thewesthttp://www.americanwest.com
Women in the West:http://www.overland.com/westpers2htmlhttp://www.pan-tex.net/usr/1/frlocke/Dee Brown: Bury My Heart At Wounded Knee, 1970B. Marvis: The Legends of Calamity JaneMark Twain: Roughing ItJohn Gast: “American Progress” Autry Museum of Western Heritage, LAThe Yellow Rose of Texas Rocky Mountain News editorial, 1876:“Vigilante Days and Ways”William Byer: “Editorial on the Custer Massacre”
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 Videohttp://library.unco.edu/jam/centennial/cowboyhall.htmhttp://www.pbs.org/goldrush/http://www.pbs.org/buffalowar/http://www.imh.org/imh/buf/buftoc.htmlWilla Cather: short storiesBret Harte: short storiesMark Twain: short stories and poetryHelen Hunt Jackson: Century of Dishonor
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Nathanial Langford: The Mining Frontier”Oriana Day: “California Mission of San Carlos Borromeo” NMAACopies of the “Cross of Gold Speech” and the Interstate Commerce ActSupreme Court Briefs of :Munn v Illinois, 1877Wabash v Illinois, 1886http://www.theruckerarchives.com/results.lasso?type=cat&c=Wild%20Westhttp://www.oyez.orghttp://gowest.coalliance.org/exhib/faves/faves.htm
http://www.theatlantic.com/issues/95sep/ets/turn.htmFrank Baum: Wizard of Oz excerptsJames Wilkins: “Leaving the old Homestead”, 1854, Missouri Historical Society Copies of mail order catalogs“How the West Was Lost” Discovery Channel Series“The West” PBS Video Serieshttp://cprr.org/http://www.pbs.org/wgbh/amex/iron/http://www.linecamp.com/museums/americanwest/
http://cprr.org/museum/index.htmNational Wagon Road Guide by Whitton, Towne, and CoDee Brown: Hear That Lonesome Whistle BlowMary Elizabeth Lease: writingsStephen Crane: The Bride Comes to Yellow SkyCovers 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 homesHome on the Range
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Competency 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.Suggested Number of
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7 1. pp. 449, 460, 467-472
2. pp. 447-450
3. pp. 450-455
4. pp. 410, 412, 421, 423, 442, 445, 450, 454, 462-465, 474-477
1. What was the influence of immigration and rapid industrialization on urban life?
2. How did business and industrial leaders accumulate wealth and wield political and economic power?
3. What was the impact of labor unions in industry and the lives of workers?
4. How did the role of government change in economic and political affairs?
Major ConceptsUrban Issues Housing Sanitation TransportationThe rise of ethnic neighborhoodsNew forms of leisureEmergence 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”
Relationship of big business to the government
Influence of Darwinism, Social Darwinism and the Gospel of Wealth
Formation of labor unionsTypes of unionsTactics used by labor unionsOpposition to labor unionsImpact of law and court decisions“Laissez-Faire” government policiesOperation of political machinesPatronage vs. the civil service systemImpact of corruption and scandal in
the governmentThe Election of 1896
Terms
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.
**Debate whether the “melting pot” theory is an accurate phrase for America 1877-1900.
Graph patterns and sources of immigration to America over an extended period of time. Match with today’s patterns.
*Review diagrams of dumbbell tenements. How could they have been made safer?
*Design pamphlets replicating earlier ones distributed to new arrivals in America.
**Hold a mock city council meeting to propose solutions to urban issues of the day.
Compare positive and negative aspects of maintaining the existence of ethnic neighborhoods.
**Analyze the quote by the Carpenter’s Union in Worchester, Mass.: “8 hours for work, 8 hours for rest, 8
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ElevatorElectric trolleysJacob RiisEllis IslandCulture shockSettlement housesJane AddamsDumbbell tenementsChinese Exclusion ActTelephoneAlexander Graham BellThomas EdisonTypewriterSweatshopsAmusement parksSpectator sportsFrederick OlmsteadCultural pluralismUrbanizationNativismMelting potBessemer ProcessAndrew CarnegieJohn RockefellerJ. P. MorganVanderbilt familyEdwin DrakeStandard Oil CompanyU. S. SteelGeorge WestinghouseGospel of WealthHoratio AlgerSocial DarwinismTrustMonopolyGilded AgeWorking conditionsWagesChild laborCraft unions
hours for what we will.” How did this idea impact urban life?
**Research the business practices of men such as Carnegie and Rockefeller. Put them on trial as either “Captains of Industry”/”robber barons.”
Read excerpts of the “Gospel of Wealth” and discuss to what extent Carnegie and others practiced the philosophy.
Interpret quotations from business leaders of the time and discuss how they reflect the idea of Social Darwinism.
*Design a display for a Gilded Age Museum that features one of the emerging industries and its impact on people’s lives.
Discuss what responsibilities today’s corporate leaders have that the captains of industry did not.
*Research a business or industrial leader and prepare a resume for that individual.
Illustrate the concepts of vertical and horizontal integration in business.
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.
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Resources:“New York “ PBS Serieshttp://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/ImmigrationRaz Rozenzweig: Eight Hours for What We WillJacob Riis: How The Other Half Lives, Emma Lazarus: “The Colossus”, 1833Horatio Alger, Jr: Rags to Riches Series 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”,NMAA
Everett Shinn: “Eviction”, 1904, NMAAExcerpts 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 cartoonsBiographical information on business and
industrial leaders. A&E Biographies“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 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.htmlSinclair Lewis: LandKurt Vonnegut: Tomorrow and Tomorrow and TomorrowFrank Norris: The OctopusIda Tarbell: The History of the Standard Oil Company 1903Edward Bruce: “Industry” 1902, NMAAThomas Dewing: “The Necklace”, “Dawn”, “Lady in White” 1907, NMAA
“Child Labor” Jackdaw Publication“Shame of the Nation” photo collectionThe film: “Mechanic”http://www.goondocksnet.comhttp://www.socialstudieshelp.comhttp://www.historyplace.com/unitedstates/childlaborhttp://www.rannfile-ue.org/uen_1877.htmlhttp://www.ncneilmusic.com/wrkunion.htmlUpton Sinclair: The Jungle, 1906John Spargo: The Bitter Cry of the Children, 1906“Working and Union Song” by Keith and Rusty McNeil, WEM RecordsMontclair Art Museum, N.J.Thomas Nast political cartoonsSample civil service exam questionsCurrent newspaper clippings or magazine articles http://www.ushistory.comhttp://www.americahhistory.about.comhttp://www.thomasnast.com/http://www.lib.ohio-state.edu/cgaweb/nast/Sinclair Lewis: Main StreetMary Antin: The Promised Land“She’s Only A Bird in A Gilded Cage”
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Competency 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.Suggested Number of
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5 1. pp. 547-550, 552-563
2. pp. 550-552, 554-555, 558-559, 562, 566, 569
3. pp. 552-563, 566
1. What were the factors that led to the United States into taking an increasingly active role in world affairs?
2. What were the areas of United States military, economic, and political involvement and influence?
3. How did the policies and actions of the United States government impact the affairs of other countries?
Major ConceptsGlobal and military competitionIncreased demands for resources and
marketsClosing of the FrontierExploitation of nations, peoples, and
resourcesCauses and conduct of the Spanish-
American WarUnited States Interventions in
HawaiiLatin AmericaCaribbeanAsia/Pacific
Intervention vs. IsolationSupport for and opposition to United
States economic interventionPerception of the United States as a
world power
TermsAlfred T. MahanJosiah Strong
Frederick Jackson TurnerImperialismSpheres of influenceQueen LiliuokalaniSeward’s FollyTreaty of Paris 1898Platt Amendment“Splendid Little War”Social DarwinismPhilippinesCommodore George Dewey
Compare and contrast the U. S. justification for continental expansion versus expansion abroad.
**Have students write responses to Kipling’s White Man’s Burden
Examine or draw political cartoons that represent supporting and opposing views of imperialism.
*Design a chart that details the specifics
of United States involvement in Cuba, Hawaii, Latin America/ Caribbean, and Asia/Pacific.
**Analyze and discuss some examples of “yellow journalism” from the period and from today
*Map the pattern of United States imperial activities around the world.
*Create a chart comparing Roosevelt, Taft, and Wilson’s foreign policies in Latin American and the Caribbean. Include the outcomes of actions.
**In a role-play activity, present the views of leaders of the period.
**Using the argument from the May 17, 1898, “Report of the Committee on Foreign Affairs on House Res. 259,”
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Theodore RooseveltRough RidersWilliam Randolph HearstJoseph PulitzerUSS MainePanama CanalPancho Villa Raids“Jingoism”Dollar DiplomacyPlatt AmendmentRoosevelt CorollaryAnti-Imperialism LeagueMissionary (Moral) DiplomacyBoxer RebellionOpen Door PolicyAnnexation of Hawaii
ask students to hold a hearing on the annexation of Hawaii.
**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.
Resources:George Washington’s Farewell AddressMonroe DoctrineAlbert Beveridge’s Address to Congress on the PhilippinesAmerican Anti-Imperialist League Platform“Our Century” by Bill Moyers, PBS“The Hunt for Pancho Villa” PBShttp://www.spanam.comhttp://www.smplanet.com/imperialism/toc.htmlhttp://www.boondocks.nethttp://www.loc.gov.comRudyard Kipling: White Man’s Burdenhttp://www.fordham.edu/halsall/mod/Kipling.htmlJosiah Strong: Our Countryhttp://alpha.furman.edu/~benson/docs/jstrongperils.htmRobert Rydell: All The World’s A FairGeorge Washington’s Farewell AddressMonroe Doctrine
Albert Beveridge’s Address to Congress on the PhilippinesAmerican Anti-Imperialist League PlatformAguinaldo’s “Pleas for Independence”, The Outlook, July 28, 1899Excerpts from film: ”Citizen Kane”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.htmlEdgar 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)House of Representatives Report 1355, 55th Congress, 2nd Session
The 1897 Petition Against the Annexation of Hawaii,September 11, 1897Platt Amendment“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”http://www.state.gov/r/pa/ho/time/gp/17661.htmhttp://wwwamericanpresident.org/history/http://www.civics-online.org/libraryTom Coffman: Nation Within*Mark Twain: Anti-Imperialist Writings: “The War Prayer”Jose Marti –poetryChristinia Garcia: Dreaming in Cuban 1993Excerpts from James Michener: Hawaii
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Competency 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.Suggested Number of
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7 1. pp. 512-522
2. pp. 513-531
3. pp. 530-531, 541-543
4. pp. 516-517, 519-520, 526, 528-529
1. What were the conditions that led to the rise of Progressivism?
2. How did different groups of Americans make economic and political gains in the Progressive period?
3. What were the effects of racial segregation on different regions and segments of the United States’ society?
4. What was the impact of technological changes on economic, social, and cultural life in the United States?
Major ConceptsCorruption and ineffectiveness of
governmentImmigration and urban poorWorking conditionsEmergence of Social GospelUnequal distribution of wealthThe roles of the Progressive
presidents:RooseveltTaftWilson
The growing power of the electorateThe changing roles and influence of
womenThe impact of political and economic
changes on the working classThe changing nature of state and local governmentsDisenfranchisementAfrican-American responses to Jim
CrowSegregated SocietyIndustrial innovationsEmergence of advertising and consumerism
TermsMuckrakingIda TarbellLincoln SteffensUpton SinclairJacob RiisUrban slumsTriangle Shirtwaist Factory FireJane Addams/Hull House16th Amendment17th Amendment18th Amendment
*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.
Define the term “radical”. Evaluate excerpts of muckraking articles based on the definition
*Compare the party platforms for the election of 1912. Determine which candidate was the true progressive. Justify your position.
**Select one progressive law/amendment. Identify groups most impacted by the law and whether the law’s objective was achieved.
*Using the music of a popular song, rewrite the words to become a “trust-busting” song. Teach the new lyrics to the class.
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.
**Analyze James Weldon Johnson’s “Lift Every Voice and Sing” and explain why it became the Negro National Anthem.
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(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 ActPlessey v Ferguson, 1896Booker T. WashingtonW.E.B. DuboisIda Wells BarnettGreat MigrationNiagara MovementAtlanta Compromise SpeechThe NAACPNationwide lynchingDisenfranchisementLiteracy testPoll taxesGrandfather clausesWright brothersMovie CameraCoca ColaFord’s Innovations:
$5 dayAssembly lineModel TWorkers as consumers
ElectricityMail order catalogsSkyscrapersKodak cameras
Compare the lives of Booker T. Washington and W. E. B. Dubois and how they turned adversity into triumph.
Read and discuss the events that led W.E.B. Dubois to call Booker T. Washington’s Atlanta Exposition address as the “Atlanta Compromise”.
Compare and contrast methods of advertising then that appeal to consumers with similar advertising now.
**Create a multimedia presentation depicting how one innovation altered daily life in this time period. Use music of the time period.
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.
Collect and display photographs of antique and modern sewing machines. Discuss the changes.
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Airline serviceSewing machine
Resources:http://www.census.govhttp://www.nara.govhttp://www.loc.govhttp://www.bartleby.com/65/mu/muckrake.htmlLincoln 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” 1883Corcoran Gallery, D.C.Charts and maps showing results of the election of 1912Supreme Court Cases summaries“America 1900” American Experience, PBS“Meet with In St. Louis” musical“Ragtime” musicalhttp://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
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 TuskegeeCharles Burchfield: “Lightning and Thunder at Night” 1920 NMAAUmberto Boccioni: The City Rises, 1910, Museum of Modern Art, N.Y.“Meet Me In St. Louis, Louie”Copies of Supreme Court decisionsFounding document of Niagara MovementAlabama Literacy Test, 1968http://www.kidsnet.org/cbs/rosaparks/glossary/glossary_html.htmlhttp://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.htmLift Every Voice and Sing:http://www.lib.virginia.edu/speccol/exhibits/music/overview.htmlW.E.B. Dubois: The Souls of Black Folk
Langston Hughes: “Share Cropper”Louis Harlan: Booker T. Washington, The Wizard of TuskegeeDavid Cronon: Black MosesEverett Shinn, John Sloan, Arthur B. Davies, Ernest Lawson, Maurice Prendergast, George Luks, and William Glackens, Edward HopperReplicas of mail order catalogsReplicas of period magazines“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”http://www.fi.edu/flights/http://www.pbs.org/wgbh/aso/databank/entries/btford.htmlhttp://historymatters.gmu.edu/mse/Ads/Biographies on inventors of the periodWoolworth, Wright Brothers and Sister,Eastman, Ford, Edison, Bell, Frederick Olmstead, Louis Sullivan, James Naismith, D.W. Griffith, etc.Ragtime music
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Competency 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 1920’s.Suggested Number of
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4 1. pp. 578, 583-585
2. pp. 580-581, 584-586, 593, 595-598
3. pp. 604-611
1. Why did the United States remain neutral at the beginning of World War I but later become involved?
2. What were the political and military turning points of the war and how significant were they to the outcome of the conflict?
3. What were the political, economic, social, and cultural effects of the war on the United States and other nations?
Major ConceptsCauses of World War I in EuropeUse of and effects of propagandaU. S. anti-war SentimentReasons for U. S. entry into The
Great WarThe importance of United States
involvement in World War IModernization of warfareThe changing nature of United States
foreign policyKey factors in the Allies’ successFailure of the United States to ratify
the Treaty of VersaillesAdjustment from wartime to a
peacetime economyGovernment bureaucracy in the
United StatesAnti-immigration sentiment and the
first Red ScareRestrictions on civil liberties during
wartimePolitical changes in Europe and the
near EastImpact of isolationism on American
foreign policy
TermsNationalismMilitarismAlliancesArchduke Francis FerdinandU-Boat submarine warfareSerbia
*Compare pro and con war propaganda posters and explain their influence on the United State’s decision to go to war.
Create and compare maps of Europe in 1914 and 1918, and discuss the reasons for changes.
**Research how European countries viewed the United States neutrality.
Compare the Fourteen Points with the whole Treaty of Versailles in regard to preventing future conflicts.
*Listen to George M. Cohan’s “Over There” and discuss the impact of patriotic music on the war effort.
Compare Woodrow Wilson’s arguments supporting a League of Nations and Henry Cabot Lodge’s “14 Reservations”.
**Identify similarities and differences in strategies, tactics, and weaponry of World War I and the Spanish-American War.
Discuss ways in which World War I contributed to the growing revolution in Russia.
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Allies Central PowersKaiser Wilhelm IIContrabandZimmerman TelegramLusitaniaMobilizationElection of 1916Woodrow WilsonIsolationistsSelective 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.)
John J. PershingAmerican Expeditionary ForceTrench warfare “No Man’s Land”Mustard gas DoughboysArmisticeFourteen 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)Industrial workers of the WorldSelf-determinationCommittee on Public
Information/George Creel Food
**Describe correlations on restrictions on civil liberties during World War I and other periods of United States military conflicts.
Prepare a compare/contrast essay on how the U. S. and German economies were affected by the war.
*Develop pictorial representations of these terms: liberty bonds, ration books, demobilization, victory gardens, and ultra nationalism.
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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
Resources: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.htmlZimmerman Telegramhttp://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/zimmermann_telegram.htmlCopies of newspaper headlinesOriginal movie: “A Farewell to Arms”Propaganda Postershttp://www.archives.gov/digital_classroom/lessons/analysis_worksheets/posterhttp://www.library.georgetown.edu/dept/speccoll/amposter.htmhttp://www.iisg.nl/exhibitions/chairman/http://www.pbs.org/greatwar/Ernest Hemingway: A Farewell to ArmsBarbara Tuchman: The Guns of August
1918 Battle Map of EuropeWilson’s Fourteen PointsTreaty of Versailles“Sergeant York” movie with Gary Cooper: Twentieth Century Fox, 1941“In Love and War” movie about Ernest Hemingway in WWIRecordings from WWI and radio spotshttp://www.schoolhistory.org.uk/warpoems.htmhttp://www.learn.co.uk/Versailleshttp://europeanhistory.abouthttp://www.melodyland.net/ww1/htmhttp://www.teachervision.comEnrich Remarque: All Quiet On the Western FrontBilly Alexander: “Our Dear Daddy Soldier-Boy”Espionage ActSedition ActWilson’s Fourteen PointsHenry Cabot Lodge’s 14 Reservations
Charter for the League of NationsTreaty of VersaillesSchenck v. United States“Return to Isolationism: Between the Wars”
Vol. 127, PBShttp://www.ushistory.org/documents/
creeds.htmhttp://www.archives.gov/records-of-congresshttp://www.kileenroos.com/link/ww1.htmlGene Smith: When The Cheering StoppedDavid Kennedy: Over ThereSongs: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
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Competency 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.”Suggested Number of
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8 1. pp. 628-633, 641, 670-685, 687, 695-698, 704-707
2. pp. 623-624, 628-633, 647-651, 658-663, 671-672, 675-683, 688-689, 697-698, 702-707
3. pp. 628-624, 629-631, 639-663, 674, 678-683, 698, 702-704, 710-713, 716-720, 724-725
4. pp. 620-623, 642, 644-649, 658-663, 681-682, 711-713
5. pp. 706-707, 709-715, 721-725
1. What was the cycle of economic boom and bust in the 1920s and 1930s?
2. How were different segments of society prosperous during this period?
3. What was the significance of social, intellectual, and technological changes of lifestyles in the United States?
4. What were the challenges to traditional practices in religion, race, and gender?
5. What was the impact of New Deal reforms in enlarging the role of the federal government in American life?
Major ConceptsThe 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 DepressionConsumer spending habit and trendsDifficulties of farmersResponse to Prosperity: the stock market crash, Dust Bowl, Bonus Army march and bank failures on various groups of the populationThe impact of mass mediaPublic response to the Great
DepressionThe Harlem RenaissanceProhibitionLeisure time and spectator sportsThe “Back to Africa” movement and
Pan-AfricanismThe Fundamentalist versus
Freethinking movementReligion in politicsThe changing role of womenResponses to the New Deal programThe Three R’s (Relief, Recovery,
Reform)Expansion of the role of federal
government
*Write a letter to President Hoover about the state of the economy in 1929. Propose ways the economy can be improved.
Use political cartoons to analyze public reactions to political and economic events of the time period.
**Plan a 1920’s fair to include music, movies, and new inventions. Invite other classes to visit. Use a student designed rubric.
Study the photographs of Dorothea Lange and hold a discussion on the “mood’ of the nation as displayed in her work.
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.
*Analyze Dorothea Lange’s famous “Migrant Worker” photograph.
*Play the song and interpret the lyrics of “Brother, Can You Spare A Dime”. Add a new set of verses for later economic downturns.
Collect and display examples of the
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Terms“Return to Normalcy”laissez-faireTeapot Dome scandalAlbert FallHawley-Smoot TariffSpeculationBuying on the marginMechanization“Black Tuesday”Rugged individualismDirect reliefEasy creditInstallment planOverproductionHoovervillesSoup kitchensBreadlinesRadioMarket/advertisingJazzSilent and “talkies” films“The Jazz Singer”Lost GenerationLangston HughesLouis ArmstrongF. Scott FitzgeraldErnest HemingwaySinclair LewisSpeakeasiesBootleggersBabe RuthCharles LindberghAutomobilesFDR’s “Fireside Chats”Zora Neal HurstonMarcus GarveyUnited Negro Improvement
AssociationW.E.B. Dubois (repeat)
many ways segments of the society did not experience prosperity.
**Create a radio show typical of the 20’s and 30s; broadcast live.
*Using a graphic organizer illustrate the quote; “the 1920’s were either the best of times or the worst of times.”
Compare Prohibition in the 1920’s to the debate over drug use today.
Evaluate the appropriateness of the terms: “Great Depression” or “Roaring 20’s”. Base your evaluation on oral histories, journals, and historic accounts of events.
**Create a “Hooverville” scenario with a soup kitchen, bread lines and handouts. Reflect and volunteer in a current soup kitchen.
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.
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?
Compare the UNIA with the NAACP. Report findings using a graphic organizer or multimedia presentation.
Create a cause and effect diagram to
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Resources:Biographical information on key figures: Henry Ford, Presidents Harding, Coolidge, and Hoover“Riding the Rails” PBS Video, The American Experience.Movie: “The Grapes of Wrath”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/depressionJohn 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.William Johnson: Early Morning Work. 1940 NMAASong lyrics of the periodhttp://www.arts.unimelb.edu.au/amu/ucr/student/1997/Yee/1929.htmhttp://www.nytimes.com/library/financial/index-1929-crash.htmlhttp://www.americanpresidents.org/galleryErnest Hemingway: The End of SomethingWorks of Langston Hughes, Marcus Garvey, Countee Cullen, Zora Neale Hurston.
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”, NMAASongs from the Great Depression:http://memory.loc.gov/ammem/afctshtml/tshome.html“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 Videohttp://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.htmAlan Locke: The New NegroPaul Sann: The Lawless Decade, 1971F. Scott Fitzgerald: The Great GatsbyLangston Hughes: Simple StoriesStuart Davis: “Abstraction” 1937 NMAA
Biographical information on Clarence Darrow, William Jennings Bryan, John Scopes, etc.“A Flapper’s Appeal to Parents”, Ellen Welles Page, Outlook Magazine, Dec. 6, 1922“Inherit the Wind” video“Marcus Garvey: Look for Me in the Whirlwind”, PBS, The American Experience.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.htmlMargaret Sanger: Woman and the New RaceRobert S. and Helen M. Lynd: Middletown.Paul Sann: The Lawless DecadePolitical cartoons of FDR and the Supreme CourtBiographical information on FDR and Eleanor“Roosevelt Rap” and accompanying questionsAudio clips from FDR’s speeches and Fireside Chatshttp://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.shtmlGoodwyn: The Populist MomentW.E. B. Dubois: Biography of a RaceThornton Wilder: Our TownWorks of Langston Hughes, Marcus Garvey, McKay, Countee Cullen, Zora Neale Hurston.
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Competency Goal 10: World War II and the Beginning of the Cold War (1930s-1963)The learner will analyze United States involvement in World War II and the war’s influence on international affairs in following decades.Suggested Number of
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8 1. pp. 734-741, 756-763
2. pp. 756-758, 760-762, 773-775, 777-778, 780, 785, 790-792
3. pp. 763, 768-774, 796-801
4. pp. 808-810, 812, 814
5. pp. 735, 738, 740, 761, 791-792, 809-810, 814, 817-818, 830
1. What were the causes of World War II and reasons for United States entry into the war?
2. What were the military, political, and diplomatic turning points of the war and what was their significance to he outcome and the aftermath of the conflict?
3. What were the effects of the war on American economic, social, and political life?
4. How did United States foreign policy change related to the beginning of the Cold War?
5. What was the role of organizations established to maintain peace and what was their continuing effectiveness?
Major ConceptsAppeasementIsolationismReparationsTotalitarianism GovernmentsTreaty of VersaillesWorldwide depressionThe United States at warThe influence of propaganda at home
and abroadDesigns for peaceThe HomefrontSuspension of Civil LibertiesSuburbanizationTransition to PeacetimeU. S. Military InterventionContainmentThe Cold WarThe Domino TheoryBalance of PowerOrganizations for peace
TermsAdolf HitlerBenito MussoliniEmperor HirohitoWinston ChurchillFascismJoseph StalinMunich PactThird ReichFour FreedomsKellogg-Briand PactLend-Lease Act
Compare reasons for the public’s desire for neutrality to FDR’s shift to intervention.
*Suggest alternatives for the U.S. policies of isolation and appeasement in the 1930’s.
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.
*Using 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.
*Construct a pictorial timeline of political, social, foreign, and domestic events of WWII.
**In small groups report on major Allied meetings of World War II.
Write a news story of the attack on Pearl Harbor for a U.S. paper and a Japanese paper.
**Hold a panel discussion on the concepts of genocide and relate them
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Neutrality ActsNon-Aggression PactPearl HarborQuarantine Speech(The terms in the top of the column
are review from World History)Atomic bombBattle of BritainBattle of the BulgeBlitzkriegChester NimitzD-Day (Operation Overlord)Douglas MacArthurGeorge PattonHolocaustNewsreelsPamphletsAirdropsWar postersIwo JimaJ. Robert OppenheimerManhattan ProjectMidwayIsland hoppingNuremberg TrialsOkinawaPearl HarborStalingradTehranV-E Day, V-J DayCasablanca, PotsdamWar bondsBaby boomersFair DealG.I. BillKorematsu v United States1944LevittownNorthern MigrationMiddle class
to different periods of history or a news conference featuring a selected battle or Allied leader.
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.
Research the ways the government intervened with free society during WWII. Write a position paper defending intervention
**Based on research, create a newsletter to cover the stories of Northern Migration. Include causes and gains for African Americans.
**In a mock presidential cabinet meeting, discuss the events of Japanese internment and relocation.
*Create a graphic organizer that demonstrates the ways in which containment expanded U.S. commitment abroad.
Scenario: 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?
**Videotape an episode of “You Are There” from one of the hot spots of the Cold War.
*On a desk map or on-line map, label all
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Resources:FDR’s Chautauqua Speech, 1934Interviews with local individuals who lived during the 1930’s“Tora, Tora, Tora” excerpts“South Pacific” (musical) excerptshttp://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.Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, Cummings, RussellFrederick Allen: Only YesterdayJohn Morton, Blum: V Was for Victory1977Art of Norman Rockwell: “Four Freedoms”, “A Nation’s Hero”, “The Tattooist”, “Homecoming GI” “Thanksgiving”Document of Surrender for JapanExcerpts 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/Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, et alFrederick Allen: Only YesterdayJohn Morton, Blum: V Was for VictorySample war bonds and rationing cardsSample newspaper headlines and adsExcerpts from movies: “ A League of Their Own”, “Swing Kids”, “Happy Days”, “Leave It To Beaver”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.htmlSelected works of Wolfe, Baker, Dillion, Kerwoac, Ginsberg,Vonnegot, Plath, SextonRachael Carson: Silent Spring, 1962Betty Friedan: Feminine Mystique, 1963Ernest Hemingway: For Whom the Bells TollQuotes 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 Treaty
Excerpts from the “X” Document on containmentExcerpts “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)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.htmSuggested Websites: (continued)http://www/wall-berlliln.org/gb/berlin.htmhttp://wwwl.fordham.edu/halsall/mod/churchill-iron.htmlKatherine 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 451Aerial photographs of missiles in Cuba. Library of CongressPulitzer Prize Photos: 1950”The Barnstorming Days” 1953 “Adlai Bares His Soul”, 1956 “ A
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Day in the Suburbs”, 1962: “The Birth of the Sixties”
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Competency 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.Suggested Number of
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9 1. pp. 822-827, 832, 834-835, 842-844, 852
2. pp. 906-929
3. pp. 864-865, 868-869, 886, 895-898, 906-929, 950-952, 974-979, 982-986, 1026-1027, 1031
4. pp. 936-941, 947-953, 955-958, 962-967
5. pp. 848, 850,, 852-855, 887, 1028-1030
6. pp. 820, 823-833, 844, 846, 880-882, 889, 897-899, 909-913, 917, 921, 925-927, 951-953, 955-958, 962-964, 982, 984-985, 990, 1008-1013, 1022-1023
1. What were the effects of the Cold War on economic, political, and social life in America?
2. What was the impact of the Civil Rights Movement and what were its major events?
3. What were some social movements including, but not limited to, those involving women, young people, and the environment, and how did these movements on United States society?
4. What were the causes of United States’ involvement in Vietnam and how did this involvement affect society?
5. How have technological innovations impacted American life?
6. What were the political events, actions, and reactions of government officials and citizens and what were
Major ConceptsEffects of Cold War On America’s
Home lifeDomino Theory and geopoliticsMcCarthyismSpread of SuburbiaEffects of Nixon’s visits to China and
MoscowCarter’s Human Rights Foreign
policy and the collapse of detenteThe Military Industrial ComplexThe Civil Rights Movement De jure and De facto Segregation Affirmative Action Turning pointsChanges in state and federal
LegislationExecutive actions Harry S. Truman Dwight D. Eisenhower John F. KennedyLyndon JohnsonCultural Movements Feminists Indian LatinoLabor MovementsEnvironmental Movements
Social Movements Pop Culture Counter CultureSocio-economic Status: Jobs: White collar Blue collar Pink collarSignificance of the domino theory
**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.
*List and explain four major pieces of anti-communist legislation.
View the movie of the Kahn Family in Hollywood. What is the story telling?
**Form two groups. Debate the question: “Did the RED SCARE violate U.S. citizens’ constitutional rights?
*Design your own fallout shelter and list essentials that you would have with you.
Describe how these terms are applied to the Civil Rights Movement: civil disobedience, urban riots, Dixiecrats, Freedom Riders, Greensboro sit-ins.
Research leadership of the Black Revolution. Compare their goals, strategies, and results. How did Malcolm X and Stokley Carmichael justify the use of violence?
*Create a chart with these headings: Human Costs of Civil Rights Movement, Role of Ordinary People, Effects of the Media.
**Hold seminar sessions with topics such as “Letter from a Birmingham
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their social and political consequences?
U. S. Involvement in Vietnam: Eisenhower Kennedy Johnson Nixon FordVietnam’s effect on U. S. politics and
societyVietnamizationRole of the mediaThe Impact of the Space Race on
educationTechnological Changes: Mass media Communication Military Science Medicine Electronics Data storage Transportation EnergyConnection of population shifts to technological changes in societyActions and reactions to political
platforms:New FrontierGreat SocietyLaw &OrderVoter Apathy1968 Election Tet Offensive Robert Kennedy Martin Luther King, Jr.Watergate ScandalChanging relationship of the federal
governmentUrban renewal programs
Jail, I Have A Dream Speech, etc.
Using these terms, describe the social movements of the decades: feminist’s hippies, Rock ‘n roll, beatniks.
*Compare leaders of the feminist movement and the American Indian Movement. How were each successful? What problems were unique to each?
Analyze the effects of Roe v. Wade on the political climate of the U.S. from 1973 to the present.
**Create multimedia presentations demonstrating the differences in youth culture in the 50’s and 60’s: focusing on literature, music, fads, slang, etc.
*Prepare a description of the decades
and concepts using the terms: escalation, Hawks and Doves, containment, student protest movements, and “living room war”.
*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.
**Analyze the relationship between the Gulf of Tonkin Resolution and the
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Terms“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 IIMontgomery 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 1965Women’s LiberationNational Organization for WomenGloria SteinemPhyllis SchaflyThe Feminine Mystique
War Powers Act.
**Conduct a debate based on research notes with “Doves and Hawks” on the issue of Vietnam.
*Identify the common themes in War Protest songs of the era.
Compare job possibilities for women in the 1950’s and today. Where are the “glass ceilings” now?
Create multimedia presentations that demonstrate how technology has changed the way U.S. citizens live their everyday lives.
*Design a “Moon” backdrop for the class and reenact the MAN ON THE MOON initiatives. Include all missions tried.
*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.
*Create an artwork that represents the differences in the sunbelt, rustbelt, frostbelt of the U. S.
Debate: Resolved: The U.S. government should provide, at no charge, minimum necessities for each of its citizens living below the poverty level.
Write headline articles about the protests
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Resources: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 Address“The Atomic Café”Excerpts from “Nixon”Excerpts from “Crimson Tide”http://www.stmartin.edu/-dprice/cold.war.htmlhttp://www.wsu.edu/~brians/nukepop/83.htmlhttp://www.historychannel.com/speeches/archive/speech_188.html Donald Katz: Home Fires. 1992Erik Barnouw: Tube of Plenty, 1990“Letter from a Birmingham Jail” by MLKBrown v Board of Education decision“I Have A Dream” speech“Eyes on the Prize” PBS series“Separate but Equal” movie“The Blackboard Jungle: movie “Corina, Corina” movie, excerptshttp://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.stanford.edu/group/Kinghttp://www.thekingcenter.org/http://www.civilrightsmuseum.org/gallery/movement.aspEric Goldman: The Crucial Decade 1965David Habersham: The FiftiesElizabeth Kytle: Willa Mae 1993Roe v Wade decisionExcerpts from The Feminine MystiqueExcerpts from Jack Kerouac’s On the RoadExcerpts from Silent Spring by Rachel Carson“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, 1987http://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.htmlRalph Nader: Unsafe At Any Speed, 1965Henry Louis Gates, Jr: Behind the Color Line in America, 2004 (PBS series too)William Wiley: “Portrait of Radon”, 1982, NMAA26th AmendmentGulf of Tonkin ResolutionJohnson’s State of the Union 1966Excerpts from Westmoreland’s The Vietnam WarExcerpts from McNamara’s In RetrospectPolitical cartoons and photographs“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”http://www.pbs.orghttp://www.vietnamwar.net/http://www.aavw.org/special_features/Vietnam Comic BooksStanley Karnow: Vietnam. 1983Philip Caputo: A Rumor of War, 1977Walter Dean Myers: Fallen AngelsPhotographs of the Vietnam Wall in DCNational Defense Education ActJohn F. Kennedy’s Inaugural AddressDavid 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, excerptshttp://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.htmJeffrey Kluger and James Lovell: Lost Moon: The Perilous Voyage of Apollo 13. 1994Robert Woodward and Carl Bernstein: All the President’s Men, 1974Transcripts from the Senate Watergate CommitteeMedicare ActWoodward and Bernstein articles from the Washington Post25th Amendment
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“All the Presidents Men” video and book“The Democrats in Chicago” August 26-29PBS NEWSHOUR CONVENTION 96“Nixon”, movie, excerptshttp://www.chron.com/content/interactive/special/watergate/chronology.htmlhttp://school.discovery.com/lessonplans/programs/watergatehttp://www.heroism.org/class/1970/wood.html
http://www.watergate.com/silentcoup/pictures.htmBiographies about Barbara Jordon, Henry Kissinger, John Glenn, Andrew Young, Neil ArmstrongPhotographs of Nixon’s final days, AP/Wide World PhotosSong: Billy Joel: “We didn’t start the fire” lyrics
Biographies about Barbara Jordon, Henry Kissinger, John Glenn, Andrew Young, Neil ArmstrongPhotographs of Nixon’s final days, AP/Wide World PhotosSong: Billy Joel: “We didn’t start the fire” lyrics
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Competency Goal 12: The United States since the Vietnam War (1980-Present)The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.Suggested Number of
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7 1. pp. 1005-1007, 1017, 1021-1023, 1054-1061, 1069
2. pp. 1001, 1003-1004, 1019, 1024-1025, 1028, 1043, 1046, 1048, 1067, 1070
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6. pp. 1068-1069, US2-US15
1. What are the significant events in foreign policy since the Vietnam War?
2. What is the impact of recent constitutional amendments, court rulings, and federal legislation on United States citizens?
3. What are the economic, technological, and environmental changes in the United States and what is their impact?
4. What are the social, political, and cultural changes in the United States and what is their impact?
5. What is the impact of growing racial and ethnic diversity in American society?
6. What is the impact
Major ConceptsProblems in the Third WorldModern-day genocideAIDS and PandemicsPolitics of OilRise of Religious and Political RadicalismCollapse of CommunismEuropean UnionChanging roles of International
OrganizationsRole of lobbyists and special interest
groupsThe Supreme Court: Minority rights Privacy rightsConservative judgesRecession: Economic Boom and BustBenefits and conflicts of continued
globalizationConservation MeasuresImpact of economics on:- Lifestyle- Stock market- Job marketImpact of technology on way of lifeChanges from industrial economy to service economyChanging Society- Social- Political- Cultural- DemographicPresidential Troubles
**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.
**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.
*Create a chart comparing and contrasting apartheid in South Africa to what happened in the U.S. during segregation and the civil rights movements.
Explain the decline of the Soviet Union using these terms: glasnost and perestroika
Compare the U.S. government’s case against Microsoft to anti-trust cases in the late nineteenth century.
Debate whether or not students agree that flag burning or other anti-patriotic acts should be declared unconstitutional by the Supreme Court.
Chart the names and number of cases
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of twenty-first century terrorist activity on American society?
Major IssuesHealth CareWelfare reformMedicareAIDS
Growing Cultural Diversity in the United States
Questions of RacePopulation Changes and new demographicsRestrictions on Civil LibertiesThe challenge to the American SpiritThe U. S. government’s policy
toward terrorismImpact of terrorist threats on U. S.
foreign policy
TermsYasser 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)Iran-Contra AffairINF TreatyMikhail Gorbachev
that Title IX has brought to the courts.
Check to see what businesses or agencies in the community have political action committees. Invite a speaker to explain what they do and why.
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.
**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.
Compare current corporate magnates to the “robber barons” of the late nineteenth century. Discuss their business practices, current anti-trust lawsuits and their philanthropy.
*Write an editorial on the importance of the Bicentennial Celebration to the nation.
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
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Saddam HusseinPersian Gulf WarsFall of the Berlin WallTiananmen SquareSandra Day O’ConnorClarence ThomasMicrosoft27th AmendmentFlag burningAmericans with Disabilities ActPolitical Action CommitteesGeraldine FerraroTitle IXTexas v JohnsonSwan v Charlotte Mecklenburg
SchoolsWilliam RehnquistWIN (Ford)StagflationNAFTADepartment of EnergyAirline deregulationThree Mile IslandEnergy CrisisNational Energy ActSolar EnergySupply-Side economicsComputer revolutionInternetBill GatesNational debtFood stampsNASDAQ, 1990’s“Trickle-down” theoryChallenger disasterPresidential pardon1976 electionJimmy CarterRonald Reagan
the funeral? Why?
*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.
Gray Rights: What concerns do the senior citizens have about Medicare, health care, and welfare? Find examples.
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?
*Create line drawings of the presidential campaigns of Ford, Carter, Reagan, Bush, Clinton, and Bush. Are there any similarities? Discuss the designs
Examine 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.
Define “racism”. Discuss, in seminar style, concerns and difficulties with the definitions.
**Conduct a series of “Conversations About Diversity,” using key pieces of literature and poetry, or create a
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AmnestyElections of 1980-2000New Right CoalitionNew FederalismGraying of AmericaNew DemocratRoss PerotBill ClintonAl GoreJoe LiebermanJohn McCainNewt GingrichImmigration Policy ActRepublican Election of 2000Regents of UC v Bakke1978Reverse discriminationAffirmative actionMinorities in politicsMulticulturalismGreen CardNativistBilingual educationESEA-No Child Left BehindPatriot ActEmbassy bombingsSeptember 11, 2001 Al-QuaedaColin PowellOsama bin Laden Taliban RegimeTerrorist networkGeorge W. BushWorld Trade CenterWar on IraqAfghanistanDepartment of Homeland SecurityNuclear proliferationAirport securityPre-emptive strikes“Axis of Evil”
multimedia presentation.
Compare the Patriot Act to other limits on civil liberties during times of national crisis.
*Map out the locations of terrorist activity at the beginning of the 21st century. Discuss how the United States is perceived by other nationalities.
Put together an oral history project by interviewing members of the community about their thoughts and feelings in the wake of September 11.
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Resources:Camp David AccordsExecutive Order 11828Inaugural addresses of recent presidentsHelsinki AccordsSample pieces of the Berlin WallFootage 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.http://www.historyguide.org/Eurohttp://www.questia.comhttp://www.cnnstudentnews.comhttp://www.nytimes.comhttp://www.nara.govGregory Alan-Williams: “A Gathering of Heroes”Studs Terkel: The Great Divide, 1988Maya Angelou: “On the Pulse of Morning”Photographs of U.S. soldiers around the globe. AP.Frank Ramiros: “The Death of Reuben Salazar”27th AmendmentAmericans with Disabilities Act“Judge O’Connor Nominated for Supreme Court” ABC Best of Nightline (1981)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.htmChristopher Buckley: Thank You For Smoking, 1995John J. Sirica: To Set the Record Straight, 1979John Heller: Catch 22.
Idelle Weber: “Cooper Union Trash”, 1975. N.Y.NAFTA LegislationNewspaper accounts of The Three Mile Island accidentCopies of the National Energy ActContract with America document“Bill Gates: The Sultan of Software” Biography video“Series Meltdown at Three Mile Island, PBS, The American Experience seriesVideo: “The China Syndrome”http://www.futurtech.orghttp://cnnstudentnews.comhttp://www.nytimes.com/seehttp://www.census.gov/modBob Woodward: The Agenda, 1994Hillary Clinton: It Take A Village, 1998Bill Gates: The Road Ahead 1999Time Magazine Covers for this period and 1993 issue on New Faces of America.Jimmy Carter’s Speech “ A National Malaise”Barbara Jordon’s convention speeches“The Presidents: Nixon, Carter, Reagan, Bush, and Clinton. PBS Video Series: The American Experiencehttp://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.shtmlSelections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge’ Piercy, Sandra CisnerosAmy Tan: Joy Luck Club.Copies of expectations of NCLB“The New Americans” PBS Miniseries
Excerpts from movie: “Forrest Gump” 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/Selections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge Piercy, Sandra Cisneros: Four Skinny TreesColin Powell: An American Dream. 1995Robert McNeill: “New Car”, NMAACopies 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/“9/11” video (documentary filmmakers in NYC)CNN footage of the invasion of Baghdadhttp://www.nytimes.comhttp://www.washingtonpost.comhttp://www.cnn.comhttp://msnbc.comhttp://www.mapquest.com/atlas/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, 2003
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Review/Flex
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