United States History Pacing Guide

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. CHAPTER REFERENCES ARE FROM: McDougal Littell The Americans (2003)

Suggested Pacing Goal 1 2 3 4 5 6 7 8 9 10 11 12

90 Minute Block 6 9 7 6 7 5 7 4 8 8 9 7

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83

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7

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AP/IB

Teacher-made final exam

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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 Textbook Correlated Number of Dates with Essential Questions Essential Questions Content Days 6 Start with Chapter 6 Major Concepts Establishment of federal power and 1. pp. 183-196 1.What were the major supremacy over the states domestic issues and Development of the first two-party conflicts experienced by system the nation during the Strict & Loose Interpretation of Federalist period? Constitution Conflicts with American Indians The status of slavery during The 2. pp. 186-189, 194, 215 2. What freedoms were Federalist Era available to the The place of women in the society following groups prior to during 1820: women, wage The disparities between classes in the earners, landless new nation farmers, American Early Foreign Policy Indians, African The failure of peaceful coercion Americans, and other Freedom of the high seas and ethnic groups? shipping rights The impact of European events on United States foreign policy 3. pp, 190-204, 221 3. What were the commercial and Terms diplomatic relationships Judiciary Act of 1789 with Britain, France, and Bill of Rights other nations? Hamilton’s Economic Plan Whiskey Rebellion Democratic-Republican Party Federalist Party Election of 1800 “Midnight Judges” Laissez-faire Marbury v. Madison, (1803) John Marshall Louisiana Purchase

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General/Modified Tasks/Strategies From *EC to **Honors 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 Acts Virginia & Kentucky Resolutions Hartford Convention (1814) Suffrage requirements Tecumseh Cotton Gin Eli Whitney “Necessary Evil” Emancipation Treaty of Greenville 1796 XYZ Affair Convention of 1800 Impressment of seamen Embargo Act 1807 President Washington’s Proclamation Neutrality President Washington’s Farewell Address War Hawks War of 1812 Battle of New Orleans Treaty of Ghent Adams-Onis Treaty Jay’s Treaty Pinckney’s Treaty

General/Modified Tasks/Strategies From *EC to **Honors

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 Rights Hamilton’s Reports Letters and publications produced by Thomas Jefferson and Alexander Hamilton Alien & Sedition Acts Virginia & Kentucky Resolutions Jefferson’s First Inaugural Address Letters 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, 1832 Washington Allston: “Hermia and Helena” NMAA 1818 John Haidt: “Young Moravian Girl” NMAA 1780

Thomas Durant: “Dover Plain” NMAA, 1828 President Washington’s Farewell Address “OGRABME” Political Cartoon President Madison’s War Message Hartford Convention Resolutions Thomas Moran: “Excelsior Geyser, Yellowstone” NMAA Enoch Gridley: “Memorial to Washington” 1810, NMAA Margarett Smith: “Sacred to Washington” 1822, Baltimore Museum of Art A New Nation (Schlesinger Video Company) Founding Brothers (History Channel) NARA – Analyzing Documents, Doc. Analysis Worksheets The Duel (PBS American Experience) Websites (can be used for each goal) Thomas Jefferson: http://etext.virginia.edu/jefferson/ Alexander Hamilton:

http://www.pbs.org/wgbh/amex/duel/ www.Odur.let.rug.nl www.Memory.loc.gov Judiciary Act of 1789 http://usinfo.state.gov/usa/infousa/facts/dem ocrac/8.htm The Bill of Rights http://www.billofrightsinstitute.org http://www.archives.gov/national_archives_ experience/bill_of_rights.html Alexander Hamilton http://xroads.virginia.edu/~CAP/ham/hamilt on.html http://www.eh.net/encyclopedia/cowen.ban king.first_bank.us.php The Whiskey Rebellion http://www.whiskeyrebellion.org/rebell.HT M http://earlyamerica.com/earlyamerica/milest ones/whiskey/page1.html

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The Election of 1800 http://www.multied.com/elections/1800.htm l http://www.kidsource.com/education/electio n.html http://www.archives.gov/exhibit_hall/treasu res_of_congress/page_7.html# The Midnight Judges http://www.whitehousehistory.org/04_histor y/subs_journal/frame_a03_07.html Marbury v. Madison http://www.jmu.edu/madison/marbury/ http://usinfo.state.gov/usa/infousa/facts/dem ocrac/9.htm http://www.nv.cc.va.us/home/nvsageh/Hist1 21/Part3/Marbury.htm The Louisiana Purchase http://www.nps.gov/jeff/mowe-thomas.htm http://www.yale.edu/lawweb/avalon/preside n/jeffpap.htm

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http://intranet.cps.k12.il.us/Lessons/Structure dCurriculumTOC/SCSocial_Science/HS_US _History_Daily_Lessons_/SCSSUS1/SSUS0 26038.pdf The Alien and Sedition Acts http://www.yale.edu/lawweb/avalon/alsedac t.htm http://earlyamerica.com/earlyamerica/milest ones/sedition/ http://www.infoplease.com/ce6/history/A08 03344.html The Virginia and Kentucky Resolutions http://www.u-shistory.com/pages/h466.html http://www.nv.cc.va.us/home/nvsageh/Hist1 21/Part2/KyVaRes.htm The Hartford Convention of 1815 http://www.barefootsworld.net/hartford.htm l “Africans in America” (PBS Series)

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http://www.pbs.org/wgbh/aia/ http://www.nwhp.org http://www.memory.loc.gov http://www.Americasstory.com http://www.Archives.gov http://www.ushistory.com http://thehistorycalendar.com http://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 CPB http://www.thegateway.org http://www.historychannel.com http://www.ushda.org http://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 Textbook Correlated Number of Dates with Essential Questions Essential Questions Content Days 9 1. pp. 192-194, 197, 199- 1.What were the effects of Major Concepts 205, 216-217, 220territorial expansion and The rationale for and the 223, 226-274, 278, the admission of new consequences of Manifest Destiny 280-281, 286-299, states to the Union? Federal Indian policy before The 306-309 Civil War The political and economic 2. pp. 200-202, 232-235, 2.How did the growth of importance of the West 305, 307-309 nationalism and Cultural expressions of patriotism sectionalism reflect in art, Celebrating the common man and the literature and language? American way of life Influence of the Transcendentalist 3. pp. 199-203, 210-235, 3.What are the economic Movement 280-306 and social issues that led Transformation of life in the early to sectionalism and industrial revolution nationalism? Cultural polarization of Antebellum America 4. pp. 197, 199-203, 212, 4.What were the political Political agendas of antebellum 215-219, 222-223, events, issues, and leaders 226-231, 274, 276personalities that Concepts of “Jacksonian Democracy” 277, 288, 290, 292contributed to Slave Revolts 298, 304, 306-309 sectionalism and States’ Rights nationalism? Era of Good Feelings Women’s Rights 5. pp. 240-245, 248-267, 5.What were the major Temperance Movement 310-312 reform movements and Improvement of social institutions how effective were they? (prisons, mental health, education) 6. pp. 240-245, 248-249, 6.How big a role did Development of Utopian 255-256 religion play in the debate Communities over slavery and other Second Great Awakening social movements and Moral Dilemma of Slavery issues? The Abolitionist Movement Terms

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General/Modified Tasks/Strategies From *EC to **Honors *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 Cole and Asher Durand, and genre

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Missouri Compromise The Indian Removal Act 1830 Sequoyah Worchester v. Georgia, 1832 Trail of Tears White man suffrage The Alamo Election of 1844 Texas Annexation “54-40 or Fight!” Mexican War Wilmot Proviso Treaty of Guadalupe-Hidalgo 49ers Stephen Austin Gadsden Purchase Lewis and Clark Oregon Trail Noah Webster Ralph Waldo Emerson Henry David Thoreau Neoclassical Architecture Washington Irving Edgar Allen Poe Nathaniel Hawthorne James Fennimore Cooper Hudson River School of Artists Alex de Tocqueville Samuel Morse Eli Whitney John Deere Cyrus McCormick Robert Fulton Erie Canal Cotton Kingdom 1st Industrial Revolution Nativism Know-Nothings William Lloyd Garrison

General/Modified Tasks/Strategies From *EC to **Honors

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 Douglass Henry Clay American System Panic of 1819 McCulloch v. Maryland, 1819 Election of 1824 “corrupt bargain” suffrage spoils system Tariff of Abomination South Carolina Nullification Crisis South Carolina Exposition and Protest Election of 1832 Pet Banks Whig Party Election of 1840 Nat Turner’s Rebellion Monroe Doctrine Dorothea Dix Horace Mann Elizabeth Cady Stanton Lucretia Mott Seneca Falls Convention Sojourner Truth Susan B. Anthony Utopian Communities • Brook Farm • Oneida • New Harmony Rehabilitation Prison Reform William Lloyd Garrison Grimke Sisters David Walker Frederick Douglass Charles G. Finney

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*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 activities of major social reformers

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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 Message Lincoln’s Spot Resolutions Excerpts from Lewis and Clark Diaries The Lewis and Clark Journals Through Indian Eyes, The Untold Story of Native American People: Reader’s Digest Publication, 1995. http://www.nps.govt http://cgi.pbs.org/per/.lewisandcl http://cvip.fresno.com http://www.history.sfasu.edu/history/133 http://www.civics-online.org/library Emerson: “Self-Reliance Enoch Perry: “The True American” Metropolitan Museum of Art Thoreau: “Civil Disobedience” “Walden” “Slavery in Mississippi” Hawthorne: selected stories Douglass: Autobiography De Tocqueville: “Democracy in America”

Theodore Weld: “American Slavery As It Is, `1839 McGuffey’s Reader Thomas Cole: “The Last of the Mohicans”, 1827, New York Historical Assoc. http://plato.stanford.edu/entries/nationalsim Copy of The Universal Law of Slavery by George Fitzhugh John C. Calhoun’s Defense of Slavery Copies of the Liberator and the North Star James Hammond, The Congressional Globe, March 4, 1858 Garland: “Under the Lion’s Paws” Henry James: “Four Meetings” W. S. Mount: “Music Hath Charms” Asher Durant: “Dover Plain” NMAA,1848 Thomas Chambers:” Capture of H.B.M. Frigate Macedonian by U.S. Frigate U.S. NMAA, 185 Thomas Hicks: “Calculating” 1844, Boston Museum of Fine Arts

James Clonney: “Militia Training” 1841 Pennsylvania Academy of Fine Arts http://www.education-world.com http://www.pbs.org/wgbh/aia/part4/4h314t.htm President Madison’s Bonus Bill Veto President Jackson’s Bank Veto “Hydra of Corruption” Political Cartoon Text of Webster-Hayne Debate “King Andrew I” Political Cartoon Star Spangled Banner How Happy the Soldier The Hunters of Kentucky http://www.biography.com http://lath.virginia.edu/vshadow/diary “Biography of America” Video Series Seneca Falls Declaration of Sentiments Frederick Douglass and Susan B. Anthony Excerpts from writings Eugene Genovese: Roll Jordon Roll C. Vann Woodward: The Strange Career of Jim Crow

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Political cartoons from Harper’s Weekly H.F. Darby: “Reverend John Atwood http://www.ku.edu/carrie/docs/texts/seneca.htm http://www.fordham.edu/halsall/mod/senecafall s.html http://www.webster.edu/~woolflm/dorotheadix. html Horace Mann: http://www.cals.ncsu.edu/agexed/aee501/mann. html

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Appeal to the Colored Citizens of the World, 1829, by David Walker http://memory.loc.gov/ammem/doughtml http://www.loc.gov/exhibits/african/images http://www.galegroup.com/free_resources/whm /bio/grimk_sisters.htm http://www.nps.gov/boaf/davidwalker.htm http://community.middlebury.edu/! fahmed/garrison.htm

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http://religiousmovements.lib.virginia.edu/nrms /ame.html Garrison: excerpts from “The Liberator” Douglass: excerpts from “The North Star” “Democracy and Reform” Schlesinger Video Series Not for Ourselves Alone: PBS, Ken Burns This 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 Textbook Correlated General/Modified Tasks/Strategies Number of Dates with Essential Questions Essential Questions Content From *EC to **Honors Days

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1. pp. 306, 307-320, 325331

1. What were the economic, social, and political events from the Mexican War to the outbreak of the Civil War?

2. pp. 304-309, 311-317, 319-320, 325, 327-330

2. What were the causes of the Civil War and how much of a factor were they?

3. pp. 339, 343-345, 347, 357, 360, 361, 364-365

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. pp. 378-401

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. 339, 341, 347, 349, 361, 364, 367-368, 379-380, 382, 395, 398

5. How was the Civil War and Reconstruction a test of the supremacy of the national government?

Content

Major Concepts The debate on the expansion of Slavery Weak Presidential Leadership Growing Sectionalism Rise of the Republican Party The role of slavery Economics and expansion of the geographic regions Interpretations of the 10th Amendment Immediate causes of the war Key turning points of the war New military technology Strategies of both sides Major political and military leaders European support Executive Powers Resistance to the war effort Effects of Military occupation Limits on presidential and congressional power Development of a new labor system Reconstruction: resistance and decline Enfranchisement and Civil Rights Reorganization of southern social, economic, and political systems Supremacy of The federal government The question of secession Dwindling support for civil rights Terms Anti-slavery movement Slave codes Underground Railroad Harriet Tubman

General/Modified Tasks/Strategies From *EC to **Honors

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 Act Bleeding Kansas Republican Party Popular Sovereignty Summer-Brooks Incident Freeport Doctrine Lincoln-Douglas Debates Free Soil Party Compromise of 1850 Dred Scott v. Sanford, 1857 John Brown and Harper’s Ferry Fugitive Slave Act Missouri Compromise Compromise of 1850 Harriet Beecher Stowe Uncle Tom’s Cabin Fugitive Slave Law Election of 1860 Secession Fort Sumter, S.C. Abraham Lincoln Jefferson Davis Confederation First Battle of Bull Run/ Manassas John Wilkes Booth Antietam Vicksburg Gettysburg Gettysburg Address Writ of Habeas Corpus Election of 1864 William Sherman’s March Anaconda Plan Copperheads Emancipation Proclamation African-American participation Appomattox Court House Robert E. Lee Ulysses S. Grant George McClellan

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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 1850 http://www.history.hanover.edu http://www.hnc.rtp.us http://www.unknowncivilwar.com http://www.etext.virginia.edu/civilwar/ http://docsouth.unc.edu/ http://lcweb.loc.gov/exhibits/treasures/trm043.h tml--compof1850 http://afgen.com/john_brown1.html http://www.pbs.org/wgbh/aia/part4/4h2933.htm l http://www.library.wustl.edu/vlib/dredscott Harriet Beecher Stowe: excerpts from Uncle Tom’s Cabin Hinton Helper: The Impending Crisis Of the South Stephen Oates: With Malice Toward None Election Posters for Lincoln, 1860, 1864 Portrait of Dred Scott owned by the Missouri Historical Society. Lincoln’s First Inaugural Address Lincoln’s Message to Congress, July 4, 1861 South Carolina Ordinance of Secession Jefferson Davis’ message to the Confederate Congress, April 29, 1861 “Causes of the Civil War” Schlesinger Video Series “The Civil War” PBS Miniseries http://www.socialstudieshelp.com http://www.civilwar.org/historyclassroom/hc_c urriculum1.htm

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http://www.lineagesnet.com/archives/scordsec. htm http://www.bartleby.com/124/pres31.html http://xroads.virginia.edu/~DRBR/sociolog.htm l Excerpts from Mary Chestnut’s Diary George Fitzhugh: Sociology of the South; excerpts Cartoon of Brooks and Sumner beating Front piece of Uncle Tom’s Cabin “The Plantation” Metropolitan Museum of Art Lincoln’s Second Inaugural Address http://www.civil-war.net http://www.antietam.com/antietam http://www.gettysburg.com/ http://www.militaryhistoryonline.com http://www.jatruck.com/stonewall/gettysburg.ht ml http://www.civilwaralbum.com Bruce Catton’s Stillness At Appomattox Mark Twain: Huckleberry Finn, excerpts about slave Jim J.G. Tanner: “The Monitor and the Merrimack”, 1891, Granger Collection. N.Y. Copy of The Emancipation Proclamation Thomas Nast cartoons from Harper’s Weekly Editorials by Henry Grady from the Atlanta Constitution newspaper Http://www.theatlantic.com/unbound/flashbks/ black/douglas.htm http://docsouth.unc.edu/dixonclan/menu.html http://www.civilwarhome.com/kkk/htm

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http://www.lib.berkeley.edu/!ljones/jimcrow/ http://www.bchm.org/wrr/recon/p10.html http://www.lib.virginia.edu/speccol/exhibits/he arts Stephan Crane: Red Badge of Courage John Hope Franklin: Reconstruction After the Civil War. 1961 Francis Edmonds: “The Speculator” NMAA, 1852 David Blythe: “Boy Playing Marbles” NMAA, 1858 Samuel Cholman: “Storm King on the Hudson” NMAA, 1866 Copies of 13th, 14th, 15th amendments Civil Rights Act of 1866 Compromise of 1877 http://www.landmarkcases.org/landmarkframe_ national.html http://www.lexrex.com/enlighteded/laws/kentre s.htm http://www.rnoon.com/lawlaymen/constitulaw/ federalism/federalsystem.html http://www.mutied.com/elections/1876.html http://africanamericans.com/CivilRightsActof 1866.htm Booker T. Washington: Up From Slavery Herman Melville: Billy Bud Battle Hymn of the Republic Bonnie Blue Flag Darling Nelly Gray Dixie The 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 Textbook Correlated Number of Dates with Essential Questions Essential Questions Content Days 6 1. pp. 409-410, 418-427 1. How would you Major Concepts compare and contrast the Challenges of Westward Movement different groups of Motivation for Westward Movement people who migrated to Impact of the Transcontinental the West and describe Railroad the problems they Development of cattle, ranching, and experience? mining industries Mexican influence on the West 2. pp. 408-429 2. How did the Western Movement Impact on settlement of the West Indians impact different groups Destruction of: of people and the Buffalo environment? Reservation System 3. pp. 422-429 3. What were the Cattle drives causes and effects of the Indian wars financial difficulties that Rise and fall of Populism plagued the American Impact of laws and court cases on the farmer and how did they farmer lead to the rise and Growing discontent of the farmer decline of Populism? Gold Standard vs. Bimetallism Technological improvements on 4. pp. 414-416, 420-424, 4. What were the farming 427-428, 442-446 innovations in Changing nature of farming as a agricultural technology business and business practices Increased dependence on the and what were their Railroads impact on the West? Terms Joseph Smith Brigham Young Mormons Homestead Act Roles of women

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General/Modified Tasks/Strategies From *EC to **Honors 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 Americans Roles of Chinese Roles of Irish Comstock Lode Morrill Land Grant Act 1862 Sod houses Oklahoma Land Rush Dawes Severalty Act Chief Joseph Nez Perce Battle of Little Big Horn Sand Creek Massacre Wounded Knee Helen Hunt Jackson’s Century of Dishonor Buffalo Soldiers Promontory Point, Utah Transcontinental Railroad Irish immigrants Chinese immigrants The Grange National Farmer Alliances Southern Alliance Colored Farmers Alliance Omaha Platform Interstate Commerce Act Rebates William Jennings Bryan “Cross of Gold Speech” Greenbacks Barbed wire Refrigerator car Windmill Farmer’s Cooperatives Steel Plow Vertical/horizontal integration Interlocking directorates

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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 common man.

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**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 Rush Copy of Morrill Land Grant Act Time-Life Series on the West Copy 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.html http://www.pbs.org/weta/thewest http://www.americanwest.com

Women in the West: http://www.overland.com/westpers2html http://www.pan-tex.net/usr/1/frlocke/ Dee Brown: Bury My Heart At Wounded Knee, 1970 B. Marvis: The Legends of Calamity Jane Mark Twain: Roughing It John Gast: “American Progress” Autry Museum of Western Heritage, LA The 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 Video http://library.unco.edu/jam/centennial/cowboyh all.htm http://www.pbs.org/goldrush/ http://www.pbs.org/buffalowar/ http://www.imh.org/imh/buf/buftoc.html Willa Cather: short stories Bret Harte: short stories Mark Twain: short stories and poetry Helen Hunt Jackson: Century of Dishonor

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Nathanial Langford: The Mining Frontier” Oriana Day: “California Mission of San Carlos Borromeo” NMAA Copies of the “Cross of Gold Speech” and the Interstate Commerce Act Supreme Court Briefs of : Munn v Illinois, 1877 Wabash v Illinois, 1886 http://www.theruckerarchives.com/results.lasso ?type=cat&c=Wild%20West http://www.oyez.org http://gowest.coalliance.org/exhib/faves/faves.h tm

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http://www.theatlantic.com/issues/95sep/ets/tur n.htm Frank Baum: Wizard of Oz excerpts James 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 Series http://cprr.org/ http://www.pbs.org/wgbh/amex/iron/ http://www.linecamp.com/museums/americanw est/ http://cprr.org/museum/index.htm

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National Wagon Road Guide by Whitton, Towne, and Co Dee Brown: Hear That Lonesome Whistle Blow Mary Elizabeth Lease: writings Stephen Crane: The Bride Comes to Yellow Sky Covers of Dime Novels about the West Bayard Taylor: “Ranch near Diablo Mountains” Denver Historical Society Currier and Ives: “Home from the Hunt” Photographs of families sitting in front of their log and sod homes Home 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 Textbook Correlated General/Modified Tasks/Strategies Number of Dates with Essential Questions Essential Questions Content From *EC to **Honors Days 7 1. pp. 449, 460, 467-472 1. What was the Major Concepts Review primary documents and influence of immigration Urban Issues photographs of the period, and write and rapid letters to friends and family in your • Housing industrialization on “home” country describing a new life • Sanitation urban life? in America. • Transportation 2. pp. 447-450 The rise of ethnic neighborhoods 2. How did business **Debate whether the “melting pot” New forms of leisure and industrial leaders theory is an accurate phrase for Emergence of new industries: accumulate wealth and America 1877-1900. Railroads wield political and Steel economic power? Graph patterns and sources of Oil 3. pp. 450-455 immigration to America over an Changes in the ways businesses 3. What was the extended period of time. Match with formed and consolidated power impact of labor unions in Influence of business leaders as today’s patterns. industry and the lives of “captains of industry” or as 4. pp. 410, 412, 421, 423, workers? *Review diagrams of dumbbell “robber barons” 442, 445, 450, 454, tenements. How could they have Relationship of big business to the 462-465, 474-477 4. How did the role been made safer? government of government change in Influence of Darwinism, Social economic and political *Design pamphlets replicating earlier Darwinism and the Gospel of affairs? ones distributed to new arrivals in Wealth America. Formation of labor unions Types of unions **Hold a mock city council meeting to Tactics used by labor unions propose solutions to urban issues of Opposition to labor unions the day. Impact of law and court decisions “Laissez-Faire” government policies Compare positive and negative aspects Operation of political machines of maintaining the existence of ethnic Patronage vs. the civil service system neighborhoods. Impact of corruption and scandal in the government **Analyze the quote by the Carpenter’s The Election of 1896 Union in Worchester, Mass.: “8 hours for work, 8 hours for rest, 8

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Terms Elevator Electric trolleys Jacob Riis Ellis Island Culture shock Settlement houses Jane Addams Dumbbell tenements Chinese Exclusion Act Telephone Alexander Graham Bell Thomas Edison Typewriter Sweatshops Amusement parks Spectator sports Frederick Olmstead Cultural pluralism Urbanization Nativism Melting pot Bessemer Process Andrew Carnegie John Rockefeller J. P. Morgan Vanderbilt family Edwin Drake Standard Oil Company U. S. Steel George Westinghouse Gospel of Wealth Horatio Alger Social Darwinism Trust Monopoly Gilded Age Working conditions Wages Child labor

General/Modified Tasks/Strategies From *EC to **Honors

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 Series http://www.incwell.com/biographies/Edison.ht ml Immigration: http://www.ncco.org Statue of Liberty: http://www.nps.gov.stli/prod02/htm Emma Lazarus http://xroads.virginia.edu/~CAP/LIBERTY/laz arus.html http://www.tenement.org/encyclopedia.pdf http://www.bergen.org/AAST/Projects/Immigr ation Raz Rozenzweig: Eight Hours for What We Will Jacob Riis: How The Other Half Lives, Emma Lazarus: “The Colossus”, 1833 Horatio Alger, Jr: Rags to Riches Series Cecilia Beaux: “ Man with the Cat” 1898, NMAA Thomas Hart Benton: “Man with the Machine” NMAA John Furguson Weir: “The Gun Foundry” 1866, NMAA “Fan Quilt” by Residents of Bourbon County, Kentucky, 1893, NMAA Theodore Roszak: “Recording Sound”, NMAA

Essential Questions

Content

Everett Shinn: “Eviction”, 1904, NMAA Excerpts from “The Gospel of Wealth” Bartlett’s Quotations (or another Source for quotations for this period) “The Bosses of the Senate” political cartoon “What a Funny Little Government” 1900 political cartoons Biographical information on business and industrial leaders. A&E Biographies “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.html http://www.u-s-history.com/pages/h843.html http://americanhistory.about.com/cs/gildedage http://andrewcarnegie.tripod.com/acbio.html Sinclair Lewis: Land Kurt Vonnegut: Tomorrow and Tomorrow and Tomorrow Frank Norris: The Octopus Ida Tarbell: The History of the Standard Oil Company 1903 Edward Bruce: “Industry” 1902, NMAA Thomas Dewing: “The Necklace”, “Dawn”, “Lady in White” 1907, NMAA

General/Modified Tasks/Strategies From *EC to **Honors

“Child Labor” Jackdaw Publication “Shame of the Nation” photo collection The film: “Mechanic” http://www.goondocksnet.com http://www.socialstudieshelp.com http://www.historyplace.com/unitedstates/child labor http://www.rannfile-ue.org/uen_1877.html http://www.ncneilmusic.com/wrkunion.html Upton Sinclair: The Jungle, 1906 John Spargo: The Bitter Cry of the Children, 1906 “Working and Union Song” by Keith and Rusty McNeil, WEM Records Montclair Art Museum, N.J. Thomas Nast political cartoons Sample civil service exam questions Current newspaper clippings or magazine articles http://www.ushistory.com http://www.americahhistory.about.com http://www.thomasnast.com/ http://www.lib.ohio-state.edu/cgaweb/nast/ Sinclair Lewis: Main Street Mary 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 Textbook Correlated Number of Dates with Essential Questions Essential Questions Content Days 5 1. pp. 547-550, 552-563 1. What were the Major Concepts factors that led to the Global and military competition United States into taking Increased demands for resources and an increasingly active markets role in world affairs? Closing of the Frontier Exploitation of nations, peoples, and 2. pp. 550-552, 554-555, 2. What were the resources 558-559, 562, 566, 569 areas of United States Causes and conduct of the Spanishmilitary, economic, and American War political involvement United States Interventions in and influence? Hawaii Latin America 3. pp. 552-563, 566 3. How did the Caribbean policies and actions of Asia/Pacific the United States Intervention vs. Isolation government impact the Support for and opposition to United affairs of other States economic intervention countries? Perception of the United States as a world power Terms Alfred T. Mahan Josiah Strong Frederick Jackson Turner Imperialism Spheres of influence Queen Liliuokalani Seward’s Folly Treaty of Paris 1898 Platt Amendment “Splendid Little War” Social Darwinism Philippines Commodore George Dewey

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General/Modified Tasks/Strategies From *EC to **Honors 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 Roosevelt Rough Riders William Randolph Hearst Joseph Pulitzer USS Maine Panama Canal Pancho Villa Raids “Jingoism” Dollar Diplomacy Platt Amendment Roosevelt Corollary Anti-Imperialism League Missionary (Moral) Diplomacy Boxer Rebellion Open Door Policy Annexation of Hawaii Resources: George Washington’s Farewell Address Monroe Doctrine Albert Beveridge’s Address to Congress on the Philippines American Anti-Imperialist League Platform “Our Century” by Bill Moyers, PBS “The Hunt for Pancho Villa” PBS http://www.spanam.com http://www.smplanet.com/imperialism/toc.html http://www.boondocks.net http://www.loc.gov.com Rudyard Kipling: White Man’s Burden http://www.fordham.edu/halsall/mod/Kipling.ht ml Josiah Strong: Our Country http://alpha.furman.edu/~benson/docs/jstrongpe rils.htm Robert Rydell: All The World’s A Fair George Washington’s Farewell Address Monroe Doctrine

Albert Beveridge’s Address to Congress on the Philippines American Anti-Imperialist League Platform Aguinaldo’s “Pleas for Independence”, The Outlook, July 28, 1899 Excerpts from film: ”Citizen Kane” http://www.smplanet.com/imperialism http://www.spanamwar.com/ http://www.history.ohiostate.edu/projects/mckin http://www.humbolt.edu/~jcb10/yellow.html http://www.montauklife.com/teddy98.html Edgar Lee Masters: Spoon River Anthology: “Tombstone for Harry Wilmans” Stanley Karnow: In Our Image (1989) Frank Friedel: The Splendid Little War (1958) W. Lederer & E. Burdick: The Ugly American (1958) House of Representatives Report 1355, 55th Congress, 2nd Session

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.

The 1897 Petition Against the Annexation of Hawaii, September 11, 1897 Platt Amendment “Crucible of Empire-The Spanish American War” PBS “Hawaii’s Tart Queen”, PBS, The American Experience Video by Tom Coffman: “Nation Within: The Story of America’s Annexation of Hawaii” http://www.state.gov/r/pa/ho/time/gp/17661.ht m http://wwwamericanpresident.org/history/ http://www.civics-online.org/library Tom Coffman: Nation Within* Mark Twain: Anti-Imperialist Writings: “The War Prayer” Jose Marti –poetry Christinia Garcia: Dreaming in Cuban 1993 Excerpts 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 Textbook Correlated Number of Dates with Essential Questions Essential Questions Days

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1. pp. 512-522

1.

What were the conditions that led to the rise of Progressivism?

2. pp. 513-531

2.

How did different groups of Americans make economic and political gains in the Progressive period?

3. pp. 530-531, 541-543

3.

What were the effects of racial segregation on different regions and segments of the United States’ society?

4. pp. 516-517, 519-520, 526, 528-529

4.

What was the impact of technological changes on economic, social, and cultural life in the United States?

Content

Major Concepts Corruption and ineffectiveness of government Immigration and urban poor Working conditions Emergence of Social Gospel Unequal distribution of wealth The roles of the Progressive presidents: Roosevelt Taft Wilson The growing power of the electorate The changing roles and influence of women The impact of political and economic changes on the working class The changing nature of state and local governments Disenfranchisement African-American responses to Jim Crow Segregated Society Industrial innovations Emergence of advertising and consumerism Terms Muckraking Ida Tarbell Lincoln Steffens Upton Sinclair Jacob Riis Urban slums Triangle Shirtwaist Factory Fire Jane Addams/Hull House 16th Amendment 17th Amendment 18th Amendment

General/Modified Tasks/Strategies From *EC to **Honors

*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 “trustbusting” 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 Amendment Carrie A. Nation Anthracite Coal Strike Sherman Anti-Trust Act North Northern Securities v U.S., 1904 American Tobacco v U.S., 1911 US v EC Kight &Co, 1895 Payne Aldrich Tariff, 1909 Mann Elkins Act Robert LaFollette Election of 1912 Progressive/Bull Moose Party Federal Reserve Act Plessey v Ferguson, 1896 Booker T. Washington W.E.B. Dubois Ida Wells Barnett Great Migration Niagara Movement Atlanta Compromise Speech The NAACP Nationwide lynching Disenfranchisement Literacy test Poll taxes Grandfather clauses Wright brothers Movie Camera Coca Cola Ford’s Innovations: $5 day Assembly line Model T Workers as consumers Electricity Mail order catalogs Skyscrapers Kodak cameras

General/Modified Tasks/Strategies From *EC to **Honors

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 service Sewing machine Resources: http://www.census.gov http://www.nara.gov http://www.loc.gov http://www.bartleby.com/65/mu/muckrake.html Lincoln Steffans: Struggle for Self Government and Shame of the Cities Sinclair Lewis: The Jungle An zia Yezierska: Hungary Hearts Jacob Riis: How the Other Half Lives Other readings from O’Henry, Chopin, London, Crane, Stone Copy of Emma Lazarus Poem “The New Colossus” 1883 Corcoran Gallery, D.C. Charts and maps showing results of the election of 1912 Supreme Court Cases summaries “America 1900” American Experience, PBS “Meet with In St. Louis” musical “Ragtime” musical http://www.americanpresident.org http://www.multied.com/elections/1912.htm http://www.u-s-history.com/pages/h883.html http://www.history.ohiostate.edu/projects/coal/1902anthracitestrike

Upton Sinclair: The Jungle Lincoln Steffens: The Shame of the City W. E. Dubois: The Souls of Black Folk Langston Hughes: “Share Cropper” Louis Harlan: Booker T. Washington, The Wizard of Tuskegee Charles Burchfield: “Lightning and Thunder at Night” 1920 NMAA Umberto Boccioni: The City Rises, 1910, Museum of Modern Art, N.Y. “Meet Me In St. Louis, Louie” Copies of Supreme Court decisions Founding document of Niagara Movement Alabama Literacy Test, 1968 http://www.kidsnet.org/cbs/rosaparks/glossary/ glossary_html.html http://www.journale.com/withoutsanctuary/mai n.html http://www.pbs.org/wgbh/amex/hawaii/ http://www.ashp.cuny.edu/video/up3.html http://womhist.binghamton.edu/aswpl/doc3.htm Lift Every Voice and Sing: http://www.lib.virginia.edu/speccol/exhibits/mu sic/overview.html W.E.B. Dubois: The Souls of Black Folk

Langston Hughes: “Share Cropper” Louis Harlan: Booker T. Washington, The Wizard of Tuskegee David Cronon: Black Moses Everett Shinn, John Sloan, Arthur B. Davies, Ernest Lawson, Maurice Prendergast, George Luks, and William Glackens, Edward Hopper Replicas of mail order catalogs Replicas 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.html http://historymatters.gmu.edu/mse/Ads/ Biographies on inventors of the period Woolworth, 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 Textbook Correlated General/Modified Tasks/Strategies Number of Dates with Essential Questions Essential Questions Content From *EC to **Honors Days 4 1. pp. 578, 583-585 1. Why did the Major Concepts *Compare pro and con war propaganda United States remain Causes of World War I in Europe posters and explain their influence on neutral at the beginning Use of and effects of propaganda the United State’s decision to go to of World War I but later U. S. anti-war Sentiment war. become involved? Reasons for U. S. entry into The Great War Create and compare maps of Europe in 2. pp. 580-581, 584-586, 2. What were the The importance of United States 1914 and 1918, and discuss the 593, 595-598 political and military involvement in World War I reasons for changes. turning points of the war Modernization of warfare and how significant were The changing nature of United States **Research how European countries they to the outcome of foreign policy viewed the United States neutrality. the conflict? Key factors in the Allies’ success Failure of the United States to ratify Compare the Fourteen Points with the 3. pp. 604-611 3. What were the the Treaty of Versailles whole Treaty of Versailles in regard political, economic, Adjustment from wartime to a to preventing future conflicts. social, and cultural peacetime economy effects of the war on the Government bureaucracy in the *Listen to George M. Cohan’s “Over United States and other United States There” and discuss the impact of nations? Anti-immigration sentiment and the patriotic music on the war effort. first Red Scare Restrictions on civil liberties during Compare Woodrow Wilson’s arguments wartime supporting a League of Nations and Political changes in Europe and the Henry Cabot Lodge’s “14 near East Reservations”. Impact of isolationism on American foreign policy **Identify similarities and differences in strategies, tactics, and weaponry of Terms World War I and the SpanishNationalism American War. Militarism Alliances Discuss ways in which World War I Archduke Francis Ferdinand contributed to the growing revolution U-Boat submarine warfare in Russia. Serbia

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Allies Central Powers Kaiser Wilhelm II Contraband Zimmerman Telegram Lusitania Mobilization Election of 1916 Woodrow Wilson Isolationists Selective Service Act Jeanette 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. Pershing American Expeditionary Force Trench warfare “No Man’s Land” Mustard gas Doughboys Armistice Fourteen Points (1-5, 14) “The Big Four” “Peace without victory” Russian and Bolshevik Revolutions Treaty of Versailles League of Nations Henry Cabot Lodge 17th Amendment 18th Amendment 19th Amendment (Repeats on amendments) (again, review of key world history events) Industrial workers of the World Self-determination Committee on Public Information/George Creel Food

General/Modified Tasks/Strategies From *EC to **Honors

**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 Plan Palmer/Palmer Raids Espionage and Sedition Acts Eugene V. Debs Schenck v United States, 1919 Sacco and Vanzetti John L. Lewis (United Mine Workers) Washington Naval Conference Dawes Plan Resources: Wilson’s War Message to Congress, 1917 Sussex Pledge Uncle Sam’s “I Want You” recruitment poster http://www.archives.gov/exhibit_hall/powe rs_of_persuasion/powers_of_persuasion_ho me.html Zimmerman Telegram http://www.archives.gov/digital_classroom/less ons/zimmermann_telegram/zimmermann_teleg ram.html Copies of newspaper headlines Original movie: “A Farewell to Arms” Propaganda Posters http://www.archives.gov/digital_classroom/ lessons/analysis_worksheets/poster http://www.library.georgetown.edu/dept/specco ll/amposter.htm http://www.iisg.nl/exhibitions/chairman/ http://www.pbs.org/greatwar/ Ernest Hemingway: A Farewell to Arms Barbara Tuchman: The Guns of August

1918 Battle Map of Europe Wilson’s Fourteen Points Treaty of Versailles “Sergeant York” movie with Gary Cooper: Twentieth Century Fox, 1941 “In Love and War” movie about Ernest Hemingway in WWI Recordings from WWI and radio spots http://www.schoolhistory.org.uk/warpoems.ht m http://www.learn.co.uk/Versailles http://europeanhistory.about http://www.melodyland.net/ww1/htm http://www.teachervision.com Enrich Remarque: All Quiet On the Western Front Billy Alexander: “Our Dear Daddy SoldierBoy” Espionage Act Sedition Act Wilson’s Fourteen Points

Henry Cabot Lodge’s 14 Reservations Charter for the League of Nations Treaty of Versailles Schenck v. United States “Return to Isolationism: Between the Wars” Vol. 127, PBS http://www.ushistory.org/documents/creeds.ht m http://www.archives.gov/records-of-congress http://www.kileenroos.com/link/ww1.html Gene Smith: When The Cheering Stopped David Kennedy: Over There Songs: George M. Cohan: “Over There” “When Johnny Comes Marching Home” Irving Berlin: “Oh How I Hate To Get Up in the Morning” Billy Alexander: “Our Dear Daddy SoldierBoy” 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 Textbook Correlated Number of Dates with Essential Questions Essential Questions Content Days 8 1. pp. 628-633, 641, 670- 1. What was the Major Concepts 685, 687, 695-698, cycle of economic boom The impact of presidential policies 704-707 and bust in the 1920s on economic activity (Harding, and 1930s? Coolidge, Hoover, and Roosevelt) 2. pp. 623-624, 628-633, Rise and/or decline of major 647-651, 658-663, 2. How were industries in the United States 671-672, 675-683, different segments of Factors leading to the stock 688-689, 697-698, society prosperous market crash and the onset of 702-707 during this period? the Great Depression Consumer spending habit and trends 3. pp. 628-624, 629-631, Difficulties of farmers 639-663, 674, 6783. What was the Response to Prosperity: the stock 683, 698, 702-704, significance of social, market crash, Dust Bowl, Bonus 710-713, 716-720, intellectual, and Army march and bank failures 724-725 technological changes of on various groups of the lifestyles in the United population States? The impact of mass media 4. pp. 620-623, 642, 644Public response to the Great 649, 658-663, 6814. What were the Depression 682, 711-713 challenges to traditional The Harlem Renaissance practices in religion, Prohibition race, and gender? Leisure time and spectator sports 5. pp. 706-707, 709-715, The “Back to Africa” movement and 721-725 5. What was the Pan-Africanism impact of New Deal The Fundamentalist versus reforms in enlarging the Freethinking movement role of the federal Religion in politics government in American The changing role of women life? Responses to the New Deal program The Three R’s (Relief, Recovery, Reform) Expansion of the role of federal government

General/Modified Tasks/Strategies From *EC to **Honors

General/Modified Tasks/Strategies From *EC to **Honors *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-faire Teapot Dome scandal Albert Fall Hawley-Smoot Tariff Speculation Buying on the margin Mechanization “Black Tuesday” Rugged individualism Direct relief Easy credit Installment plan Overproduction Hoovervilles Soup kitchens Breadlines Radio Market/advertising Jazz Silent and “talkies” films “The Jazz Singer” Lost Generation Langston Hughes Louis Armstrong F. Scott Fitzgerald Ernest Hemingway Sinclair Lewis Speakeasies Bootleggers Babe Ruth Charles Lindbergh Automobiles FDR’s “Fireside Chats” Zora Neal Hurston Marcus Garvey United Negro Improvement Association W.E.B. Dubois (repeat)

General/Modified Tasks/Strategies From *EC to **Honors

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/estockmktcras h.htm http://www.whitehouse.gov/history/presidents http://www.loc.gov/rr/print/swann/herblock/ http://www.pinzler.com/ushistory/ruggedsupp.h tml. http://artzia.com/history/depression John Steinbeck: The Grapes of Wrath John Kenneth Galbraith: The Great Crash of 1929. 1961 Sinclair Lewis: Babbitt. Reissue Ed. 1989 http://xroads.virginia.edu/~HYPER/LEWIS/B ABBIT/ch01.html Frederick Allen: Only Yesterday 1964. Thomas Wolfe: Of Time and The River. William Johnson: Early Morning Work. 1940 NMAA Song lyrics of the period http://www.arts.unimelb.edu.au/amu/ucr/studen t/1997/Yee/1929.htm http://www.nytimes.com/library/financial/index -1929-crash.html http://www.americanpresidents.org/gallery Ernest Hemingway: The End of Something Works of Langston Hughes, Marcus Garvey, Countee Cullen, Zora Neale Hurston. Songs:

Essential Questions

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Woody Guthrie: “Talking Dust Bowl Blues” Art: John Stuart Curry: “Our Good Earth” NMAA William H. Johnson: “Street Life-Harlem”, NMAA: “Station Stop, Red Cross Ambulance, NMAA Beauford Delaney: “Can Fire in the Park”, NMAA Songs from the Great Depression: http://memory.loc.gov/ammem/afctshtml/tshom e.html “Elmer Gantry” movie by United Artists “The Great Gatsby” movie Audio 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 Video http://newdeal.feri.org http://jazzbabies.com http://geocities.com/flapperculture http://www.pbs.org/wgbh/amex/dustbowl http://www.pbs.org/wgbh/amex/lindbergh http://www.teachervision.com/lesson+plans http://www.nl.edu.ace.resources/locke.htm Alan Locke: The New Negro Paul Sann: The Lawless Decade, 1971 F. Scott Fitzgerald: The Great Gatsby Langston Hughes: Simple Stories Stuart Davis: “Abstraction” 1937 NMAA Biographical information on Clarence Darrow, William Jennings Bryan, John Scopes, etc.

General/Modified Tasks/Strategies From *EC to **Honors

“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/monkeytrial http://www.history/ohiostate.edu/projects/clash/scopes/scopespage1.htm http://www.rambova.com/fasion/fash4 http://www.interlife.org/woman.html Margaret Sanger: Woman and the New Race Robert S. and Helen M. Lynd: Middletown. Paul Sann: The Lawless Decade Political cartoons of FDR and the Supreme Court Biographical information on FDR and Eleanor “Roosevelt Rap” and accompanying questions Audio clips from FDR’s speeches and Fireside Chats http://newdeal.feri.org/attic/index.htm http://www.ssa.gov/history/hlong1.html http://historymatters.gmu.edu/ http://www.fdrlibrary.marist.edu/audio.html http://www.mhric.org/fdr/fdr.html http://www.museum.tv/mbcfdr.shtml Goodwyn: The Populist Moment W.E. B. Dubois: Biography of a Race Thornton Wilder: Our Town Works of Langston Hughes, Marcus Garvey, McKay, Countee Cullen, Zora Neale Hurston.

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General/Modified Tasks/Strategies From *EC to **Honors

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 Textbook Correlated General/Modified Tasks/Strategies Number of Dates with Essential Questions Essential Questions Content From *EC to **Honors Days 8 1. pp. 734-741, 756-763 1. What were the Major Concepts Compare reasons for the public’s desire causes of World War II Appeasement for neutrality to FDR’s shift to and reasons for United Isolationism intervention. States entry into the Reparations war? Totalitarianism Governments *Suggest alternatives for the U.S. 2. pp. 756-758, 760-762, Treaty of Versailles policies of isolation and appeasement 773-775, 777-778, 2. What were the Worldwide depression in the 1930’s. 780, 785, 790-792 military, political, and The United States at war diplomatic turning The influence of propaganda at home Construct an annotated timeline points of the war and and abroad highlighting the rise of Nazism, what was their Designs for peace Fascism, and the Axis aggression that significance to he The Homefront led to Europe’s declaration of war in outcome and the Suspension of Civil Liberties 1939. Locate key areas of the aftermath of the Suburbanization timeline on a map. 3. pp. 763, 768-774, 796conflict? Transition to Peacetime 801 U. S. Military Intervention *Using an outline map, label key regions 3. What were the Containment of aggression in Europe, Africa, the effects of the war on The Cold War Pacific, during WWII. Include the American economic, The Domino Theory allied powers and the axis powers in 4. pp. 808-810, 812, 814 social, and political life? Balance of Power a map key. Organizations for peace 4. How did United *Construct a pictorial timeline of States foreign policy Terms political, social, foreign, and change related to the Adolf Hitler domestic events of WWII. 5. pp. 735, 738, 740, 761, beginning of the Cold Benito Mussolini 791-792, 809-810, War? Emperor Hirohito **In small groups report on major Allied 814, 817-818, 830 Winston Churchill meetings of World War II. 5. What was the role Fascism of organizations Joseph Stalin Write a news story of the attack on Pearl established to maintain Munich Pact Harbor for a U.S. paper and a peace and what was their Third Reich Japanese paper. continuing Four Freedoms effectiveness? Kellogg-Briand Pact **Hold a panel discussion on the Lend-Lease Act concepts of genocide and relate them

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Neutrality Acts Non-Aggression Pact Pearl Harbor Quarantine Speech (The terms in the top of the column are review from World History) Atomic bomb Battle of Britain Battle of the Bulge Blitzkrieg Chester Nimitz D-Day (Operation Overlord) Douglas MacArthur George Patton Holocaust Newsreels Pamphlets Airdrops War posters Iwo Jima J. Robert Oppenheimer Manhattan Project Midway Island hopping Nuremberg Trials Okinawa Pearl Harbor Stalingrad Tehran V-E Day, V-J Day Casablanca, Potsdam War bonds Baby boomers Fair Deal G.I. Bill Korematsu v United States 1944 Levittown Northern Migration Middle class

General/Modified Tasks/Strategies From *EC to **Honors

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, 1934 Interviews with local individuals who lived during the 1930’s “Tora, Tora, Tora” excerpts “South Pacific” (musical) excerpts http://history.acusd.edu/gen/WW2Timeline/star t.html http://www.nv.cc.va.us/home/nvsageh/Hist122/ Part3/1920WWII1940.htm http://history.acusd.edu/gen/WW2Timeline/fort une-map.html http://www2.sjsu.edu/depts/commstudies/woz/ woz3/woz3b.html. Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, Cummings, Russell Frederick Allen: Only Yesterday John Morton, Blum: V Was for Victory 1977 Art of Norman Rockwell: “Four Freedoms”, “A Nation’s Hero”, “The Tattooist”, “Homecoming GI” “Thanksgiving” Document of Surrender for Japan Excerpts from movies: “Patton”, “Battle of the Bulge”, “Anzio”, “Bridge Over the River Kwai, “The World at War, 1939-1945”, “Hiroshima” “Race for the Super bomb”, PBS The American Experience Series Suggested 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/co llections/wwii-posters/ http://www.janm.org/main.html http://www.facing.org/

Essential Questions

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http://www.pbs.org/wgbh/pages/frontline/show s/evil/ Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, et al Frederick Allen: Only Yesterday John Morton, Blum: V Was for Victory Sample war bonds and rationing cards Sample newspaper headlines and ads Excerpts from movies: “ A League of Their Own”, “Swing Kids”, “Happy Days”, “Leave It To Beaver” http://www,vurtyakgakkert,fitinidi,cin/news/rep ortages/owens_bill/reviews/ing.htm http://www.lib.utah.edu/spc/photo/9066/tule.ht m http://www.loc.gov/exhibits/african/afam008.ht ml http://www.howardsmead.com/boom/htmhttp:// www.janm.org/events/exhibits-digital.html http://www.scu.edu/SCU/Programs/Diversity/e xhibit1.html http://www.pbs.org/childofcamp/history/eo906 6.html Selected works of Wolfe, Baker, Dillion, Kerwoac, Ginsberg,Vonnegot, Plath, Sexton Rachael Carson: Silent Spring, 1962 Betty Friedan: Feminine Mystique, 1963 Ernest Hemingway: For Whom the Bells Toll Quotes from Elie Wiesel like: “Never shall I forget these things…Never.” Up to date world maps for 1945 to 1960 Document establishing the National Intelligence Structure of the U. S. Truman Doctrine, The Marshall Plan U.S. Recognition of Israel, Test Ban Treaty Excerpts from the “X” Document on containment

General/Modified Tasks/Strategies From *EC to **Honors

Excerpts “Thirteen Days”, “The Presidents” Truman, FDR, JFK PBS series “The Atomic Café” “People’s Century” PBS, episodes: “Brave New World (1945); “Freedom Now”(1947), “Boomtown” (1945), “Asia Rising”(1951), “Living Longer” (1952), “Endangered Planet” (1959), “Skin Deep” (1960), “Picture Power” (1963) http://www.spartacus.schoolnet.co.uk/COLDdo mino.htm http://www.mtholyoke.edu/acad/intrel/genevac c.htm http://www.vce.com/testban.html http://www.loc.gov/exhibits/marshall/ http://www.usafe.af.mil/berlin/berllin.htm http://www.historyofcuba.com/history/baypigs/ pigs.htm Suggested Websites: (continued) http://www/wall-berlliln.org/gb/berlin.htm http://wwwl.fordham.edu/halsall/mod/churchill -iron.html Katherine Anne Porter: Ship of Fools, 1984 Yoshiko Uchida: “Journey to Topaz” 1971 Elie Wiesel. Night. 1982 John Steinbeck: “Why Soldiers Won’t Talk” John Knowles: A Separate Peace George Orwell: 1984 Ray Bradbury: Fahrenheit 451 Aerial photographs of missiles in Cuba. Library of Congress Pulitzer Prize Photos: 1950”The Barnstorming Days” 1953 “Adlai Bares His Soul”, 1956 “ A Day in the Suburbs”, 1962: “The Birth of the Sixties”

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General/Modified Tasks/Strategies From *EC to **Honors

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General/Modified Tasks/Strategies From *EC to **Honors

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 Textbook Correlated General/Modified Tasks/Strategies Number of Dates with Essential Questions Essential Questions Content From *EC to **Honors Days

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1. pp. 822-827, 832, 834835, 842-844, 852

Content

1.

What were the effects of the Cold War on economic, political, and social life in America?

**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.

2.

What was the impact of the Civil Rights Movement and what were its major events?

Major Concepts Effects of Cold War On America’s Home life Domino Theory and geopolitics McCarthyism Spread of Suburbia Effects of Nixon’s visits to China and Moscow Carter’s Human Rights Foreign policy and the collapse of detente The Military Industrial Complex The Civil Rights Movement • De jure and • De facto Segregation • Affirmative Action • Turning points Changes in state and federal Legislation Executive actions • Harry S. Truman • Dwight D. • Eisenhower • John F. Kennedy Lyndon Johnson Cultural Movements • Feminists • Indian • Latino Labor Movements Environmental Movements Social Movements • Pop Culture • Counter Culture Socio-economic Status: Jobs: • White collar • Blue collar

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

2. pp. 906-929

3. pp. 864-865, 868-869, 886, 895-898, 906929, 950-952, 974979, 982-986, 10261027, 1031

3.

4. pp. 936-941, 947-953, 955-958, 962-967 4.

5. pp. 848, 850,, 852-855, 887, 1028-1030 5. 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, 984985, 990, 1008-1013, 1022-1023

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Essential Questions

6.

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? What were the causes of United States’ involvement in Vietnam and how did this involvement affect society? How have technological innovations impacted American life? What were the political events, actions, and reactions of government officials and citizens and what were

*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?

**Hold seminar sessions with topics such as “Letter from a Birmingham

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their social and political consequences?

Content

• Pink collar Significance of the domino theory U. S. Involvement in Vietnam: • Eisenhower • Kennedy • Johnson • Nixon • Ford Vietnam’s effect on U. S. politics and society Vietnamization Role of the media The Impact of the Space Race on education Technological Changes: • Mass media • Communication • Military • Science • Medicine • Electronics • Data storage • Transportation • Energy Connection of population shifts to technological changes in society Actions and reactions to political platforms: •New Frontier •Great Society •Law &Order Voter Apathy 1968 • Election • Tet Offensive • Robert Kennedy • Martin Luther King, Jr.

General/Modified Tasks/Strategies From *EC to **Honors

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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Watergate Scandal Changing relationship of the federal government Urban renewal programs Terms “Duck and cover” Fallout Shelters National Security Act, 1947 House on Un-American Activities Committee Alger Hiss Julius and Ethel Rosenberg Hollywood Blacklist The National Highway Act Selective Service System New Left Détente S.A.L.T. I and II Montgomery bus boycotts Rosa Parks Martin Luther King, Jr. Malcolm X Black Panthers Black Power Movement Stokley Carmichael C.O.R.E. S.N.C.C. March on Washington James Meredith Little Rock Nine George Wallace Brown v Board of Education, Topeka, Kansas, 1954 Thurgood Marshall Earl Warren 24th amendment Civil Rights Act of 1964 Voting Rights Act of 1965 Women’s Liberation

General/Modified Tasks/Strategies From *EC to **Honors

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 Doctrine Douglas MacArthur’s “Old Soldiers Never Die” Speech Excerpts from the Congressional Record from Joseph McCarthy on the Communist threat, 1950 Excerpts 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.html http://www.wsu.edu/~brians/nukepop/83.html http://www.historychannel.com/speeches/archi ve/speech_188.html Donald Katz: Home Fires. 1992 Erik Barnouw: Tube of Plenty, 1990 “Letter from a Birmingham Jail” by MLK Brown 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, excerpts http://www.stanford.edu/group/King http://www.thekingcenter.org/ http://www.civilrightsmuseum.org/gallery/mov ement.asp http://www.wmich.edu/politics/mlk/ http://www.historychannel.com/speeches/archi ve/speech_167.html http://www.usnews.com/usnews/documents/do cpages/document_page89.htm http://www.ourdocuments.gov/doc/php? http://www.digisys.net/useers/hootie/brown/vie w.htm

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http://www.stanford.edu/group/King http://www.thekingcenter.org/ http://www.civilrightsmuseum.org/gallery/mov ement.asp Eric Goldman: The Crucial Decade 1965 David Habersham: The Fifties Elizabeth Kytle: Willa Mae 1993 Roe v Wade decision Excerpts from The Feminine Mystique Excerpts from Jack Kerouac’s On the Road Excerpts 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, 1987 http://scriptorium.lib.duke.edu/w/ http://si.edu/resource/faq/nmai/st http://www.tourolaw.edu/patch/Roe/ http://www.cmgww.com/historic/kerouac/toc.ht ml http://rachelcarson.fws.gov/carsonbio.html Ralph Nader: Unsafe At Any Speed, 1965 Henry Louis Gates, Jr: Behind the Color Line in America, 2004 (PBS series too) William Wiley: “Portrait of Radon”, 1982, NMAA 26th Amendment Gulf of Tonkin Resolution Johnson’s State of the Union 1966 Excerpts from Westmoreland’s The Vietnam War Excerpts from McNamara’s In Retrospect Political cartoons and photographs “Vietnam: A Television War”, PBS series “Return with Honors” PBS, American Experience series

General/Modified Tasks/Strategies From *EC to **Honors

“Battlefield Vietnam: 1954-1968” Battlefield Vietnam, CNN Cold War Series Episode II Excerpts from “Forrest Gump” http://www.pbs.org http://www.vietnamwar.net/ http://www.aavw.org/special_features/ Vietnam Comic Books Stanley Karnow: Vietnam. 1983 Philip Caputo: A Rumor of War, 1977 Walter Dean Myers: Fallen Angels Photographs of the Vietnam Wall in DC National Defense Education Act John F. Kennedy’s Inaugural Address David Halberstam’s, “the 1950’s” video series and book Footage from the moon landing July 1969, The History Channel www.historychannel.com/broadband/ Movie: “October Sky” “The Pill” PBS American Experience series “Apollo 13” MCA Video, excerpts http://ishi.lib.berkeley.edu/cshe/ndea/ndea.html http://kids.nsfc.nasa.gov http://www.novia.net/~ereitan/ http://www.nasa.gov/home/index.html http://sputnik.infospace.ru/about_e.htm Jeffrey Kluger and James Lovell: Lost Moon: The Perilous Voyage of Apollo 13. 1994 Robert Woodward and Carl Bernstein: All the President’s Men, 1974 Transcripts from the Senate Watergate Committee Medicare Act Woodward and Bernstein articles from the Washington Post 25th Amendment

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“All the Presidents Men” video and book “The Democrats in Chicago” August 26-29 PBS NEWSHOUR CONVENTION 96 “Nixon”, movie, excerpts http://www.chron.com/content/interactive/speci al/watergate/chronology.html http://school.discovery.com/lessonplans/progra ms/watergate http://www.heroism.org/class/1970/wood.html

Essential Questions

Content

http://www.watergate.com/silentcoup/pictures. htm Biographies about Barbara Jordon, Henry Kissinger, John Glenn, Andrew Young, Neil Armstrong Photographs of Nixon’s final days, AP/Wide World Photos Song: Billy Joel: “We didn’t start the fire” lyrics

General/Modified Tasks/Strategies From *EC to **Honors

Biographies about Barbara Jordon, Henry Kissinger, John Glenn, Andrew Young, Neil Armstrong Photographs of Nixon’s final days, AP/Wide World Photos Song: 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 Textbook Correlated Number of Dates with Essential Questions Essential Questions Content Days 7 1. pp. 1005-1007, 1017, 1. What are the Major Concepts 1021-1023, 1054significant events in Problems in the Third World 1061, 1069 foreign policy since the Modern-day genocide Vietnam War? AIDS and Pandemics 2. pp. 1001, 1003-1004, Politics of Oil 1019, 1024-1025, 2. What is the impact Rise of Religious and Political 1028, 1043, 1046, of recent constitutional Radicalism 1048, 1067, 1070 amendments, court Collapse of Communism rulings, and federal European Union legislation on United Changing roles of International States citizens? Organizations 3. pp. 1001-1002, 1004Role of lobbyists and special interest 1005, 1017-1020, 3. What are the groups 1026-1031, 1041, economic, technological, The Supreme Court: 1043, 1048, 1067, and environmental • Minority rights 1070, 1077-1078, changes in the United • Privacy rights 1082-1087 States and what is their Conservative judges impact? Recession: Economic Boom and Bust 4. pp. 1000-1002, 1013, Benefits and conflicts of continued 1026-1031, 1036globalization 1038, 1040, 1042, 4. What are the Conservation Measures 1045-1051, 1066social, political, and Impact of economics on: 1067, 1070-1071, cultural changes in the Lifestyle 1083-1093 United States and what Stock market is their impact? Job market 5. pp. 1003, 1014-1015, Impact of technology on way of life 1021, 1024-1025, Changes from industrial economy 1037, 1047, 10495. What is the impact to service economy 1050, 1066, 1092, of growing racial and Changing Society 1094-1095 ethnic diversity in - Social American society? - Political 6. pp. 1068-1069, US2- Cultural US15 - Demographic 6. What is the impact Presidential Troubles

General/Modified Tasks/Strategies From *EC to **Honors

General/Modified Tasks/Strategies From *EC to **Honors **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 antipatriotic 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 Issues Health Care Welfare reform Medicare AIDS Growing Cultural Diversity in the United States Questions of Race Population Changes and new demographics Restrictions on Civil Liberties The challenge to the American Spirit The U. S. government’s policy toward terrorism Impact of terrorist threats on U. S. foreign policy Terms Yasser Arafat-Palestine Nationalism (PLO) U.S. invasion of Lebanon Yom Kipper War Camp David Accords Anwar el-Sadat Menachem Begin Shah of Iran Ayatollah Khomeini Iranian Hostage Crisis Jimmy Carter Famine/Somalia and Ethiopia Foreign debt Apartheid Nelson Mandela Helsinki Accords Strategic Defense Initiative (Star Wars) Iran-Contra Affair INF Treaty Mikhail Gorbachev

General/Modified Tasks/Strategies From *EC to **Honors

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 Hussein Persian Gulf Wars Fall of the Berlin Wall Tiananmen Square Sandra Day O’Connor Clarence Thomas Microsoft 27th Amendment Flag burning Americans with Disabilities Act Political Action Committees Geraldine Ferraro Title IX Texas v Johnson Swan v Charlotte Mecklenburg Schools William Rehnquist WIN (Ford) Stagflation NAFTA Department of Energy Airline deregulation Three Mile Island Energy Crisis National Energy Act Solar Energy Supply-Side economics Computer revolution Internet Bill Gates National debt Food stamps NASDAQ, 1990’s “Trickle-down” theory Challenger disaster Presidential pardon 1976 election Jimmy Carter Ronald Reagan

General/Modified Tasks/Strategies From *EC to **Honors

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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Amnesty Elections of 1980-2000 New Right Coalition New Federalism Graying of America New Democrat Ross Perot Bill Clinton Al Gore Joe Lieberman John McCain Newt Gingrich Immigration Policy Act Republican Election of 2000 Regents of UC v Bakke 1978 Reverse discrimination Affirmative action Minorities in politics Multiculturalism Green Card Nativist Bilingual education ESEA-No Child Left Behind Patriot Act Embassy bombings September 11, 2001 Al-Quaeda Colin Powell Osama bin Laden Taliban Regime Terrorist network George W. Bush World Trade Center War on Iraq Afghanistan Department of Homeland Security Nuclear proliferation Airport security Pre-emptive strikes “Axis of Evil”

General/Modified Tasks/Strategies From *EC to **Honors

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 Accords Executive Order 11828 Inaugural addresses of recent presidents Helsinki Accords Sample pieces of the Berlin Wall Footage from ABC’s Nightline during the Iran Hostage Crisis “Jimmy Carter” PBS, The American Experience series “The Gulf War” PBS Frontline series. “Colin Powell: A Soldier’s Campaign”, A& E Home Video, 1995. http://www.historyguide.org/Euro http://www.questia.com http://www.cnnstudentnews.com http://www.nytimes.com http://www.nara.gov Gregory Alan-Williams: “A Gathering of Heroes” Studs Terkel: The Great Divide, 1988 Maya Angelou: “On the Pulse of Morning” Photographs of U.S. soldiers around the globe. AP. Frank Ramiros: “The Death of Reuben Salazar” 27th Amendment Americans with Disabilities Act “Judge O’Connor Nominated for Supreme Court” ABC Best of Nightline (1981) http://www.law-papers.com http://www.washingtonpost.com/wpsru/national http://www.time.com/magazine/current http://www.usdoj.gov/atr/cases/ms_index http://www.jan.wvu.edu/links/adalinks.htm Christopher Buckley: Thank You For Smoking, 1995 John J. Sirica: To Set the Record Straight, 1979 John Heller: Catch 22.

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Idelle Weber: “Cooper Union Trash”, 1975. N.Y. NAFTA Legislation Newspaper accounts of The Three Mile Island accident Copies of the National Energy Act Contract with America document “Bill Gates: The Sultan of Software” Biography video “Series Meltdown at Three Mile Island, PBS, The American Experience series Video: “The China Syndrome” http://www.futurtech.org http://cnnstudentnews.com http://www.nytimes.com/see http://www.census.gov/mod Bob Woodward: The Agenda, 1994 Hillary Clinton: It Take A Village, 1998 Bill Gates: The Road Ahead 1999 Time Magazine Covers for this period and 1993 issue on New Faces of America. Jimmy Carter’s Speech “ A National Malaise” Barbara Jordon’s convention speeches “The Presidents: Nixon, Carter, Reagan, Bush, and Clinton. PBS Video Series: The American Experience http://www.etown.edu/ul/global.html http://www.time.com/time/ http://www.efootage.com/view_clip.php? clip_id=573 http://www.sptimes.com/jfkjr/condolences.sht ml Selections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge’ Piercy, Sandra Cisneros Amy Tan: Joy Luck Club. Copies of expectations of NCLB “The New Americans” PBS Miniseries

General/Modified Tasks/Strategies From *EC to **Honors

Excerpts from movie: “Forrest Gump” http://www.census.gov http://www.census.gov/main/www/popclock.ht ml http://www.usimmigrationagency.org http://www.landmarkcases.org/bakke/courtsyst em.html http://www.pbs.org/kcts/preciouschildren/diver sity/read_linguistic.html http://www.nea.org/esea/ Selections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge Piercy, Sandra Cisneros: Four Skinny Trees Colin Powell: An American Dream. 1995 Robert McNeill: “New Car”, NMAA Copies of the Patriot Act and copies of the U.S. Constitution Bush’s address to Congress following September 11, 2001 Colin Powell’s address to the UN Security Council about weapons of mass destruction. Up to date current world map http://www.nationalgeographic.com/xpeditions/ atlas/ “9/11” video (documentary filmmakers in NYC) CNN footage of the invasion of Baghdad http://www.nytimes.com http://www.washingtonpost.com http://www.cnn.com http://msnbc.com http://www.mapquest.com/atlas/ Roger Daniels: Coming to America, 1990 Georgie Anne Geyer: Americans No More, The Death of Citizenship, 1996, excerpts Sanford Ungar: Fresh Blood: The New American Immigrants, 1995, excerpts Amy Wilentz: Martyr’s Crossing, 2003

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7