CURRICULUM
FOR
AMERICAN
HISTORY I
GRADE 9
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Donna Gerardo
Steven Radler
Subject/Course Title:
American History I
Grade 9
Date of Board Adoptions:
August 30, 2011
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: An Era of Growth and Disunion
Target Course/Grade Level: American History I - Grade 9
Unit Summary This unit will introduce students to the military strategies, political struggle, outcome and legacy of the Civil War. Students will
understand the political struggle, accomplishments and failures of Reconstruction in the years following the Civil War.
Approximate Length of Unit: 8 weeks
Primary interdisciplinary connections: Literature, Government, Science, Economics
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental
rights and core democratic values as productive citizens in local, national, and global communities.
Content Strand:
6.1.12.A.4.a- Analyze the ways in which prevailing attitudes socioeconomic factors and government actions (i.e., the Fugitive Slave Act and Dred
Scott Decision) in the North and South (i.e., Secession) led to the Civil War.
6.1.12.A.4.b- Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and
Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demand equality for all.
6.1.12.A.4.c- Evaluate how political and military leadership affected the outcome of the Civil War.
6.1.12.A.4.d- Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.
6.1.12.B.4.a- Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation
had on the outcome of the Civil War.
6.1.12.B.4.b- Analyze the impact of population shifts and migration patterns during the Reconstruction period.
6.1.12.C.4.a- Assess the role that economics played in enabling patterns the North and South to wage war.
6.1.12.C.4.b- Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.
6.1.12.C.4.c- Explain why the Civil War was more costly to America that previous conflicts were.
6.1.12.D.4.a- Compare and contrast the roles of African Americans who lived in Union and Confederate stated during the Civil War.
6.1.12.D.4.b- Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms
of the consequences for people’s lives and work.
6.1.12.D.4.c- Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved
their goals.
6.1.12.D.4.d- Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern
individuals and states.
6.1.12.D.4.e- Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the
national and state governments.
Common Core English Standards: History/ Social Studies: Grades 9-10
RH.9.10.3RH.9.10.8-
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
21st Century Life & Career Skills:
9.1.12.C.39.1.12.C.5-
Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their
countries of origin.
Assume a leadership position by guiding the thinking of peers in direction that leads to successful completion of a challenging task
or project.
Unit Understandings
Students will understand that…
•
The secession of the Southern states caused the North and the South to take up arms.
•
By issuing the Emancipation Proclamation, President Lincoln made slavery the focus of the war.
•
The Civil War brought about dramatic social and economic changes in American society.
•
Key victories at Vicksburg and Gettysburg helped the Union wear down the Confederacy.
•
The Civil War settled long-standing disputes over states’ rights and slavery.
•
Congress opposed Lincoln’s and Johnson’s plans for Reconstruction and instead implemented its own plan to rebuild the South.
•
Various groups contributed to the rebuilding of Southern society after the war.
•
Southern opposition to Radical Reconstruction, along with economic problems in the North, ended Reconstruction.
Unit Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What were the military strategies of the North and South at the outset of the Civil War?
What advantages did the North have over the South?
How did different groups react to the Emancipation Proclamation?
What acts of protest occurred in both the North and South?
In what ways did the South’s morale deteriorate?
What was Grant and Sherman’s rationale for using the strategy of total war?
How did the Civil War provide the economic foundation for the United States to become an industrial giant?
How did Andrew Johnson’s plan to reconstruct the Confederate states differ from Lincoln’s?
How did the Civil Rights Act of 1866 become law?
Why did the Radicals want to impeach Andrew Johnson?
What three groups made up the Republican Party in the South during Reconstruction?
In what ways did emancipated slaves exercise their freedom?
How did white landowners in the South reassert their economic power in the decade following the Civil War?
How did Southern whites regain political power during Reconstruction?
What economic and political developments weakened the Republican Party during Grant’s second term?
What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?
Knowledge and Skills
Students will know…
•
Key terms: Emancipation Proclamation, conscription, income tax, Andersonville, Gettysburg Address, Appomattox Court House,
Thirteenth Amendment, Radical Republicans, Freedmen’s Bureau, Fourteenth Amendment, Fifteenth Amendment, carpetbagger,
sharecropping, Ku Klux Klan
•
Key people: Ulysses S. Grant, Robert E. Lee, John Wilkes Booth, Andrew Johnson, Hiram Revels, Rutherford B. Hayes
•
The North’s battle plan was to blockade the Southern ports, split the Confederacy in two and capture Richmond
•
The South’s battle plan was to ward off the North’s attacks until they stopped coming.
•
The North’s advantages were: they had more men, factories, an extensive railroad system, and strong leadership.
•
The South’s advantages were: they had cotton, eager soldiers fighting to defend what was theirs, and first rate generals.
•
The Emancipation Proclamation had slaves and free African Americans rejoicing and also led to many free blacks joining the Union
army.
•
Democrats made the Emancipation Proclamation a campaign issue.
•
Many Union soldiers voiced lukewarm support for the Emancipation Proclamation.
•
The Confederacy condemned the Emancipation Proclamation.
•
To protest discriminatory wages, many African-American soldiers served without pay for many months.
•
Some slaves sabotaged Southern plantations.
•
Southern bread riots broke out in 1863.
•
Many white male workers went on strike.
•
As the Civil War dragged on, many Southerners believed that they could not repel the North.
•
Southerners suffered from food and labor shortages during the Civil War.
•
Many Southern soldiers started to desert the South during the Civil War because their families needed help due to conditions in the
South
•
Grant and Sherman’s total war rationale meant that they believed in fighting the civilian population. they believed if the Union could
destroy their will the Confederacy would collapse.
•
The Civil War helped the United States become an industrial giant through the federal government subsidizing the building of a
national railroad, strengthening the banking system and contracting war supplies with entrepreneurs.
•
Johnson wanted to break the planters’ power by denying voting privileges to high ranking Confederates and wealthy landowners.
•
The Civil Rights Act of 1865 became law by Congress passing it. Johnson vetoed it which led to the moderates joining with the
radicals in Congress to override the veto.
•
Radicals wanted to impeach Johnson because they believed that he was obstructing Reconstruction efforts.
•
The Republican Part was made up of the three following groups: Former slaves, white Southerners called scalawags, and people
known as carpetbaggers who had traveled to the South after the Civil War.
•
•
•
•
•
•
Emancipated slaves traveled to find family members, and employment, organized schools, colleges, universities, churches, and
volunteer organizations; as well as participation in politics.
White landowners paid freedmen low wages and trapped them in the sharecropping and tenant farming cycle of poverty.
The southern white regained political power during Reconstruction through terror and others did it by the compromise over the
election of 1876.
Political scandals that occurred during Grant’s second term were the Credit Mobilier and the Whiskey Ring.
Economic issues that occurred during Grant’s second term were the panic of 1873 which led to an economic depression and disputes
over currency.
Rutherford B. Hayes was named president in 1873 even though he lost the popular vote; he won the election by agreeing to take
actions that ended Reconstruction in the South.
Students will be able to…
•
Explain how the Civil War started.
•
Explain Northern and Confederate short-sightedness about the duration of the war.
•
Identify the Northern generals and their initial campaigns in the West.
•
Describe new weapons and other changes in warfare.
•
Explain Northern and Southern military strategies used to capture their opponent’s capital.
•
Explain why Britain remained neutral.
•
Explain Lincoln’s motives for issuing the Emancipation Proclamation and the document’s effects.
•
Identify the political dilemmas facing the North and South.
•
Explain African Americans’ role in the struggle to end slavery.
•
Explain the decline of the Southern economy and the expansion of the Northern economy.
•
Describe the terrible conditions that Union and Confederate soldiers endured.
•
Describe the battle at Gettysburg and its outcome.
•
Describe Grant’s siege of Vicksburg.
•
Summarize the key points of the Gettysburg Address.
•
Summarize the final events of the war leading to the surrender at Appomattox.
•
Summarize the key economic, political, technological and social effects of the Civil War.
•
Explain how the Civil War dramatically changed the lives of individuals, especially African Americans.
•
Summarize President Lincoln’s Reconstruction policies.
•
Identify the programs of Johnson’s Reconstruction policy.
•
Explain Congressional Reconstruction policies.
•
Summarize the economic problems in the South.
•
Identify differences among members of the Republican Party in the South.
•
Describe the efforts of formers slaves to improve their lives.
•
Analyze changes in the Southern economy.
•
Summarize violent actions by opponents of Reconstruction.
•
Identify political and economic reasons for the shift of power from the Southern Republicans to the Southern Democrats.
•
Identify the reasons for the collapse of Congressional Reconstruction.
•
Explain the achievements and failures of Reconstruction.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Quizzes
•
Tests
•
HSPA Open-Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Two Column Chart- List the economic changes that occurred in the North and South as a result of the Civil War. Explain how these
changes affected the two regions.
•
Time Line- List the major battle and political events relating to the final two years of the Civil War. Use the following dates (i.e.,
May 1863, March 1864, April 1865).
•
Chart- List 5 problems facing the South after the Civil War and at least one attempted solution to each problem.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- The Americans Reconstruction to the 21st Century
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Bridge to the 20th Century
Target Course/Grade Level: American History I - Grade 9
Unit Summary - This unit will introduce students to the settlement of the Great Plains during the late 1800s and to examine Native Americans
policies, private property rights and the Populist movement. Students will analyze the effects of various scientific discoveries and manufacturing
innovations of the nature of work, the American labor movement and business. Students will analyze the economic, social and political effects of
immigration and understand the immigrant experience. Students will understand the significant turn-of-the-20th- century trends in areas such as
technology, education, race relations, and mass culture.
Approximate Length of Unit: 11 weeks
Primary interdisciplinary connections: Literature, Economics, Geography, Science
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental
rights and core democratic values as productive citizens in local, national, and global communities.
Content Strand:
6.1.12.A.5.a- Relate industrial growth to the need for social and governmental reforms.
6.1.12.A.5.b- Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.
6.1.12.A.5.c- Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new
immigrants, Native Americans, and African Americans.
6.1.12.B.5.a- Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and
waterways promoted the growth of a nationwide economy and the movement of populations.
6.1.12.B.5.b- Assess the impact of rapid urbanization on the environment and on the quality of life in cities.
6.1.12.C.5.a- Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and
marketing goods, and explain the positive or negative impact of these practices on the nation and on individuals.
6.1.12.C.5.b- Compare and contrast economic development of the North , South, and West in the post-Civil War period.
6.1.12.C.5.c- Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals.
6.1.12.D.5.a- Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and
the United States during this period.
6.1.12.D.5.b- Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.
6.1.12.D.5.c- Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their
economic needs and expectations.
6.1.12.D.5.d- Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.
Common Core Curriculum Standards: History/ Social Studies Grades 9-10
RH.9-10.1- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin
of the information.
RH.9-10.5- Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
21st Century Life & Career Skills:
9.1.12.C.29.1.12.D.19.1.12.D.2-
Analyze the common traits of effective state, national or international leaders.
Interpret spoken and written communication within the appropriate cultural context.
Determine the immediate and long-term effects of cross- cultural misconceptions or misunderstandings resulting from past or current
international issues or events.
Unit Understandings
Students will understand that…
•
In the late 1800s, growing numbers of white settlers moved to the West, and Native Americans lost their lands.
•
Railroads crossed the nation, and both the cattle kingdom and populism rose and fell.
•
The pursuit of economic opportunity led settlers to push westward.
•
Settlers confronted established Native Americans cultures.
•
With the help of cowboys, the cattle industries thrived as the Native American culture of the Great Plains declined.
•
Around 1890, the frontier was closed.
•
The promise of cheap, fertile land drew thousands of settlers westward to seek their fortunes as farmers.
•
Settlers faced extreme hardships in taming the land.
•
Farmers banded together to address their economic problems giving rise to the Populist movement.
•
Economic troubles lead to clashes over silver or gold as the basis of the monetary system.
•
Technological innovations and the growth of the railroad industry helped fuel an industrial boom.
•
Some business leaders followed corrupt practices, and workers, suffering from harsh working conditions, tried to organize.
•
Industry boomed as natural resources, creative ideas and growing markets fuel technological development.
•
The growth and consolidation of the railroads benefited the nation but led to corruption and regulation.
•
The expansion of industry in the North resulted in the growth of big business and in the formation of unions by laborers seeking to
better their working conditions and pay.
•
The population rose as immigrants supplied a willing workforce and a political base for many urban politicians.
•
Abuses in local and national government prompted calls for reform.
•
New immigrants from southern and Eastern Europe, Asia, the Caribbean and Mexico faced culture shock and prejudice as well as the
opportunity for a better life in the United States.
•
The rapid growth of cities created many challenges: how to provide adequate housing, transportation, water and sanitation as well as
how to fight fire and crime.
•
Political machines emerged as cities attempted to deal with the problems of rapid urbanization.
•
Local and national political corruption during the Gilded Age led to a call for reform.
•
Advances in science and technology addressed urban problems, including a lack of space and inadequate systems of transportation
and communication.
•
The impulses of moral uplift and economic necessity spurred the changes in education, a rise in national literacy and the promotion
of high culture.
•
African Americans led the fight against institutionalized racism in the form of voting restrictions and Jim Crow laws.
•
Americans had more time for leisure activities and a modern mass culture emerged, especially through newspapers and retail
advertising.
Unit Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What were three differences between the culture of the Native Americans and the culture of the white settlers on the Great Plains?
How effective was the Dawes Act in promoting the assimilation of Native Americans into white culture?
Why did the cattle industry become a big business in the late 1800s?
How did cowboy culture reflect the ethnic diversity of the United States?
What measures did the government take to support settlement of the frontier?
How did settlers overcome the challenges of living on the Great Plains?
What economic problems confronted American farmers in the 1890s?
According to farmers and other supporters of free silver, how would bimetallism help the economy?
How did the growth of the steel industry influence the development of other industries?
How did inventions and developments in the late 19th century change the way people worked?
Why did people, particularly farmers, demand regulation of the railroads in the late 19th century?
Why were attempts at railroad regulation often unsuccessful?
Why were business leaders such as John D. Rockefeller called robber barons?
Why did the South industrialize more slowly than the North?
Why did workers form unions in the late 19th century?
What factors limited the success of unions?
What trends or events in other countries prompted people to move to the United States in the later 19th century and early 20th
centuries?
What difficulties did many of these new immigrants face?
Why did cities in the United States grow rapidly in the decades following the Civil War?
What problems did this rapid growth pose for cities?
What solutions to urban problems did the settlement house movement propose?
Why did machine politics become common in big cities in the late 19th century?
What government problems arose as a result of patronage?
What were the views of Grover Cleveland and Benjamin Harrison on tariffs?
How did new technology promote urban growth around the turn of the 20th century?
In what ways did methods of communication improve in the late 19th and early 20th centuries?
•
•
•
•
•
•
How did late 19th century public schools change?
Why did some immigrants oppose sending their children to public schools?
In what ways was racial discrimination reinforced by the federal government’s actions and policies?
How did Mexicans help make the Southwest prosperous in the late 19th century?
What leisure activities flourished at the turn of the 20th century?
What innovations in retail methods changed the way Americans shopped during this time period?
Knowledge and Skills
Students will know…
•
Key terms: Homestead Act, assimilation, Morrill Act, exoduster, Populism, Grange, transcontinental railroad, Interstate Commerce
Act, Sherman Antitrust Act, American Federation of Labor, Ellis Island, Gentlemen’s Agreement, Americanization movement,
political machine, graft, patronage, Pendleton Civil Service Act, Niagara Movement, Jim Crow laws, Plessy vs. Ferguson, debt
peonage, rural free delivery
•
Key people: Sitting Bull, George A. Custer, William Jennings Bryan, William McKinley, Thomas Alva Edison, Alexander Graham
Bell, George M. Pullman, Andrew Carnegie, Samuel Gompers, Mary Harris Jones, Jane Addams, Boss Tweed, Rutherford B. Hayes,
Louis Sullivan, Orville and Wilbur Wright, Booker T. Washington, W.E.B. DuBois, Ida B. Wells
•
Native Americans were hunters and gathers; they believed in communal property and migrated.
•
Settlers were farmers; they believed in private property and lived a stationary life.
•
The Dawes Act was a failure in promoting the assimilation of Native Americans.
•
With the growth of cities, the market for beef increased.
•
The development of railways provided a link between the cattle frontier and the cities.
•
Over one third of cowboys were nonwhites, mostly African Americans and Mexican descendants.
•
The government supported settlement of the frontier by creating the Homestead Act and the Morrill Land Grants.
•
Settlers built houses in the sides of hills out of sod.
•
Settlers worked extremely long hours.
•
In a family of settlers, every member of the family contributed.
•
American farmers dealt with many economic issues in the 1890s such as: rising railroad shipping rates, failing crop, increasing loans
and changing currency values.
•
Bimetallism helped the economy by using silver for coinage, and backed the dollar with both gold and silver put more money in
circulation.
•
Bimetallism raised prices for farmed goods and helped farmers repay their debts.
•
Steel created demand for coal and iron ore.
•
Steel was used extensively in the railroads, agriculture, food and construction industries.
•
Inventions in the 19th century changed the way people worked by opening new jobs for women; it drew people to the cities and
helped the construction industry.
•
Railroad companies were very powerful and often corrupt.
•
Railroads had a great deal of political power and fought legal battles against regulation.
•
Robber barons used ruthless tactics to amass great wealth.
•
The Southern economy and terrain had been devastated by the Civil War and had to be rebuilt.
•
The South had less capital for investment.
•
Workers realized that they needed to unite to protect themselves by increasing wages, shortening work hours and improving working
conditions.
•
Unions had limited success due to government support of management and the use of violence and scabs to break strikes.
•
People immigrated to the United States in the late 19th century and early 20th century due to poverty, famine, shortage of land, lack of
jobs, and religious or political persecution.
•
New immigrants faced an unfamiliar culture, the effects of nativism and the struggle to make a living.
•
Industrialization, new technology and an influx of workers led to U.S cities growing.
•
Problems that came from cities growing were: the need to provide adequate housing, transportation, water and sanitation, and to fight
fire and crime.
•
Settlement houses provided educational, cultural and social services to the poor in urban areas.
•
The growing need for city services and the large numbers of immigrants required a new power structure.
•
Inefficiency, fraud and incompetence were all results of the practice of patronage.
•
Cleveland wanted to reduce tariffs.
•
Harrison wanted to raise tariffs.
•
Bridges and trains helped cities to grow outward.
•
Skyscrapers helped cities to grow upward.
•
Airplanes carried people and mail across the nation.
•
Printing and paper became less expensive.
•
Public schools changed in the 19th century the population of school-age children increasing, immigrant children enrolling in schools,
and reformers focusing on educational programs.
•
Immigrants opposed sending their children to public schools either because they did not want their children to be Americanized, or
they had religious objections.
•
The Supreme Court legalized segregation in Plessy vs. Ferguson.
•
•
•
•
Congress enacted the Chinese Exclusion Act.
Mexicans worked in mining, agriculture, railroad construction and irrigation projects.
Popular leisure activities included bicycling, spectator sports, amusement parks, theatre, the circus and reading fiction.
Advertising, shopping centers, department stores and mail-order catalogs changed the way Americans shopped.
Students will be able to…
•
Contrast the cultures of Native Americans and white settlers and explain why white settlers moved west.
•
Identify restrictions imposed by the government on Native Americans and describe the consequences.
•
Identify the government’s policy of assimilation as well as continuing conflicts between Native Americans and settlers.
•
Trace the development of the cattle industry.
•
Describe both the myth and the reality of the American cowboy and explain the end of the open range.
•
Explain the rapid settlement of the Great Plains due to homesteading.
•
Describe how early settlers survived on the plains and transformed them into profitable farm land.
•
Identify the problems farmers faced and their cooperative efforts to solve them.
•
Explain the rise and fall of the Populist Party.
•
Explain how the abundance of natural resources, new recovery, refining methods, and new uses led to intensive industrialization.
•
Identify inventions that changed the way people lived and worked.
•
Identify the role of the railroads in unifying the country.
•
List the positives and negative effects of railroads on the nation’s economy.
•
Summarize reasons for and outcomes of the demand for railroad reform.
•
Identify management and business strategies that contributed to the success of business tycoons such as Andrew Carnegie.
•
Explain Social Darwinism and its effects on society.
•
Summarize the emergence and growth of unions.
•
Explain the violent reactions of industry and government to union strikes.
•
Identify immigrants’ countries of origin.
•
Describe the journey immigrants endured and their experiences at United States immigration stations.
•
Examine the causes and effects of the nativists’ anti-immigrant sentiments.
•
Describe the movement of immigrants to cities and the opportunities they found there.
•
Explain how cities dealt with housing, transportation, sanitation and safety issues.
•
Describe some of the organizations and people who offered help to urban immigrants.
•
Explain the role of political machines and political bosses.
•
Describe how some politicians’ greed and fraud cost taxpayers millions of dollars.
•
Describe the measures taken by Presidents Hayes, Garfield and Arthur to reform the spoils systems.
•
Explain the positions taken by Presidents Cleveland, Harrison and McKinley on the tariff issue.
•
Describe the impact of technological advances on turn of the 20thcentury urban planning.
•
Summarize turn of the century communication innovations.
•
Analyze the expansion of public education at the turn of the 20th century.
•
Describe the growth of higher education.
•
Trace the historical underpinnings of legalized segregation and the African American struggle against racism in the United States.
•
Summarize turn of the 20th century race relations in the North and the South.
•
Identify discrimination against minorities in the American West.
•
Give examples of turn of the 20th century leisure activities and popular sports.
•
Analyze the spread of mass culture in the United States at the turn of the 20th century.
•
Describe the turn-of-the-20th-century innovations in marketing and advertising.
•
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Chapter Quizzes
•
Chapter Tests
•
Project- Students will watch clips of the film Dances with Wolves. They will pretend that they are the main character, John Dunbar.
They will keep a journal as does he in the film. The journal will explain and show how the Native Americans lived. They need to
include details about their lifestyle, how they hunted and how their camps and family life were structured.
•
Project- Students will work in a group to research a different inventor of the late 1800s and early 1900s. Students will create a poster
that outlines the importance of the invention. They will write a one page paper explaining the life of the inventor. Students will then
present their inventor to the class.
•
HSPA open-ended question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Graph- List the details about the culture of the Plains Indians.
•
Time Line- List four events that shaped the settling of the Great Plains.
•
Cause and Effect Chart- Identify the causes of the rise of the Populist Party and the effects of the party.
•
Chart- Corruption in the center and then list off of that the examples of different corruption of the 19th century.
•
Three column chart- List three important changes in city design, communication and transportation.
•
Two column chart- List at least three developments in education at the turn of the 20th century and their major results.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- The Americans Reconstruction to the 21st Century
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title:
Modern America Emerges
Target Course/Grade Level:
American History I - Grade 9
Unit Summary This unit will introduce students to the Progressive Era. Students will be able to explain how the progressive movement managed
to increase the power of the government to regulate business and to protect society from the injustices fostered by big business. Students will
understand how individuals and events moved the United States into the role of a world power and will recognize the effects of economic policies
on U.S diplomacy. Students will understand the causes of WWI, the reasons the United States entered the war in 1917and the consequences of the
war.
Approximate Length of Unit: 11 weeks
Primary interdisciplinary connections: Literature, Geography, Civics, Science, Art
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental
rights and core democratic values as productive citizens in local, national, and global communities.
Content Strand:
6.1.12.A.6.a- Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting
social injustice.
6.1.12.A.6.b- Evaluate the ways in which women organized to promote government policies ( i.e., abolition, women’s suffrage, and the
temperance movement) designed to address injustice, inequality, workplace safety, and immorality.
6.1.12.A.6.c- Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored
People) to United States Supreme Court decisions (i.e., Plessy vs. Ferguson) and state and local governmental policies.
6.1.12.B.6.a- Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.
6.1.12.B.6.b- Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to
conserve and protect natural resources during the period of industrial expansion.
6.1.12.C.6.a- Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups.
6.1.12.C.6.b- Determine how supply and demand influenced price and output during the Industrial Revolution.
6.1.12.C.6.c- Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the
lives of individuals.
6.1.12.D.6.a- Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during
the late 19th century in New Jersey (i.e., Paterson Silk Strike in 1913) and the United States.
6.1.12.D.6.b- Compare and contrast the foreign policies of American presidents during the time period, and analyze how these presidents
contributed to the United States becoming a world power.
6.1.12.D.6.c- Analyze the success and failures of efforts to expand women’s rights, including the work of important leaders ( i.e., Elizabeth Cady
Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment.
6.1.12.A.7.a- Analyze the reason for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.
6.1.12.A.7.b- Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e.,
the Espionage and Sedition Act and Sedition Amendment) on individual rights.
6.1.12.A.7.c- Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.
6.1.12.B.7.a- Explain how global competition by nations for land and resources led to increased militarism.
6.1.12.C.7.a- Determine how technological advancements affected the nature of World War I on land, on water, and in the air.
6.1.12.C.7.b- Assess the immediate and long-term impact women and African Americans entering the work force in large numbers during World
War I.
6.1.12.D.7.a- Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I.
6.1.12.D.7.b- Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American
foreign policy during World War I.
6.1.12.D.7.c- Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and
socialism) after World War I.
Common Core Curriculum Standards: History/Social Studies Grade 9-10:
RH.9-10.1RH.9-10.6-
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin
of the information.
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include
and emphasize in their respective accounts.
21st Century Life and Career Skills:
9.1.12.C.39.1.12.D.2-
Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their
countries of origin.
Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current
international issues or events.
Unit Understandings
Students will understand that…
•
The social and economic changes during the late 19th century created broad reform movements in American society.
•
Many of the social and economic changes gave rise to progressivism which led women into public life as reformers and workers.
•
Theodore Roosevelt pursued a reform movement known as the Square Deal.
•
Theodore Roosevelt’s energetic style contributed to the emergence of the modern presidency.
•
William H. Taft pursued a more cautious progressive program during his one term as president.
•
Woodrow Wilson claimed the presidency as a progressive leader and established a strong reform agenda.
•
Economic and cultural factors convinced U.S policymakers to join the competition for new markets in territories overseas, including
Hawaii.
•
The United States went to war with Spain over Cuban independence and emerged with colonies in Guam, Puerto Rico and the
Philippine Islands.
•
The United States encountered continuing conflict in Puerto Rico, Cuba and the Philippines as well as in its attempt to expand trade
with China.
•
President Theodore Roosevelt and Woodrow Wilson continued to use American military power in territories around the world,
including Panama and Mexico.
•
Long-term tensions erupted into WWI among European nations while the United States tried to stay neutral.
•
American forces, though poorly equipped at the outset of the war, tipped the balance decisively in favor of the allies.
•
WWI unleashed a series of disruptions in American society as the U.S government attempted to meet the demands of modern
warfare.
•
President Wilson’s plans for peace were modified by Allied leaders in Europe and by Americans who were eager to free the country
from foreign entanglements.
Unit Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What were the four goals that various progressive reform movements struggled to achieve?
What kind of state labor laws resulted from progressives’ lobbying to protect workers?
How did government change during the Progressive Era?
In the late 1890s, what job opportunities were available to uneducated women without industrial skills?
Give two examples of national women’s organizations committed to social activism.
What scandalous practices did Upton Sinclair expose in his book The Jungle?
How did Roosevelt earn his reputation as a trust buster?
As a progressive, how did Taft compare to Roosevelt?
Why did the Republican Party split during Taft’s administration?
How did the Clayton Antitrust Act benefit labor?
Cite two examples of social welfare legislation that Wilson opposed during his presidency.
What three factors spurred American imperialism?
How did Queen Liliuokalani’s main goal conflict with American imperialists’ goals?
Why was American opinion about Cuban independence divided?
Briefly describe the terms of the Treaty of Paris of 1898.
Why was the U.S interested in events in Puerto Rico?
What sparked the Boxer Rebellion in 1900 and how was it crushed?
What three key beliefs about America’s industrial capitalist economy were reflected in the Open Door policy?
What conflict triggered the war between Russia and Japan?
Why is the construction of the Panama Canal considered one of the world’s greatest engineering feats?
Explain the key difference between Woodrow Wilson’s moral diplomacy and Teddy Roosevelt’s “big stick” diplomacy.
What were the main reasons for U.S involvement in World War I?
•
•
•
•
•
•
•
Where did Germany begin its war offensive and what happened there?
How did the United States mobilize a strong military during World War I?
What new weapons made fighting in World War I deadlier than fighting in previous wars?
What methods did the U.S government use to sell the war to the nation?
What events during the war undermined civil liberties?
What were the major effects of the Treaty of Versailles?
How did Wilson’s support for the League of Nations stand in the way of Senate support for the Treaty of Versailles?
Knowledge and Skills
Students will know…
•
Key terms: progressive movement, muckraker, suffrage, NAACP, Clayton Antitrust Act, Federal Reserve System, imperialism,
yellow journalism, U.S.S. Maine, protectorate, Open Door Notes, Boxer Rebellion, Panama Canal, Roosevelt Corollary, nationalism,
trench warfare, Zimmerman note, Selective Service Act, armistice, Espionage and Sedition Acts, Great Migration, Fourteen Points,
Treaty of Versailles
•
Key people: Susan B. Anthony, Theodore Roosevelt, Gifford Pinchot, Woodrow Wilson, Queen Liliuokalani, Jose Marti, General
John J. Pershing
•
The four goals of the progressive movement were: protecting social welfare, promoting moral reform, creating economic reform and
fostering efficiency.
•
State labor laws that came from the progressive movement were: laws that set a minimum age to work, limited work hours and
providing worker’s with compensation.
•
Government changed during the Progressive Era by becoming more responsive to the people, reforming elections, directly electing
Senators and giving the public more of a voice in law making.
•
Women who lacked education or skills worked as domestic workers.
•
The NACW promoted the moral education of African Americans.
•
The NAWSA was committed to winning women’s right to vote.
•
Sinclair’s book The Jungle described the meat packing industries’ corrupt practices which disgusted both the public and Roosevelt.
•
Roosevelt became a trust buster by filing suits under the Sherman Antitrust Act, thus breaking many trusts up.
•
Taft was a more cautious progressive than Roosevelt but did break up more trusts than Roosevelt had.
•
Taft was unable to appease both the reform-minded progressives and the conservatives within the Republican Party causing a split
within the Republicans.
•
The Clayton Antitrust Act benefited labor by recognizing the legality of labor unions, strikes, peaceful picketing, boycotts as well as
the benefits of.
•
Two social welfare legislations that Wilson opposed during his presidency were: federal anti-lynching laws and ending segregation
of federal offices.
•
Three factors that spurred American imperialism were: economic competition, political and military competition, and a belief in the
cultural superiority of Anglo-Saxons.
•
Queen Liliuokalani wanted to preserve Hawaii for Hawaiians, while American imperialists wanted to annex the islands.
•
Americans were divided about Cuban independence because businessmen sided with Spain because they wanted to protect their
investments. The Americans, however, sympathized with the Cuban demand for independence.
•
Puerto Rico was strategically important to the United States as a way to assert its presence in the Caribbean and as a base for
protecting a possible canal through the Isthmus of Panama.
•
The Boxers staged a revolt to expel foreigners from China.
•
In August 1900, troops from Britain, France, Germany, Japan and the United States marched on the Chinese capital.
•
The international force put an end to the rebellion in China.
•
Three key pieces of the Open Door policy were: the U.S economy’s dependence on exports to ensure growth the U.S. is right to
intervene abroad to keep foreign markets open and closing an area to American products threatened U.S survival.
•
Russia and Japan went to war over a dispute about Korea.
•
The construction of the Panama Canal is considered to be one of the world’s greatest engineering feats because workers fought
diseases such as yellow fever and malaria. They also fought soft volcanic soil that was difficult to remove. Thousands died of
disease or from accidents.
•
Teddy Roosevelt’s “big stick” diplomacy demanded that European countries stay out of the affairs of Latin American nations.
•
Wilson’s “missionary diplomacy” demanded that countries in Latin America set up democracies.
•
The United States’ economic ties with the Allies were stronger than with the Central powers which was the main reason why the
United States got involved with World War I.
•
The German’s counter blockade by u-boats outraged many Americans.
•
The Zimmerman Note raised suspicions of a German alliance with Mexico.
•
Germany invaded Belgium, which created a refugee crisis.
•
The Selective Service Act allowed the government to randomly select up to 3 million men for military service.
•
Machine guns increased firepower.
•
Long-range guns shelled civilian and military targets.
•
Poison gas sickened and blinded its victims.
•
Submarine attacks led to civilian deaths.
•
The government advertised and sold war bonds.
•
•
•
•
•
•
•
•
The Committee on Public Information popularized the war through a massive propaganda campaign.
The establishment of a propaganda agency led to a campaign that encouraged hatred and violations of civil liberties,
The Espionage and Sedition Acts also violated civil liberties; anti-war publications lost their mailing privileges, and people lost their
jobs.
The Treaty of Versailles created international problems that would eventually lead to World War II.
The Treaty of Versailles humiliated Germany.
The Treaty of Versailles provoked Russia’s determination to regain former Russian territory and ignored the claims of colonized
people for self-determination.
Many senators objected to the provision of the League of Nations in the United States.
Wilson was unwilling to compromise with senators on his desire for the United States to join the League of Nations.
Students will be able to…
•
Explain the four goals of progressivism.
•
Summarize progressive efforts to clean up government.
•
Identify progressive efforts to reform state government, protect worker and reform elections.
•
Describe the growing presence of women in the workforce at the turn of the 20th century.
•
Identify leaders of the woman’s suffrage movement.
•
Explain how women suffrage was achieved.
•
Describe the events of Theodore Roosevelt’s presidency.
•
Explain how Roosevelt used the power of the presidency to regulate business.
•
Identify laws passed to protect public health and the environment.
•
Summarize Roosevelt’s stand on civil rights.
•
Summarize the events of the Taft Presidency.
•
Explain the division in the Republican Party.
•
Describe the election of 1912.
•
Describe Woodrow Wilson’s background and the progressive reforms of his presidency.
•
List the steps leading to women’s suffrage.
•
Explain the limits of Wilson’s progressivism.
•
Explain the economic and cultural factors that fueled the growth of American imperialism.
•
Describe how the United States acquired Alaska.
•
Summarize how the United States took over the Hawaiian Islands.
•
Contrast American opinions regarding the Cuban revolt against Spain.
•
Identify events that escalated the conflict between the United States and Spain.
•
Trace the course of the Spanish-American War and its results.
•
Describe U.S involvement in Puerto Rico and Cuba.
•
Identify the causes and effects of the Philippine-American War.
•
Explain the purpose of the Open Door Policy in China.
•
Summarize the views regarding U.S imperialism.
•
Explain how Theodore Roosevelt’s foreign policy promoted American power around the world.
•
Describe how Woodrow Wilson’s missionary diplomacy ensured U.S dominance in Latin America.
•
Identify the long-term causes and the immediate circumstances that led to World War I.
•
Describe the first two years of World War I.
•
Summarize U.S public opinion about the war.
•
Explain why the United States entered World War I.
•
Describe how the United States mobilized for World War I.
•
Summarize U.S battlefield successes.
•
Identify the new weapons and the medical problems faced during World War I.
•
Describe U.S. offensives at the end of the war.
•
Explain how business and government cooperated during the war.
•
Show how the government promoted World War I.
•
Describe the attacks on civil liberties that occurred during this time.
•
Summarize the social changes that affected African Americans and women.
•
Summarize Wilson’s Fourteen Points.
•
Describe the Treaty of Versailles as well as international and domestic reaction to it.
•
Explain some of the consequences to World War I.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Chapter Quizzes
•
Chapter Tests
•
Project- Students will work together in groups to create their own Treaty of Versailles. Each member of the group should represent a
different country (i.e., the Big Four: U.S, Italy, France, and Great Britain) making sure that their needs are met. Have a discussion
with the class on some of the problems that may result from their treaties.
•
HSPA Open-Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Web Diagram- Fill in the diagram with examples of organizations that worked for progressive reform.
•
Chart- Fill in details about working women in the later 1800s in areas such as (farm women, domestic workers, factory workers and
white collar workers).
•
Chart- Fill in the causes that Taft supported.
•
Time Line- Fill in the key events relating to Progressivism during Wilson’s first term.
•
Time Line- Fill in the key events relating to U.S relations with Cuba, Puerto Rico and the Philippines. Use the following dates (
1899, 1900, 1901 and 1917).
•
Chart- List the causes of World War I.
•
Web- Fill in how Americans responded to World War I.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- The Americans Reconstruction to the 21st Century
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: The 1920s and the Great Depression
Target Course/Grade Level: American History I - Grade 9
Unit Summary: This unit will introduce students to the political and social changes after World War I and throughout the decade of the 1920s.
Students will understand such issues as prohibition, the changing role of women and the influence of the Harlem Renaissance. Students will
understand the causes and consequences of the Great Depression and the futility of Hoover’s actions to limit the damage.
Approximate Length of Unit: 10 weeks
Primary interdisciplinary connections: Literature, Art, Economics, Science
LEARNING TARGETS
Standards:
6.1 U.S History: America in the World:
All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental
rights and core democratic values as productive citizens in local, national, and global communities.
Content Strand:
6.1.12.A.8.a- Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business
and the consumer.
6.1.12.A.8.b- Compare and contrast the global marketing practices of United States factories and farms with American public opinion and
government policies that favored isolationism.
6.1.12.A.8.c- Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor
organizations.
6.1.12.B.8.a- Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices
on people and the environment.
6.1.12.C.8.a- Analyze the push-pull factors that led to the Great Migration.
6.1.12.C.8.b- Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and
status of women.
6.1.12.D.8.a- Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase
in violence.
6.1.12.D.8.b- Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.
6.1.12.A.9.a- Analyze how the actions and policies of the United States government contributed to the Great Depression.
6.1.12.B.9.a- Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the
Great Depression.
6.1.12.C.9.a- Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country’s economic
health.
6.1.12.C.9.b- Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used
to evaluate the health of the economy.
6.1.12.C.9.c- Explain the interdependence of various parts of a market economy.
6.1.12.C.9.d- Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic stability.
6.1.12.D.9.a- Explore the global context of the Great Depression and the reasons for the worldwide economic collapse.
6.1.12.B.9.b- Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.
6.1.12.A.10.a- Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New
Deal.
6.1.12.A.10.6- Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security)
in protecting the welfare of individuals.
6.1.12.A.10.c- Evaluate the short-and long-term impact of the expanded role of government on economic policy, capitalism, and society.
6.1.12.B.10.a- Assess the effectiveness of New Deal programs designed to protect the environment.
6.1.12.C.10.a- Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great
Depression.
6.1.12.C.10.b- Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New
Deal and today.
6.1.12.D.10.a- Analyze how other nations responded to the Great Depression.
6.1.12.D.10.b- Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.
6.1.12.D.10.c- Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins ), shaped the core
ideologies and policies of the New Deal.
6.1.12.D.10.d- Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.
Common Core Content Standards History/Social Studies Grades 9-10
RH.9-10.3RH.9-10.7-
Analyze in detail a series of events described in a text, determine whether earlier events caused later ones or simply preceded them.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
21st Century Life and Career Skills:
9.2 Personal Financial Literacy:
All students will develop skills and strategies that promote personal financial responsibility related to financial planning, savings,
investment, and charitable giving in the global economy
9.2.12.A.3
9.2.12.A.8
9.2.12.A.10
9.2.12.A.11
Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for
establishing such an enterprise.
Analyze how personal and cultural values impact spending and other financial decisions.
Explain the relationship between government programs and services and taxation.
Explain how compulsory government programs (e.g. Social Security, Medicare) provide insurance against some loss of income and
benefits to eligible recipients.
Unit Understandings
Students will understand that…
•
The Russian Revolution brought a Communist government to power.
•
Many Americans were afraid of a Revolution by Communists in America would occur.
•
Political radicals and labor activists were met with increasing opposition.
•
The Republicans returned to isolationism and the kind of policies that had characterized the period before the reforms of the
Progressive Era.
•
During the prosperous 1920s, the automobile industry and other industries flourished.
•
Americans’ standard of living rose to new heights during the 1920s.
•
Americans experience cultural conflicts as customs and values change in the United States during the 1920s.
•
American women of the 1920s pursued new lifestyles and assumed new jobs and different roles in society.
•
Mass media, movies and spectator sports played important roles in the popular culture of the 1920s.
•
African-American ideas, politics, art, literature and music flourished in Harlem and elsewhere in the United States.
•
Economic problems affecting industries, farmers, and consumers led to the Great Depression.
•
The Great Depression brought suffering of many kinds and degrees to people from all walks of life.
•
President Hoover tried to restore confidence and halt the Depression, but his actions were ineffective.
Unit Essential Questions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Explain how the Red Scare, the Sacco and Vanzetti case and the rise of the Ku Klux Klan reflected concerns held by many
Americans.
Describe the primary goal of the immigration quota system established in 1921.
What did Harding want to do to return America to “normalcy”?
Summarize the Teapot Dome scandal.
How did changes in technology in the 1920s influence American life?
What evidence suggests that the prosperity of the 1920s was not on a firm foundation?
Why was heavy funding needed to enforce the Volstead Act?
Explain the circumstances and outcome of the trial of the biology teacher, John Scopes.
In what ways did flappers rebel against the earlier styles and attitudes of the Victorian age?
What key social, economic and technological changes of the 1920s affected women’s marriage and family life?
How did high schools change in the 1920s?
Cite examples of the flaws of American society that some famous 1920s authors attacked in their writing.
What do the Great Migration and the growth of the NAACP and UNIA reveal about the African- American experience in this
period?
What were some of the important themes written about by African-American writers in the Harlem Renaissance?
How did what happened to farmers during the 1920s foreshadow events of the Great Depression?
What were some of the effects of the stock market crash in October 1929?
How were shantytowns, soup kitchens and bread lines a response to the Depression?
Why did minorities often experience an increase in discrimination during the Great Depression?
•
•
•
What pressure did the American family experience during the Depression?
How did Hoover’s treatment of the Bonus Army affect his standing with the public?
In what ways did Hoover try to use the government to relief the Depression?
Knowledge and Skills
Students will know…
•
Key terms: communism, Fordney-McCumber Tariff, isolationism, quota system, Teapot Dome Scandal, installment plan, bootlegger,
fundamentalism, flapper, double standard, Harlem Renaissance, credit, speculation, buying on margin, Black Tuesday, Dow Jones
Industrial Average, Great Depression, Dust Bowl, direct relief, Bonus Army
•
Key people: Sacco and Vanzetti, Calvin Coolidge, John L. Lewis, Warren G. Harding, Charles A. Lindbergh, George Gershwin, F.
Scott Fitzgerald, Zora Neale Hurston, Paul Robeson, Herbert Hoover
•
The Red Scare, the Sacco and Vanzetti case, and the rise of the Ku Klux Klan showed the American fear of immigrants and the
radical movement.
•
The goal of the quota system was to reduce European immigration to the United States.
•
Harding wanted to get the United States back to the simpler days before the Progressive Era reforms.
•
The Teapot Dome scandal was about corruption in the leasing of government oil reserves to private companies.
•
The automobile prompted the building of new roads, gave people more mobility and created jobs.
•
The airplane improved transportation and communication.
•
Electrical appliances freed up time for other activities.
•
The income gap between workers and managers was growing in the 1920s.
•
Industries were stagnant or losing money during the 1920s, and people were increasing their debt.
•
Heavy funding was needed to enforce the Volstead Act because the government had to patrol coastlines and island borders for
alcohol smugglers, monitor highways for trucks carrying illegal alcohol and oversee industries that used alcohol.
•
John Scopes broke a Tennessee law that made teaching evolution a crime.
•
John T. Scopes was found guilty but a higher court later set aside the verdict.
•
Flappers sported boyish haircuts and wore short, waist less dresses.
•
Flappers often drank or smoked and dated casually.
•
The birthrate declined in the 1920s.
•
More married women worked in the 1920s.
•
High schools changed in the 1920s by broadening their curriculum to meet the needs of a wide range of students, offering vocational
training and home economics and teaching English to immigrants.
•
American flaws depicted in the writings of the 1920s were conformity, materialism, shallowness of the middle-class values and the
glorification of war.
•
The Great Migration, the NAACP and the UNIA showed the desire of the African Americans to escape inequality and poverty, to
fight injustices and improve their lives.
•
African American writers during the Harlem Renaissance wrote about pride, racial injustice, equality and the richness of folklore.
•
During the 1920s, farmers faced decreased demand for their products and lower crop prices.
•
Those who were in debt in the 1920s could not repay their loans and rural banks failed.
•
The stock market crash triggered bank and business failures, high unemployment and worldwide depression.
•
Shantytowns, soup kitchens and bread lines were places where charitable organizations handed out food to the hungry.
•
Unemployed whites were angered by job competition from minorities.
•
Unemployment and reduced household incomes caused some families lose their homes.
•
Many adults lost the ability to provide for their families.
•
Hoover’s harshness on the veterans of the Bonus Army and their families damaged his reputation.
•
Hoover started public- works programs and backed the Federal Farm Board.
•
Hoover started the Federal Home Loan Bank Act and the RFC.
Students will be able to…
•
Summarize the reaction in the United States to the perceived threat of communism.
•
Analyze the causes and effects of the quota system in the United States.
•
Describe some of the postwar conflicts between labor and management.
•
Contrast Harding’s policy of “normalcy” with progressive era reforms.
•
Identify scandals that plagued the Harding administration.
•
Summarize the impact of the automobile and other consumer goods on American life.
•
Explain how prosperity affected different groups of Americans.
•
Explain in what ways the country’s prosperity was superficial.
•
Explain how urbanization created a new way of life that often clashed with the values of traditional rural society.
•
Describe the controversy over the role of science and religion in American education and society in the 1920s.
•
Explain how the image of the flapper embodied the changing values and attitudes of young women in the 1920s.
•
Identify the causes and results of the changing roles of women in the 1920s.
•
Describe the popular culture of the 1920s.
•
Explain why the youth-dominated decade came to be called the Roaring Twenties.
•
Identify the causes and results of the migration of African Americans to Northern cities in the early 1900s.
•
•
•
•
•
•
•
•
•
Describe the prolific African-American artistic activity that became known as the Harlem Renaissance.
Summarize the critical problems threatening the American economy in the late 1920s.
Describe the causes of the stock market crash and Great Depression.
Explain how the Great Depression affected the economy in the United States and throughout the world.
Describe how people struggled to survive during the Depression.
Explain how the Depression affected men, women and children.
Explain Hoover’s initial response to the Depression.
Summarize the actions Hoover took to help the economy and the hardship suffered by Americans.
Describe the Bonus Army and Hoover’s actions toward it.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Chapter Quizzes
•
Chapter Tests
•
HSPA Open-Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Cause and Effect Chart- List the aftereffects of World War I.
•
List five significant events from Harding’s administration and their effects.
•
Concept Web- Add examples that illustrate how women’s lives changed in the 1920s.
•
Diagram- Record the causes of the 1929 stock market crash.
•
Venn Diagram- List the effects that the Great Depression on farmers and city dwellers. Find the difference and the similarities.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- The Americans Reconstruction to the 21st Century
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Research Paper
Target Course/Grade Level: American History I - Grade 9
Unit Summary: The purpose of this unit is to reinforce research and writing skills as well as citation format. Students will understand the
importance of choosing a topic and reliable sources in order to develop a thesis statement and investigation. The format in which a research paper
is written will be reviewed and the students’ end product will be a detailed and substantiated paper that is well- written and developed.
Approximate Length of Unit: 2 weeks
Primary interdisciplinary connections: Language Arts, Writing
LEARNING TARGETS
Standards:
English Language Arts Standards: Reading Informational Text:
Content Strand:
Key Ideas and Details
R.IT.9-10
1.
2.
3.
Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Analyze how the author unfolds an analysis of series of ideas or events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper.
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a
text ( e.g, a section or chapter).
6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or
purpose.
Integration of Knowledge and Ideas:
7. Analyze various accounts of a subject told in different mediums ( e.g., a person’s life story in both print and multimedia), determining
which details are emphasized in each account.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant
and sufficient: identify false statements and fallacious reasoning.
9. Analyze seminal U.S documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address,
Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”) , including how they address related themes and concepts.
R.W.9-10.
1. Write arguments to support claims in an analysis of a substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level, and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
2.
Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
Use precise language, domain –specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic.)
3.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade- specific expectations for writing types are defined in standards 1-3 above.)
4.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what
is most significant for a specific purpose and audience.
5.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information flexibly and dynamically.
6.
Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
7.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
Unit Understandings
Students will understand that…
•
A thesis statement must be supported.
•
A thesis statement must be proven.
•
Information needs to be synthesized.
•
Information must be analyzed.
•
Topics –Range ( Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Clara Barton, John Wilkes Booth, North and South advantages
during the Civil War, Sitting Bull, George A. Custer, the contributions and lives of cowboys, William McKinley, William Jennings
Bryan, Thomas Alva Edison, Alexander Graham Bell, Andrew Carnegie, John D. Rockefeller, Mary Harris Jones, Ellis and Angel
Island, urbanization problems, Rutherford B. Hayes, James Garfield, Chester Arthur, Grover Cleveland, Benjamin Harrison, Orville
and Wilbur Wright, Booker T. Washington, W.E.B. DuBois, segregation and discrimination in the South, Susan B. Anthony,
Theodore Roosevelt, William Taft, Woodrow Wilson, The USS Maine, the Panama Canal, Francisco “ Pancho” Villa, Emiliano
Zapata, causes of WWI, weapons in WWI, women’s role in WWI, Warren G. Harding, Calvin Coolidge, Alice Paul, Herbert
Hoover, and Carrie Chapman Catt).
Unit Essential Questions
•
•
•
•
•
•
What is a thesis statement?
How do I get a thesis statement?
How do I know if my thesis statement is strong?
What is proper MLA format?
What is the importance of proper citation usage?
What is plagiarism?
Knowledge and Skills
Students will know…
•
Key terms: Thesis statement, MLA format
•
How to interpret the significance of the subject matter under discussion.
•
A thesis is an interpretation of a question or subject, not the subject itself.
•
A thesis is usually a single sentence somewhere in the first paragraph that presents the argument to the reader.
•
How to use proper MLA format.
•
How to cite information correctly.
•
How to use Turitin.com and avoid plagiarism.
Students will be able to…
•
To analyze information.
•
To interpret information.
•
To compare and contrast information.
•
To demonstrate cause and effect.
•
To take a stand on an issue.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Research paper requirements met via the rubric provided by the department.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
The teacher will model how to use note cards to help enhance their paper.
•
Students will learn correct documentation style.
•
Students will learn how to citing evidence correctly.
•
The teacher will model how to format a bibliography correctly.
•
Students will follow a guide sheet.
RESOURCES
Teacher Resources:
Various online pages and activities
Various Primary Source documents
Equipment Needed:
Computers
Research Books