Course Number: 101
Discipline: Social Studies
Grade Level: 10th
Course Length: 1 year
Credits: 5
Course Description: This course is a chronological survey of the political, social and economic
development of the United States. We begin our study with the American Revolution and our
Constitution. After briefly touching on Westward Expansion and territorial conquest, we begin our
study of the modern era with the Gilded Age and the emergence of the U.S. as an imperial power late
in the 19th Century. Emphasis is then given to the Twentieth Century including World War 1, the
Great Depression, the New Deal, World War II, and the Cold War, the Civil Rights Movement,
Vietnam, Watergate and current events. This course develops and reinforces the use of primary
sources, library and research techniques, formulation and testing of hypotheses, map reading and
geography skills. Students are also taught to collect, organize and interpret data, and understand
cause and effect relationships within a chronological structure. Students write a focused research
paper in the first semester and work on other longer analytical assignments in the second semester.
Evaluation: Students progress is assessed through homework, class participation, quizzes, tests,
essays, book reviews, a research paper, and semester exams.
21st Century Student Learning Expectations:
References to the expectations will be listed:
1. Core Subjects and 21st Century Themes
2. Learning and Innovation Skills
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
3. Information, Media and Technology Skills
Information Literacy
Media Literacy
ICT Literacy
4. Life and Career Skills
1
Unit 1: Colonial America
● As British colonies in North America grow, their economies and societies develop sectional
differences. After the British push the French out of the region, relations between the colonists
and the British become more tense.
Enduring Understanding:
The colonial system of self-governing colonies was the
forerunner of our modern system of self-governing
states.
The states that were once the Northern colonies remain
predominantly urban today.
British victories helped spread the English language
throughout North American.
Essential Questions:
Britain established policies to control the American
colonies but was inconsistent in its enforcement of
those policies. What results might be expected from
such inconsistency?
If you had been a Native American living in the
Northeast during the French and Indian War, would you
have formed a military alliance with France or with
Great Britain? Support your choice with reasons.
How do you think a person who believed in the ideas of
the Enlightenment might have assessed the Salem
witchcraft trials? Support your response with reasons.
Unit Objectives:
SWBAT: Students Will Be Able To
SWBAT identify and compare differences between
European social and economic organizations and
emerging American organizations.
SWBAT identify “push-pull” factors in regard to colonial
settlement.
SWBAT recall the various motivations and interests that
drove American settlement.
(#) shows mapping to MA
Frameworks
SWBAT identify the factors, geographic, social,
religious, cultural, and political that led to the developing
2
differences in the colonies.
*US1.1 Explain the political and economic factors that
contributed to the American Revolution.
The impact of the colonies of the French and Indian
War, including how the war led to an overhaul of British
imperial policy from 1763 to 1775.
How freedom from European feudalism and aristocracy
and the widespread ownership of property fostered
individualism and contributed to the Revolution.
Assessments
Homework
Participation
Quiz
Essay/Writing
Test
Vocabulary:
John Smith
Joint-Stock Companies
Jamestown
Royal Colony
May Flower (1620)
Puritans
John Winthrop
Plymouth Colony
Massachusetts Bay Colony
Roger Williams
William Penn
New England Colonies
Middle Colonies
Southern Colonies
Navigation Acts
Glorious Revolution
Salutary Neglect
Enlightenment
Benjamin Franklin
Jonathan Edwards
Great Awakening
George Washington
French and Indian War
Proclamation of 1763
Sugar Act
3
Common Learning
Activities/Labs:
The Mayflower Crisis Scenario
Create a time line of the major developments in the
colonization of Virginia.
Why do you think Puritan leaders viewed Anne
Hutchinson as a threat to their society?
The Three Colonial Sections - One Society or Three?
The Mayflower Compact (Primary Source)
Project Based Learning
Activities:
Using the internet, primary sources, your textbook to
review significant political, economic, and social
developments of the colonial period. Then write a short
speech, make a poster/presentation, create a song, or
create a commercial commemorating the 100th
anniversary of the founding of a colony.
● Write your speech based on your research,
taking into account both hardships and triumphs.
What were the key turning points? What lessons
are important to remember? And, on the eve of
the 100th anniversary, what challenges or
difficulties are you prepared to forecast?
● Conclude your speech by reflecting back on the
charter establishing the colony. Has the history
of the past 100 years supported or strayed from
the original colonists' intentions?
21st Century Student
Learning Expectations:
Life & Career Skills:
Learning & Innovation Skills (Critical Thinking,
Communication, Collaboration, & Creativity):
Information, Media, and Technology Skills:
Digital Resources:
Ben Franklin’s Pennsylvania Gazette, January 2,
1750
http://www.earlyamerica.com/earlyamerica/past/past.ht
ml
Jamestown Settlement: Why Did the First Permanent
English Settlement in America Flounder?
Natick Library Database > Issues & Controversies in
4
American History > 1607 - 1760
The Jamestown Online Adventure (Game)
http://www.historyglobe.com/jamestown/
Webquest: A Colonial Family and Community
http://www.thehenryford.org/exhibits/smartfun/colonial/i
ntro/index.html
Rare Map Collection – Colonial America
http://www.libs.uga.edu/darchive/hargrett/maps/colamer
.html
Digital History: Interactive Timeline of America
http://www.digitalhistory.uh.edu/timelines/interactive_tim
eline.htm
Jamestown’s “Jane” Reflects Grim Reality of Early
Settlers
http://video.pbs.org/video/2365006080
The War that Made America: Interactive Timeline
http://www.wqed.org/tv/specials/the-war-that-madeamerica/ (Click “Launch the Interactive Timeline”)
George Washington Papers at the Library of
Congress 1741 – 1799
http://memory.loc.gov/ammem/gwhtml/gwhome.html
Quizlet: Salutary Neglect
http://quizlet.com/5067009/salutary-neglect-flash-cards/
Webquest for the Puritan Period
http://www.schools.manatee.k12.fl.us/762MLOEFFLER/
762mloeffler1/puritan_webquest.html
The 13 Colonies: Life in Early America (Video)
http://education-portal.com/academy/lesson/13colonies-colonial-life-economics-politics.html
Puritan Family of Early New England (Video)
http://www.havefunwithhistory.com/movies/puritanFamil
y.html
Interactive Timeline: Colonial Settlement
http://www.learner.org/biographyofamerica/prog02/featu
5
re/index.html
English Settlement: New England and Virginia
(Video)
http://www.learner.org/biographyofamerica/prog02/trans
cript/index.html
Welcome to Ben’s Town
http://www.pbs.org/benfranklin/exp_town.html
6
Unit 2: REVOLUTION!
● As tensions between Britain and the Colonies increase leaders and movements will emerge
that send America down the path towards Independence. How will Americans unite as one in
this common cause and how will they win a war against the worlds strongest empire?
Enduring Understanding:
The events that shaped the American Revolution are a
turning point in humanity’s fight for freedom.
The Declaration of Independence continues to inspire
and challenge people everywhere.
Determination, resilience and unity have become part of
the American character.
The Americans defeat of the British still inspires
disenfranchised people to stand up for themselves.
Essential Questions:
What were the major economic and political factors that
contributed to the American Revolution?
What were the various colonial attitudes towards
Britain?
What were the King’s and Parliament’s attitudes
towards the American colonies?
What was the influence of Thomas Paine’s Common
Sense pamphlet?
How did Enlightened thinkers like John Locke influence
the attitudes of American colonists?
What were the colonists motivations for writing the
Declaration of Independence?
What were the results of each major battle listed?
Unit Objectives:
SWBAT recall the importance of Common Sense and
the Declaration of Independence
SWBAT know the special role Massachusetts played in
the foundation of the Independence movement
7
(#) shows mapping to MA
Frameworks
SWBAT identify the various British policies and Colonial
attitudes that led to Independence and War
SWBAT identify the majoe event and battles that led to
American victory in the War
USI.2 Explain the historical and intellectual influences
on the American Revolution and the formation and
framework of the American government. (H, C)
A.
the legacy of ancient Greece and Rome
B.
the political theories of such European
philosophers as Locke and Montesquieu
USI.3 Explain the influence and ideas of the Declaration
of Independence and the political philosophy of Thomas
Jefferson. (H, C)
USI.4 Analyze how Americans resisted British policies
before 1775 and analyze the reasons for the American
victory and the British defeat during the Revolutionary
war. (H)
USI.5 Explain the role of Massachusetts in the
revolution, including important events that took place in
Massachusetts
and
important
leaders
from
Massachusetts. (H)
A.
the Boston Massacre
B.
the Boston Tea Party
C.
the Battles of Lexington and Concord and
Bunker Hill
D.
Sam Adams, John Adams, and John Hancock
Assessment Activities:
Homework
Participation
Quiz
Writing
Test
Vocabulary:
Patriots
Loyalists
Stamp Act
Townshend Acts
Sons of Liberty
Committees of Correspondance
Boston Massacre
Boston Tea Party
8
Intolerable Acts
First and Second Continental Congress
Battles of Lexington, Concord, Bunker Hill, Dorchester
Heights
Common Sense/Thomas Paine
Olive Branch Petition/John Dickinson
Declaration of Independence/Thomas Jefferson
Battle of Trenton
Battle of Saratoga
George Washington
Battle of Yorktown
Common Learning
Activities/Labs:
Common Sense (primary source)
Declaration of Independence (primary source)
What makes someone a Patriot?
John Adams HBO mini-series
Revolutionary Bumper Sticker
Tea Party Meeting Simulation
Project Based Learning
Activities:
Massachusetts Journal:
1. Cooperative: What makes some one a patriot?
Using stories and images from the web, books,
magazines, and newspapers, make a list of
people you consider to be patriots. List their
names (images if available) as well as your
reasons why you chose them. Be prepared to
present.
2. Individual: Imagine that it is 1783, and you have
been present at a gathering of your friends who
recall the many sacrifices made during the War
for Independence from Great Britain. Write a
journal entry in which you try to describe some of
those sacrifices. Recall key military events,
contributions made by civilian men and women,
and key figures who played important roles in the
struggle for freedom.
9
21st Century Student
Learning Expectations:
Life & Career Skills:
Learning & Innovation Skills (Critical Thinking,
Communication, Collaboration, & Creativity):
Information, Media, and Technology Skills:
Digital Resources:
The Sons of Liberty and the Boston Tea Party
(Video)
http://www.history.com/topics/boston-teaparty/videos#the-sons-of-liberty-and-the-boston-teaparty
Boston Massacre (Video)
http://www.history.com/topics/boston-teaparty/videos#boston-massacre
Webquest: Primary Sources of the American
Revolution
http://zunal.com/teacherspage.php?w=126063
The Road to Revolution (Game)
http://www.pbs.org/ktca/liberty/road.html (Click Begin)
Timeline of the American Revolution
http://timeline.americanrevolutioncenter.org/
Museum of the American Revolution: Collection
http://americanrevolutioncenter.org/collection
First Revolutionary Battle at Lexington & Concord
(Video)
http://www.history.com/topics/battles-of-lexington-andconcord/videos#first-revolutionary-battle-at-lexington-concord
The Charters of Freedom: A New World is at Hand:
Declaration of Independence
http://www.archives.gov/exhibits/charters/declaration.ht
m
Common Sense (Primary Source)
http://my.billofrightsinstitute.org/page.aspx?pid=509
Images from the Battle of Yorktown (includes map)
10
http://www.britishbattles.com/battle-yorktown.htm (Click
any image with gray border for a larger version.)
American Revolution: Continental Congress Photo
Gallery
http://www.history.com/topics/the-continentalcongress/photos#american-revolution-continentalcongress
Battle of Saratoga Turns the Tide (Video)
http://www.history.com/topics/battle-ofsaratoga/videos#battle-of-saratoga-turns-the-tide-ofthe-american-revolution
Chronicle of the Revolution
http://www.pbs.org/ktca/liberty/chronicle.html (Click a
city name and date to read newspaper headlines of the
day.)
Quiz on the Revolutionary War
http://www.neok12.com/quiz/AMEREV08
The Olive Branch Petition (Video Reenactment)
http://www.teachertube.com/viewVideo.php?video_id=1
46838
11
Unit 3: The New Republic
In 1776, the American Colonies declared themselves independent from Britain forming the United
States of America. As the war waged on, new states wrote constitutions and members of the
Continental Congress were presented the challenge of forming the first national government, the
Articles of Confederation. Following the American victory, challenges faced the young nation and the
national government proved too weak to address them. Could it be that it was easier to destroy an
old system than to create a new one? Who should have more power - the states or national
government? How can the new nation avoid tyranny? How will the rights of people be
protected? Would the U.S. Constitution and the first administrations of the Federal Government be
able to govern a unified nation out of a people with diverse interests and concerns?
Enduring Understanding:
1. What is the purpose and function of
government?
2. What is the relevance of government in
society?
3. Why do citizens give power to governments?
4. Why has the Constitution remained the basis
of government in the United States?
5. How does the Bill of Rights protect ordinary
citizens?
Essential Questions:
1. Why was the Articles of Confederation adopted
2.
3.
4.
5.
6.
7.
in 1781 and why did the framers intentionally
make the central government weak?
What were the weaknesses of the Articles of
Confederation and what problems arose
because of them?
What was the role of compromise in the
creation and ratification of the Constitution?
Why did the Antifederalists demand a bill of
rights during the ratification process?
How did the first administrations transfer the
Constitution into a real government?
How did events in Europe sharply divide the
American public opinion during the Nation’s
early years?
How did the United States expand its borders
during the Jefferson Administration
Unit Objectives:
USI.6 Explain the reasons for the adoption of the
(#) shows mapping to MA Articles of Confederation in 1781, including why its
Frameworks
drafters created a weak central government; analyze
the shortcomings of the national government under
the Articles; and decribe the crucial events (e.g.
Shay’s Rebellion) leading to the Constitutional
Convention. (H, C)
Seminal Primary Documents to Read: the Northwest
12
Ordinance (1787)
USI.7 Explain the roles of various founders at the
Constitutional Convention. Describe the major
debates (distribution of power, states rights, slavery)
that occurred at the Constitutional Convention and the
“Great Compromise” that was reached. (H, C)
Seminal Primary Documents to Read: The U.S.
Constitution
USI.8 Describe the debate over the ratification of the
Constitution between Federalists and Anti-Federalists
and explain the key ideas contained in the Federalist
Papers on federalism, factions, checks and balances,
and the importance of an independent judiciary. (H, C)
Seminal Primary Document to Read: Federalist
number 10
USI.9 Explain the reasons for the passage of the Bill
of Rights. (H, C)
A. the influence of the British concept of limited
government
B. the particular ways in which the Bill of Rights
protects basic freedoms, restricts government
power, and ensures rights to persons
accused
of crimes
Seminal Primary Documents to Read: the Bill of
Rights (1791)
USI.11 Describe the purpose and functions of
government (H, C)
USI.13 Explain why the United States government is
classified as a democratic government. (H, C)
USI.14 Explain the characteristics of American
democracy, including the concepts of popular
sovereignty and constitutional government, which
includes representative institutions, federalism,
separation of powers, shared powers, checks and
balances, and individual rights. (H, C)
USI.15 Explain the varying roles and responsibilities
of federal, state, and local governments in the United
States. (H, C)
USI.16 Describe the evolution of the role of the
federal government, including public services,
taxation, economic policy, foreign policy, and common
defense. (H, C)
USI.19 Explain the rights and the responsibilities of
citizenship and describe how a democracy provides
opportunities for citizens to participate in the political
process through elections, political parties, and
13
interest groups. (H, C)
USI.20 Explain the evolution and function of political
parties, including their role in federal, state, and local
elections. (H, C)
Political Democratization, Westward Expansion,
and Diplomatic Developments, 1790-1860
USI.22 Summarize the major policies and political
developments that took place during the presidencies
of George Washington (1789-1797), John Adams
(1797-1801), and Thomas Jefferson (1801-1809). (H,
C)
A.
the origins of the Federalist and
Democratic-Republican parties in the 1790s
B.
Neutrality Proclamation
C.
the conflicting ideas of Thomas Jefferson and
Alexander Hamilton
D.
the Alien and Sedition Acts/VA & KY
Resolutons
E.
Marybury v. Madison
F.
the Louisiana Purchase
SWABAT explain why the Articles of Confederation
were too weak to solve the nation’s problems.
SWABAT describe the role of compromise in the
creation and ratification of the Constitution.
SWABAT explain the roles of the three branches of
government.
SWABAT analyze the main differences between the
Federalists and the Democratic-Republicans
SWABAT summarize the nation’s developing foreign
policy with France, Great Britain, and Spain.
SWBAT identify the impact of judicial review on the
American political system.
Primary Source
Documents
* The Constitution
* The Bill of Rights
* Washington’s Farewell Address
* The Alien and Sedition Acts
* The VA and KY Resolutions
* Jefferson’s First Inaugural Address
Assessment Activities
Homework
Participation
14
Quiz
Essay/Writing
Test
Video Questions
Projects
Vocabulary
Articles of Confederation
Republicanism
Land Ordinance of 1785
Northwest Ordinance 1787
Shay’s Rebellion
Constitutional Convention
James Madison
VA/NJ Plans
Great Compromise
3/5 Compromise
federalism
legislative branch (powers)
executive branch (powers)
judicial branch (powers)
delegated, inherent, denied powers
checks and balances
separation of powers
electoral college
Roger Sherman
Gouvernor Morris
George Washington
Richard Henry Lee
Eldredge Gerry
Federalists
Anti-Federalists
The Federalists Papers
Bill of Rights
Judiciary Act of 1789
Thomas Jefferson
Alexander Hamilton
Cabinet
Neutrality Proclamation
Jay’s Treaty
XYZ Affair
Alien and Sedition Acts
Virginia and Kentucky Resolutions (Compact Theory
of Gov’t)
Twelfth Amendment
Marbury v. Madison
Lewis and Clark
Louisiana Purchase
impressment
embargo act of 1807/nonimportation
15
Common Learning
Activities/Labs:
●
●
●
●
●
●
●
Grading the Articles of Confederation: The
School of Government Report Card
Fill-In U.S. Constitution
Constitutional Convention Simulation (FORD)
Issues of Foreign Policy - Who Should the U.S.
Support?
Washington’s Divided Cabinet
(Debate)
Primary Source Evaluation - KY & VA
Resolutions Arguements Opposing Alien &
Sedition Act
Marbury v. Madison - Analyze the Case
Issues of Neutrality - Chart Issues Impacting
Neutrality and Policy Outcome
21st Century Student
Learning Expectations:
Life & Career Skills:
Learning & Innovation Skills (Critical Thinking,
Communication, Collaboration, & Creativity):
Information, Media, and Technology Skills:
Digital Resources:
CurryWebQuest: Federalists v. Antifederalists
Debate
https://sites.google.com/site/currywebquest/
Life Without the Bill of Rights? (Interactive
Activity)
http://my.billofrightsinstitute.org/page.aspx?pid=492
Madison’s Notes Are Missing (Game)
http://my.billofrightsinstitute.org/page.aspx?pid=493
Powers Herein Granted: The Presidency and
Federal Power (Video)
http://www.youtube.com/watch?v=Jh8Qpa4Aazw&feat
ure=youtu.be
Electoral College (Video)
http://www.teachertube.com/viewVideo.php?video_id=
221724
Shay’s Rebellion (Video)
http://teachertube.com/viewVideo.php?video_id=2581
87&title=Shay_s_Rebellion_2_5
Louisiana Purchase (Map and Facts)
http://www.enchantedlearning.com/history/us/1800/lou
isianapurchase/
16
Marbury v. Madison (Interactive Case Summary)
http://www.oyez.org/cases/1792-1850/1803/1803_0/
Separation of Powers: Checks and Balances
Webquest
http://www.zunal.com/webquest.php?w=87952
Northwest Ordinance, 1787 (Primary Source)
http://www.ourdocuments.gov/doc.php?flash=true&do
c=8
Alien and Sedition Acts (Video)
http://www.montereyinstitute.org/courses/AP%20US%
20History%20I/course%20files/multimedia/lesson19/le
ssonp.html?showTopic=2
Judiciary Act of 1879: Update (Video)
http://www.youtube.com/watch?v=xkeHKfdG1TY
The Bill of Rights Game
http://www.annenbergclassroom.org/pages.aspx?nam
e=the-bill-of-rightsgame&AspxAutoDetectCookieSupport=1
Lewis and Clark: Interactive Trail Map
http://www.pbs.org/lewisandclark/trailmap/index.html
17
Chapter 4: Jacksonian Democracy
In the aftermath of the War of 1812, America experiences a euphoric atmosphere of nationalism,
expansion, and industrialization. It is a period of self-empowerment and common-man politics, and
there was no greater symbol of this new and exciting time than the hero of the War of 1812 that
emerged as a new national icon, Andrew Jackson.
Enduring Understanding:
Post-war periods are frequently a time of fervent
nationalism.
Opportunities for some people often come at the
expense of others.
Religion has historically been used as an agent for
change and reform of social problems.
Industrialization bred dissidents who sought new
alternatives to the modern lifestyle.
Essential Questions:
What factors led to the rise and fall of the Era of Good
Feelings?
What was the character of Jacksonian Democracy?
What was life like on the western frontier of America?
How did President Andrew Jackson handle domestic
affairs?
How did Jacksonian Democracy impact the Native
American population?
What was the character and policies of the Whig
political party?
How did Texas become part of the United States?
Unit Objectives:
Analyze the Presidency of James Monroe and the Era
of Good Feelings. (USI.25, USI.26)
Discuss the rise of common-man politics in America
(USI.23)
(#) shows mapping to MA
Frameworks
Describe the continued westward expansion and the
impact on different groups who settled or were
displaced by it. (USI.26)
18
Describe the transportation revolution that took place
during this time period (USI. 27)
Assessment Activities:
Causes of the Panic of 1819
Oregon Trail diary assignment
Class debate on Andrew Jackson: Hero or villain?
Howard Zinn’s A People’s History of the United States
Vocabulary:
Era of Good Feelings
James Monroe
Monroe Doctrine
Florida Purchase Treaty
American System
Henry Clay
Daniel Webster
John C. Calhoun
Eerie Canal
Robert Fulton
Cumberland Road
Oregon Trail
McCulloch v. Maryland
Gibbons v. Ogden
Worcester v. Georgia
Corrupt Bargain of 1824
Missouri Compromise
Spoils system
Rotation in office
Nullification crisis
Force Bill
Specie Circular/Panic of 1837
Indian Removal Act
Trail of Tears
Hard Cider & Log Cabin campaign
Primary Documents
Alexis de Tocqueville – Democracy in America
Henry Clay – Maysville Road Veto response
Daniel Webster – Response to Senator Hayne
Andrew Jackson – Message to South Carolina
19
nullifiers
Andrew Jackson – Bank of the United States veto
message
Andrew Jackson – Message to the Cherokee Nations
Political Cartoon – King Andrew I
William Porter – Oregon Trail Diary
Project Based Learning
Activities:
“Should Jackson be on the $20?” Research paper
Henry Clay’s American System poster project
21st Century Student
Learning Expectations:
Use our current school-wide academic expectations for
learning until we develop our 21st century learning
expectations.
Digital Resources:
The Trail of Tears: They Knew It Was Wrong
(Video)
http://www.youtube.com/watch?v=qalhDKLrWEQ
Westward Trail (Game)
http://westward.globalgamenetwork.com/cgibin/westwardtrail.pl?command=startgame
The Monroe Doctrine – A Radical Change in
American Foreign Policy (Interactive Lecture)
http://mdoctrine.weebly.com/index.html
Florida Purchase from Spain 1821 (Map and Facts)
http://westwardexp.wikispaces.com/Florida+Purchase+
From+Spain+1821
Daniel Webster’s Plymouth Oration (Audio)
http://www.learnoutloud.com/Free-AudioVideo/History/American-History/Daniel-WebstersPlymouth-Oration/21551
Building the Erie Canal (Video)
http://www.history.com/shows/america-the-story-ofus/videos/building-the-erie-canal
Profile of Robert Fulton (Video)
http://video.about.com/inventors/Profile-of-RobertFulton.htm
Trail of Tears Interactive Map
http://www.cherokeemuseum.org/html/collections_tot.h
tml
20
McCulloch v. Maryland (Interactive Case Summary)
http://www.oyez.org/cases/1792-1850/1819/1819_0
The Missouri Compromise (Video)
http://www.montereyinstitute.org/courses/AP%20US%
20History%20I/course%20files/multimedia/lesson22/le
ssonp.html?showTopic=2
James Monroe’s Presidency: The Monroe Doctrine
(Video and Quiz)
http://education-portal.com/academy/lesson/jamesmonroes-presidency-the-monroe-doctrine.html
Andrew Jackson Interactive Timeline
http://www.pbs.org/kcet/andrewjackson/timeline/
Hard Cider, Log Cabins, and the Making of an
American President (Illustrated Article)
http://weintrautinc.com/out_of_the_box/?p=25
Jacksonian Democracy Quizzes
http://wps.ablongman.com/long_carnes_an_11/0,7137,
251134-,00.html
The First Modern President (Article and Video)
http://www.pbs.org/kcet/andrewjackson/alife/first_mod
ern_president.html
21
Unit 5: Seeds Of War
America becomes a nation at the moment a revolution in commerce and industry sweeps across the
western world. This vast new country, rich in resources, experiences a rapid change - in trade,
transport and manufacturing – quickly turning America into one of the wealthiest nations on earth.
Enduring Understanding:
The linking of markets continue today, as new
technologies are opening the United States to
globalized trade.
U.S. society continues to be challenged by issue of
fairness, equality, race, and class.
Reforming America-Reform Movements:
Transcendentalism, Education, Prisons, Mental Health
Hospitals.
Mexican-American War breaks out
The antislavery leaders became role models for leaders
of civil rights movements in the 20th century.
The Republican and Democratic parties remain the
major political forces in the United States today.
Secession created deep divisions in American society
that persist to the present time.
Essential Questions:
Many 19th-century Americans wanted to improve their
society. Name some reform movements of this era and
describe what the people in each movement wanted to
accomplish.
In what areas did the United States expand its territory
in the 1830s and 1840s? What events and factors drove
this expansion?
How did Lincoln and Douglas disagree about slavery?
Which of their views were facts, and which were
opinions?
How did the attitudes toward slavery held by
abolitionists, Free-Soilers, and Know-Nothings differ?
22
Explain how Uncle Tom’s Cabin affected the
abolitionists cause.
Do you think there are any points at which a different
action or leader might have resolved the conflict
between the North and the South?
Do you think the North or the South won more
significant concessions in the Compromise of 1850?
Compare economies of the different regions of the
United States in the mid-1800s.
During the 1830’s and 1840’s, transportation and
communication linked the country more than ever
before. How did these advances affect ordinary
Americans?
Unit Objectives:
(#) shows mapping to MA
Frameworks
Students Will Be Able To SWBAT analyze the formation of the abolitionist
movement, the roles of various abolitionists, and the
response of southerners and northerners to
abolitionism.
SWBAT summarize the effects Uncle Tom’s Cabin had
on the Civil War.
SWBAT present key information regarding major
inventions of the mid 1800’s.
Social, Political, and Religious Change, 1800-1860
USI.31 Describe the formation of the abolitionist
movement, the roles of various abolitionists, and the
response of southerners and northerners to
abolitionism. (H)
Frederick Douglass
William Lloyd Garrison
Sojourner Truth
Harriet Tubman
Theodore Weld
23
USI.32 Describe important religious trends that shaped
antebellum America. (H)
the increase in the number of Protestant denominations
the Second Great Awakening
the influence of these trends on the reaction of
Protestants to the growth of Catholic immigration
Seminal Primary Documents to Read: the Seneca Falls
Declaration of Sentiments and Resolutions (1848)
Assessments
Homework
Participation
Quiz
Essay/Writing
Test
Vocabulary:
Transcendentalism
Samuel F.B. Morse
Specialization
Market Revolution
Capitalism
Entrepreneur
Telegraph
John Deere
Cyrus McCormick
Treaty of Guadalupe Hidalgo
Wilmot Proviso
Secession
Compromise of 1850
Popular Sovereignty
Stephen A. Douglas
Millard Fillmore
Fugitive Slave Act
Personal Liberty Laws
Underground Railroad
Harriet Tubman
Harriet Beecher Stowe
Uncle Tom’s Cabin
Kansas-Nebraska Act
24
John Brown
Bleeding Kansas
Franklin Pierce
Nativism
Know-Nothing Party
Free-Soil Party
Republican Party
Horace Greeley
John C. Fremont
James Buchanan
Dred Scott
Roger B. Taney
Abraham Lincoln
Freeport Doctrine
Harpers Ferry
Confederacy
Jefferson Davis
Common Learning
Activities/Labs:
Samuel Morse - Reversal of Fortune article (David
McCulloch)
http://teachers.natickps.org/webpages/npsglavin/home
work.cfm?hwid=27358&HWcls=176&thr=17972
The Secret Life of a Developing Country (Ours) - article
http://teachers.natickps.org/webpages/npsglavin/home
work.cfm?hwid=25923&HWcls=176&thr=16523
Create a time line on which you label and date the
important innovations in transportation, communication,
and manufactoring during the early 19th century.
Find commentaries on Dred Scott written at the time the
decision was made. Read two of these commentaries
and identify which section - North or South - the writer
or speaker came from. Explain how each person’s
region shaped his or her views.
Seminal Primary Documents to Read: the Seneca Falls
Declaration of Sentiments and Resolutions (1848)
Project Based Learning
Activities:
You are a “pitch-man” (or woman) who was hired
by one of the following inventors:
25
Cyrus McCormick
John Deere
Robert Fulton
Isaac Singer
Samuel Morse
Eli Whitney
Interchangeable parts
Cotton Gin
You have 3 MINUTES to make a “sales pitch” to
your classmates, who represent your potential
investors:
You may use the laptop & projector however you want
You can use physical props
You must find a way to engage/entertain the audience!
Each group will be graded on the following rubric:
Were all the members of the group involved in pitching
the product?
Did you properly explain what the product was and how
it worked?
Did you convey why the product will make life
easier/better for those using it?
Did you have any facts and figures to prove your
product’s worth?
Did you effectively advertise using visuals?
Did you do a good job enthusiastically selling the
product to the potential consumers?
Did you involve/excite the audience through your
pitching of the product?
Was your presentation creative?
You are a journalist covering the war with Mexico
for an American newspaper. Write an editorial that
presents your point of view about whether the terms of
the Treaty of Guadalupe Hidalgo are fair to Mexicans
living in the territories covered by the treaty. Use
information from the chapter to support your opinion.
How can the Union be saved? Write a plan of action
in the voice of a presidential adviser. Use your
26
knowledge about the road leading to the secession
crisis to frame your answer.
21st Century Student
Learning Expectations:
Life & Career Skills
Learning & Innovation Skills (Critical Thinking,
Communication, Collaboration, & Creativity)
Information, Media, and Technology Skills
Digital Resources:
Transcendentalism (Interactive Timeline)
http://timerime.com/en/event/745277/time+transcendent
alism+began/
The Birth of Telecommunications (Video)
http://www.history.com/topics/telegraph/videos#thetelegraph-and-telephone
The Market Revolution (Video)
http://www.youtube.com/watch?v=RNftCCwAol0
John Deere, The Man (Farmers’ Almanac Video)
http://www.youtube.com/watch?v=tmXpmUPFMQ8
Treaty of Guadalupe Hidalgo, 1848 (Primary Source)
http://www.ourdocuments.gov/doc.php?flash=true&doc
=26
The Underground Railroad (Interactive Activity)
http://education.nationalgeographic.com/education/multi
media/interactive/the-underground-railroad/?ar_a=1
Uncle Tom’s Cabin & American Culture: A
Multimedia Archive
http://utc.iath.virginia.edu/
The Decisions Slaves Made (Interactive Activity)
http://www.pbs.org/wnet/slavery/experience/responses/f
eature.html
The Abolitionist Map of America (Interactive Map)
http://www.pbs.org/wgbh/americanexperience/features/i
nteractive-map/abolitionists-map/
Midnight Rising (Video Book Review about John
Brown)
http://video.pbs.org/video/2167849906/
27
Harriet Tubman and the Underground Railroad
(Video)
http://www.history.com/topics/bleedingkansas/videos#harriet-tubman-and-the-undergroundrailroad
Compromise of 1850: Would You Compromise?
(Webquest)
http://www.zunal.com/webquest.php?w=120309
Abraham Lincoln’s Crossroads (Game)
http://constitutioncenter.org/lincoln/
The Raid on Harper’s Ferry (Video)
http://www.smithsonianmag.com/video/The-Raid-onHarpers-Ferry.html
Dred Scott v. Sandford (Interactive Case Summary)
http://www.oyez.org/cases/1851-1900/1856/1856_0/
28
Unit 6: The Civil War
Enduring Understanding:
How the Nation’s identity was forged in part by the
Civil War.
How the Emancipation Proclamation was a first step
toward improving the status of African Americans.
How the expansion of roles for African Americans and
women set the stage for later equalities of opportunity.
How the Gettysburg, Chancellorsville, Vicksburg
clinched the North’s win and led to the preservation of
the Union.
Essential Questions:
What if Virginia had not seceded from the Union in
1861? Speculate on how this might have affected the
course of the war. Support your answer with
examples.
Do you think that Lincoln’s measures to deal with
disloyalty and dissent represented on abuse of
power? Why or why not?
What effects did the Civil War have on women and
African Americans?
Do you think that a generals win-loss record on the
battlefield is the best gauge of measuring greatness
as a military leader? Why or why not?
Unit Objectives:
USI.37 On a map of North America, identify Union
and Confederate States at the
outbreak of the war. (H, G)
USI. 38 Analyze Abraham Lincoln’s presidency, the
Emancipation Proclamation (1863), his views on
(#) shows mapping to MA slavery, and the political obstacles he encountered.
(H, C)
Frameworks
Lincoln’s Gettysburg Address (1863) and
Lincoln’s second inaugural address (1865)
Lincoln’s “House Divided” speech (1858)
USI. 40 Provide examples of the various effects of the
Civil War. (H, E)
29
A. physical and economic destruction
B. the increased role of the federal government
C. the greatest loss of life on a per capita basis of any
U.S. war before or since
Assessment Activities:
Invite students to work independently or with a group
to create a political cartoon based on an event or a
person described in the text or class with the heading
"The War for the Capitals.”. For example, students
might make a cartoon that depicts Lincoln firing
McClellan, or one that illustrates some aspect of
Antietam. Suggest that students keep the following
points in mind
Researching the Battle of Bull Run .
Cooperative
Learning:
Reacting
Emancipation Proclamation.
to
the
Link to Science: Charting Civil War Medicine and
Health.
Link to Civics: Understanding the Gettysburg
Address.
Vocabulary:
Ulysses S. Grant
Robert E. Lee
Emancipation Proclamation
Gettysburg
Gettysburg Address
Vicksburg
William Tecumseh Sherman
Appomattox Court House
Thirteenth Amendment
John Wilkes Booth
Common Learning
Activities/Labs:
Describe learning activities/labs that will be common
to all classes of this course.
Project Based Learning
Can the use of force preserve a nation?
30
Activities:
21st Century Student
Learning Expectations:
● Write a short editorial-either supporting or
opposing the war-for an 1861 newspaper. In
light of what you know about the Civil War,
reconsider the question, along with the
following points.
○ What might have happened if the North
had allowed the South to secede?
○ Could war have been avoided?
○ Did the eventual result of the war justify
its cost?
Global awareness
Financial, economic, business and entrepreneurial
literacy
Civic literacy
Health literacy
Environmental literacy
Digital Resources:
Timeline: The Civil War
http://www.nps.gov/civilwar/customcf/timeline.html
America and the Civil War (Video)
http://www.history.com/shows/america-the-story-ofus/videos/civil-war
Civil War: The Battle of the Wilderness (Video)
http://channel.nationalgeographic.com/channel/videos
/civil-war/
American Civil War Map Webquest
http://www.soldierstudies.org/index.php?action=webq
uest_2
A Nation Divided: Civil War Quiz
http://history.howstuffworks.com/historical-events/civilwar-quiz.htm
150 Civil War Topics (Interactive Exploration)
http://www.history.com/interactives/civil-war150#/home
31
Grant or Lee? (Video)
http://www.history.com/topics/ulysses-sgrant/videos#grant-or-lee
Ulysses S. Grant’s Near Miss (Video)
http://www.history.com/topics/ulysses-sgrant/videos#ulysses-s-grants-near-miss
The Emancipation Proclamation (Primary Source)
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/
The Emancipation Proclamation (Video)
http://www.history.com/topics/emancipationproclamation/videos#gilder-lehrman-theemancipation-proclamation
A Reading of the Gettysburg Address (Audio)
http://www.npr.org/templates/story/story.php?storyId=
1512410
The Union Siege of Vicksburg (Video)
http://www.history.com/videos/the-union-siege-ofvicksburg#the-union-siege-of-vicksburg
Documents from Freedom: A Documentary
History of Emancipation, 1861 – 1867
http://www.history.umd.edu/Freedmen/sampdocs.htm
Booth: The Final Days (Interactive Activity)
http://www.history.com/topics/abraham-lincolnassassination/interactives/john-wilkes-booth-timelineand-map
The Motives of John Wilkes Booth (Video)
http://www.history.com/topics/abraham-lincolnassassination/videos#driving-force-behind-lincolnsassassination
32
Unit 7: The Gilded Age (1865-1900)
This unit covers the period of American history between the Civil War and the Turn of the Twentieth
Century. During this period, America underwent dramatic change as the forces of industry,
immigration, and continued westward expansion altered the landscape and social makeup of the
United States. This unit focuses on the rise of America as an industrial world leader, while
accounting for the difficulties that average citizens grappled with along the way.
Enduring Understanding:
Science and technology were the driving factors
behind America’s economic prosperity.
Business models improved to streamline efficiency,
which in turn led to the growth of the first major
corporations.
Big business yielded both positive and negative effects
on the United States.
The modern American identity was formed from the
immigrants who came to the United States during this
period.
The frontier presented both opportunity and conflict,
but was a uniquely American experience that shaped
the national character.
Essential Questions:
What technological innovations made this period of
rapid industrialization possible?
How did the business model change as a result of new
technologies and entrepreneurship?
What was the role of labor in powering the industrial
machine, and what difficulties did they face?
What push and pull factors drew more immigrants to
the United States in the late 1800s?
What factors caused people to settle in the West?
What tensions arose between Western settlers and
Native Americans? How did America cope with these
tensions?
Unit Objectives:
Understand the role of inventors and entrepreneurs in
modernizing America. (USII.1, USII.2)
(#) shows mapping to MA
Frameworks
Understand the symbiotic relationship between labor
and industry. (USII.2, USII.5)
Understand the causes and effects of immigration and
westward expansion. (USII.3, USII.4)
33
Understand government policies towards
Americans in the late 19th Century. (USII.4)
Assessment Activities:
Native
The Seven Industrial Wonders of the World:
Transcontinental Railroad video with questions.
John Rockefeller vs. the World WebQuest activity.
Eyewitness to History: Sadie Frowne reading with
questions and daily life schedule reflection.
Immigration political cartoons analysis assignment.
“Cross of
questions.
Gold”
speech
excerpts
with
Vocabulary:
Gilded Age
Transcontinental Railroad
Social Darwinism
Gospel of Wealth
Laissez-faire
Andrew Carnegie
John D. Rockefeller
Vertical Integration
Horizontal Integration
New Immigrants
Ellis Island
Boss Tweed
Thomas Nast
Xenophobia
Quota System
Homestead Act
Populists
William Jennings Bryan
Frederick Jackson Turner / Frontier Hypothesis
Fort Laramie Treaty
Battle of Little Big Horn
Assimilation
Dawes Act
Ghost Dance
Wounded Knee
Primary Documents
The Gospel of Wealth – Andrew Carnegie
reading
34
The History of Standard Oil – Ida Tarbell
Cross of Gold speech from 1896 Democratic National
Convention – William Jennings Bryan
The New Colossus – Emma Lazarus
How the Other Half Lives – Jacob Riis
Project Based Learning
Activities:
Westward Expansion children’s storybook
Bury My Heart at Wounded Knee reflection essay
21st Century Student
Learning Expectations:
Use our current school-wide academic expectations for
learning until we develop our 21st century learning
expectations.
Digital Resources:
Rags to Riches Timeline (Interactive)
http://www.pbs.org/wgbh/amex/carnegie/timeline/f_tim
eline.html
Andrew Carnegie Biography (Video)
http://www.biography.com/people/andrew-carnegie9238756
Deconstructing History: Ellis Island (Video)
http://www.history.com/topics/ellisisland/videos#deconstructing-history-ellis-island
Transcontinental Railroad (Video)
http://www.history.com/shows/america-the-story-ofus/videos/transcontinental-railroad#
Andrew Carnegie reads from the Gospel of Wealth
(Audio)
http://old.postgazette.com/downloads/20071030biza_andrew_carne
gie.mp3
Gilded Age/Progressive Era (Multimedia
Flashcards)
http://quizlet.com/4358768/apush-gildedageprogressive-era-flash-cards/
Interactive Tour of Ellis Island
http://teacher.scholastic.com/activities/immigration/tour
/
William Jennings Bryan’s “Cross of Gold” Speech
(Video)
35
http://www.britannica.com/EBchecked/media/9087/Will
iam-Jennings-Bryans-Cross-of-Gold-speech-given-atthe
Industries Ignite! (Webquest)
http://industriesignite.weebly.com/
Debating Immigration Restriction: The Ellis Island
Era (Political Cartoon Analysis Assignment)
http://herb.ashp.cuny.edu/items/show/1862
Assimilation (Multimedia Article)
http://tm112.community.uaf.edu/unit-1/worcester-vgeorgia-1832/
Treaty of Fort Laramie, 1868 (Primary Source)
http://www.ourdocuments.gov/doc.php?doc=42
Sitting Bull (Video)
http://www.history.com/topics/woundedknee/videos#sitting-bull
The Tragedy of Wounded Knee (The Ghost Dance)
http://www.youtube.com/watch?v=0EdRT56WK7Q
Sitting Bull’s Great Grandson Tells Oral History
Film Clip
http://www.youtube.com/watch?v=RnPnWg-B2QY
36
Unit 8: Turn of the 20th Century (1890-1920)
This unit covers the period of American history post Industrialization through WWI. As America looks
to extend her power on the international playing field, the ideology of imperialism divides the nation in
half. Reform dominates the political scene at the turn of the century. As America emerges as the
world’s dominate industrial force, our neutrality is tested as WWI breaks out in Europe.
Enduring Understanding:
Progressive reforms in areas such as labor and voting
rights reinforced democratic principles that continue to
exist today.
Women won new opportunities in labor and education
that are enjoyed today.
As part of his Square Deal, Roosevelt’s conservation
efforts made a permanent impact on environmental
resources.
Third party candidates continue to wrestle with how to
become viable candidates.
Government works to curb the power of big business
by passing new legislation.
The passage of the Nineteenth Amendment during
Wilson’s administration granted women the right to
vote.
America aquires Hawaii and Alaska.
U.S. involvement in Latin America and Asia increased
greatly as a result of the war and continues today.
Today, the U.S. maintains a strong military and
political presence in the strategic worldwide locations.
During WWI, the U.S.’s military evolved into the
powerful fighting force that it remains today.
Many of the nationalistic issues left unresolved after
WWI continue to trouble the world today.
Essential Questions:
What women and movements during the Progressive
Era helped dispel the stereotype that women were
submissive and nonpolitical?
In what ways do the progressive beliefs in using
experts play a role in shaping Roosevelt’s reforms?
How did manifest destiny set the stage for American
imperialism at the end of the century?
How did imperialist ideals threaten the American
democratic system?
In what ways did WWI represent a frightening new kind
of warfare?
37
What was the role of propaganda in WWI?
How did the mobilization of industry affect Americans
at home?
Why didn’t the Treaty of Versailles lay the foundations
for a lasting peace?
Unit Objectives:
(#) shows mapping to MA
Frameworks
Understand the need for reform within America in the
late 1800s/early 1900s. (USII.8, USII.9)
Compare and contrast the American imperialists and
anti-imperialist viewpoints at the turn of the century.
(USII.6)
Understand the increasing international role
America at the turn of the 20th century. (USII.6)
of
Understand the pivotal role America played in tipping
the balance of war during WWI. (USII.7)
Assessment Activities:
● Homework
● Participation
● Quiz
● Essay/Writing
● Test
How the Other Half Lives – Jacob Riis
The Atlanta Expedition Address (1895)--Booker T.
Washington
The Niagara Movement Declaration of Principles
(1905)
New Nationalism speech (1910)--TR
Peace Without Victory speech (1917)--Woodrow
Wilson
38
Vocabulary:
progressivism
Florence Kelley
prohibition
muckraker
Robert LaFollette
initiative
referendum
recall
17th amendment
suffrage
Susan B. Anthony
Elizabeth Cady Stanton
NAWSA
Upton Sinclair
The Jungle
Theodore Roosevelt
Square Deal
Meat Inspection Act
Pure Food and Drug Act
conservation
NAACP
William Howard Taft
Bull Moose Party
Woodrow Wilson
Clayton Anti-trust Act
Federal Trade Commission
Federal Reserve System
19th amendment
imperialism
Queen Liliuokalani
Alfred T. Mahan
William Seward
Pearl Harbor
Sanford B. Dole
Jose Marti
General Weyler
yellow journalism
U.S.S. Maine
George Dewey
Rough Riders
San Juan Hill
Treaty of Paris
39
Foraker Act
Platt amendment
protectorate
Emilio Aguinaldo
John Hay
Open Door Note
Boxer Rebellion
Panama Canal
Roosevelt Corollary to the Monroe Doctrine
dollar diplomacy
nationalism
militarism
allies
Central Powers
Archduke Franz Ferdinand
no man’s land
trench warfare
Lusitania
Zimmermann Note
Selective Service Act
AEF
General John Pershing
armistice
War Industries Board
Propaganda
George Creel
Espionage and Sedition Acts
Great Migration
Fourteen Points
League of Nations
George Clemenceau
David Lloyd George
Treaty of Versailles
reparations
war-guilt clause
40
Project Based Learning
Activities:
TR’s resume/yearbook blurb
Fourteen Points brochure
Excerpt from The Jungle
21st Century Student
Learning Expectations:
Use our current school-wide academic expectations for
learning until we develop our 21st century learning
expectations.
Digital Resources:
The Life and Times of Florence Kelley in Chicago
1891-1899 (Multimedia Collection)
http://florencekelley.northwestern.edu/
Prohibition Nationwide (Interactive Timeline)
http://www.pbs.org/kenburns/prohibition/prohibitionnationwide/timeline/
Bet You Didn’t Know: Prohibition (Video)
http://www.history.com/videos/america-goes-dry-withprohibition#bet-you-didnt-know-prohibition
Susan B. Anthony and Elizabeth Cady Stanton: A
Comparison (Webquest)
http://zunal.com/webquest.php?w=21116
Suffrage and the Women Behind It (Photo Gallery)
http://www.history.com/topics/the-fight-for-womenssuffrage/photos#suffrage-and-the-women-behind-it
Upton Sinclair’s The Jungle (Video Analysis)
http://www.schooltube.com/video/31d956fd9ef6737cd8
87/
NAACP Interactive Historical Timeline
http://www.naacphistory.org/Default.aspx?AspxAutoDe
tectCookieSupport=1#/home
Theodore Roosevelt (Multimedia Collection)
http://www.theodore-roosevelt.com/
The Constitution: The 19th Amendment (Summary
and Primary Source)
http://www.archives.gov/exhibits/featured_documents/
amendment_19/
41
Newsreel: The Attack on Pearl Harbor (Primary
Source News Video)
http://www.time.com/time/video/player/0,32068,131312
2074001_2101696,00.html
Moments in Time: Rough Riders (Video)
http://portal.knme.org/video/1773663078/
Big, Bigger, Biggest: Constructing the Panama
Canal (Video)
http://science.discovery.com/tv-shows/big-biggerbiggest/videos/big-bigger-biggest-constructing-thepanama-canal.htm
U-Boats Sink the Lusitania in 1915 (Video)
http://www.history.com/topics/lusitania/videos#u-boatssink-the-lusitania-in-1915
Preventing World War I (Webquest)
http://www.zunal.com/webquest.php?w=5797
Treaty of Versailles Ends World War I (Video)
http://www.history.com/videos/treaty-of-versailles-endworld-war-i#treaty-of-versailles-end-world-war-i
42
Unit 9: Boom and Bust (1918-1941)
This unit covers America’s rise to post-war prosperity in the Roaring Twenties, the financial crash of
1929, and the New Deal reforms that sought to address the economic crisis.
Enduring Understanding:
Following the First World War, America experienced a
new period of economic prosperity brought on by the
introduction of many new consumer products and the
expansion of the automotive industry.
The 1920s witnessed a surge of American nationalism,
but it was marked by a streak of intolerance directed at
outsiders and radicals.
Republican presidents of the 1920s introduced new
policies in tax reform and isolationist foreign
diplomacy.
The Great Crash of 1929 was caused by a variety of
factors, and the Great Depression that followed
challenged Americans to cope with hard times.
Franklin Roosevelt came into office with a public
mandate to fix the problems of the Great Depression.
His New Deal was a reimagining of the role of
government in managing the economy.
The success of the New Deal has been questioned by
modern economists and continues to fuel the debate
over the best way to address economic recessions.
Essential Questions:
What factors contributed to the characterization of the
1920s as a “Roaring” decade?
In what way did post-war nationalism veil an
undercurrent of intolerance and racism in 1920s
America?
How did Republican administrations of the 1920s
handle domestic and foreign affairs?
What factors caused the Great Wall Street Crash of
1929?
43
How did Americans find ways to cope with the
hardships of the Great Depression?
What plans did Franklin Roosevelt put in place as part
of his New Deal to address the challenges caused by
the Great Crash?
To what extent are Roosevelt’s policies still debated
today? In what sense have modern political leaders
adhered to or departed from Roosevelt’s model in
dealing with modern economic challenges?
Unit Objectives:
Describe how American culture and society evolved
through the 1920s. (USII.10)
Describe the causes and consequences of the Great
Crash of 1929. (USII.11)
(#) shows mapping to MA
Frameworks
Analyze the policies, institutions, and personalities of
the New Deal era. (USII.12)
Explain how the New Deal affected American society.
(USII.13)
Assessment Activities:
Films of the Roaring Twenties web activity
American authors of the 1920s excerpt analysis
“Did the New Deal Work?” Research assignment
PBS American Experience episodes: Amelia Earhart,
The Civilian Conservation Corps, Riding the Rails
Vocabulary:
Warren G. Harding
Calvin Coolidge
Herbert Hoover
“Return to Normalcy”
Trickle Down economics
Red Scare
Palmer Raids
Sacco and Vanzetti
Harlem Renaissance
Marcus Garvey
44
Langston Hughes
Flappers
Prohibition
Scopes Trial
Charles Lindbergh
Amelia Earhart
Henry Ford
Consumerism
F. Scott Fitzgerald
Ernest Hemingway
Robert Frost
Teapot Dome scandal
Black Tuesday
“On Margin” investing
Hoovervilles
Dust Bowl
RFC
New Deal
Eleanor Roosevelt
FDIC
HOLC
SEC
21st Amendment
AAA
CCC
TVA
WPA
Social Security
Wagner Act
Indian Reorganization Act
Primary Documents
The Little Tramp – Charlie Chaplin
The Jazz Singer – Al Jolson
A Dream Deferred – Langston Hughes
In a Station of the Metro – Ezra Pound
Nothing Gold Can Stay – Robert Frost
Great Depression Cooking with Clara - YouTube
1933 Inaugural Address – Franklin Roosevelt
March 12, 1933 Fireside Chat – Franklin Roosevelt
Project Based Learning
Activities:
Make a Silent Film project
New Deal brochure project
45
21st Century Student
Learning Expectations:
Use our current school-wide academic expectations
for learning until we develop our 21st century learning
expectations.
Digital Resources:
Warren G. Harding (Multimedia Biography)
http://www.biography.com/people/warren-g-harding9328336
Calvin Coolidge Memorial Foundation (Multimedia
Collection)
http://www.calvin-coolidge.org/index.php
Palmer Raids Flashcards and Quiz
http://quizlet.com/4097108/semester-2-unit-1-quizflash-cards/
The Harlem Renaissance (Video)
http://www.history.com/topics/harlemrenaissance/videos#the-harlem-renaissance-anartistic-explosion
A Guide to Harlem Renaissance Materials
(Multimedia Collection)
http://www.loc.gov/rr/program/bib/harlem/harlem.html
Scopes Trial (Summary and Video)
http://www.pbs.org/wgbh/evolution/library/08/2/l_082_0
1.html
Biography: Amelia Earhart (Video)
http://www.biography.com/people/amelia-earhart9283280/videos/amelia-earhart-full-episode2071933358
The Men Who Built America (Quiz)
http://www.history.com/topics/henryford/interactives/men-who-built-america-trivia-quiz
1929 Stock Market Crash (Video)
http://www.history.com/topics/1929-stock-marketcrash/videos#1929-stock-market-crash
The Great Depression Webquest
http://www.kn.pacbell.com/wired/fil/pages/webgreatde
be.html
46
The Dust Bowl (Photo Gallery)
http://www.pbs.org/kenburns/dustbowl/photos/
FDR’s New Deal Programs (Video)
http://www.schooltube.com/video/53b82b6006d4f55a8
ee2/
1929-1939: The Great Depression (Interactive
Timeline)
http://web.timesunion.com/specialreports/depression/ti
meline/
National Labor Relations Act, 1935 (Primary
Source)
http://www.ourdocuments.gov/doc.php?flash=true&doc
=67
New Deal...Good Deal? or Bad Deal? (Webquest)
http://zunal.com/webquest.php?w=7558
47
Unit 10: World War II
Enduring Understanding:
Dictators of the 1930s and 1940s changed the course
of history, making world leaders especially watchful
for the actions of dictators today.
Hitler's actions started World War II and still serve as
a warning to be vigilant about totalitarian government.
After the atrocities of the Holocaust, agencies formed
to publicize human rights. These agencies have
remained a force in today's world.
The military capability of the U. S. became a deciding
factor in World War II and in world affairs ever since.
Essential Questions:
How did the rise of Fascism in Germany and Italy lead
to a second World War?
How did the German rearmament and militarization of
the Rhineland lead to World War?
Analyze the significance and effects of Germany’s
seizure of Austria and Czechoslovakia and Germany’s
invasion of Poland.
Why was Japan’s invasion of China and the Rape of
Nanking significant? What were the effects of these
invasions on Asia, Europe and the world?
Why were the following attacks and battles
significant?: Pearl Harbor, Midway, D-Day, Okinawa,
the Battle of the Bulge, and Iwo Jima.
What occurred at the Yalta and Potsdam conference?
How did the outcome effect the United States?
Unit Objectives:
US.II14 Explain the strength of American isolationism
after World War I and analyze its impact on U.S.
foreign policy. (H)
48
US.II15 Analyze how German aggression in Europe
(#) shows mapping to MA and Japanese aggression in Asia contributed to the
start of World War II and summarize the major battles
Frameworks
and events of the war. On a map of the world, locate
the Allied powers (Britain, France, the Soviet Union,
and the United States) and Axis powers (Germany,
Italy, and Japan). (H, G)
US.II16 Explain the reasons for the dropping of atom
bombs on Japan and their short and long-term effects.
(H)
US.II17 Explain important domestic events that took
place during the war. (H, E)
Assessment Activities:
Letters to Truman: Divide students into small groups.
Ask them to review the material they have read about
the atomic bomb and then add their own opinions.
Then have the group draft a letter, summarizing their
reasoning to the president. Dissenting members can
file a dissenting opinion.
Chapter quizzes
Final assessment-test or essay
Vocabulary:
fascism
Adolf Hitler
Nazism
Winston Churchill
appeasement
Charles de Gaulle
Holocaust
genocide
Axis powers
Allies
Common Learning
Describe learning activities/labs that will be common
49
Activities/Labs:
to all classes of this course.
Project Based Learning
Activities:
Japanese Internment: Ask students to use Internet
and other research tools to read original articles
involving the Japanese population in California in
1941 and 1942. Use the Los Angeles Times, San
Francisco Chronicle, San Francisco Examiner, and
Oakland Tribune between December 8, 1941, and
February, 1942, when Roosevelt signed the executive
order for internment. Have them report their findings
to the rest of the class. Then discuss what the
research suggests about the mainstream press and
its reporting of the situation.
Combat Heroes: Ask student groups to choose a war
hero or military unit, such as Eisenhower, Marshall,
Bradley, Patton, Congressional Medal of Honor
winners, or decorated units like the Tuskegee Airmen,
Company E of the 141st Regiment, 36th Division and
the 442nd Regimental Combat Team. Have students
use research materials or the Internet to look up
information on the group or person they selected.
Then have student groups prepare a multimedia
presentation on the subject of their research.
21st Century Student
Learning Expectations:
Global awareness
Financial, economic, business and entrepreneurial
literacy
Civic literacy
Health literacy
Environmental literacy
Digital Resources:
The Perilous Fight: America’s World War II in
Color (Interactive Timeline)
http://www.pbs.org/perilousfight/timeline/ (Click
Launch Timeline)
50
Inside World War II (Interactive Map)
http://www.history.com/interactives/inside-wwiiinteractive
Allies Fight in North Africa (National Archives
Video Footage)
http://www.history.com/videos/allies-fight-in-northafrica#allies-fight-in-north-africa
Hitler’s Military Blunders (Video)
http://www.history.com/topics/world-warii/videos#hitlers-military-blunders
Remembering the Holocaust (Photo Gallery)
http://www.history.com/topics/world-warii/photos#remembering-the-holocaust
The World War II Home Front (Webquest)
http://students.unca.edu/aejames/my_courses/EDUC
%20314/webquest.htm
Leaders & Commanders of WWII (Interactive Quiz)
http://www.neok12.com/quiz/WRWAR206
World History: World War II (Video Lecture)
http://www.neok12.com/php/watch.php?v=zX630f0e7
678664f62025977&t=World-War-II
The March of TIME: Nazi Germany, 1935 (Archival
Video Footage)
http://www.time.com/time/video/player/0,32068,30862
130001_1915520,00.htm
Concentration Camp Liberation (Video)
http://www.history.com/topics/naziparty/videos#concentration-camp-liberation
Winston Churchill Speeches and Radio
Broadcasts (Audio Archive)
http://archive.org/details/Winston_Churchill
Winston Churchill - Mini Biography (Video)
http://www.biography.com/people/winston-churchill9248164/videos
51
The Holocaust: A Learning Site for Students
(Multimedia Educational Archive)
http://www.ushmm.org/outreach/en/
Japanese Internment in America (Video)
http://www.history.com/shows/wwii-inhd/videos/japanese-internment-in-america
Tuskegee Airmen (Video)
http://www.airforce.com/games-and-extras/tuskegeeairmen/
52
Unit 11: Post War America
Enduring Understanding:
After World War II, differences between the United
States and the Soviet Union led to a Cold War that
lasted almost to the 21st century
Ongoing tensions with China and North Korea
continue to involve the United States
Americans today remain vigilant about unfounded
accusations
The Cold War continued into the following
decades, affecting U.S. policies in Cuba, Central
America, Southeast Asia, and the Middle East
The United States' support role in Vietnam began
what would become America's longest and most
controversial war in its history.
Since Vietnam, Americans are more aware of the
positive and negative effects of using U.S. troops
in foreign conflicts.
The painful process of healing a divided nation
continues today.
Disturbing events in 1968 accentuated the
nation's divisions, which are still healing in the
21st century.
Since Vietnam, the United States considers more
carefully the risks to its own interests before
intervening in foreign affairs.
Essential Questions:
What were the goals of U.S. foreign policy in the Cold
War?
53
Describe the Truman Doctrine and how America
reacted to it.
What was the purpose of the NATO alliance?
What global events led to U.S. involvement in Korea?
What issue between General Douglas MacArthur and
President Truman eventually cost MacArthur his job?
What actions of Joseph McCarthy worsened the
national hysteria about communism?
How did the Rosenberg case fuel anti-communist
feeling?
How did the U.S., including the CIA, wage the Cold
War in the 1950s?
How did the Tonkin Gulf Resolution lead to greater
U.S. involvement in Vietnam?
What was President Eisenhower's explanation of the
domino theory?
Why did so much of the American public and many in
the Johnson administration support U.S. escalation in
Vietnam?
Why did the war begin to lose support at home? What
contributed to the sinking morale of the U.S. troops?
What race-related problems existed for AfricanAmerican soldiers who served in the Vietnam War?
Summarize the ways in which the United States was
sharply divided between hawks and doves.
What circumstances set the stage for President
Johnson's public announcement that he would not
seek another term as president?
What acts of violence occurred in the United States
54
during 1968 that dramatically altered the mood of the
country?
Briefly describe the military conflict in Vietnam soon
after the last U.S. combat troops departed in 1973.
List the immediate effects and the more lasting
legacies of America's involvement in the Vietnam
War.
Unit Objectives:
US. II18 Analyze the factors that contributed to the
Cold War and describe the policy of
containment as America’s response to Soviet
expansionist policies. (H)
(#) shows mapping to MA
Frameworks
1.
2.
3.
4.
5.
economic growth and declining poverty
the baby boom
the growth of suburbs and home-ownership
the increase in education levels
the development of mass media and
consumeris
US. II19 Analyze the sources and, with a map of the
world, locate the areas of Cold War conflict between
the U.S. and the Soviet Union. (H, G)
A. the Korean War
B. Germany
C. China
D. the Middle East
E. the arms race
F. Latin America
G. Africa
H. the Vietnam War
US. II20 Explain the causes, course, and
consequences of the Vietnam War and summarize
the diplomatic and military policies of Presidents
Eisenhower, Kennedy, Johnson, and Nixon. (H)
USII.21 Analyze how the failure of communist
economic policies as well as U.S.-sponsored
55
resistance to Soviet military and diplomatic initiatives
contributed to ending the Cold War. (H, E)
US. II23 Analyze the following domestic policies of
Presidents Truman and Eisenhower. (H)
1. Truman’s Fair Deal
2. the Taft-Hartley Act (1947)
3. Eisenhower’s response to the Soviet’s
launching of Sputnik
4. Eisenhower’s civil rights record
Assessment Activities:
Who should be exempt from the draft?
What lessons do you think can be learned from the
ways in which Americans reacted to the draft? Write
a paragraph expressing and giving reasons for your
judgements. Think About:
● how the draft affected Americans’ views on the
Vietnam War
● how the draft affected Americans’ participation
in the Vietnam War
● how draft protests affected other Americans
Chapter quizzes
Final assessment-test or essay
Vocabulary:
containment
North Atlantic Treaty Organization
Mao Zedong
Korean War
McCarthyism
John Foster Dulles
brinkmanship
Central Intelligence Agency
Nikita Khrushchev
U-2 Incident
Ho Chi Minh
Ngo Dinh Diem
Vietcong
56
William Westmoreland
napalm
Tet Offensive
Robert Kennedy
Henry Kissinger
Vietnamization
Pentagon Papers
Common Learning
Activities/Labs:
Describe learning activities/labs that will be common
to all classes of this course.
Project Based Learning
Activities:
Investigating Witch Hunts: Have groups choose to
research either McCarthy or Salem witch trials. Tell
students to investigate basic facts in each case,
concentrating on the veracity of the evidence and the
presumption of guilt until proven innocent. Have
students present their reports and compare the
similarities of each case, drawing conclu- sions about
why waves of fear swept away reason and what could
be done to pre- vent such situations in the future.
Television and Public Opinion: Have students work in
small groups and use the Internet and other resources
to research one of the five events in the feature. Ask
students to find out how television covered the event
and influenced both public opinion and any
subsequent action resulting from public opinion. Have
student groups share their reports with the rest of the
class so that each event is covered by a report.
Simulating a TV Interview: Partners should decide
which role each student will play. The student posing
as a journalist should prepare a list of interview
questions based on information in this section and in
other sources. The student portraying the soldier
should research firsthand accounts of combat
experiences during the war. The pair should then
collaborate on writing a script of the interview, using a
question-andanswer format. Allow time for partners to
rehearse interviews before conducting them for the
class. Students can present live interviews or create
57
videotapes or audiotapes.
21st Century Student
Learning Expectations:
Global awareness
Financial, economic, business and entrepreneurial
literacy
Civic literacy
Health literacy
Environmental literacy
Digital Resources:
Cold War Challenge (Educational Games)
http://web.archive.org/web/20080316020443/http://ww
w.cnn.com/SPECIALS/cold.war/games/
History of the Berlin Wall (Interactive Timeline)
http://www.ft.com/cms/s/0/2b9410e6-c7d3-11de8ba8-00144feab49a.html#axzz2UoXn7Pn2
Cold War (Webquest)
http://www.zunal.com/webquest.php?w=129603
Mao-Zedong (Interactive Timeline)
http://www.xtimeline.com/timeline/Mao-Zedong
Mao Tse-tung Biography (Summary and Video)
http://www.biography.com/people/mao-tse-tung9398142
Korean War (Photo Gallery)
http://www.history.com/topics/koreanwar/photos#korean-war
Korea Vet Recalls War (Video)
http://www.history.com/topics/koreanwar/videos#sherman-pratt-survives-the-korean-war
Senator Joseph McCarthy Interview, June 25, 1952
(Archival Video)
http://www.c-spanvideo.org/program/299445-1
58
The Cold War Museum: Online Exhibits
http://www.coldwar.org/museum/exhibits.asp
Deconstructing History: Berlin Wall (Video)
http://www.history.com/topics/u2-spyincident/videos#deconstructing-history-berlin-wall
Tet Offensive (Video)
http://www.history.com/topics/ho-chi-minh/videos#tetoffensive
How Napalm Works (Summary and Video)
http://www.howstuffworks.com/napalm.htm
Robert Kennedy: Biography (Summary and Video)
http://www.biography.com/people/robert-kennedy9363052
TIME Archive: The Vietnam War (Primary Source
Archive)
http://www.time.com/time/archive/collections/0,21428,
c_vietnam_war,00.shtml?internalid=ACA
A Digital Tour of the Vietnam War (Webquest)
http://teacherweb.com/MA/Foxborough/FerbertS/Scott
FerbertsMilestone10-VietnamWarWebQuest.htm
59
Unit 12: Contemporary US History
Enduring Understanding
Landmark Supreme Court decisions beginning in 1954
have guaranteed civil rights for Americans today.
Activism pushed the federal government to end
segregation and ensure voting rights for African
Americans
American leaders of the early 1970s laid the foundations
for the broad conservative base that exists today.
Maintaining a stable national economy has remained a
top priority for every president since Ford and Carter.
In the early 21st century, conservative views strongly
influenced both major political parties.
The conservative views of Reagan and Bush created
policies and priorities that affect government spending
and budgeting today.
New types of businesses have meant new work
environments and new challenges for American
workers.
Providing access to the new technology and regulating
its use are two current challenges facing 21st-century
America.
Essential Questions
How did the development of technology impact the
values and lifestyle of Americans?
What is the impact of mass media on society?
Unit Objectives
USII.25 Analyze the origins, goals, and key events of
the Civil Rights movement. (H)
Martin Luther KIng, Jr.
Rosa Parks
Malcolm X
Institution
(#) shows mapping to MA the National Association for the Advancement of
Frameworks
Colored People (NAACP)
Events
A. Brown v. Board of Education (1954)
B.the 1955-1956 Montgomery Bus Boycott
60
C.the 1957-1958 Little Rock School Crisis
D. the sit-ins and freedom rides of the early 1960s
E.the 1963 civil rights protest in Birmingham
F. the 1963 March on Washington
G. the 1965 civil rights protest in Selma
H. the 1968 assassination of Martin Luther King, Jr.
Seminal Primary Documents to Read: Reverend Martin
Luther King’s, “I Have A Dream” speech and his Letter
from Birmingham City Jail (1963), President Lyndon
Johnson, speech to Congress on voting rights (March
15, 1965)
USII.26 Describe the accomplishments of the civil rights
movement. (H, E)
A. the 1964 Civil Rights Act and the 1965 Voting Rights
Act
B. the growth of the African American middle class,
increased political power, and declining rates of African
American poverty
USII.27 Analyze the causes and course of the women’s
rights movement in the 1960s and 1970s. (H)
A. Betty Friedan and Gloria Steinem
B. the birth control pill
C. the increasing number of working women
D. the formation of the National Organization of Women
in 1967
E. the debate over the Equal Rights Amendment
F.the 1973 Supreme Court case, Roe v. Wade
USII.28 Analyze the important domestic policies and
events that took place during the presidencies of
Presidents Kennedy, Johnson, and Nixon. (H)
A. the space exploration program
B. the assassination of President Kennedy
C. Johnson’s Great Society programs
E.counter-cultural movements
F. the creation of the Environmental Protection Agency
(EPA) in 1970
G. the Watergate scandal (including the Supreme Court
case, U.S. v. Nixon)
USII.29 Analyze the presidency of Ronald Reagan. (H,
E)
A. tax rate cuts
61
D. the revitalization of the conservative movement
during Reagan’s tenure as President
E. the replacement of striking air traffic controllers with
non-union personnel
USII.30 Describe some of the major economic and
social trends of the late 20th century. (H, E)
A. the computer and technological revolution of the
1980s and 1990s
B. scientific and medical discoveries
C. major immigration and demographic changes such as
the rise in Asian and Hispanic immigration (both legal
and illegal)
D. the weakening of the nuclear family and the rise in
divorce rates
USII.31 Analyze the important domestic policies and
events of the Clinton presidency. (H, E)
A. the passage of the North American Free Trade
Agreement (NAFTA) in 1993
B. President Clinton’s welfare reform legislation and
expansion of the earned income tax
E.tax credits for higher education
F.the causes and consequences of the impeachment of
President Clinton in 1998
USII.32 Explain the importance of the 2000 presidential
election. (H, C)
A.the Supreme Court case, Bush v. Gore
USII.33 Analyze the course and consequences of
America’s recent diplomatic initiatives
A.the Persian Gulf War
C.the attempts to negotiate a settlement to the IsraeliPalestinian conflict
D.America’s response to the September 11, 2001,
terrorist attack on the World Trade Center in New York
City and on the Pentagon in Washington, D.C.
Assessments
Vocabulary
Brown Vs. Board of Education
Martin Luther King, Jr.
John F. Kennedy
Lyndon B. Johnson
Freedom Riders
Civil Rights Act of 1964
Fannie Lou Hammer
62
civil disobedience
Student Non-Violent Coordinating Committee
Rosa Parks
Malcolm X
Student for a Democratic Society (SDS)
National organization for women (NOW)
counterculture
Watergate
Impeachment
Environmental movement
Ronald Reagan
New Right
deregulation
The Gulf Wars
Bill Clinton
Internet
Common Learning
Activities/Labs:
What campaign will you create?
As a speechwriter for Ronald Reagan in 1980, write an
effective speech that contains your campaign slogan
and presents reasons why people should vote for
Reagan. Be prepared to present your speech to the
class.
Project Based learning
activities
Research the results of the most recent census.
What are some important facts and trends: Consider
the following:
What significant changes took place in the United States
during the 1990s?
What states increased the most population? The least?
What changes took place in your state?
Present your findings in an organized poster.
21st Century student
learning expectations:
Use our current school-wide academic expectations for
learning until we develop our 21st century learning
expectations.
Digital Resources:
Brown v. Board of Education (Interactive Case
Summary)
http://www.oyez.org/cases/1950-1959/1952/1952_1
Separate But Not Equal (Video)
http://www.history.com/topics/civil-rightsmovement/videos#brown-vs-board-of-educationseparate-is-not-equal
63
The 1960s Civil Rights Movement (Webquest)
http://zunal.com/webquest.php?w=3955
Bet You Didn’t Know: March on Washington (Video)
http://www.history.com/topics/civil-rightsmovement/videos#bet-you-didnt-know-march-onwashington
John F. Kennedy’s Report to the American People
on Civil Rights, 11 June 1963 (Archival Video)
http://www.jfklibrary.org/AssetViewer/LH8F_0Mzv0e6Ro1yEm74Ng.aspx
Black History Milestones (Interactive Timeline)
http://www.history.com/topics/civil-rightsmovement/interactives/black-history-timeline
Malcolm X Speaks to Reporters about the Black
Nationalist Movement (Archival Video)
http://www.history.com/topics/malcolmx/videos#malcolm-x
A Celebration of Women’s History: The Women’s
Rights Movement, Then and N.O.W. (Video)
http://www.hulu.com/watch/60255
The Sixties: The Years that Shaped a Generation
(Interactive Timeline)
http://www.pbs.org/opb/thesixties/timeline/index.html
(Click Launch)
Watergate: The Scandal That Brought Down Richard
Nixon (Website and Media Collection)
http://watergate.info/
Afternoon Video: Lessons of the Environmental
Movement
http://scholasticadministrator.typepad.com/thisweekined
ucation/2013/05/afternoon-video-lessons-of-theenvironmental-movement.html
Timeline: 70 Years of Environmental Change
(Interactive Timeline)
http://www.nytimes.com/interactive/2010/04/22/science/
earth/20100422_environment_timeline.html?_r=0
The 1982 Recession (Video)
http://www.pbs.org/wgbh/americanexperience/features/b
onus-video/presidents-economy-reagan/
64
The Gulf War: An In-Depth Examination of the 19901991 Persian Gulf Crisis (Multimedia Collection)
http://www.pbs.org/wgbh/pages/frontline/gulf/
The Impact of the Internet on Contemporary Society
(Video)
http://www.youtube.com/watch?v=sX6lX_IhyfU
65