U.S. History I - 10th Grade
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
Colonization and Settlement (1585-1763)
North American Colonial societies adapted European governmental, economic, and cultural
institutions and ideologies to meet their needs in the New World.
Essential Questions:
1. How did British colonies govern themselves in pre-Revolutionary America and how did they
develop over time?
6.1.12.A.1.a , 6.1.12.A.1.b
2. How did Native American way of life evolve due to the European presence in the Western
Hemisphere?
6.1.12.D.1.a
3. What factors (including ideologies such as mercantilism, capitalism, and entrepreneurship;
geography; labor systems) influenced the development of the economy in the American colonies?
6.1.12.B.1.a, 6.1.12.C.1.a, 6.1.12.C.1.b
Focus Standards:
A. Civics, Government, and Human Rights
6.1.12.A.1.a Explain how British North American colonies adopted the British governance structure to
fit their ideas of individual rights, economic growth, and participatory government.
6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal status affected political
rights.
B. Geography, People, and the Environment
6.1.12.B.1.a Relate regional geographic variations (e.g., climate, soil conditions, and other natural
resources) to economic development in the New World.
C. Economics, Innovation, and Technology
6.1.12.C.1.a Explain how economic ideas and the practices of mercantilism and capitalism conflicted
during this time period.
6.1.12.C.1.b Determine the extent to which natural resources, labor systems (i.e., the use of
indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to
economic development in the American colonies.
D. History, Culture, and Perspectives
6.1.12.D.1.a Explain the consequences to Native American groups of the loss of their land and people.
Unit Objectives:
1. Using maps, charts, primary sources (Mayflower Compact, colonial charters), students will
analyze how the British colonies governed themselves in pre-Revolutionary America and how they
developed over time.
6.1.12.A.1.a , 6.1.12.A.1.b
RH.9-10.7
2. Using video clips, Powerpoints, maps, websites, timelines, primary sources (ie - Powhatan’s 1609
Speech), students will determine how the Native American way of life evolved due to the European
presence in the Western Hemisphere.
6.1.12.D.1.a
RH.9-10.7
3. Students will interpret the many factors that influenced the development of the economy in the
American colonies by using charts, graphs, maps, primary sources (slave/indentured servant
narratives).
6.1.12.B.1.a, 6.1.12.C.1.a, 6.1.12.C.1.b
RH.9-10.7
Required Resources:
Map of the 13 Colonies
Triangular Trade Map
Excerpts from Mayflower Compact
Suggested Resources/Activities:
Mercantilism in Colonial America Lesson Plans
Mercantilism Simulation
The Atlantic Slave Trade and Life as a Slave
Images of the Trans-Atlantic Slave Trade
Africans in America--PBS
A Brief History of Jamestown Colony
PBS’ Interactive Online Simulation - 1628: Across the Continent
EDMUND S. MORGAN'S ARGUMENT ON THE SEPARATION OF CHURCH AND STATE IN
MASSACHUSETTS BAY
The Trial of Anne Hutchinson
Laws Concerning Religion: The Virginia Assembly, 1619
Colonial Charters, Grants, and Related Documents--The Avalon Project; all 13 Colonies
Fundamental Orders of Connecticut
John Winthrop’s “City Upon a Hill” Speech
HBO’s Unchained Memories - Slave Narratives
The Atlantic World: The Dutch in America
Middle Passage by Olaudah Equiano
Case Against the Slave Trade by Olaudah Equiano
Ben Franklin - Information to Those Who Would Remove to America
Primary Source Website - http://score.rims.k12.ca.us/score_lessons/tah/resource/18th2.html
On the Misfortune of Indentured Servants by Gottlieb Mittelberger
Native American Account of British Incursion
NatGeo - Salem Witch Trials
Mary White Rowlandson’s “So Many Christians Lying in Their Blood” - An Account of King Phillip’s
War
Richard Frethorne’s “There is Nothing to Be Gotten Here but Sickness and Death” - An indentured
Servant Writes Home
Virginia Company Tract
Chief Powhatan’s Speech to Captain John Smith
Timeline of Native Americans - website - http://www.legendsofamerica.com/na-timeline.html
We Shall Remain PBS documentary series
Native American encounters - http://www.learner.org/amerpass/unit03/context_activ-2.html
Website - Native American http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?PrimarySourceId=1175
Pequot War website - http://www.connhistory.org/peq_rdgs.htm
PBS Africans in America
Formative Assessments:
Reading Quiz
Map Quiz
Completed Venn Diagram/Charts
Reading Guide
Discussion
Analysis of charts, graphs, maps, Venn Diagrams, T Charts, etc.
Revolution and the New Nation (1754-1820s)
●
The war for independence was the result of growing ideological, political, geographic,
economic, and religious tensions resulting from Britain’s centralization policies and
practices.
● The United States Constitution and Bill of Rights were designed to provide a
framework for the American system of government, while also protecting individual
rights.
● Debates about individual rights, states’ rights, and federal power shaped the
development of the political institutions and practices of the new Republic.
Essential Questions:
1. What were the origins, main arguments, and impact of America’s founding documents (
such as the Articles of Confederation, the Declaration of Independence, The US and NJ
Constitutions, and the Bill of Rights) on the US and the world?
6.1.12.A.2.a, 6.1.12.A.2.b, 6.1.12.A.2.c, 6.1.12.A.2.d, 6.1.12.B.2.a, 6.1.12.B.2.b, 6.1.12.C.2.b,
6.1.12.D.2.b
2. How did American political institutions (political parties, Supreme Court) develop during
the early years of the American Republic?
6.1.12.A.2.e, 6.1.12.A.2.f
3. What was the experience of women and minority groups in America during the years
1750 to 1820?
6.1.12.B.2.b, 6.1.12.D.2.a, 6.1.12.D.2.d, 6.1.12.D.2.e
4. What economic challenges shaped US policies (domestic and foreign) in the early years
of the Republic?
6.1.12.C.2.a, 6.1.12.C.2.b, 6.1.12.D.2.c, 6.1.12.D.2.d
Focus Standards:
A. Civics, Government, and Human Rights
6.1.12.A.2.a Analyze the intellectual origins of the major ideas expressed in the Declaration
of Independence.
6.1.12.A.2.b Evaluate the importance of the Declaration of Independence, the Constitution,
and the Bill of Rights to the spread of democracy around the world.
6.1.12.A.2.c Compare and contrast state constitutions, including New Jersey’s 1776
constitution, with the United States Constitution, and determine their impact on the
development of American constitutional government.
6.1.12.A.2.d Compare and contrast the arguments of Federalists and Anti-Federalists during
the ratification debates, and assess their continuing relevance.
6.1.12.A.2.e Explain how judicial review made the Supreme Court an influential branch of
government, and assess the continuing impact of the Supreme Court today.
6.1.12.A.2.f Examine the emergence of early political parties and their views on centralized
government and foreign affairs, and compare these positions with those of today’s political
parties.
B. Geography, People, and the Environment
6.1.12.B.2.a Analyze how the United States has attempted to account for regional
differences while also striving to create an American identity.
6.1.12.B.2.b Evaluate the effectiveness of the Northwest Ordinance in resolving disputes
over Western lands and the expansion of slavery.
C. Economics, Innovation, and Technology
6.1.12.C.2.a Analyze the problems of financing the American Revolutionary War and dealing
with wartime inflation and profiteering.
6.1.12.C.2.b Explain the effects of inflation, debt, and attempts by new state and national
governments to rebuild the economy by addressing issues of foreign and internal trade,
banking, and taxation.
D. History, Culture, and Perspectives
6.1.12.D.2.a Analyze contributions and perspectives of African Americans, Native Americans,
and women during the American Revolution.
6.1.12.D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule
of law, and individual rights) have been denied to different groups of people throughout
time.
6.1.12.D.2.c Relate events in Europe to the development of American trade and American
foreign and domestic policies.
6.1.12.D.2.d Analyze arguments for new women’s roles and rights, and explain why 18thcentury society limited women’s aspirations.
6.1.12.D.2.e Determine the impact of African American leaders and institutions in shaping
free Black communities in the North.
Unit Objectives:
1. Using primary sources ( such as the Articles of Confederation, the Declaration of
Independence, The US and NJ Constitutions, and the Bill of Rights) and secondary sources
(ie - PBS Liberty series) students will examine the intellectual origins, main arguments and
impact of America’s Founding documents on the US and the world.
6.1.12.A.2.a, 6.1.12.A.2.b, 6.1.12.A.2.c, 6.1.12.A.2.d, 6.1.12.B.2.a, 6.1.12.B.2.b, 6.1.12.C.2.b,
6.1.12.D.2.b
RH.9-10.1; RH.9-10.2
2. Students will analyze how American political institutions (political parties, Supreme
Court) developed during the early years of the American Republic by using graphic
organizers, Powerpoints, primary sources (Marbury v Madison) and secondary sources (ie HBO’s John Adams).
6.1.12.A.2.e, 6.1.12.A.2.f
RH.9-10.1 ; RH.9-10.7
3. Using video clips, powerpoints, and primary source documents students will analyze the
experience and impact of women and minority groups in America during the years 1750 to
1820.
6.1.12.B.2.b, 6.1.12.D.2.a, 6.1.12.D.2.d, 6.1.12.D.2.e
RH.9-10.7
4. Students will study what economic challenges shaped US policies (domestic and foreign)
in the early years of the Republic by using graphs, charts, diagrams, maps, etc.
6.1.12.C.2.a, 6.1.12.C.2.b, 6.1.12.D.2.c, 6.1.12.D.2.d
RH.9-10.7
Required Resources:
Declaration of Independence
U.S. Constitution
The Bill of Rights
John Locke’s Second Treatise on Government (excerpt)
New Jersey Constitution of 1776 (excerpts)
Suggested Resources/Activities:
James Madison defense of the Constitution
Patrick Henry’s anti-ratification speech (excerpts)
Marbury v. Madison (excerpt)
The Northwest Ordinance 1787
George Washington’s Farewell Address
Articles of Confederation
Massachusetts Slave Petition
John Dickinson’s Letters from a Pennsylvania Farmer
Letters from Abigail Adams to John Adams
The Federalist Papers
Anti-Federalist Papers
Malden Independence Resolution
Bill of Rights Institute
To Form A More Perfect Union--LOC lesson plan
The First Federal Congress
The American Presidency Project--election maps, data, documents, links, media
Avalon Project: Yale Law School Project on Documents
Thomas Jefferson - A Bill for Establishing Religious Freedom in Virginia
American Crisis by Thomas Paine
Political and Economic Impact of the American Revolution on Ireland
Historical Census Calculator from UVA
Religion and the Founding of the American Republic--LOC lesson plan
Judiciary Act of 1789
Shay’s Rebellion--lesson plans for teachers
John and Abigail Ad
ams American Experience from PBS
America’s Founding Capitalist: Robert Morris - NPR Website
Common Sense
John Jay Papers from Columbia
Proclamation Line of 1763 Map
The Journals of Lewis and Clark
Thomas Jefferson’s Letters
Animated Ratification Map of the US
George Washington’s Mount Vernon
Northwest Ordinance Map
Chronology of the History of Slavery
Constitutional Law Sources
George Washington Picture Gallery
George Washington’s Papers at the LOC
HBO’s John Adams
PBS’ Liberty Series and Companion Website
The Crossing - Hollywood Movie
Chief Logan’s Lament
Greed and the Monopolizers during the American Revolution
Formative Assessments:
Reading Quiz
Map Quiz
Completed Venn Diagram/Charts
Reading Guide
Discussion
Debate
DBQs and/or Position Papers/Statements
Analysis of charts, graphs, maps, Venn Diagrams, T Charts, etc.
Expansion and Reform (1801-1861)
Multiple political, social, and economic factors caused American territorial expansion.
The rapid expansion and transformation of the American economy contributed to regional tensions,
social reform, political compromises, and an expansion of democratic practices.
Essential Questions:
1. What values, ideas, and concerns drove US foreign policy from 1800 to 1860?
6.1.12.A.3.a, 6.1.12.A.3.b, 6.1.12.A.3.c, 6.1.12.A.3.e, 6.1.12.B.3.a, 6.1.12.D.3.a,
2. How did political and social conflicts shape the role of government and national ide12.A.3.g,
6.1.12.D.3.b, 6.1.12.D.3.c
3. What was the impact of the political and social reform movements during the years 1800 to
1860?
6.1.12.A.3.f, 6.1.12.A.3.h, 6.1.12.A.3.i, 6.1.12.D.3.d, 6.1.12.D.3.e
4. What factors helped to shape the US economy from 1800 to 1860?
6.1.12.C.3.a , 6.1.12.C.3.b, 6.1.12.D.3.a, 6.1.12.D.3.d
Focus Standards:
A. Civics, Government, and Human Rights
6.1.12.A.3.a Assess the influence of Manifest Destiny on foreign policy during different time periods
in American history.
6.1.12.A.3.b Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana
Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American
removal) was influenced by perceived national interest.
6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during
this period.
6.1.12.A.3.d Describe how the Supreme Court increased the power of the national government and
promoted national economic growth during this era.
6.1.12.A.3.e Judge the fairness of government treaties, policies, and actions that resulted in Native
American migration and removal.
6.1.12.A.3.f Compare and contrast the successes and failures of political (i.e., the 1844 State
Constitution) and social (i.e., abolition, women’s rights, and temperance) reform movements in New
Jersey and the nation during the Antebellum period.
6.1.12.A.3.g Determine the extent to which state and local issues, the press, the rise of interest-group
politics, and the rise of party politics impacted the development of democratic institutions and
practices.
6.1.12.A.3.h Analyze the various rationales provided as a justification for slavery.
6.1.12.A.3.i Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery
movement.
B. Geography, People, and the Environment
6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political
boundaries.
C. Economics, Innovation, and Technology
6.1.12.C.3.a Analyze how technological developments transformed the economy, created
international markets, and affected the environment in New Jersey and the nation.
6.1.12.C.3.b Relate the wealth of natural resources to the economic development of the United
States and to the quality of life of individuals.
D. History, Culture, and Perspectives
6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by
considering multiple perspectives.
6.1.12.D.3.b Explain how immigration intensified ethnic and cultural conflicts and complicated the
forging of a national identity.
6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests influenced party
politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).
6.1.12.D.3.d Analyze the role education played in improving economic opportunities and in the
development of responsible citizens.
6.1.12.D.3.e Determine the impact of religious and social movements on the development of
American culture, literature, and art.
Unit Objectives:
1. Using political cartoons, speeches (ie - Monroe’s 7th annual address to Congress), maps, and/or
video clips, students will evaluate the values, ideas, and concerns that drove US foreign policy from
1800 to 1860.
6.1.12.A.3.a, 6.1.12.A.3.b, 6.1.12.A.3.c, 6.1.12.A.3.e, 6.1.12.B.3.a, 6.1.12.D.3.a
RH.9-10.7
2. Using Supreme Court decisions, political cartoons, maps, charts, Powerpoints, websites, and
video clips (ie - Gangs of NY), students will determine how political and social conflicts shaped the
role of government and national identity from 1800 to 1860.
6.1.12.A.3.d, 6.1.12.A.3.g, 6.1.12.D.3.c, 6.1.12.D.3.b
RH.9-10.
3. Using primary sources (ie - Dorothea Dix speech, Civil Disobedience, Elizabeth Stanton speech,
Horace Mann report), charts, Powerpoints, and websites (Stanford History Education Group),
students will evaluate the successes and failures of the political and social reform movements
during the years 1800 to 1860.
6.1.12.A.3.f, 6.1.12.A.3.h, 6.1.12.A.3.i, 6.1.12.D.3.d, 6.1.12.D.3.e
RH.9-10.1; RH.9-10.2; RH.9-10.4
4. Using websites (ie - Erie Canal), maps, charts, and Powerpoints, students will examine the factors
that helped to shape the US economy from 1800 to 1860.
6.1.12.C.3.a , 6.1.12.C.3.b, 6.1.12.D.3.a, 6.1.12.D.3.d
RH.9-10.7
Required Resources:
Monroe Doctrine
Maps (Missouri Compromise, Compromise of 1850, Louisiana Purchase, Trail of Tears)
1844 NJ State Constitution
Amistad Clip
Political Cartoons
Suggested Resources/Activities:
Indian Removal Act of 1830
Trail of Tears Map
Louisiana Purchase Map
Lewis and Clark Expedition Map
PBS’ Companion Website for Lewis and Clark Documentary
Gangs of New York - Movie
Temperance Movement Political Cartoon
Erie Canal Website
Song - Erie Canal
Gilder Lehrman - The Nullification Crisis
PBS’ Andrew Jackson: Good, Evil and the Presidency
Andrew Jackson Political Cartoon Gallery from PBS
Amistad - Movie
Anti-Abolition Arguments - Top Ten Reasons Not to Abolish Slavery
Into the West - TV Mini Series
Documentary - First Invasion: War of 1812
Chief Shabonna’s account of Battle of Tippecanoe
PBS’ “We Shall Remain” Series
Corn Tassel - Cherokee - Speech on Encroachment of Cherokee lands
Written Protest of the Cherokee Nation
Zinn Website on Native Americans - http://www.historyisaweapon.com/defcon1/zinnasl7.html
Chief Black Hawk’s Surrender Speech
James K. Polk’s War Message to Congress
Missouri Compromise Map
Missouri Compromise of 1820
Anti-Immigrant, Know Nothing Party Political Cartoon
List of Frederick Douglass Quotes
Ralph Waldo Emerson - “Self-Reliance”
Henry David Thoreau’s “Civil Disobedience”
Lincoln’s Spot Resolution
Dred Scott v. Sanford Summary
McCulloch v. Maryland Summary
Gibbons v. Ogden Summary
DBQ - Manifest Destiny
Expansion and Reform Unit - Stanford Website - http://sheg.stanford.edu/?q=node/27
Emigrant’s View of Settling in Michigan - Caroline Kirkland
Immigration Experience - “The Truth About This Country” - Alice Barlow, Dave Davies - from the Book
Ordinary Americans (B Jones)
DBQ on Immigration
On Civil Disobedience by Henry David Thoreau
Thomas Corwin - “Against the Mexican War”
David Walker’s Appeal
William Lloyd Garrison - Prospectus for The Liberator
Horace Mann - Report to Massachusetts School Board (Case for Public Schools)
Declaration of Sentiments
Dorothea Dix - Speech on Asylums
Chief Seattle’s 1854 Oration
Lucy Stone - Disappointment is the Lot of Women
Elizabeth Cady Stanton - Address to the Legislature of NY
Daniel Webster - Speech Against Nullification
Formative Assessments:
Reading Quiz
Map Quiz
Completed Venn Diagram/Charts
Reading Guide
Discussion
Debate
DBQs and/or Position Papers/Statements
Analysis of charts, graphs, maps, Venn Diagrams, T Charts, etc.
Civil War and Reconstruction (1850-1877)
The Civil War was caused by ideological, economic, and political differences about the future course
of the nation.
Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term
consequences.
Essential Questions:
1. What were the causes and effects of the Civil War?
6.1.12.A.4.a 6.1.12.C.4.b; 6.1.12.C.4.c; 6.1.12.D.4.d 6.1.12.D.4.a
2. Why did the North win the Civil War?
6.1.12.A.4.c ; 6.1.12.c.4.a; 6.1.12.B.4.a
3. What core ideas are found in pivotal American documents (Declaration of Independence,
Declaration of Sentiments, Emancipation Proclamation, Gettysburg Address) and how did they
advance the ideal of equality for all?
6.1.12.A.4.b
4. How successful was Reconstruction in securing freedom and equality for African-Americans?
6.1.12.D.4.d; 6.1.12.A.4.d; 6.1.12.D.4.c
5. What are similarities and differences between the American Civil War and another country's civil
war in the impact on society.
6.1.12.D.4.b
Focus Standards:
A. Civics, Government, and Human Rights
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 demanding 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.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
6.1.12.C.4.a Assess the role that economics played in enabling 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 than previous conflicts were.
D. History, Culture, and Perspectives
6.1.12.D.4.a Compare and contrast the roles of African Americans who lived in Union and
Confederate states 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.
Unit Objectives:
1. Using maps (ie - Compromise of 1850, Underground Railroad, Electoral Map 1860), charts,
Powerpoints, websites, primary sources (ie - South Carolina’s Declaration of Causes of Secession,
Dred Scott decision, Fugitive Slave Act, Amendments 13, 14, 15, Jim Crow Political Cartoon) and
secondary sources (ie - James McPherson’s “And the War Came”, Article on Freedman’s Bureau),
students will determine the causes and short-term effects of the Civil War.
6.1.12.A.4.a 6.1.12.C.4.b; 6.1.12.C.4.c; 6.1.12.D.4.d 6.1.12.D.4.a
RH.9-10.1; RH.9-10.2; RH.9-10.7
2. Using maps, charts, graphs, Powerpoints, quotations (from Sherman, Philip Sheridan) and video
clips of battles, students will determine why the North was able to defeat the South in the Civil
War.
6.1.12.A.4.c ; 6.1.12.c.4.a; 6.1.12.B.4.a
RH.9-10.7
3. Using primary sources (Declaration of Independence, Declaration of Sentiments, Emancipation
Proclamation, Gettysburg Address), students will explain how core American documents advanced
the ideal of equality for all.
6.1.12.A.4.b
RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.5
4. Students will determine how successful Reconstruction was in securing freedom and equality for
African-Americans by examining charts (of black elected officials by state), the 13th, 14th, and 15th
Amendments, the Black Codes, Jim Crow Laws, lynching photos, political cartoons, Powerpoints,
and primary sources.
6.1.12.D.4.d; 6.1.12.A.4.d; 6.1.12.D.4.c
RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.7
5. Using charts, websites, and photographs students will explore the similarities and differences
between the American Civil War and civil wars in other countries.
6.1.12.D.4.b
RH.9-10.6; RH.9-10.7
Required Resources:
Maps (North vs South, Compromise of 1850, Underground Railroad, Electoral Votes 1860)
Declaration of Independence
Declaration of Sentiments
Emancipation Proclamation
Gettysburg Address
Compromise of 1877
13th, 14th and 15th Amendments
Suggested Resources:
Frederick Douglass' "The Meaning of July Fourth for the Negro" speech
South Carolina's "Declaration of the Causes of Secession"
History Channel DVD Gettysburg
Lincoln’s First Inaugural Address
Lincoln’s Second Inaugural Address
Lincoln's Cooper Union speech - "House Divided"
Song - "John Brown's Body"
John Brown's Last Speech 1859
primary sources attacking / defending slavery
History Channel’s “Sherman’s March to the Sea” Video
Song - “Battle Hymn of the Republic” - Lyrics
Confederate States of America Constitution
General Lee’s Farewell Order to His Troops
James McPherson essay "And the War Came"
PBS’ Reconstruction Website
General Sherman's letter to the Mayor of Atlanta - "War is Hell"
Lincoln's Second Inaugural Address
History Channel's 10 Days That Changed America - segment on Antietam
Thomas Nast cartoon - Compromise of 1877
Charts and graphs on North vs. South resources
Photos of Mathew Brady & Alexander Gardner
Segments from Ken Burns' The Civil War
Excerpt from Frederick Douglass' "The Meaning of July Fourth for the Negro" speech 1852.
Maps of Compromise of 1850 / Kansas-Nebraska Act 1854 / the Confederate States of America/
Election of 1860
Excerpt of Dred Scott vs. Sanford 1857
Upfront magazine article "John Brown: Martyr of Terrorist?"
Segment from TNT's film Gettysburg
Song "I'm a Good 'Ole Rebel"
Map of Reconstruction Military Districts
Electoral map of 1876
Lynching Photos
Segments from A&E's Sold Down the River
Poem “O Captain, My Captain” by Walt Whitman
Thomas Nast "Worse than Slavery?" cartoon
Tenure of Office Act 1867 Link
Impeachment of Andrew Johnson Website by Harper’s Weekly
Library of Congress Jim Crow cartoon
Hollywood film Glory
Animated Maps of Civil War - website - http://www.civilwar.org/maps/
Article by James Loewen on Causes of Civil War
Rebuttal to Loewen by Thomas J. DiLorenzo
Article - Of Course the Civil War was about Slavery by Emily Badger
Article - “Lincoln’s Tariff War” by Thomas DiLorenzo
Morrill Tariff of 1861
Website on Black History - www.blackpast.org
Henry Highland Garnet - An Address to the Slaves of the United States of America
Angelina Grimke - Speech at Pennsylvania Hall
Thomas Wright - Prejudice Against the Colored Man
List of Black Codes by State Website
History Channel Article on the Freedman’s Bureau
History Channel Article on Carpetbaggers and Scalawags
History Channel “Civil War at 150” Interactive
Chinese Civil War v. American Civil War Statistics Website
Korean Civil War v. American Civil War Website
Website comparing North and South http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm
Formative Assessments:
exit/admit slips
think-pair-share
questioning strategies
discussion strategies
graphic organizers
The Development of the Industrial United States (1870-1900)
Technological developments and unregulated business practices revolutionized transportation,
manufacturing, and consumption and changed the daily lives of Americans.
The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization,
the environment, and cultural values and created tensions between ethnic and social groups.
Essential Questions:
1. How did did new technologies, business practices, and government economic policies
revolutionize American society?
6.1.12.A.5.a, 6.1.12.A.5.b, 6.1.12.B.5.a, 6.1.12.C.5.a, 6.1.12.D.5.a,
2. What demographic, social, and economic changes were caused by Industrialization?
6.1.12.A.5.c, 6.1.12.B.5.b, 6.1.12.C.5.b, 6.1.12.D.5.b, 6.1.12.D.5.c, 6.1.12.D.5.d
3. What is the business cycle and how does it affect the economy and individuals?
6.1.12.C.5.c
Focus Standards:
A. Civics, Government, and Human Rights
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.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
6.1.12.C.5.a Analyze the economic practices of various business organizations (i.e., corporations and
monopolies) regarding the production and marketing of 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.
D. History, Culture, and Perspectives
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.
Unit Objectives:
1. Using websites (ie - Henry Ford museum, Thomas Edison museum), Powerpoints, charts, maps
and political cartoons, students will determine how technologies, business practices, and
government economic policies help to revolutionize American society.
6.1.12.A.5.a, 6.1.12.A.5.b, 6.1.12.B.5.a, 6.1.12.C.5.a, 6.1.12.D.5.a
RH.9-10.7
2. Using demographic charts/statistics, maps, first-person accounts, and economic graphs,
students will assess the social and economic changes that were caused by Industrialization.
6.1.12.A.5.c, 6.1.12.B.5.b, 6.1.12.C.5.b, 6.1.12.D.5.b, 6.1.12.D.5.c, 6.1.12.D.5.d
RH.9-10.7; RH.9-10.1
3. Students will use graphs, charts, photographs, and primary resources to explain the business
cycle and how it affects the economy and individuals.
6.1.12.C.5.c
RH.9-10.7; RH.9-10.1; RH.9-10.2
Required Resources
Political Cartoons
Powerpoints
Photographs (Gilded Age Mansions v Urban Poverty for example) Jacob Riis & Lewis Hinds photos
Primary Source Documents (Gospel of Wealth, Debs’s Speech, The New Colossus, etc)
Suggested Resources:
PBS New York Series Episode “Power and the People” (Immigration) - “Sunshine and Shadow” (J.P. Morgan &
Thomas Edison)
Thomas Edison Website
Henry Ford Museum Website
The Homestead Act - LOC Website
Ellis Island Website
“Solidarity Forever” - Union Song Lyrics
Ten Days That Changed America - “The Homestead Strike”
Homestead Steel Strike Simulation (Jones or Lollgen)
New York Tenement Housing Museum
Newport Mansions
The Biltmore Estate
Chicago Historical Society on the Haymarket Riot
Northern Illinois University on the Pullman Strike
PBS on the Homestead Strike
Edsitement Lesson Plans on Labor Unions
Frederick Jackson Turner’s Frontier Thesis
Gilded Age Political Cartoons
Horatio Alger Myth/Ragged Dick
Lesson Plan on Social Darwinism
Andrew carnegie’s Gospel of Wealth
Edsitement Lesson Plan on Robber Barons v Captains of Industry
Eugene V. Debs’ speech on being sentenced to prison for violating the Sedition Act
Stanford Site - Unit on Gilded Age - http://sheg.stanford.edu/?q=node/31
Industrial Era song - Ballad of John Henry song
A Century of Dishonor by Helen Hunt Jackson
Frederick Douglass speech - Speech at the National Convention of Colored Men
New Colossus by Emma Lazarus
Samuel Gompers speech - What does the working man want
Socialism Today - The Case for Socialism - http://socialistworker.org/2008/09/03/case-for-socialism
Formative Assessments:
Reading Quiz
Map Quiz
Completed Venn Diagram/Charts
Reading Guide
Discussion
Debate
DBQs and/or Position Papers/Statements
Analysis of charts, graphs, maps, Venn Diagrams, T Charts, etc.
The Emergence of Modern America (1890-1930)
Progressive Reforms
Progressive reform movements promoted government efforts to address problems created by rapid
industrialization, immigration, and unfair treatment of women, children, and minority groups. An
expanding market for international trade promoted policies that resulted in America emerging as a
world power.
Essential Questions:
1. How successful was the Progressive Movement in solving the problems of the Industrial Era?
6.1.12.A.6.a, 6.1.12.A.6.b, 6.1.12.B.6.b, 6.1.12.C.6.a, 6.1.12.D.6.c
2. Why did the United States become an Imperial Power?
6.1.12.B.6.a, 6.1.12.D.6.b
3. How did the Industrialization of the United States impact national and state economies?
6.1.12.C.6.b, 6.1.12.C.6.c, 6.1.12.D.6.a
4. How did Jim Crow legislation and Supreme Court decisions lead to the creation of Civil Rights
organizations?
6.1.12.A.6.c
Focus Standards:
A. Civics, Government, and Human Rights
6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices
and political corruption and in promoting social justice.
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 v. Ferguson) and state and local governmental policies.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
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.
D. History, Culture, and Perspectives
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 1913) and the United States.
6.1.12.D.6.b Compare and contrast the foreign policies of American presidents during this time
period, and analyze how these presidents contributed to the United States becoming a world power.
6.1.12.D.6.c Analyze the successes 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.
Unit Objectives:
1. Using photos, charts and graphs, Powerpoints, video clips, and primary source documents (such
as “The Jungle” and “The Declaration of Sentiments”) students will evaluate the success of the
Progressive Movement in solving the problems of the Industrial Era.
6.1.12.A.6.a, 6.1.12.A.6.b, 6.1.12.B.6.b, 6.1.12.C.6.a, 6.1.12.D.6.c
RH.9-10.1; RH.9-10.2; RH.9-10.7
2. Using maps and primary source documents (such as the DeLome Letter, McKinley’s War
Message, Senator A. Beveridge’s speech), students will analyze how and why the United States
became an Imperial Power.
6.1.12.B.6.a, 6.1.12.D.6.b
RH.9-10.1; RH.9-10.2; RH.9-10.7
3. Students will explain how the Industrialization of the United States changed national and state
economies by using graphs and charts, video clips (such as PBS NY Documentary), political cartoons
(from Thomas Nast and Puck Magazine), and primary source documents (Sherman Anti-Trust Act).
6.1.12.C.6.b, 6.1.12.C.6.c, 6.1.12.D.6.a
RH.9-10.1; RH.9-10.2; RH.9-10.7
4. Using primary source documents (such as Plessy v Ferguson decision, political cartoons, lynching
photos, “Strange Fruit,” Atlanta Exposition speech, Souls of Black Folk, excerpts from Crisis), Tcharts, students will examine how Jim Crow legislation and Supreme Court decisions led to the
creation of Civil Rights organizations.
6.1.12.A.6.c
RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.7
Required Resources:
Primary Sources (Declaration of Sentiments, The Jungle excerpt, "Chain Never Stops" article, Atlanta
Exhibition Address by Booker T., Souls of Black Folk by WEB duBois, Lewis Hine Photos, Jacob Riis
Photos, excerpt from How the Other Half Lives, Jane Addams “Spirit of Youth and the City Streets”
and “Twenty Years at Hull House”, excerpts from 1912 Bull Moose Party Platform, excerpts from The
Crisis, Ida B. Wells “Mob Violence Has No Place”, Albert Beveridge “March of the Flag” Speech,
Lincoln Steffens “Shame of the Cities”, and/or George Plunkitt “Honest Graft and Dishonest Graft”,
etc.)
Graphs, charts, maps, political cartoons, powerpoints, etc
Suggested Resources/Activities:
T-chart comparing Booker T. Washington and WEB DuBois and Marcus Garvey
Teddy Roosevelt and the Panama Canal
Jim Crow museum website - http://www.ferris.edu/jimcrow/what.htm/
Strange Fruit - song written by Abel Meeropol, performed by Billie Holiday - Lyrics
Lynching Photo website - http://withoutsanctuary.org/
Powerpoints (Lewis Hines Photos)
Movies (Iron Jawed Angels, Rough Riders San Juan Hill scene, Great Debaters lynching scene,
Newsies)
Documentary (America: Story of US - Triangle Shirtwaist, PBS New York documentary - Triangle
Shirtwaist PBS Companion Website)
Bosses of the Senate political cartoon
Elizabeth G Flynn - I.W.W. Speech - “To Defend the Bill of Rights”
McKinley’s War Message to Congress, Mckinley’s Philippines Annexation Speech
Upfront Article - “Is America an Empire” by Bill Berkely
Pat Buchanan speech “A Republic, Not an Empire”
National Archives Lesson Plans on Child Labor
Lesson Plan on Jane Addams--Philanthropist in Action
Margaret Sanger and Birth Control/Planned Parenthood
The 19th Amendment
John Muir Conservation Website
PBS American Experience Panama Canal Video and Companion Website
John Moon anti-suffragist speech
Thomas Nast Political Cartoons--Immigration,Gilded Age
Lessons and Activities on Women’s Rights and Immigration
Edsitement Lesson Plans on Immigration
Edsitement Lesson Plans on Women’s Suffrage
Edsitement Lesson Plans on Industrialization
Edsitement Lesson Plans on Imperialism
Formative Assessments:
Reading Quiz
Map Quiz
Completed Venn Diagram/Charts
Reading Guide
Discussion
Debate
DBQs and/or Position Papers/Statements
Analysis of charts, graphs, maps, Venn Diagrams, T Charts, etc.
General Assessment
Unit Test
The Emergence of Modern America (1890-1930)
World War I
United States involvement in World War I affected politics, the economy, and geopolitical relations
following the war.
Essential Questions:
1. Why was the First World War a unique conflict?
6.1.12.C.7.b, 6.1.12.B.7.a, 6.1.12.C.7.a
2. How and why did the US get involved in World War 1?
6.1.12.A.7.a, 6.1.12.D.7.a, 6.1.12.D.7.b
3. Should free speech be restricted during a time of war?
6.1.12.A.7.b, 6.1.12..B.7.b, 6.1.12.D.7.a
4. How did the Treaty of Versailles reflect the views of the international community and influence
future dictatorships?
6.12.A.7.c, 6.1.12.D.7.a, 6.1.12.D.7.c
5. How did the World War I change the social status of women and African-Americans?
6.1.12.C.7.b
Focus Standards:
A. Civics, Government, and Human Rights
6.1.12.A.7.a Analyze the reasons 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 Act and the 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.
B. Geography, People, and the Environment
6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased
militarism.
C. Economics, Innovation, and Technology
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 of women and African Americans entering
the work force in large numbers during World War I.
D. History, Culture, and Perspectives
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.
Unit Objectives:
1. Using primary source photos, video clips, powerpoints, charts, or Great Powers Simulation,
students will identify what made WWI a unique conflict. (ie - technology, Alliance System)
6.1.12.C.7.b, 6.1.12.B.7.a, 6.1.12.C.7.a
RH.9-10.2; RH.9-10.7
2. Using the Zimmerman Telegram and / or Wilson's War Message and / or propaganda posters
and/or other primary source documents students will determine whether US involvement in WW1
was inevitable
6.1.12.A.7.a, 6.1.12.D.7.a, 6.1.12.D.7.b
RH.9-10.1; RH.9-10.2; RH.9-10.4
3. Using the Upfront article "When Speaking out Was a Crime" or other primary/secondary sources
material, students will evaluate the impact of the government's efforts to promote patriotism and
national security over civil liberties.
6.1.12.A.7.b, 6.1.12..B.7.b, 6.1.12.D.7.a
RH.9-10.1; RH.9-10.2; RH.9-10.9
4. Using the Fourteen Points and the Treaty of Versailles, evaluate the strengths and weaknesses of
the Treaty of Versailles.
6.12.A.7.c, 6.1.12.D.7.a, 6.1.12.D.7.c
RH.9-10.1; RH.9-10.2; RH.9-10.4
5. Using video clips (ie - American Century’s “Shell Shock”), primary sources, and/or Powerpoints,
students will analyze the social changes that affected women and African-Americans during WW1.
6.1.12.C.7.b
RH.9-10.7
Required Resources:
excerpts of Woodrow Wilson's War Message
The Zimmerman Telegram
Excerpts from the Treaty of Versailles
Map Exercises
Suggested Resources/Activities:
excerpts from Dalton Trumbo's Johnny Got His Gun
"That Liberty Shall Not Perish: World War I Posters"
http://www.nytimes.com/slideshow/2008/11/09/nyregion/1109poster_index.html?ref=worldwari
Schenck v. U.S. case
"When Speaking Out was a Crime" (Upfront magazine)
Video segment from Shut Up & Sing
NY Times Article on World War I Movies and Theater Productions
http://www.nytimes.com/2011/07/24/theater/world-war-i-reverberates-in-silver-tassie-and-warhorse.html?_r=1&ref=worldwari
Metallica song "One"
Segment from "Arming the Earth" with Bill Moyers
Instructional Activities:
· Mapping Activity—Europe on the Eve of War and in 1919
· Propaganda Poster Analysis
· Student Created Propaganda Posters
Student Created Letters from the Front
· Analysis of Primary Source Documents: Wilson’s 14 Points, Wilson’s War Message, Germany’s
Response to the Treaty of Versailles, Eugene V. Debs’ Anti-War Message, Smedley Butler’s War is a
Racket, The Zimmerman Note,
· Trench Warfare Simulation
· Great Powers Simulation Game
· Decoding Document Exercise
· Student Created Strategic Plan from Germany’s Perspective to teach the Schlieffen Plan
· Venn Diagram of Wilson’s Reasons to go to War v Those Opposed to War—Norris and LaFollette
· Interactive Web Site—The Price of Freedom www.americanhistory.si.edu/militaryhistory/
· Venn Diagram comparing on contrasting WWI to either the Spanish-American War or the War in
Iraq
WWI posters file
Lindbergh on isolationism file
WWI Veteran Interviews file
Overthere audio file
Versailles Treaty file
Trenches on the Web file
Propaganda Posters file
Political Cartoons file
Zimmerman Note Decryption
Formative Assessments:
Reading Quiz
Map Quiz
Writing Letters Home from Front
Completed Venn Diagram/Charts
Reading Guide
Discussion
Debate
Analysis of Propaganda
DBQs and/or Position Papers/Statements
Analysis of charts, graphs, maps, Venn Diagrams, T Charts, etc.
4. How did the Treaty of Versailles reflect the views of the international community and influence
future dictatorships?
Using the History Alive! Treaty of Versailles simulation activity, students will create a written piece
evaluating the strengths and weaknesses of the treaty.
6.1.12.A.7.c, 6.1.12.D.7.c
RH.9-10.2
5. (BENCHMARK) How did World War I change the social status of women and AfricanAmericans?
Given multiple picture prompts, students will create a written piece explaining the effect of WW I on
the status of women and African-Americans in U.S. society.
RH.9-10.2; RH.9-10.4
General Assessment:
Unit Test
The Emergence of Modern America (1890-1930)
Roaring Twenties
The 1920s is characterized as a time of social, economic, technological, and political change, as well
as a time of emerging isolationism, racial and social tensions, and economic problems.
Essential Questions
1. What were American attitudes towards immigrants and minority groups in the 1920s?
(How did government policies shape and reflect popular attitudes about immigrants in the 1920s?)
6.1.12.A.8.c
2. How did the US change socially, pop-culturally, and technologically in the 1920s?
6.1.12.C.8.a, 6.1.12.D.8.a, 6.1.12.D.8.b, 6.1.12.C.8.b
3. How did the government’s pro-business policies and American consumerism affect the US
economy in the 1920s?
6.1.12.A.8.a, 6.1.12.A.8.b,
4. How did farming practices of the 1920s affect people and the environment?
6.1.12.B.8.a
Focus Standards:
A. Civics, Government, and Human Rights
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.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
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.
D. History, Culture, and Perspectives
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.
Unit Objectives:
1. Using "Swat the Fly" Cartoon and "National Origins Cartoon"/or Upfront Article on 1927 Sacco and
Vanzetti/ or Birth of a Nation/ or History Channel KKK Special/ or National Origins Act students will
evaluate American attitudes towards Immigrants and Minority groups during the 1920s?
6.1.12.A.8.c
RH.9-10.1; RH.9-10.2; RH.9-10.7
2. Students will analyze how America changed socially, culturally, and technologically during the
1920s by using a range of resources including articles, photographs, video clips, advertisements,
charts, etc. 6.1.12.C.8.a, 6.1.12.D.8.a, 6.1.12.D.8.b, 6.1.12.C.8.b
RH.9-10.1; RH.9-10.2; RH.9-10.7
3. Students will evaluate the impact of government pro-business policies on the economy and
American mass consumerism through various resources including charts, graphs, websites, primary
source documents, etc.
6.1.12.A.8.a, 6.1.12.A.8.b
RH.9-10.1; RH.9-10.2; RH.9-10.7
4. Using Primary Source Photos/or American Experience Video/ Letter from Dust Bowl survivor/ or
Black Blizzard Video, etc., students will evaluate US farming practices that lead to environmental
catastrophes such as the Dust Bowl
6.1.12.B.8.a
RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.7
Required Resources:
Primary Source Photos
Political Cartoons
Youtube Video clips – Flappers, Charlie Chaplin, Lindy Hop, Lindbergh, Babe Ruth
Examples of 1920s Advertising
Suggested Resources/Activities:
Clash of Cultures Article
Century America’s Time – Boom to Bust
Upfront Magazine Article – Sacco and Vanzetti
Inherit the Wind – clips – Dialogue from Play (Darrow’s Cross Exam)
Modern Writing of White Supremacist – capture attitudes
Birth of a Nation - clips
10 Days that Changed America – Scopes
Songs from the 1920s
Stock Market Simulation
Harlem Renaissance – Biography.com
Langston Hughes Poem – Dream Deferred, I too Sing America
Harlem Renaissance Paintings
The Untouchables – Video Clip
Upfront Article – Modern Immigration (Debate)
30 Days Episode – Illegal Immigration
History Channel Ku Klux Klan Video
1924 National Origins Act – Primary Source excerpt
CNN Special – Muslims in America
Current Magazine Advertisements
GDP Chart (http://en.wikipedia.org/wiki/File:Gdp20-40.jpg)
Indoor Toilet Chart
Economic History web site - 1920s Economic Charts
(http://eh.net/encyclopedia/article/smiley.1920s.final)
Chart on Percentage of Households Buying a Car
Letter from a Dust Bowl Survivor
American Experience Dust Bowl video
Arizona Dust Bowl YouTube Video
Black Blizzard History Channel Video
Listerine Ad
http://www.proprofs.com/quiz-school/story.php?title=1900s1920s-advertisements
Red Rock Cola Ad
http://bss.sfsu.edu/tygiel/Hist427/427ads/427magazineads.htm
New Era Bull Market Chart
http://www.creating-wealth.co.nz/history_dow_jones_index.htm
Indoor Toilet Chart
http://www.google.com/imgres?q=consumerism+in+1920s&um=1&hl=en&sa=N&biw=1366&bih=57
5&tbm=isch&tbnid=iKU9RiKZrlU4LM:&imgrefurl=http://www.acrwebsite.org/volumes/display.asp%3
Fid%3D8204&docid=3scWVG2fdx3TEM&imgurl=http://www.acrwebsite.org/volumes/v25/25569t02.
gif&w=640&h=286&ei=as26TtrsLqTU2AW05HaBw&zoom=1&iact=hc&vpx=673&vpy=154&dur=417&hovh=150&hovw=336&tx=242&ty=86&sig=
102092451973587887040&page=2&tbnh=108&tbnw=242&start=22&ndsp=13&ved=1t:429,r:3,s:22
Percentage of Households Buying a Car
http://artshumanities.blogs.ie.edu/files/ie-files/images/2008/12/04/car_sales_2.jpg
Phoenix Dust Storm
http://www.youtube.com/watch?v=Kk1TA2nkuOs
Advertising Analysis of 1920s ads to today’s
1920s Storybook
1920s Dinner Party
Cost Comparison from 1920s to Today; Comparison of Average Household Income
Formative Assessments:
Reading Quiz
T-Chart - Comparison of Attitudes on Immigration 1920s vs Today
Reading Guide
Debate on Prohibition/Legalization of Marijuana
Document-Based Question
Analysis of Media/Art from the 1920s
Position Paper/Statement
Powerpoints, charts, maps, graphs
Required Summative Assessments:
1. What were American attitudes towards immigrants and minority groups in the 1920s?
(How did government policies shape and reflect popular attitudes about immigrants in the 1920s?)
6.1.12.A.8.c
Students will complete political cartoon analysis sheets to evaluate the national view of immigrants
during the 1920s- RH.9-10.1; RH.9-10.2
2. How did the US change socially, pop-culturally, and technologically in the 1920s?
6.1.12.C.8.a, 6.1.12.D.8.a, 6.1.12.D.8.b, 6.1.12.C.8.b
Students will complete a viewing guide on a video segment “From Boom to Bust”- RH.9-10.1; RH.910.2; RH.9-10.9; WHST.9-10.2
3. How did the government’s pro-business policies and American consumerism affect the US
economy in the 1920s?
6.1.12.A.8.a, 6.1.12.A.8.b,
Students will create a writing piece explaining how a laissez-faire governmental approach and the rise
of consumerism impacted American society.- RH.9-10.1; RH.9-10.2; RH.9-10.7
4. How did farming practices of the 1920s affect people and the environment?
6.1.12.B.8.a
Students will complete primary source analysis tool to analyze how farming practices in the 1920s
helped to create the Dust Bowl- WHST.9-10.7
General Assessment
Culminating Project - such as Story Book on 1920s, Magazine, Newspaper
Unit Test on 1920s
DI Modifications/(Special Education, ELL, Gifted):
Quizzes/Texts
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Provide word banks for fill in the blanks
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Provide extended time (study hall, before or after school, support, lunch)
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Oral testing
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Read questions
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Administer exam in smaller group
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Clarify/reword directions
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Allow for study sheet to be used during exam
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Provide sample problem for reference
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Memory prompting to recall answer
Alternative assessments
Visual models for reference
Study guides
Assignments
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Extended time for projects
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Shorten/alternative assignments
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Pair students to work collaboratively
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Clarify/rework directions
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Display finished project for reference
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Reminders for due dates
Lecture/Notes
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Photocopy of teacher’s or classmate’s notes
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Guided notes
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Record lecture
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Use of calculator/work processor
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Preferential seating
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Multi-sensory approach to teaching
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Graphic organizers
Benchmark Assessments: Comprehensive Midterm and Final Exams