Shelby County Schools

?US History Social Studies: Quarter 1 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 0: Social Studies Skills1 WeekStudents will apply these skills to create and address questions that will guide inquiry and critical thinking. TN Social Studies Practices: SSP.01-SSP.06Unit 1: Reconstruction and the West1 WeekStudents will analyze changing social conditions such as federal policies towards American Indians and effects of Reconstruction on African-Americans, and changing political landscape such as the Compromise of 1877 and Plessy vs. Ferguson.TN Social Studies Practices: SSP.01-SSP.06US.01, US.02, US.03Unit 2: Industrial Revolution and Gilded Age3 WeeksStudents will analyze the transformation of the American Economy and the changing conditions in response to the rise of industrialization, large scale rural-to-urban migration, and mass immigration from Southern and Eastern Europe and Asia.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.05, US.06, US.07, US.13Week 2: US.12, US.11, US.08Week 3: US.04, US.10, US.09Unit 3: Progressive Era2 WeeksStudents will analyze the changing national landscape, including the growth of cities and the demand forpolitical, economic, and social reforms, during the early 20th century.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.14, US.15, US.16Week 2: US.17, US.18, US.37 (prohibition)Unit 4: Imperialism1.5 WeeksStudents will trace the rise of the U.S. as a world power during the 20th century.TN Social Studies Practices: SSP.01-SSP.06US.19, US.20, US.21, US.22US History Social Studies: Quarter 1 Map Instructional FrameworkCourse Description Course Description: Students will examine the causes and consequences of the Industrial Revolution and the UnitedStates’ growing role in world diplomatic relations, including the Spanish-American War and World War I. Students will studythe goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the variousfactors that led to our nation’s entry into World War II, as well as the consequences for American life. Students will explorethe causes and course of the Cold War. Students will study the important social, cultural, economic, and political changesthat have shaped the modern-day U.S. resulting from the Civil Rights Movement, Cold War, and recent events and trends.Additionally, students will learn about the causes and consequences of contemporary issues impacting the world today.Students will continue to use skills for historical and geographical analysis as they examine U.S. history after Reconstruction,with special attention to Tennessee connections in history, geography, politics, and people. Students will continue to learnfundamental concepts in civics, economics, and geography within the context of U.S. history. The reading of primary sourcedocuments is a key feature of the U.S. history course. Specific primary sources have been embedded within the standardsfor depth and clarity. Finally, students will focus on current human and physical geographic issues important in thecontemporary U.S. and global society.This course will place Tennessee history, government, and geography in context with U.S. history in order toillustrate the role our state has played in our nation’s history.This course is the second of a two-year survey of U.S. history and geography, continuing from 8th grade’s study of U.S. history andgeography.This course can be used for compliance with T.C.A. § 49-6-1028, in which all districts must ensure that a project-based civicsassessment is given at least once in grades 4–8 and once in grades 9–12.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “6-8 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit AssessmentsUnit assessments have been provided in Sharepoint and can be used in conjunction with the maps. These assessments are housed in the “6-8 Assessments” folder of the Middle School section. They are arranged by quarter and include at least two TN Ready style assessment questions per a standard. Teachers may choose to use these as common formative assessments or break them apart to pull questions for bell work, exit tickets, or mini-quizzes. Unit Overview: Quarter 1 Unit 0UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 0: Social Studies Skills1 WeekStudents will examine the aims of Social Studies Education in a Democracy.Students will practice the skills of the democratic classroom—listening patiently, listening actively, and policing their voice—in small-group and whole-class groups.Students will evaluate peers using small-group rubric. TN Social Studies Practices: SSP.01-SSP.06Students will demonstrate mastery of geographical skills, historical contextualization, research methods of historians, and other tools for reading and thinking like a Historian. Students will also learn how to evaluate sources, and synthesize information from multiple sources.Sample Lesson: Quarter 1 Unit 0Day 1Day 2Day 3Day 4Day 5Overview/Topic:Aims of a social studies classroom in a democratic societyFostering a discourse-centered classroom toward the end of democratic engagementPracticing the skills of listening in a whole-class discussion.Practicing the skills of listening in a small-group discussion.Democracy101 & Practicing the skills of listening in small-group or whole class.StandardsSSP.04 | Construct and communicate arguments citing evidence to:demonstrate and defend an understanding of ideascompare and contrast viewpointsillustrate cause and effectpredict likely outcomesdevise new outcomes or solutionsSSP.04 | Construct and communicate arguments citing evidence to:demonstrate and defend an understanding of ideascompare and contrast viewpointsillustrate cause and effectpredict likely outcomesdevise new outcomes or solutionsSSP.04 | Construct and communicate arguments citing evidence to:demonstrate and defend an understanding of ideascompare and contrast viewpointsillustrate cause and effectpredict likely outcomesdevise new outcomes or solutionsSSP.04 | Construct and communicate arguments citing evidence to:demonstrate and defend an understanding of ideascompare and contrast viewpointsillustrate cause and effectpredict likely outcomesdevise new outcomes or solutionsSSP.04 | Construct and communicate arguments citing evidence to:demonstrate and defend an understanding of ideascompare and contrast viewpointsillustrate cause and effectpredict likely outcomesdevise new outcomes or solutionsBell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Students construct their best definition of democracy on a sticky note, then place it on the board; teacher or selected student read the responses aloud.What is the goal of “talking?” Is it simply a way to demonstrate verbally what one knows, or is it actually a process that builds knowledge? Why?What are key components we covered yesterday that foster a safe classroom in which discourse can flourish?LISTEN ACTIVELYLISTEN PATIENTLYPOLICE YOUR VOICEWhat are key components we covered yesterday that foster a safe classroom in which discourse can flourish?LISTEN ACTIVELYLISTEN PATIENTLYPOLICE YOUR VOICEDemocracy 101: The Fundamentals of our Political ProcessesStudents will fill out answers to Democracy101 questions to ensure they can recall the basics of American political structures and processes.HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Students read perspective on democracy as process:“Democracy is a process, not a product. It is how diverse constituencies coexist. It is the fabric of our civil society. What keeps the United States from disintegrating into the Divided States is our fragile yet enduring compact as fellow citizens.”Students then answer the following TDQs:What do you think the author means by “democracy is a process not a product?”How do you think schools, and particularly social studies classrooms, should prepare students to engage in a democracy?What has been your experience with discussions in History or English classes?__________________________Read the following excerpt and respond to TDQs:“Only 23% of Americans engage in cross-cutting political talk in which they hear the opinions of people with whom they disagree. Those people do become more politically tolerant though: they are familiarized with legitimate rationales for opposing views and political conflict is normalized.”(Diana Hess, Controversy in the Classroom)What does it mean to “become politically tolerant?” Do you think our democracy is currently successful at fostering cross-cutting spaces like this? Why or why not?How can social studies classrooms contribute to more cross-cutting conversations?Connecting to yesterday’s lesson, how can discourse-centered classrooms contribute to the democratic goal of public education? PRACTICE LISTENING (Whole Class):Begin a discussion with students on any topic you think would be controversial enough to get conversation going, but safe enough for the first week of ic Suggestions:What makes a good high school?Snapchat should be outlawed for anyone younger than eighteen?College athletes should be paid.Smartphones have ultimately had a negative effect on American society.The goal is not what students say, but how we all practice our listening skills. Students should be reminded to write down the favorite comments their peers make. Debrief whole class discussion. Who felt it was hard to listen patiently and actively or to police your voice. Why? SOCRATIC CIRCLES(Small Groups)Break students up into groups of no larger than 8 (preferably 6 if your class is small enough) to practice small group Socratic discussionsStudents will use peer evaluation rubric to assess student to their right in the circle as the group discusses one of the following topics: Topic Suggestions:What makes a good high school?Snapchat should be outlawed for anyone younger than eighteen?College athletes should be paid.Smartphones have ultimately had a negative effect on American society.Students will then share the score for their peer and explain to each other the scores they selected for their peers based on the rubric. Using the Connect-Extend-Challenge thinking routine, students will then discuss their findings from Democracy101 using either the whole class discussion protocol or the small group discussion protocol (up to teacher discretion). InquiryTeacher guided inquiry into content-rich texts, images or other content including.Students respond to the following position on the purpose of social studies education by explaining why they agree or disagree:“The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”(Source: National Council for the Social Studies,?Expectations of Excellence: Curriculum Standards for Social Studies?(Washington, D.C.: NCSS, 1994): 3.)Teacher follow-up questions:1) What do you think NCSS means by “the public good?”2) Why would social studies be particularly important in a “culturally diverse, democratic society?”Quick Write (in student journal, if possible):In classroom discussions, what made you feel listened to and appreciated?What made you feel on edge or hurt?Teacher or student records ideas on board. __________________________Classroom Discourse Skills: Listen patiently.Listen actively.Police your voice.Frame these not in a disciplinary way, but in a skill-building manner. We have to have the skills of active listening, patient listening, and policing our voices in order to have healthy and productive discussions.__________________________LISTEN PATIENTLY:Teacher explains actions that present as engagement but really are interruptions: Raising your hand or waving your hand around as someone else is speaking. If student needs convincing, model it. Have student tell about their day and have other students raise their hands. Ask how student felt. Verbally affirming another speaker. This one may seem counterintuitive at first, but again, model it for a child and see how it feels when someone keeps saying “mmhmm,” “yes!”, or “right?”Ask students:What are some practical ways we can communicate without speaking that we appreciate what someone else is saying?Nodding headEye contactSmiling __________________________LISTEN ACTIVELY1) during discussions, write down in notebook student comments in notebook you found to be especially instructive, intriguing, or enlightening.POLICE YOUR VOICEThe teacher is no longer the prime audience, the whole classroom is. This can only be accomplished through redirecting questions or statements from one student to the whole classCLASSROOM INTERVIEWUsing the classroom interview template, students interview 1 or more classmates. The aim of this activity is to build classroom culture and to facilitate peer-to-peer relationships. Oftentimes we focus only on teacher-student relationships that we forget what carries a class the most is the relationships between the students.CLASSROOM INTERVIEWUsing the classroom interview template, students interview 1 or more classmates. The aim of this activity is to build classroom culture and to facilitate peer-to-peer relationships. Oftentimes we focus only on teacher-student relationships that we forget what carries a class the most is the relationships between the students.ApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.In groups of four, students create their ideal social studies classroom. The best answers will pay attention to the function served by the social studies classroom in a democracy. Additionally, the best answers will include specific recommendations, such as: What types of activities and learning will lead to a democratic classroom? How will students interact with one another? What kinds of topics will be discussed?Must have relationships to establish this kind of a discourse-centered democratic classroom. We all have to know each other.Play the “Name Game”Students assemble into a circle. First person says their own name. Second person says first person’s name, then their own name. Third person says first name, second name, then their own name, and so forth. Last person has to name every single person.Share out whole class the favorite thing you learned about the student you interviewedClassroom Interview Template Classroom Interview TemplateClosureIndividual students synthesize and/or summarize learning for the day.Discuss and record student responses on board. Students walk up to board to place a checkmark next to the ideas with which they agree.Mix up order around the room and play Name Game again, if necessary. Unit 0: Week 1Essential Question(s)Why should we study history?What is the role of social studies education in a democratic society?How can discourse strategies promote a more democratic classroom?Who are my classmates?Student OutcomesStudents will begin to build a positive classroom culture that values other students.TextsSuggested Texts: Democracy 101, Connect-Extend-Challenge, Classroom Interview Template Suggested Classroom Strategies and ProtocolsConnect-Extend-ChallengeClassroom InterviewListen Actively, Listen Patiently, Police Your VoiceAssessmentSmall-Group Socratic Circle Peer Evaluation RubricDemocracy 101StandardsSSP.01-SSP.06Unit Overview: Quarter 1 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 1: Reconstruction and the West1 WeekStudents will analyze changing social conditions such as federal policies towards American Indians and effects of Reconstruction on African-Americans, and changing political landscape such as the Compromise of 1877 and Plessy vs. Ferguson.TN Social Studies Practices: SSP.01-SSP.06US.01, US.02, US.03US History Social Studies: Quarter 1 Unit 1 VocabularyTier 2 Vocabularyrequirement, precedent, commissioner, comprehensive, outcome, circumstance, discrimination,Tier 3 Vocabularyamnesty, black codes, pocket veto, impeach, carpetbagger, graft, scalawag, “sin tax,” tenant farmer, sharecropper, crop lien, debt peonage, poll tax, segregation, Jim Crow laws, lynch, literacy test, Sample Lesson: Quarter 1 Unit 1SS TN Standard(s):US.03Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain the retraction and restriction of rights of African-Americans as a result of the election of 1876 and the end of ReconstructionKey Academic Vocabulary:amnesty, black codes, pocket veto, impeach, carpetbagger, graft, scalawag, “sin tax,” tenant farmer, sharecropper, crop lien, debt peonage, poll tax, segregation, Jim Crow laws, lynch, literacy test, Resources / Materials:TextsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Frayer Model—Suffrage and DisenfranchisementEssential Question / Relevance: Develop student interest and connect learning to daily standards. What major developments occurred in Tennessee during Reconstruction for African-Americans?High-Quality Text(s):Share-cropping Contract in Shelby County, Sample Jim crow Laws, Plessy vs. Ferguson, Lynch Law excerpt by Ida B. Wells, State of Louisiana Literacy TestText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Barometer—Did the 15th Amendment guarantee and ensure African-American suffrage? (Students should be presented with the 15th Amendment, sample Jim Crow laws, and a voting literacy test for evidence.)Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Human Timeline—The progression and regression of African-American suffrage (Note: Please see Human Timeline procedures in Strategies Appendix for further information).Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Question Starters—African American rights during Reconstruction and after ReconstructionWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Analyze the progression and regression of African-American rights in Tennessee from the Reconstruction period through the aftermath of the election of 1876. Include the following factors in your response:The effects of the Civil War Amendments on African-American rightsThe effects of the Tennessee Constitutional Convention of 1870The election of African-Americans to the General AssemblyThe results of the election of 1876 and its implications for African-American rightsLife for African-Americans after ReconstructionUnit 1: Week 1Essential Question(s)How did the Homestead Act and the Transcontinental Railroad impact Western settlement? How did US policy toward Native Americans change during the late 1800s? What major developments occurred in Tennessee during Reconstruction? What was the impact of the election of 1876 on Reconstruction and civil rights? What new hardships did African-Americans face after Reconstruction? Student OutcomesStudents can explain the impact of the Homestead Act on the settlement of the West.Students can explain the impact of the Transcontinental Railroad on the settlement of the West.Students can examine how Native American life changed due to policies such as reservations, assimilation, boarding schools, and the Dawes Act.Students can explain the expansion of African-American rights during Reconstruction.Students can summarize the impact of yellow fever in the Memphis area.Students can explain the retraction and restriction of rights of African-Americans as a result of the election of 1876 and the end of Reconstruction.Students can explain methods of restriction of the rights of African-Americans, such as Jim Crow laws, lynching, and disenfranchisement methods, such as poll taxes and literacy tests.Students can explain the impact of Pap Singleton and the Exodusters.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Tennessee Section T50-T64, Chapter 2, p. 71-88Suggested Supplemental Texts (in SharePoint): Homestead Act Excerpt in US.01, Dawes Act of 1887 Excerpt in US.02, Share-cropping Contract in Shelby County, Sample Jim crow Laws, Plessy vs. Ferguson, Lynch Law excerpt by Ida B. Wells, State of Louisiana Literacy Test in US.03, Stanford History Reconstruction UnitMaps/Videos/Images: How the Civil War Got Its Start (Potential review before Reconstruction Unit)Suggested Classroom Strategies and ProtocolsSee-Think-Wonder: Assimilation of Native Americans following Westward ExpansionAnticipation Guide: What do students know about Reconstruction? (Prompt students to recall information from 8th Grade Social Studies)Barometer: Did the 15th Amendment guarantee and ensure African American suffrage? (Students should be presented with the 15th Amendment in the textbook (p. 46), Sample Jim Crow Laws, and the Louisiana State Literacy Test)Human Timeline: Progression and Regression of African-American Rights in TennesseeStanford History Lesson: Homesteaders, ReconstructionFocused Inquiry: Did the 14th Amendment Work? (SCS Q1 Resources)SampleAssessmentMultiple Choice Questions available in SharePointExtended Response Prompt:Using the 13th, 14th, and 15th Amendments as texts and considering your knowledge of history, answer the following extended response prompt.Analyze the progression and regression of African-American rights in Tennessee from the Reconstruction period through the aftermath of the election of 1876. Include the following factors in your response:The effects of the Civil War Amendments on African-American rightsThe effects of the Tennessee Constitutional Convention of 1870The election of African-Americans to the General AssemblyThe results of the election of 1876 and its implications for African-American rightsLife for African-Americans after ReconstructionAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.01 Explain how the Homestead Act and the Transcontinental Railroad impacted the settlement of the West.US.02 Examine federal policies toward American Indians, including: the movement to reservations. Assimilation, boarding schools, and the Dawes Act.US.03 Examine the impact of the Compromise of 1877, including: Jim Crow laws, lynching, disenfranchisement methods, the efforts of Benjamin “Pap” Singleton and the Exodusters, and the Plessy vs. Ferguson decision.Unit Overview: Quarter 1 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: Industrial Revolution and Gilded Age3 WeeksStudents will analyze the transformation of the American Economy and the changing conditions in response to the rise of industrialization, large scale rural-to-urban migration, and mass immigration from Southern and Eastern Europe and Asia.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.05, US.06, US.07, US.13Week 2: US.11, US.12, US.08Week 3: US.04, US.10, US.09US History Social Studies: Quarter 1 Unit 2 VocabularyTier 2 Vocabularyimmigrant, ethnic, incentive, trigger, evolution, publish, currency, bond, strategy, resolution, condemn, assert, posit, crusade, render, array, cast, bind,Tier 3 VocabularyNativism, skyscraper, tenement, political machine, party boss, graft, individualism, Social Darwinism, philanthropy, settlement house, Americanization, populism, greenbacks, inflation, graduated income tax, deflation, cooperatives,Sample Lesson: Quarter 1 Unit 2SS TN Standard(s):US.05Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain the major innovations of Andrew Carnegie and evaluate the arguments of his Gospel of Wealth.Key Academic Vocabulary:Philanthropy, retirement, retainers, administering wealth, surplus, bequeath, vanity, folliesResources / Materials:Gospel of Wealth excerpts for Gallery WalkWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Frayer Model: Surplus, Bequeath, RetirementEssential Question / Relevance: Develop student interest and connect learning to daily standards. Was Andrew Carnegie a hero or a villain? High-Quality Text(s):Gospel of Wealth excerpts and Captains of Industry vs. Robber Barons Handout (SCS Curriculum)Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Gallery Walk: Gospel of Wealth (excerpts pre-tampered and in Sharepoint)Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Surprising-Interesting-Troubling: Captains of Industry vs. Robber BaronsClosure: Individual students synthesize and/or summarize learning for the day.What Makes you Say That?—Was Andrew Carnegie a Robber Baron or a Captain of IndustryWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Multiple Choice questions provided in SharepointExtended Response: Were the innovators and inventors of this period Captains of Industry who brought tremendous progress and growth to America, or were they robber barons who became obscenely wealthy because of the sacrifice of working Americans? Cite evidence from the unit of study to justify your claim.Unit 2: Week 1Essential Question(s)How did the Captains of Industry/Robber Barons change American life? What innovations and inventions changed American life? Why did a new wave of immigration sweep the country during the late 1800s? What were the living conditions for most new immigrants? How did reformers try to improve living conditions for immigrants?Student OutcomesStudents can explain the major innovations and/or inventions of Henry Bessemer, George Pullman, Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, Nikola Tesla, Cornelius Vanderbilt, and Madam C.J. Walker.Students can illustrate how each innovation or invention changed American life.Students can differentiate between “old” and “new” immigrants, including photographic evidence, religious beliefs, geographic origin, and other factors.Students can describe the daily lives of immigrants during the Age of Industry, including evidence from Jane Addams, Jacob Riis, and other documents and sources.Students can provide examples of reactions by Americans to the new wave of immigration.Students can explain why people moved from rural areas to urban areas.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 3 and Chapter 4Suggested Supplemental Texts (in SharePoint): Gospel of Wealth and Captains of Industry vs. Robber Barons for US.05 Twenty Years at Hull House, Jacob Riis, Chinese Exclusion Act, Letter from Wong Ar Chong to William Lloyd Garrison for US.07, Child Labor Sources for US.13Maps/Videos/Images: America:The Story of Us Clip (Cities) SCS Curriculum Unit 1 week 1Suggested Classroom Strategies and ProtocolsBarometer - Students should research key innovators and inventors using texts and/or video evidence from selected clips of The Men Who Built America to complete a graphic organizer (SCS Q1 Resources). They should also have access to characteristics of Captains of Industry and Robber Barons. (SCS Q1 Resources) The controversial issue for the Barometer will be: Which of the innovators and innovators were Captains of Industry, and which were Robber Barons.Gallery Walk - The Gospel of Wealth excerpts (Excerpt and example included in SCS Q1 Resources)Close-read Protocol - Twenty Years at the Hull House (US.07 Readings)Stanford History Educational Group - Chinese Immigration and Exclusion (SCS Q1 Resources)Textbook Activity: Inventor Chart (SCS Q1 Resources)Close-Viewing Protocol Photographs of “old” and “new” immigrants (Library of Congress, Link Provided)Close-viewing Protocol Photographs and Primary Sources of Child Labor from the Age of Industry (SCS Q1 Resources)AssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Extended Response PromptWere the innovators and inventors of this period Captains of Industry who brought tremendous progress and growth to America, or were they robber barons who became obscenely wealthy because of the sacrifice of working Americans? Cite evidence from the unit of study to justify your claim.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.05 Describe the changes in American life that resulted from the inventions and innovations of business leaders and entrepreneurs of the period including the significance of:Alexander Graham Bell, Henry Bessemer, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, Nikola Tesla, Cornelius Vanderbilt, Madam C.J. WalkerUS.06 Locate the following major industrial centers, and describe how the industrialization influence the movement of people from rural to urban areas: Boston, Chicago, New York City, Pittsburgh, San FranciscoUS.07 Describe the differences between “old” and “new” immigrants, analyze the assimilation process for “new” immigrants, and determine the impacts of increased migration on American society, including: Angel Island, Ellis Island, Push and pull factors, ethnic clusters, Jane Addams, competition for jobs, rise of nativism, Jacob Riis, Chinese Exclusion Act and Gentleman’s Agreement US.13. Describe the working conditions during this era, including the use of labor by women and children.Unit 2: Week 2Essential Question(s)What was Social Darwinism? What was Social Gospel? How were Social Darwinism and Social Gospel similar? How were they different? What effects did the rise of monopolies and trusts have on consumers and the economy? How did the government respond to the rise of monopolies and trusts? What conditions existed in factories? How did labor movements seek to improve the conditions in factories? How successful were labor movements in improving conditions in factories?Student OutcomesStudents can make connections between the conditions in factories and the rise of the labor movement.Students can explain the tactics that labor unions use to meet their goals.Students can explain the roles of Samuel Gompers and Eugene Debs in the labor movement.Students can explain the significance of the Coal Creek Labor saga in the unjust use of prison labor.Students can explain the responses of government and management to the labor movement.Students can describe the rise of trusts and monopolies and how they impact consumers.Students can describe the effects of anti-trust legislation.Students can explain Social Darwinism and Social Gospel.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, p.104-109, p.122-127Suggested Supplemental Texts (in SharePoint):The Rich are Good Natured by William Graham Sumner for US.08, What does labor want? By Samuel Gompers and Speech by Eugene Debs in Canton, Ohio, 1918 for US.11, NY Times article about Coal Creek for US.11 part 2 Maps/Videos/Images: Political cartoons for US.12Suggested Classroom Strategies and ProtocolsVenn Diagram: The Ideologies of Social Darwinism and Social GospelRead Aloud: Excerpts from “The Rich are Good Natured” and “The White Man’s Burden” (SCS Q1 Resources)Big Paper, Silent Conversation: Ringling Brothers and the Sherman Anti-Trust Act of 1890 (SCS Q1 Resources)Stanford History: Pullman Strike Lesson (SCS Q1 Resources)Think-Pair-Share: Coal Creek Article (SCS Q1 Resources for US.11 part 2)Annotation: Samuel Gompers and Eugene Debs Texts (SCS Q1 Resources)Two-Minute Interview: What is the purpose of labor unions? How to they meet this purpose? What progress was made by early labor unions? AssessmentMultiple Choice Questions available in SharePointExtended Response Prompt:Explain how early labor leaders responded to the economic and social problems created by industrialization during the late 19th and early 20th centuries.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.08 Explain the concepts of Social Darwinism and Social Gospel. US.11 Explain the rise of the labor movement, union tactics, the role of leaders, the unjust use of prison labor, and the responses of management and government.US.12 Describe the rise of trusts and monopolies, their impact on consumers and workers, and the government’s response, including the Sherman Antitrust Act of 1890 and the Clayton Antirust Act of 1914.Unit 2: Week 3Essential Question(s)What were the characteristics of government during the Gilded Age? Why was scandal and corruption so prevalent during the Gilded Age? How did reformers such as Thomas Nast help to stop corruption in politics? What was the relationship between industrialists and the government? How did the Granger movement and Populism change the Industrial Age?Student OutcomesStudents can analyze the causes and consequences of Gilded Age politics and why scandal and corruption were so prevalent.Students can analyze key figures of the Gilded Age and their roles.Students can compare and contrast the ideas of Booker T. Washington and W.E.B. DuBois regarding African-American advancement after Reconstruction.Students can explain the Granger and populism movements and their impact.Students can explain the conflicts between the farmers and the railroads.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, p.128-132, p. 136-137Suggested Supplemental Texts (in Sharepoint): Excerpts from the Pendleton Act, the Interstate Commerce Act, and Garfield Assassination Political Cartoon for US.04, Excerpts from Booker T. Washington and W.E.B. Dubois for US.09, and Populist party platform of 1892 for US.10.Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsDocument Analysis Template for Political Cartoons-Garfield Assassination Cartoon (SCS Q1 Resources)Close-Read Protocol—Pendleton Act and Interstate Commerce ActStanford History—Thomas Nast CartoonsAnnotating and Paraphrasing-The Atlanta Exposition Speech and the Souls of Black Folk (SCS Q1 Resources)Big Paper, Silent Conversation—Ringling Brothers Circus and the Anti-Trust Act of 1890 (SCS Q1 Resources)AssessmentMultiple Choice Questions available in SharePointExtended Response Prompt:Using the Booker T. Washington and W.E.B. Dubois documents from this week’s lesson, With supporting evidence from the documents and your own content knowledge, compare and contrast the ideas and philosophies of Booker T. Washington and W.E.B Dubois.What did Washington and Dubois believe were the key to advancement of African-Americans in society?What were Washington’s arguments in his speech?How did Dubois critique these arguments?As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.04 Analyze the causes and consequences of Gilded Age politics and economics as well as the significance of the rise of political machines, major scandals, civil service reform, and the economic difference between farmers, wage earners, and industrial capitalists, including the following: Boss Tweed, Thomas Nast, Credit Mobilier, Spoils system and Garfield’s assassination, Pendleton Act, and the Interstate Commerce Act.US.09 Compare and contrast the ideas and philosophies of Booker T. Washington and W.E.B. DuBois.US.10 Explain the characteristics and impact of the Granger movement and populism, emphasizing the conflicts between the farmers and the railroads.Unit Overview: Quarter 1 Unit 3UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 3: Progressive Era2 WeeksStudents will analyze the changing national landscape, including the growth of cities and the demand forpolitical, economic, and social reforms, during the early 20th century.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.14, US.15, US.16Week 2: US.17, US.18, US.37 (prohibition)US History Social Studies: Quarter 1 Unit 3 VocabularyTier 2 Vocabularylegislation, advocate, regulate, environmental, academic, unconstitutionalTier 3 VocabularyMuckraker, direct primary, initiative, referendum, recall, suffrage, prohibition, Social Darwinism, arbitration, insubordination, income tax, unfair trade practices,Sample Lesson: Quarter 1 Unit 3SS TN Standard(s):US.14Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain the roles of muckrakers such as LaFollette, Roosevelt, Tarbell, Steffens, and Sinclair, citing examples from complex texts.Key Academic Vocabulary:Apparatus, borax, glycerin, packers, Resources / Materials:Jungle TextWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Vocabulary SquaresEssential Question / Relevance: Develop student interest and connect learning to daily standards. What conditions led to the Progressive Era, and how did Progressives draw attention to these conditions?High-Quality Text(s):The Jungle (SCS Q1 Resources)Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotating and Paraphrasing—Excerpt from The JungleText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Living Images—Scenes from The JungleClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Claim, Support, Question—Did The Jungle permanently change the conditions of Industrial America?Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Progressive Era DBQUnit 3: Week 1Essential Question(s)What conditions led to the Progressive Era? What were the goals of the Progressive movement? What were the achievements of the Progressive movement? What were the accomplishments of the Roosevelt administration?Student OutcomesStudents can explain the roles of muckrakers and progressive idealists in a broad sense.Students can explain the individual accomplishments of LaFollette, Roosevelt, Sinclair, Steffens, and Tarbell.Students can analyze the goals of the Progressive movement.Students can analyze the voting reforms and explain how they were an improvement.Students can analyze the 16th-18th Amendments, and why they were goals of the Progressive movement.Students can analyze the domestic reform achievements of the Roosevelt administration.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition p. 159-172Suggested Supplemental Texts (in SharePoint: New Nationalism excerpt, Jungle excerpt, History of Standard Oil Excerpt, and Shame of the Cities Excerpt for US.014Maps/Videos/Images: Teddy Roosevelt Political Cartoons for US.016Suggested Classroom Strategies and ProtocolsAnnotating and Paraphrasing Sources - The Jungle (SCS Q1 Resources for US.14)Living Images - Scenes from The Jungle Close Read Protocol - The History of Standard Oil (SCS Q1 Resources)Evidence Logs - Students collect evidence from 16th, 17th, and 19th Amendments that the Amendments helped accomplish Progressive goals. (Amendments located in textbook on p. 46-47)Document Analysis Template – Teddy Roosevelt Political Cartoons (SCS Q1 Resources for US.16)Human Timeline – Use chart and list of reforms to create a human timeline of reform movements during the Progressive eraWraparound (Whiparound) – The most important accomplishment of the Progressive Era was…AssessmentMultiple Choice Questions available in SharePointStandard Oil DBQ (SCS Q1 Resources)StandardsUS.14 Explain the roles played by muckrakers and progressive idealists including Robert M. LaFollette, Sr., President Theodore Roosevelt, Upton Sinclair, Lincoln Steffens, and Ida Tarbell.US.15 Analyze the goals and achievements of the Progressive movement including: Adoption of the initiative, referendum, and recall, adoption of the primary system, 16th Amendment, 17th Amendment, and 18th Amendment.US.16 Analyze the significant progressive achievements during President Theodore Roosevelt’s administration including: Square Deal, “Trust-busting,” Pure Food and Drug Act, Meat Inspection Act, and support for conservation.Unit 3: Week 2Essential Question(s)What were the achievements of Woodrow Wilson’s administration? How did Tennessee play an important role in women’s suffrage? What were the strategies utilized nationwide to achieve women’s suffrage? What effects did Prohibition have on American society?Student OutcomesStudents can analyze Wilson’s New Freedom.Students can analyze progressive reforms such as the Federal Reserve Act and the creation of the National Park Service.Students can explain the efforts of Carrie Chapman Catt, Anne Dallas Dudley, and Alice Paul.Students can describe Tennessee’s role in women’s suffrage.Students can describe the impact of prohibition.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition p. 175-179 (Wilson), p.165-168 (Suffrage and Prohibition), Suggested Supplemental Texts (in SharePoint: New Freedom and Organic Act of 1916 for US.17, Maps/Videos/Images: Spirit of Prohibition from US.37Suggested Classroom Strategies and ProtocolsAnnotate and Paraphrase-New Freedom Speech (SCS Q1 Resources for US.17Think-Pair-Share-Organic Act of 1916 (SCS Q1 Resources for US.17)SPAR Debate-Woodrow Wilson was a more effective reformer than Theodore Roosevelt. Stanford Historical Education Group - Women’s Suffrage Lesson Plan (SCS Q1 Resources)Gallery Walk - Primary sources and resources related to Tennessee’s role in Women’s Suffrage (SCS Q1 Resources)Document Analysis Template-Spirit of Prohibition (SCS Q1 Resources for US.37)AssessmentProgressive Era DBQStandardsUS.17 Analyze the significant achievements during President Woodrow Wilson’s administration, including: the New Freedom, the Federal Reserve Act, and the creation of the National Park Service.US.18 Describe the movement to achieve suffrage for women including: the significance of leaders such as Carrie Chapman Catt, Anne Dallas Dudley, and Alice Paul, the activities of the suffragettes, the passage of the 19th amendment, and the role of Tennessee as the “Perfect 36.”US.37 Describe the impacts of Prohibition on American society, including: the rise of organized crime, bootlegging, and speakeasies.Unit Overview: Quarter 1 Unit 4UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 4: Imperialism1.5 WeeksStudents will trace the rise of the U.S. as a world power during the 20th century.TN Social Studies Practices: SSP.01-SSP.06US.19, US.20, US.21, US.22US History Social Studies: Quarter 1 Unit 4 VocabularyTier 2 Vocabularyexpansion, conference, intervene, volunteer, access, tensionTier 3 VocabularyImperialism, protectorate, Pan-Americanism, yellow journalism, autonomy, jingoism, sphere of influence, Open Door Policy, dollar diplomacy, guerrillaSample Lesson: Quarter 1 Unit 4SS TN Standard(s):US.20Student Outcomes: What will students know and be able to do as a result of this lesson?Students should compare and contrast the ideas of Beveridge, Mahan, Roosevelt, and Twain.Key Academic Vocabulary:Expansion, intervene, imperialism, sphere of influence, Monroe DoctrineResources / Materials:March of the Flag Speech, Mark Twain Essays, Mahan Quote, Document Analysis TemplateWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Map Skills—Imperial Powers (p.143 in textbook)Essential Question / Relevance: Develop student interest and connect learning to daily standards. What were the arguments for and against American Imperialism? High-Quality Text(s):March of the Flag, Mark Twain, Alfred Mahan QuoteText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Document Analysis Template—March of the Flag and Mark TwainText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Barometer—Were the imperialist/expansionist goals of the US in the late 1800s and early 1900s justified?Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Headlines—American Imperialism Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Multiple Choice Questions Available in SharepointImperialism vs. Anti-Imperialism Prompt also available in SharepointUnit 4: Week 1Essential Question(s)How did the role of the media change in the United States during the late 1800s? Why did American imperialism begin? What were the arguments of Interventionists? What were the arguments of Non-Interventionists? What were the consequences of Imperialism?Student OutcomesStudents can evaluate the role of the media in creating nationalist feelings in the United States, as well as creating a desire for war with Spain.Students can explain the reasons for imperialism, and can explain effects of each cause.Students should compare and contrast the ideas of Beveridge, Mahan, Roosevelt, and Twain.Students can evaluate the consequences of American imperialism, both for the United States and for colonial indigenous peoples.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition p. 139-157Suggested Supplemental Texts (in SharePoint):Alfred T. Mahan’s “The United States Looking Outward” for US.19 (SCS Q1 Resources), The March of the Flag and Mark Twain Essay for US.20, The Man who Invented Panama, Theodore Roosevelt Autobiography Excerpt, Letter to John Hay, Roosevelt Corollary, and interview with President McKinley for US.21(SCS Q1 Resources)Maps/Videos/Images: Yellow Journalism Political Cartoon for US.19 (SCS Q1 Resources), Newspaper headlines and Teddy Roosevelt political cartoon for US.21, Suggested Classroom Strategies and ProtocolsAnticipation Guide—What do students know about imperialism and colonialism from World History? Document Analysis Template—The March of the Flag and Mark Twain’s EssaysBarometer—Were the imperialist.expansionist goals of the United States in the late 1800s and early 1900s justified?Two Minute Interview—Goals and consequences of ImperialismInquiry Activity—Was Teddy Roosevelt telling the truth, lying, or obfuscating in his auto-biography when he talked about the Panama Canal? (SCS Q1 Resources for US.21)Iceberg Diagrams (Appendix B, p.91) - Causes of the Spanish American WarStanford Historical Education Group - Lesson Plans on Spanish-American War and Philippine-American War (SCS Q1 Resources)AssessmentMultiple Choice Questions available in SharepointNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Imperialism vs. Anti-Imperialism Prompt (SCS Supplemental Packet, Page 22)As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.19 Assess the causes of American imperialism in the late 19th and early 20th centuries, including: the desire for raw materials and new markets, the desire to spread American democratic and moral ideals, and yellow journalism.US.20 Compare and contrast the arguments of interventionists and non-interventionists.US.21 Describe the causes of the Spanish-War and the outcomes of American imperialism, including: Annexation of Hawaii, Philippine Insurrection, Roosevelt Corollary, Panama Canal, Access to Cuba.US.22 Compare and contrast President Theodore Roosevelt’s Big Stick diplomacy, President William Howard Taft’s Dollar Diplomacy, and President Woodrow Wilson’s Moral Diplomacy.Unit 4: Week 1.5Essential Question(s)How were Dollar Diplomacy, Big Stick Diplomacy, and Moral Diplomacy alike? How were they different? What was the Roosevelt Corollary? How did it change American foreign policy?Student OutcomesStudents can explain the Roosevelt Corollary to the Monroe Doctrine, and how it changed U.S. foreign policy.Students can explain the reasons that Roosevelt changed American foreign policy.Students can compare and contrast Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy using evidence from texts.Students can describe the consequences of the annexation of Hawaii, the Spanish-American War, the Philippine Insurrection, and the construction of the Panama Canal.Students can explain the geo-political advantages to the United States in controlling Cuba and Hawaii.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, p. 139-157Suggested Supplemental Texts (in SharePoint): Open Door Notes, Roosevelt Corollary, Dollar Diplomacy, and Moral Diplomacy for US.22 (SCS Q1 Resources)Maps/Videos/Images: American Expansion Video (SCS Q1 Resources)Suggested Classroom Strategies and ProtocolsJigsaw (Appendix B, p.101) - Roosevelt’s Corollary, Taft’s Dollar Diplomacy, and Wilson’s Moral DiplomacyStanford Historical Education Group - Lesson Plans on Spanish-American War and Philippine-American War (SCS Q1 Resources)Venn Diagram: After reading excerpts from the DBQ assignment, students should complete a Venn Diagram comparing and contrasting Roosevelt, Taft, and Wilson in their foreign policy ideals.SPAR (Appendix B, p.142) - Which president’s approach to Latin America was most effective/most justified?Close Viewing Protocol—American Expansion Video (SCS Q1 Resources)Assessment9 Weeks ExamStandardsUS.19 Assess the causes of American imperialism in the late 19th and early 20th centuries, including: the desire for raw materials and new markets, the desire to spread American democratic and moral ideals, and yellow journalism.US.20 Compare and contrast the arguments of interventionists and non-interventionists.US.21 Describe the causes of the Spanish-War and the outcomes of American imperialism, including: Annexation of Hawaii, Philippine Insurrection, Roosevelt Corollary, Panama Canal, Access to Cuba.US.22 Compare and contrast President Theodore Roosevelt’s Big Stick diplomacy, President William Howard Taft’s Dollar Diplomacy, and President Woodrow Wilson’s Moral Diplomacy. ................
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