United States History



United States History

Mrs. Goodwin

Course Description

Students will study the major turning points in American history in the twentieth century. Following a review of the nation’s beginnings and the impact of the Enlightenment on U.S. democratic ideals, students will understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. Students will trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students will learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students will understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection.

Textbook and Additional Resources

The American Nation in the Twentieth Century – Holt

The American Spirit and Vol. II – Heath

History Alive: The American Revolution – Teachers’ Curriculum Institute

History Alive: The Constitution in a New Nation – Teachers’ Curriculum Institute

History Alive: 20th Century United States History - Teachers’ Curriculum Institute

Rethinking the Constitutional Convention – Bigelow and Peterson

Power in Our Hands - Bigelow

Course Objectives

• Demonstrate an understanding of historical chronology

• Use historical data to support an argument or position

• Interpret and apply data from original documents

• Effectively use analytical skills of evaluation, cause and effect, compare and contrast

• Work effectively with others to produce quality projects and to discuss questions

Assessments – evaluations to be given during and after each unit

➢ Multiple Choice Exams/Quizzes

➢ Short Answer Exams/Quizzes

➢ Class Participation

➢ Oral Presentations

➢ Reflection Activities

➢ Student Projects

➢ Homework

➢ Notebooks

➢ Group Projects

➢ Essays and structured paragraphs

Course Overview**

Unit One – Creating a New Nation (2 1/2 weeks)

California State Standard 11.1 – Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

➢ Reading*/Activity – Life, Liberty and the Pursuit of Happiness (11.1.1)

➢ History Alive: American Revolution Activity 4.4 – Analyzing the Declaration of Independence

➢ Rethinking the Constitutional Convention – Role Play (11.1.2)

➢ History Alive: The Constitution Activity 2.1 – The Convening of the Constitutional Convention (11.1.2)

➢ History Alive: The Constitution Activity 2.2 – The Compromises of the Constitution (11.1.2)

➢ History Alive: The Civil War and Reconstruction Activity 3.2 – Visual History of the Civil War (11.1.4)

➢ History Alive: The Civil War and Reconstruction Activity 4.2 – Writing Report Cards on Reconstruction Plans (11.1.4)

➢ History Alive: The Civil War and Reconstruction Activity 4.3 – Reconstructing the Union (11.1.4)

Unit Two – The United States Coming of Age: Immigration and Industrialization (3 1/2 weeks)

California Standard 11.2- Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

➢ History Alive: The Immigrants Activity 1.1 – The Rising Tide of Immigration (11.2.2)

➢ History Alive: The Immigrants 1.3 – Analyzing Attitudes on Immigration through Political Cartoons (11.2.1 & 11.2.2 & 11.2.3)

➢ American Nation Chapter 6 & 7 (11.2.1)

➢ Role Play – The Homestead Strike

➢ History Alive: Industrialism and The Progressive Response Activity 2.2 – The Growth of Industrialism (11.2.1 – 11.2.6)

➢ History Alive: Industrialism and The Progressive Response Activity 2.3 – Progressive Era Thinkers Meet the Press (11.2.9)

Unit Three – The Rise of United States as a World Power (2 weeks)

California Standard 11.4- Students trace the rise of the United States to its role as world power in the twentieth century.

➢ History Alive: The Growth of Imperialism Activity 3.1 – Isolation to Imperialism (11.4.1)

➢ History Alive: The Growth of Imperialism Activity 3.2 – The Spanish American War and the Growth of Imperialism (11.4.2)

➢ History Alive: The Growth of Imperialism Activity 3.3 – U.S. Foreign Policy is like a…? (11.4.4)

➢ American Nation Chapter 10 (11.4.4)

➢ History Alive; World War I Activity 4.1 – From Neutrality to War (11.4.5)

➢ History Alive; World War I Activity 4.4 – Negotiating a Treaty to Secure World Peace (11.4.6)

Unit Four – The Roaring Twenties (2 weeks)

California Standard 11.5 – Students analyze the major political, social, economic, technological and cultural developments of the 1920’s.

➢ American Nation Chapter 11 (11.5.1)

➢ History Alive: The Roaring Twenties Activity 1.1 – Understanding Postwar Tensions (11.5.2)

➢ X-Ray Posters – Debating Diversity in the 1920’s – Historical Figures (11.5.2 & 11.5.4)

➢ History Alive: The Roaring Twenties Activity 1.4 – Presentation of Changing Lifestyles (11.5.4, 11.5.5, 11.5.6, 11.5.7)

Unit Five – The Great Depression and The New Deal (4 weeks)

California Standard 11.6 – Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the Federal Government.

➢ History Alive: The Coming of the Great Depression Activity 2.1 – The Economic Collapse (11.6.1 &11.6.2)

➢ History Alive: The Coming of the Great Depression Activity 2.3 – The Graphing Economic Data on the Great Depression (11.6.1 &11.6.2)

➢ History Alive: The Human Impact of the Great Depression Activity 3.1 – Creating Mini-Dramas about the Great Depression (11.6.3)

➢ History Alive: The Human Impact of the Great Depression Activity 3.2 – Empathizing with Victims of the Great Depression (11.6.3)

➢ History Alive: The New Deal Activity 4.1 – My Deal: What should be done about the Great Depression? (11.6.4)

➢ History Alive: The New Deal Activity 4.2 – FDR and the New Deal (11.6.4)

➢ History Alive: The New Deal Activity 4.3 – Discovering the Legacy of the New Deal (11.6.4)

➢ Role Play – 1934 West Coast Longshore Strike (11.6.5)

*For all reading assignments you will be required to complete a literacy strategy assignment such as an SQR or SOAPS or other. We will learn these literacy strategies and I will notify you when you will need to do them and turn them in.

Notebooks

All students are expected to maintain a well-organized notebook. Your notebook must be a three-ring binder divided into three sections:

Section 1 Daily Agendas, and Homework Assignments

Section 2 Class Notes

Section 3 Readings, Handouts, highlighted and accompanied with the reading activity (i.e., SOAPS, SQR, etc.)

Section 4 Returned Textbook Assignments, Assessments, and Quizzes

Grades

Grades will be given based on the following percentages:

A= 90%-100%

B= 80%-89%

C= 70%-79%

D= 60%-69%

There will be assessments after each unit is completed. There will also be school-wide social studies assessments periodically to determine progress of each student.

All formal assessments will be evaluated from a rubric that will be presented to the students as units’ progress.

**Units and activities are subject to change depending on time and pacing of the class and /or the semester.

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