Instructional Timeline – 11th Grade U



|Instructional Timeline – 11th Grade U.S. History – 1st Nine Weeks |

|Unit 3 – The Birth of Modern America |

|Settling the West (8) |

|Suggested Time Frame: ≈ 1 block days |

|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |

| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |

|Essential Questions |How Did the mining industry contribute to the development of the west? What factors contributed to the making of the Wheat Belt in the |

| |Great Plains and then to troubled times for wheat farmers in the 1890’s? Why do you think the policy of assimilation of Native Americans |

| |was a failure? Analyze the Social consequences between Whites, Native Americans, and African Americans created by war, policies, or |

| |Reconstruction Amendments. |

|Core Components |TEKS/SEs |Specifications/Examples |

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| |(2)(1) History. The student understands traditional |Gilded Age (Industrialization, Urbanization, Political Machines) |

| |historical points of reference in U.S. history from 1877 | |

| |to the present. The student is expected to: | |

| |(A) identify the major characteristics that define an | |

| |historical era; |Demographic change, laissez faire, Social Darwinism, Social Gospel and nativism |

| |(B)(A) identify the major eras in U.S. history from 1877 | |

| |to the present and describe their defining | |

| |characteristics; | |

| |(C)(B) apply absolute and relative chronology through the |Tammany Hall |

| |sequencing of significant individuals, events, and time |Tenement/Slum Living |

| |periods; and | |

| |(D)(C) explain the significance of the following dates |Ethnic Neighborhoods |

| |years as turning points: 1898 (Spanish-American War), | |

| |1914-1918 (World War I). | |

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| | |Rise of new imperialism |

| |(3)(2) History. The student understands the political, |Indian policies - Worchester v Georgia, Trail of Tears, Little Big Horn, Chief |

| |economic, and social changes in the United States from |Joseph, treaties, Dawes Act, Indian removal, destruction of buffalo and Plains |

| |1877 to 1898. The student is expected to: |Culture, reservation system |

| |(A) analyze political issues such as Indian policies, the |Political realities – Hayes-Tilden election, solid democratic South, |

| |growth of political machines, |assassination of Garfield, political machines, Boss Tweed, Pendleton Act of 1883|

| |(B) analyze economic issues such as the growth of |and Civil Service Reform, Thomas Nast |

| |railroads, the growth of labor unions, farm issues, the | |

| |cattle industry boom, and the rise of entrepreneurship , | |

| |free enterprise, and the pros and cons of big business; | |

| |and | |

| |(12)(11)(9) Geography. The student understands the impact |Urbanization, Patterns of settlement, and Immigration |

| |of geographic factors on major events. The student is | |

| |expected to: |pollution (analyze the effects of physical and human geographic patterns and |

| |(A) analyze the effects impact of physical and human |processes on events in the past and describe their effects on present conditions|

| |geographic factors on major events including the building | |

| |of the settlement of the Great Plains, the Klondike Gold | |

| |Rush, | |

| |(13)(12)(10) Geography. The student understands the causes|Testing will include: |

| |and effects of migration and immigration on American |maps, |

| |society. The student is expected to: |graphs, |

| |(A) analyze the causes and effects of changing demographic|charts, and |

| |patterns resulting from migration within the United |models |

| |States, including western expansion, rural to urban, | |

| |(14)(13)(11) Geography. The student understands the |Including : |

| |relationship between population growth and modernization |Opening of the Great Plains |

| |on the physical environment. The student is expected to: |Transcontinental Railroad |

| |(A) identify the effects of population growth and |Environmental issues and concerns |

| |distribution and predict future effects on the physical |Farming and Mining (Resources: Gold, Silver, Etc) |

| |environment; and | |

| |(C) understand the effects of governmental actions on |The Populist Party |

| |individuals, industries, and communities , including the |California Gold Rush |

| |impact on Fifth Amendment property rights. |Railroads and Growth of Big Business |

| |(15)(14)(12) Economics. The student understands domestic |Sample issues may include (but not limited to): |

| |and foreign issues related to U.S. economic growth from |industrialization, |

| |the 1870s to 1920. The student is expected to: |growth of railroads, |

| |(A) analyze the relationship between private property |growth of labor unions, |

| |rights and the settlement of the Great Plains |farm issues, and |

| |(A) describe how the economic impact of the |rise of big business |

| |Transcontinental Railroad and the Homestead Act |` |

| |contributed to the close of the frontier in the late 19th |urbanization, westward expansion, and development of the market economy |

| |century; |New South |

| |(B) describe compare the purpose of the changing |Grange, Populist, William Jennings Bryant, silverites and gold bugs |

| |relationship between the federal government and private | |

| |business, including the costs and benefits of |Homestead Act |

| |laissez-faire | |

| | |End of the open range |

| | |Dawes Act |

| |(20)(19)(16) Government. The student understands the | |

| |changing relationships among the three branches of the | |

| |federal government. The student is expected to: | |

| |(A) describe evaluate the impact of events on the | |

| |relationship between the legislative and executive | |

| |branches of government; and | |

| |(C) evaluate constitutional change in terms of strict | |

| |construction versus judicial interpretation. | |

| |(A)(C) discuss Alexis de Tocqueville’s five values crucial| |

| |to America’s success as a constitutional republic: | |

| |(B)(A) describe how the American values identified by | |

| |Alexis de Tocqueville are different and unique from those | |

| |of other nations; and | |

| |(C)(B) describe U.S. citizens as people from numerous |1. Liberty |

| |places throughout the world who hold a common bond in | |

| |standing for certain self-evident truths |2. Egalitarianism |

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| | |3. Individualism |

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| | |4. Populism |

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| | |5. Laissez Faire |

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| |Vocabulary |

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| |Alliance antitrust boundary doctrine domestic issue economy environment |

| |free enterprise system graft interstate intrastate isolation market-oriented migration |

|Recommended Lessons |Recommended Lessons: |

| |Growth of Railroads in 1800’s DBQ PowerPoint: Populism and the Election of 1896 |

| |Populism Lesson Plan Populism DBQ |

| |Westward Expansion DBQ Group Project of Western Expansion and Early Industrial Growth |

|Differentiation | |

| |Special Education – all differentiation per SPED modifications and requirements |

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| |TAG - differentiation according to TAG mandates. To include: |

| |independent study, |

| |alternative projects in lieu of test |

| |in depth reading |

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| |504 – All differentiation according to student needs as specified per 504 committee. |

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| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include: |

| |small group instruction, |

| |sentence stem activities, |

| |HIS, |

| |T-Chart-Pair and Defend. |

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|Instructional Resources|Books or Readings- selections from “Across the Wide Missouri” – Bernard DeVoto |

| |Videos - Dances With Wolves |

| |Websites - wgbh/aia/part4/4narr4.html americanhistory.od/westwardexpansion |

|College and Career |I |

|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B |

| |1-AB 2-B 3-B |

| |1-AD 2-ABCEF 3-ABC |

| |1-A 2-AB |

| |1-A 2-AB 3-C |

| |1-A 2-A |

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| |II |

| |1AB 2-AB |

| |1-ABC 2-A 4-AC 5-ABC 6-ABC |

| |III |

| |1-B 2-AB 3-AB |

| |1-B |

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| |IV |

| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |

| |1-AB 2-AC 3-ABC 4-ABC |

| |1-ABC |

| |1-AB 2-AB |

| |V |

| |1AB 2-AB |

| |1-ABCDEF |

|Essential Questions |Unit III |

| |Chapters 8,9,10,11 |

| |In choosing Indian removal, white society of the 1830’s was rejecting the concept of: |

| |Establishing Indian reservations |

| |Creating a shared world with the Indians |

| |Segregating Indian and white societies |

| |Treating the territories as virgin land |

| |White settlement of the Great Plains west of the Mississippi River occurred because of: |

| |All of the answers below |

| |The discovery of gold and silver deposits |

| |Encouragement by the Federal government |

| |The passage of the Homestead Act |

| |The philosophy of Social Darwinism promoted the idea that: |

| |Left to itself, society would decay |

| |Only the fittest individuals survived in free marketplace |

| |The natural course of social evolution dictated the need for government intervention |

| |Wealthy industrialists needed to make charitable donations |

| |Despite the problems of rapid urban growth, the city of the late 1800’s continued to grow because: |

| |Federal legislation was favorable to urban growth |

| |The cities were becoming the economic hub of the country |

| |The traditional values of rural America were deteriorating |

| |Drought caused severe decline in the rural economy |

| |In the late 1800’s, most of the foreign immigrants to the cities |

| |Were quickly absorbed into the American culture |

| |Established close-knit ethnic communities |

| |Returned home after a few years |

| |Soon moved to rural areas |

| |The most important factor in allowing farmers to settle the Great Plains was the: |

| |Decline of cattle ranching |

| |The abundance of fertile soil |

| |Transcontinental railroad |

| |Scarcity of Indian attacks |

| |The purpose Bessemer Kelly Process was to: |

| |Increase the percentage of gold extracted from poorer ores |

| |Burn the impurities out of iron by blowing air through it |

| |Increase the speed on assembly lines |

| |Create plastics from petroleum |

| |The Sherman Anti-Trust Act of 1890 declared illegal any contract, trust or restraint of trade in: |

| |Interstate commerce |

| |Manufacturing |

| |Intrastate commerce |

| |Industry |

| |In general the Populist movement was primarily supported by: |

| |Small farmers |

| |Urban middle class |

| |Big city political machines |

| |Corporate farming interests |

| |The Black Codes passed by many of the southern state governments in 1865 aimed to: |

| |Provide economic assistance to get former slaves started as share croppers |

| |Ensure a stable and subservient labor force under white control |

| |Permit blacks to vote if they met certain educational or economic standards |

| |Gradually force blacks to leave the South |

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