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). | |
| | | |
| | | |
| | |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 |
| | | |
| | |3. Individualism |
| | | |
| | |4. Populism |
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| | |5. Laissez Faire |
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| | | |
| |Vocabulary |
| | |
| |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 |
| | |
| |TAG - differentiation according to TAG mandates. To include: |
| |independent study, |
| |alternative projects in lieu of test |
| |in depth reading |
| | |
| |504 – All differentiation according to student needs as specified per 504 committee. |
| | |
| |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. |
| | |
| | |
|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 |
| | |
| |II |
| |1AB 2-AB |
| |1-ABC 2-A 4-AC 5-ABC 6-ABC |
| |III |
| |1-B 2-AB 3-AB |
| |1-B |
| | |
| |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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