Instructional Timeline – 11th Grade U



|Instructional Timeline – 11th Grade U.S. History – 2nd Nine Weeks |

|Unit 4 – Imperialism and Progressivism |

|World War I and Its Aftermath |

|Suggested Time Frame: ≈ 2 block days |

|Description |Start of World War I in Europe, American intervention in the conflict, the effect of the war on American domestic situation, the First Red |

| |Scare and resumption of labor strife following the war. |

|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 |Why did the US get involved in the First World War? What effect did it have on the homefront? How did European nationalism contribute to |

| |the outbreak of WWI? How did WWI cause the federal government to change its relationship with the business world? |

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

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| |(2)(1) History. The student understands traditional |World War I 1914-1918 (Wilson, League of Nations); |

| |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 |Refer frequently to the events placed in the timeline of U.S. History |

| |historical era; | |

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

| |to the present and describe their defining |Tested dates may include: |

| |characteristics; |1914-1918 |

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

| |sequencing of significant individuals, events, and time | |

| |periods; and | |

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

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

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

| |(3)(2) History. The student understands the political, | |

| |economic, and social changes in the United States from | |

| |1877 to 1898. The student is expected to: | |

| |(A) analyze political issues | |

| |(B) analyze economic issues such as industrialization, the| |

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

| |(4)(3) History. The student understands the emergence of |Reasons that may be tested include: |

| |the United States as a world power between 1898 and 1920. |unrestricted submarine warfare |

| |The student is expected to: |Underlying causes of European World War I |

| |(C)(B) identify the causes of World War I and reasons for |Causes for American introduction into World War I: the Lusitania and the |

| |U.S. entry involvement in World War I, including |Zimmermann Note, British propaganda, anti-German sentiment |

| |propaganda (information disseminated by an organization or| |

| |government to promote a policy, idea, or cause) and | |

| |unrestricted submarine warfare; | |

| |(D) understand the contributions of the American | |

| |Expeditionary Forces (AEF) led by General John J. Pershing| |

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| |(E) analyze the impact of significant technological |Events-Battle of the Somme, Battle of the Marne and Argonne Forest, Russian |

| |innovations in World War I such as machine guns, |Revolution Individuals – Sergeant York, Eddie Rickenbaker, JJ Pershing, Kaiser |

| |airplanes, tanks, poison gas, and trench warfare that |Wilhelm, Yanks, Lenin, Woodrow Wilson |

| |resulted in the stalemate on the Western Front; and | |

| |(F)(D) analyze major issues such as isolationism and | |

| |neutrality raised by U.S. involvement in World War I, |Tested major issues may include: |

| |Woodrow Wilson's Fourteen Points, and the Treaty of |U.S. involvement in World War I, |

| |Versailles. ; and |Wilson’s Fourteen Points, |

| |(G)(C) analyze significant events such as the Battle of |Treaty of Versailles. |

| |Argonne Forest. and the impact of significant individuals | |

| |including John J. Pershing during World War I; and |isolation v. internationalism, self-determination of all peoples, US relations |

| | |to communist Russia/USSR and changes in morality |

| | |Issues-Mobilization for war, Home front- volunteer, League of Nations and it’s |

| | |defeat in US, fear of entangling alliances, failure of Fourteen Points, cruel |

| | |treatment of Germans in Treaty of Versailles |

| | |Conferences and major treaties between the wars and the role isolationism played|

| | |in US positions |

| |(12)(11)(9) Geography. The student understands the impact |the First Great Migration, |

| |of geographic factors on major events. The student is |patterns evolving from World War I |

| |expected to: |Growth of urban areas from industrialization; |

| |(B) identify and explain reasons for changes in political |Movement of Blacks to Northern cities; |

| |boundaries such as those resulting from statehood and |Western migration; |

| |international conflicts. |Growth of suburbs |

| |(13)(12)(10) Geography. The student understands the causes| |

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

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

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

| |patterns resulting from migration within the United | |

| |States, | |

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

| |relationship between population growth and modernization | |

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

| |(A) identify the effects of population growth and | |

| |distribution and predict future effects on the physical | |

| |environment; | |

| |(15)(14)(12) Economics. The student understands domestic | |

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

| |the 1870s to 1920. The student is expected to: | |

| |(D)(E) describe the economic effects of international | |

| |military conflicts, including the Spanish-American War and| |

| |World War I, on the United States. ; and | |

| |(E) describe the emergence of monetary policy in the |WWI reoriented the priorities of the emerging world power and U.S. foreign |

| |United States, including the Federal Reserve Act of 1913 |policy makers returned to a goal of isolationism. |

| |and the shifting trend from a gold standard to fiat money.| |

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| | |WW I led to great levels of industrialization in the US. |

| | |increased exports, increased agricultural production |

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| | |Financing the war and debate on membership in League of Nations, (Neutrality |

| | |Acts and the end of isolationism |

| | |Schenck vs. United States |

| |Vocabulary |

| |Unrestricted – Propaganda – Internationalism – Self determination Reparations – Bolshevik – Muckraker – Socialism – Anarchy – Anarchist |

|Recommended Lessons |Recommended Lessons - Primary Source Lesson – Women and the Great War: Opportunity or Setback? |

| |United Streaming: From the Great War to the Great Depression (56:00) |

| |Primary Source Lesson – The Great Migration |

|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. |

|Instructional Resources|Books or Readings- Wilson’s 14 Points, All’s Quiet on the Western Front |

| |Videos - United Streaming: World War I and its Aftermath (54:00), the Great War by Ken Burns |

| |Websites - |

|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 |

| |Chapter12,13,14 |

| |To justify their policies, the new American expansionists of the late 1800’s offered all of the following reasons except: |

| |Strong nations were destined by natural law to dominate weak ones |

| |The US had a duty to spread its superior institutions to less civilized people |

| |The US should try to create a community of nations to guarantee world peace |

| |A strong navy was the key to becoming a great nation and colonies would serve as bases for the navy |

| |During the fighting of the Spanish American War, |

| |American troops had experience commanders |

| |More American fighting men died of disease than were killed in action |

| |The US army conducted a competent and efficient mobilization |

| |Spain won many battles to prolong the war |

| |The Platt Amendment, incorporated into the Cuban constitution, gave Cuba: |

| |Full independence |

| |Economic independence |

| |Partial independence |

| |An American run government |

| |The United States suggested the Open Door Policy for China to: |

| |Keep the great powers from completely destroying China by dividing it up |

| |Allow US merchants to trade in China without the interference of foreign government |

| |Achieve a foreign policy victory without using military force |

| |Promote the economic ideal of free markets |

| |Jacob Riis’s 1890 book “How the Other Half Lives” shocked middleclass Americans with its sensational description of: |

| |All of the answers below |

| |Lower class slums |

| |Middle class bigotry |

| |Upper class decadence |

| |The “Gospel of Wealth” promoted by Andrew Carnegie, said that people with wealth should: |

| |Use their resources to help society |

| |Give aid directly to the poor |

| |Donate the bulk of their wealth to religious institutions |

| |Subsidize the construction of Protestant churches |

| |The Roosevelt Corollary to the Monroe Doctrine stated that: |

| |European nations could use force to collect debts in Latin America |

| |The US would not allow any new European investments in Latin America |

| |European ships would have to pay for the privilege of using the Panama Canal |

| |The US could intervene in the internal affairs of Latin American nations to preserve stability |

| |President Teddy Roosevelt secured the Canal Zone in Panama by: |

| |Engineering a revolt against Colombia |

| |Threatening Panama with force |

| |Negotiating a treaty with Colombia |

| |Invading the capital of Colombia |

| |Many Americans became outraged at Germany after it began to: |

| |shell major cities like Paris |

| |imprison European Jews |

| |invade neutral countries like the Netherlands |

| |Engage in submarine warfare |

| |The Fourteen Points included: |

| |Self determination for all people |

| |A world bank to help rebuild Europe |

| |Economic aid for former German colonies |

| |The creation of the United Nations |

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