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United States History I
Curriculum Course Guide
Perth Amboy Public Schools
Mr. Robert Dahill, Supervisor of Social Studies, Career & Technical Education, and NJROTC
Mr. Michael Heidelberg, Director of Curriculum & Instruction, Grades 7-12
November 2, 2017
DISTRICT MISSION STATEMENT
To provide all students with a solid academic foundation through the efforts of all staff, with parental support and collaboration that establishes high expectations, with resources, support services and fiscal management that focuses on achieving or exceeding the New Jersey Student Learning Standards (NJSLS) and delivery of services in a safe and healthy environment.
MEMBERS OF THE BOARD OF EDUCATION
Kenneth Puccio, President
Milady Tejeda, Vice President
Obdulia Gonzalez
Randy Convery
Junior Iglesia
Anton Massopust
Manuel Nunez
Jose Rodriguez
Tashi Vazquez
CURRICULUM REVIEW PROCESS
CURRICULUM COURSE GUIDE: __________US History I_________________
DEPARTMENT: _________Social Studies________________________________
CHECK ONE: NEW CURRICULUM ___________ REVISED CURRICULUM X
MINOR CHANGES X
FORMAT CHANGES
SIGNIFICANT CHANGES
|BOE Approval/ Revision |Written by |Reviewed /Revised Approved by |Notes |
|date: | | | |
|11-2-2017 |Tiffany Soderholm |Michael Heidelberg | |
| | |Robert Dahill | |
| | | | |
| | | | |
| | | | |
This document was developed and board approved as part of the district’s ongoing initiative to write and revise curricula in an effort to ensure they are properly aligned with New Jersey Student Learning Standards (NJSLS) as it applies to all core content areas and grade levels. Special emphasis was placed on identifying power standards and career and college readiness skills so that students are exposed to the critical skills that they must develop at each grade level and throughout their K-12 educational experience. It is the expectation that this document is used at the classroom level as a guide to address skills that are essential to ensure endurance, leverage, and readiness for the next level of learning among all students. While the teaching of the identified critical skills is nonnegotiable, the curriculum guides offer suggested assessments and learning activities that teachers may use to address the essential skills when teaching. The curriculum guides are not prescriptive in nature but rather serve as a resource that identifies critical skills and offers a menu of enduring understandings, essential questions, assessments, vocabulary, teaching activities, and differentiation options that new and seasoned staff members can use to facilitate teaching and learning.
This document also contains important information on the NJSLS and the PARCC Assessment as a quick reference for educators in all content areas and grade levels.
Content:
• Mission Statement/ BOE Members
• BOE Approval/Revision Dates
• NJSLS – Grade 9
• Power Standards
• Course Description
• Scope and Sequence
• Curriculum Guides
• Appendices
•
New Jersey Student Learning Standards
for
Social Studies
INTRODUCTION
Social Studies
The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of time and place and experience historic events virtually. By expanding their learning networks through online collaboration with experts and other students from around the world, New Jersey social studies students develop an increased depth of understanding of our global society. At the same time, their understanding of the fundamental principles and values of American democracy and citizenship provides the conceptual framework that allows them to make informed decisions about local, national, and international issues and challenges.
Mission: Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age.
Vision: An education in social studies fosters a population that:
• Is civic minded, globally aware, and socially responsible.
• Exemplifies fundamental values of American citizenship through active participation in local and global communities.
• Makes informed decisions about local, state, national, and global events based on inquiry and analysis.
• Considers multiple perspectives, values diversity, and promotes cultural understanding.
• Recognizes the implications of an interconnected global economy.
• Appreciates the global dynamics between people, places, and resources.
• Utilizes emerging technologies to communicate and collaborate on career and personal matters with citizens of other world regions.
Intent and Spirit of the Social Studies Standards
All students receive social studies instruction from Preschool through grade 12. The challenges of the 21st century are complex, have global implications, and are connected to people, places, and events of the past. The study of social studies focuses on deep understanding of concepts that enable students to think critically and systematically about local, regional, national, and global issues.
Authentic learning experiences that enable students to apply content knowledge, develop citizenship skills, and collaborate with students from around the world prepare New Jersey students for the 21st-century workplace. The natural integration of technology in social studies education allows students to overcome geographic borders, apply scientific and mathematical analysis to historical questions and contemporary issues, appreciate cultural diversity, and experience events through the examination of primary sources.
The New Jersey social studies standards and indicators reflect national and state standards and other documents published by the National Center for History Education, National Council for Social Studies, National Council for Geographic Education, Center for Civic Education, National Council on Economic Education, Mid-Continent Research on Education and Learning, National Assessment of Educational Progress, and the Partnership for 21st Century Skills.2
Social studies instruction occurs throughout the P-12 spectrum:
• At the Preschool level, students participate in interdisciplinary activities that promote cultural awareness, sensitivity to individual differences, and respect for diversity.
• In grades K-4, students learn fundamental concepts about government, citizenship, geography, economics, and history. The focus of instruction is on developing an understanding of core democratic values, the rights and responsibilities of American citizens, and how key people and events contributed to the development of the American heritage. Exploration of cultural universals enables students to realize how the availability of resources, the changing environment, and innovation impact everyday life.
• In grades 5-8, students build upon K-4 foundational content. Through instruction in U.S. History and World History/Global Studies, they begin to analyze the implications of government structures and economic policies for individuals, communities, nations, and global relationships. The study of migratory patterns and belief systems that in the past led to cooperation and conflict among groups of people enable students to realize the significance of cultural transmission in today’s global society. Relevant activities that help students connect content knowledge to current issues and that promote service learning empower students to become civic-minded and socially active.
• In grades 9-12, students continue to study U.S. History and World History/Global Studies. They consider historical viewpoints in order to analyze the role of the individual in society and the significance of fundamental documents to basic human rights. Socratic discussion groups and debate activities enable students to develop sound reasoning and effective communication skills. Opportunities to collaborate with students from around the world and experts in the field, and to develop innovative solutions to real world problems on the local, national, and global levels, mirror the 21st-century workplace and allow students to practice important career skills. By the end of grade 12, students have a heightened understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events in an interconnected world.
Revised Standards
The 2014 Social Studies Standards provide the foundation for creating local curricula and developing meaningful assessments. Minor revisions were made to the 2009 Social Studies Standards for one of the following four reasons - to provide clarity, increase accuracy, adjust pedagogical expectations or to address grammatical issues. The revisions that were made are intended to clarify the document and do not reflect major changes to the standards. In addition, several new skills were added to the Skills Table to reflect the expectations of the New Jersey Student Learning Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects.
The Role of Essential Questions
Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for this project, which follow, were used to frame content goals and to inform the development of the cumulative progress indicators.
A. Civics, Government, and Human Rights
• How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?
• How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?
B. Geography, People, and the Environment
• How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?
C. Economics, Innovation, and Technology
• How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?
• How have scientific and technological developments over the course of history changed the way people live and economies and governments function?
D. History, Culture, and Perspectives
• How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?
• How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?
Organization of the Standards
The organization and content of the 2014 social studies standards reflects N.J.A.C. 6A:8-5.1(a)1.iv., which requires at least 15 credits in social studies, including satisfaction of N.J.S.A. 18A:35-1 and 2; five credits in world history; and the integration of civics, economics, geography, and global studies content in all courses.
• Standard 6.1 U.S. History: America in the World applies to grades P-12; at the P and K-4 levels, content is organized by strand only; at the 5-8 and 9-12 levels, content organized by era and strand.
• Standard 6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8 and 9-12 levels, content organized by era and strand.
• Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P, K-4, 5-8, and 9-12) content is organized by strand only.
|Standard |Grade Level |Organization |
|6.1 U.S. History: America in the World |P-4 |By strand only |
| |5-8 |By era and strand |
| |9-12 |By era and strand |
|6.2 World History/Global Studies |5-8 |By era and strand |
| |8-12 |By era and strand |
|6.3 Active Citizenship in the 21st Century |P-4 |By strand only |
| |5-8 |By strand only |
| |9-12 |By strand only |
The organizational scheme of the social studies standards highlights the interrelationship among government/civics, economics, and geography during each time period throughout history. (For a full listing of the eras studied, see the Social Studies Timeframe Table.)
In addition, the integration of social studies content and skills is essential for understanding and for developing habits of mind that are necessary for students to become informed citizens and contributing members of society. Thus, four key social studies skills (chronological thinking, spatial thinking, critical thinking, and presentational skills) have been identified and elaborated for the three K-12 grade clusters (K-4, 5-8, 9-12). These skills should be systematically integrated into instruction and assessed in conjunction with content. (See the Social Studies Skills Table).
Coding of Indicators
For standards 6.1, grades P-4, and for standard 6.3, all grades, each indicator code should be interpreted as follows:
|6.1. |4. |A. |1 |
|( |( |( |( |
|standard number |grade |strand |indicator |
For standards 6.1 and 6.2, grades 5-12, the inclusion of the era (see the Social Studies Timeframe Table) impacts the coding of each indicator as follows:
|6.1. |8. |A. |1. |a |
|( |( |( |( |( |
|standard number |grade |strand |era |indicator |
References
Achieve, Inc. (2004). Measuring Up 2004: A Report on Social Studies Standards for New Jersey. Washington, DC: Author.
Asia Society. (2008). Going global: Preparing U.S. students for an interconnected world. New York: Author.
Center for Civic Education. (1994). National standards for civics and government. Calabasas, CA: Author.
Checkley, K. (2008). Priorities in practice: The essentials of social studies, Grades K-8. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Lee, J., & Weiss, A. R. (2007). The Nation’s report card: U.S. history 2006 (NCES 2007–474). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Kendall, J. S., & Marzano, R. J. (2004). (1993). Content knowledge: A compendium of standards and benchmarks for K-12 education: Grades K-4, history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: U.S. history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning.
Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: World history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Michigan Dept. of Education. (2007). Grade level expectations: Social Studies, Grades K-8. Lansing, MI: Author.
Michigan Dept. of Education. (2007). High school content expectations: Social studies. Lansing, MI: Author. National Council for Economic Education. (2000). National content standards in economics. New York: Author.
National Council for Geographic Education. (1994). National geography standards. Washington, DC: Author.
National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (c3) framework for social studies state standards: guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS.
National Center for History in the Schools. (1996). National history standards. Los Angeles: Author. Online:
National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, DC: Author.
National Council for the Social Studies. (2008). Expectations of Excellence: Curriculum standards for social studies (draft). Silver Spring, MD: Author.
National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common core state standards for English Language Arts & Literacy in History/Social Studies, Science & Technical Subjects. Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
New Jersey State Department of Education. (2009). New Jersey core curriculum content standards. Trenton, NJ: Author.
New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author. Online:
New Jersey State Department of Education. (2004). Core curriculum content standards. Trenton, NJ: Author.
New Jersey State Department of Education. (1996). New Jersey core curriculum content standards. Trenton, NJ: Author.
Partnership for 21st Century Skills. (2007). The intellectual and policy foundations of the 21st Century Skills Framework. Tucson, AZ: Author.
San Diego State University & National Center for History in the Schools. The big eras. On (website): World history for us all:
State of Washington Office of Superintendent of Public Instruction. (2008). Social studies. Olympia, WA: Author.
Task Force on Standards for Teaching and Learning in the Social Studies. (2008). A vision of powerful teaching and learning in the social studies: Building social understanding and civic efficacy. Silver Spring, MD: National Council for the Social Studies. Online:
Woyshner, C. A. (2003). Social studies. Alexandria, Virginia: Association for Supervision and Curriculum Development.
US History I
POWER STANDARDS
“Given the limited time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.” (Heidi Hayes Jacobs, 1997)
Power Standards are a subset of subset of the complete list of standards/indicators for each grade and each subject. They represent the “safety net” of indicators that students must learn prior to exiting current grade level. While all standards and indicators are of equally important, it is critical to narrow the standards and indicators by distinguishing the “essentials ones.”
US History I
Course Description
This course will internationalize United States history. Each unit will be approached from a political, economic, social, and environmental point of view, and with a lens that looks at U.S. history from each point view. The Scope and Sequence of the US History I course will represent the final stages of Perth Amboy High School’s History/Social Studies courses’ instructional shifts to literacy skills-based and thematic approach to history. Within each unit guide, there will be essential questions that address each theme within the unit. Each theme will be represented with the acronym seen below after each essential question. The themes covered in each unit will be:
1. Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR)
2. Movement and Its Environmental Impact (MEI)
3. U.S. Economy in the Global Context (EGC)
4. National and International Security Concerns of the U.S. (NISC)
Each unit guide will cover these four basic themes in order for Perth Amboy students to continuously be exposed to global issues, as well as domestic issues, which will undoubtedly affect their lives. Each theme is represented in the NJ Core Curriculum Content Standards and will correlate directly with Common Core State Standards. Students can benefit from consistency and cohesion in these four thematic areas throughout the History/Social Studies curricula.
The Essential Questions and Enduring Understandings based on the necessary and important content are provided and can lay the foundation for the development of common formative and summative assessments. The major student learning content objectives for this course are:
1. To learn how to participate in a democratic society
2. To learn to participate in the world as global citizens
3. To critically analyze the content they are taught and learn how to apply it to their present and future
The purpose of the curriculum is to provide students with exposure to primary and secondary sources in order that students may analyze, evaluate, and synthesize material that enables them to successfully acquire and strengthen skills that they will utilize throughout their lives. The curriculum will give students tools to allow them to constantly engage with socio-political, economic, and historical or other academic material. The goals of the curriculum are aligned with Peter Seixas’ view of the disciplinary approach, which says, “let us provide [students] not only with interpretations of the past but with the tools...allowing them to engage, at some level, in the ongoing debates and conversations about the past, rather than uncritically accept any particular version” (Seixas, 33).
Works Cited
Seixas, Peter, Peter Stearns and Sam Wineburg. "Schweigen! Die Kinder! Or, Does Postmodern History Have a Place in the Schools?" Seixas, Peter. Knowing, Teaching, and Learning History: National and International Perspectives. New York: New York University Press, 2000. 19-37.
US History I
Scope and Sequence*
(*) The following scope and sequence addresses the main concepts and skills to be taught during the course of the school year; however, for a more detailed pacing on what and when skills and concepts will be taught, please refer to the grade level “Pacing Guide.”
|SCOPE AND SEQUENCE |
|Unit/Topic/Skill |Suggested Time Frame |Notes |
|Revolution and the Constitution |6 weeks |Economy of the Colonies (1 week) |
| | |Colonial Opposition and the Declaration of |
| | |Independence (2 weeks) |
| | |Battles of the American Revolution (1 week) |
| | |The Constitution and The New Nation (2 weeks) |
| | | |
| | | |
|Jeffersonian Era and Manifest Destiny |4 weeks |The Louisiana Purchase and War of 1812 (1 week) |
| | |Jacksonian Era (1 week) |
| | |Manifest Destiny (1 week) |
| | |Reform Movements (1 week) |
|Civil War and |4 weeks |National Crisis (1 week) |
|Reconstruction | |Civil War (1 week) |
| | |Reconstruction (2 weeks) |
|The Gilded Age |4 weeks |West (1 week) |
| | |Industrialization (2 weeks) |
| | |Immigration & Urbanization (1 weeks) |
|Progressive Era |5 weeks |Women (1 week) |
| | |African Americans (2 weeks) |
| | |Social Problems & Reforms (2 week) |
| | |Politics (1 week) |
|The Rise of US Imperialism and WWI |6 weeks |Spanish American War (1 weeks) |
| | |Territorial Expansion (1 weeks) |
| | |WWI (1 weeks) |
| | |American Involvement (2 week) |
| | |Results of War (1 week) |
|The Roaring 20s |3 weeks |Government (1 week) |
| | |Culture (1 week) |
| | |Economy (Wall Street, speculation, credit) (1 week) |
US History I
CURRICULUM
GUIDES
Curriculum Guide
|Content Area |Social Studies-US History I |Grade Level |9th |
|Topic/Concept/Skill |Revolution and the Constitution |Time Frame |6 weeks |
|Overview/Rationale |
|The unit begins with an examination of the causes of the American Revolution, including its ideological background. The middle section of the unit focuses on the |
|roles of key individuals in forging a new nation in the crucible of conflict. The unit concludes by examining events and key ideas that led to the creation of the|
|Constitution and Bill of Rights. |
|The themes covered throughout this unit will be as follows: |
|Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR) |
|Movement and Its Environmental Impact (MEI) |
|U.S. Economy in the Global Context (EGC) |
|National and International Security Concerns of the U.S. (NISC) |
|Desired Results |
|Critical Content Standards |
|NJSLS for Social Studies |
|6.1.12.A.1.a: Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and |
|participatory government. |
|6.1.12.B.1.a: Explain how geographic variations (e.g., climate, soil conditions, and other natural resources) impacted economic development in the New World. |
|6.1.12.C.1.b: Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and |
|entrepreneurship contributed to economic development in the American colonies. |
|6.1.12.D.1.a: Assess the impact of the interactions and conflicts between native groups and North American settlers. |
|6.1.12.A.2.a: Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of Independence, the Constitution, and Bill of |
|Rights) and assess their importance on the spread of democracy around the world. |
|6.1.12.A.2.b: Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with the United States Constitution, and determine their impact |
|on the development of American constitutional government. |
|6.1.12.A.2.c: Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance. |
|6.1.12.A.2.d: Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today.|
|6.1.12.D.2.a: Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution. |
|6.1.12.D.2.b: Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different |
|groups of people throughout time. |
|English Language Arts Standards: |
|RST.11-12.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for |
|explanations or descriptions. |
|RST.11-12.2. Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by |
|paraphrasing them in simpler but still accurate terms. |
|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the |
|specific results based on explanations in the text. |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical |
|context relevant to grades 11-12 texts and topics. |
|RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
|RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order |
|to address a question or solve a problem. |
|RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. |
|WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new arguments or |
|information. |
|WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
|WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research. |
|Range of Writing |
|WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range|
|of discipline-specific tasks, purposes, and audiences. |
|New Jersey Core Curriculum Content Standards for Technology |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually |
|and collaborate and to create and communicate knowledge. |
|8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: |
|All students will develop an understanding of the nature and impact of technology, engineering, |
|Technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.|
|Enduring Understandings |Essential Questions |
|Students will understand that: |Students will ask: |
|A government’s actions impact its citizens. |Why did American colonists react so strongly to the British Acts? |
|People tend to justify their actions based on ideals and principles. |How did Britain’s neglect of the colonists gradually lead to independence? |
|New ideas can lead to conflict and change. |Were the colonists justified in resisting British policies after the French and|
|Individuals and groups have struggled to attain equality. |Indian War? |
|Leadership can play a significant role in the outcome of war. |When should one question authority? |
|Geography can directly impact the kind of economy of a region or regions. |Does change only come through compromise? |
| |Was the American Revolution inevitable? |
| |What is the impact of war on society? |
| |Can an individual make a difference? |
| Student Objectives |
|Students will be able to: |
|analyze colonial resistance to British policies |
|identify and evaluate the causes of the American Revolution and the final collapse of royal authority |
|justify the purposes and principles of the Declaration of Independence and its impact as an economic and political document |
|identify individuals and groups exercising the greatest impact on the American Revolution |
|locate geographically the sites of significant battles of the American Revolution and explain their consequences |
|understand the key role New Jersey played in the American Revolution |
|compare the strengths and weaknesses of the British and colonists during the American Revolution |
|discuss how conflict influences the control of economic and political entities |
|describe the political and economic problems facing the Articles of Confederation |
|compare the Constitution to the Articles of Confederation |
|describe the form of government established by the Constitution and Explain how and why the Bill Of Rights was added to the Constitution |
|recognize that the structure of the Constitution helps to make it a document capable of meeting changing needs |
|analyze the conflict between human rights and property rights and their relationship to vote |
|explain the origin of political parties in the United States |
|compare the social and political views of the Federalist and Republican parties |
|trace the economic development of the colonies in terms of trade, tariffs, taxation, and trends in the national debt |
|identify the precedents set by Washington and their significance |
|Assessment Evidence |
|Formative Assessment(s) |Summative Assessment(s) |
|Exit Slips: How did the regional differences in the colonies affect their |Colonial Acts DBQ |
|economies? What was the role of Britain in policing the Colonies? Is dissent |Test on the American Revolution and the Constitution (MC and Essay) |
|patriotic-why or why not? Who did the Constitution create a governmental | |
|foundation for and who was left out? | |
|Homework: document analysis, reading and questions, recruitment posters | |
|Quizzes: Colonial economies, The Revolution, Constitution basics | |
|Teaching and Learning Actions – Instructional Strategies – Activities |
|Optional beginning of the year activity: Skills Unit. Students will be able to review notetaking strategies (Shorthand, Cornell notes, etc.), political cartoon |
|analysis, primary and secondary source documents in order to better utilize these in class throughout the school year. |
|Create a modern day Constitution and Bill of Rights based on current political and social climates in the United States |
|Students will work in groups to compare and contrast government structures at the federal, state, and local levels |
|Vocabulary |
|George Washington, King George, Thomas Jefferson, Benjamin Franklin, Proclamation of 1763, Sugar Act, Stamp Act, Agriculture, Quartering Act, French and Indian |
|War, Townsend Acts, Writs of Assistance, Intolerable Acts, Federalism, Popular Sovereignty, Limited Government, Separation of Powers, Enumerated Powers, Reserved |
|Powers, Alexander Hamilton, American Revolution, Articles of Confederation, Anti-Federalists, Battles of Concord and Lexington, Bill of Rights, Boston Tea Party, |
|Bill of Rights, Common Sense, Thomas Paine, Montesquieu, Continental Army, John Adams, James Madison, Great Compromise, John Locke, Treaty of Paris, Valley Forge,|
|Yorktown, Whiskey Rebellion |
|Resources |
|Suggested Websites: |
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|Supplemental Reading: |
|The Great American Documents: Volume 1: 1620-1830 by Ruth Ashby |
|Technology Integration |
|Students will have classroom access to a chromebook cart, enabling access to online resources, simulations, and research materials. |
|Differentiation |
|Enrichment |Students may Conduct a simulation of the Constitutional Convention |
| |Colonial Laws and Acts DBQ (optional) |
|Intervention |Provide student(s) with questions that break down the documents in the DBQ |
|ELLs |Provide student(s) with a vocabulary sheet |
| |Highlight important words for them to pay attention to |
| |Provide more pictures than text |
|In this unit plan, the following 21st Century themes and skills are addressed. |
|Check all that apply. |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, |
|21st Century Themes |A on the line before the appropriate skill. |
| |21st Century Skills |
|x |Global Awareness |x |Creativity and Innovation |
|xx |Environmental Literacy |x |Critical Thinking and Problem Solving |
| |Health Literacy |x |Communication |
|x |Civic Literacy |x |Collaboration |
|x |Financial, Economic, Business, and Entrepreneurial| |Other Interdisciplinary standards: |
| |Literacy | | |
|Notes-Observations-Reflections |
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|Content Area |Social Studies-US History I |Grade Level |9th |
|Topic/Concept/Skill |Jeffersonian Era and Manifest Destiny |Time Frame |4 weeks |
|Overview/Rationale |
|This unit centers on how the new nation dealt with the issues of territorial growth, the development of a national economy, and the expansion of democracy during |
|America’s first four decades. |
|The themes covered throughout this unit will be as follows: |
|Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR) |
|Movement and Its Environmental Impact (MEI) |
|U.S. Economy in the Global Context (EGC) |
|National and International Security Concerns of the U.S. (NISC) |
|Desired Results |
|Critical Content Standards |
|NJSLS for Social Studies |
|6.1.12.B.2.a: Analyze how the United States has attempted to account for regional differences while also striving to create an American identity. |
|6.1.12.B.2.b: Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery. |
|6.1.12.C.2.a: Assess the effectiveness of the new state and national governments attempts to respond to economic challenges including domestic (e.g., inflation, |
|debt) and foreign trade policy issues. |
|6.1.12.A.3.a: Assess the influence of Manifest Destiny on foreign policy during different time periods in American history. |
|6.1.12.A.3.b: Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War|
|with Mexico, and Native American removal) was influenced by perceived national interest. |
|6.1.12.A.3.c: Assess the role of geopolitics in the development of American foreign relations during this period. |
|6.1.12.A.3.d: Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era. |
|6.1.12.A.3.e: Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal. |
|6.1.12.A.3.f: Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s rights, and |
|temperance) reform movements in New Jersey and the nation during the Antebellum period. |
|6.1.12.A.3.g: Determine the extent to which state and local issues, the press, the rise of interest-group politics, and the rise of party politics impacted the |
|development of democratic institutions and practices. |
|6.1.12.A.3.h: Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments. |
|6.1.12.A.3.i: Examine the origins of the antislavery movement and the impact of particular events, such as the Amistad decision, on the movement. |
|6.1.12.B.3.a: Assess the impact of Western settlement on the expansion of United States political boundaries. |
|6.1.12.D.3.a: Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives. |
|6.1.12.D.3.b: Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity. |
|6.1.12.D.3.c: Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri |
|Compromise and the Compromise of 1850). |
|English Language Arts Standards: |
|RST.11-12.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for |
|explanations or descriptions. |
|RST.11-12.2. Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by |
|paraphrasing them in simpler but still accurate terms. |
|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the |
|specific results based on explanations in the text. |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical |
|context relevant to grades 11-12 texts and topics. |
|RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
|RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order |
|to address a question or solve a problem. |
|RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. |
|WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new arguments or |
|information. |
|WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or |
|broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, |
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
|WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research. |
|Range of Writing |
|WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range|
|of discipline-specific tasks, purposes, and audiences. |
|New Jersey Core Curriculum Content Standards for Technology |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually |
|and collaborate and to create and communicate knowledge. |
|8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: |
|All students will develop an understanding of the nature and impact of technology, engineering, |
|Technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.|
|Enduring Understandings |Essential Questions |
|Students will understand that: |Students will ask: |
|The United States has evolved into a unique capitalist society |How did the Northwest Ordinance set the tone for the future development of the |
|Geography shapes economic, social and political systems |United States? |
|Territorial expansion was a goal of the United States government since its |How did the acquisition and exploration of the Louisiana Territory agree with |
|inception |Jefferson’s political philosophy? |
|The North and South developed different economic systems and this contributed to |How was the identity of the United States strengthened by the War of 1812, |
|sectionalism |territorial expansion, Monroe Doctrine, and the canal system? |
|Manifest Destiny had a lasting impact on both domestic and foreign policy in |How was the identity expansion influence societal reforms such as abolition, |
|America |temperance, education, women’s rights, and universal suffrage? |
| |How were technological advancements and the development of infrastructure |
| |important to the economy? |
| |How did Manifest Destiny impact Native American populations? |
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| Student Objectives |
|Students will be able to: |
|Explain the consequences of landmark Supreme Court decisions significant to this era of American history. |
|Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness |
|analyze the Jefferson Era, the Age of Jackson, Manifest Destiny, the market revolution, and various reform movements during the first half of the nineteenth |
|century |
|interpret the significance of the judicial review |
|justify the reasons for the increasing demand for war |
|locate geographically the major campaigns and their consequences as well as the results of the War of 1812 |
|summarize the ways in which nationalism shaped American foreign policy |
|analyze the erosion of nationalism and the re-emergence of sectionalism |
|identify the presidents that followed Jackson and the challenges they faced |
|analyze the expansionist sentiment and movement |
|Assessment Evidence |
|Formative Assessment(s) |Summative Assessment(s) |
|Exit Slips: What was the short term impact of westward expansion on the Native |Manifest Destiny DBQ |
|Americans? Long term? How is the Supreme Court tested during the Jeffersonian |Test on the Jeffersonian Era (MC and Essay) |
|Era? How does Jackson change the role of the government worker? |Essay on the impact of Westward Expansion |
|Homework: document analysis, reading and questions, art and imagery depictions | |
|Quizzes: Supreme Court cases, the War of 1812, Jacksonian government | |
|Teaching and Learning Actions – Instructional Strategies – Activities |
|Inclusion of group activities: Jigsaw expert reports describing details of life as depicted in the western movies/TV programs |
|Incorporate non-fiction and historical fiction works to illustrate viewpoints of the impact of Manifest Destiny |
|Focus on primary source document analysis and investigate historical bias/historiography |
|Vocabulary |
|Jacksonian Democracy, Dysentery, Oregon Trail, Manifest Destiny, Cherokee Nation v. Georgia, Worcester v. Georgia, Trail of Tears, nullification, Marbury v. |
|Madison, Louisiana Purchase, Impressment, Embargo Act, Thomas Jefferson, John Marshall, William Clark, Aaron Burr, Merriweather Lewis, Monroe Doctrine, Spoils |
|System, Indian Removal Act, Laissez-faire, judicial review, embargo, Treaty of Ghent, Compromise of 1850, Northwest Ordinance, pioneers |
|Resources |
|Suggested Websites: |
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|Supplemental Reading: |
|The Great American Documents: Volume 1: 1620-1830 by Ruth Ashby |
|Videos |
|Lewis and Clark: The Journey of the Corps of Discovery (1997) |
|America: The Story of Us |
|Technology Integration |
|Students will have classroom access to a chromebook cart, enabling access to online resources, simulations, and research materials. |
|Differentiation |
|Enrichment |Have students identify a key personality and do a biographical PowerPoint on the chosen figure taking a position on the importance of the|
| |contributions of the individual to the reform movement affiliated with |
|Intervention |Provide student(s) with questions that break down the documents in the DBQ |
|ELLs |Provide student(s) with a vocabulary sheet |
| |Highlight important words for them to pay attention to |
| |Provide more pictures than text |
|In this unit plan, the following 21st Century themes and skills are addressed. |
|Check all that apply. |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, |
|21st Century Themes |A on the line before the appropriate skill. |
| |21st Century Skills |
|x |Global Awareness |x |Creativity and Innovation |
|xx |Environmental Literacy |x |Critical Thinking and Problem Solving |
| |Health Literacy |x |Communication |
|x |Civic Literacy |x |Collaboration |
|x |Financial, Economic, Business, and Entrepreneurial| |Other Interdisciplinary standards: |
| |Literacy | | |
|Notes-Observations-Reflections |
|Content Area |Social Studies – US History I |Grade Level |9th |
|Topic/Concept/Skill |Civil War & Reconstruction |Time Frame |4 weeks |
|Overview/Rationale |
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|The Civil War Reconstruction is a time period in which significant changes to the United States were being made. African Americans were now free, the Civil|
|War ended, and the United States had to address the question of reconstructing and rebuilding the southern part of the country. In this unit students will |
|learn to analyze sources and perspectives to come to their own conclusions about the success of Reconstruction. |
|The themes covered throughout this unit will be as follows: |
|Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR) |
|Movement and Its Environmental Impact (MEI) |
|U.S. Economy in the Global Context (EGC) |
|National and International Security Concerns of the U.S. (NISC) |
|Desired Results |
|Critical Content Standards |
|NJSLS for Social Studies |
|6.1.12.A.4.a: Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott |
|Decision) in the North and South (i.e., Secession) led to the Civil War. |
|6.1.12.A.4.b: Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolutions, |
|the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. |
|6.1.12.A.4.c: Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans. |
|6.1.12.B.4.a: Use maps and primary sources to assess the impact that geography, improved military strategies, political and military decisions (e.g., |
|leadership), and new modes of transportation had on the outcome of the Civil War. |
|6.1.12.B.4.b: Analyze the impact of population shifts and migration patterns during the Reconstruction period. |
|6.1.12.C.4.a: Assess the role that economics played in enabling the North and South to wage war. |
|6.1.12.C.4.b: Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South. |
|6.1.12.C.4.c: Explain why the Civil War was more costly to America than previous conflicts were. |
|6.1.12.D.4.a: Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War. |
|6.1.12.D.4.b: Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the |
|consequences for people’s lives and work. |
|6.1.12.D.4.c: Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals. |
|6.1.12.D.4.d: Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals |
|and states. |
|6.1.12.D.4.e: Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and|
|state governments. |
|English Language Arts Standards: |
|RST.11-12.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details |
|for explanations or descriptions. |
|RST.11-12.2. Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by |
|paraphrasing them in simpler but still accurate terms. |
|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the |
|specific results based on explanations in the text. |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or |
|technical context relevant to grades 11-12 texts and topics. |
|RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
|RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in |
|order to address a question or solve a problem. |
|RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.|
|WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical |
|processes. |
|WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new |
|arguments or information. |
|WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; |
|narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths |
|and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow |
|of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
|WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research. |
|Range of Writing |
|WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for |
|a range of discipline-specific tasks, purposes, and audiences. |
|New Jersey Core Curriculum Content Standards for Technology |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems |
|individually and collaborate and to create and communicate knowledge. |
|8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: |
|All students will develop an understanding of the nature and impact of technology, engineering, |
|Technological design, computational thinking and the designed world as they relate to the individual, global society, and the |
|environment. |
|Enduring Understandings |Essential Questions |
|Students will understand that: |Students will ask: |
|Content: |Content: |
|Difference in culture, economic policies, and social systems led to extreme |How did the issues of sectionalism lead to the Civil War? (MEI) |
|sectionalism, which in turn lead to the start of the Civil War. |To what extent was slavery the primary cause of the Civil War? (HCR) |
|The balancing of free states vs. slave states played a significant role in the |To what extent did Reconstruction positively and negatively impact the |
|start of the civil war, but ending slavery did not become a goal until much later|lives of former slaves, women, and landless tenants in the US? (HCR) |
|into the war. |How did the South’s economic system change as a result of Reconstruction?|
|Former slaves technically now had freedom and equality according to the 13th, |(EGC) |
|14th, and 15th amendments. |To what extent did the federal government wield its power over the states|
|The South’s economy could no longer rely on slaves so they implemented a |after the Civil War? (NISC) |
|sharecropping system for many of the former slaves. | |
|The federal government attempted to control the laws in the states, but | |
|organizations such as the KKK and the White league ensured that several of the |Skills: |
|federal laws were not actually followed. |What is the purpose of using both primary and secondary sources? |
| |How does reading fiction help to acquire factual information? |
|Skills: |What impact do reading strategies have? Why do we need to evaluate what |
|Text and organizational tools communicate different kinds of information |we read? |
|Authors write for different purposes |How does time and place in history influence language? |
|Readers use strategies to construct meaning | |
|Language reflects historical changes and cultural differences | |
| Student Objectives |
|Students will be able to: |
|Evaluate sectionalism and slavery as causes of the Civil War |
|Evaluate Reconstruction’s impact on the lives of freedmen and women |
|Compare Abraham Lincoln’s Reconstruction Plan with Andrew Johnson’s Plan and the Radical Republican’s Plan |
|Assess how “radical” the Reconstruction plan of the Radical Republicans was |
|Examine the effectiveness of sharecropping for the land owner as well as the sharecropper |
|Evaluate the success or failure of Reconstruction |
|Identify the ongoing tensions and conflicts between southern Whites and African Americans |
|Assessment Evidence |
|Formative Assessment(s) |Summative Assessment(s) |
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|Exit Cards – Why did the Civil War begin?; How did Abraham Lincoln contribute to |Civil War Essay – Why did the United States have a Civil War? |
|the start and the end of the Civil War?; Why was it the responsibility of the |Reconstruction Document Based Essay |
|North to rebuild the south?; Inventions made that affected the industrial |Reconstruction Era test (MC, Short Answer, Map) |
|revolution after the Civil War; What is the sharecropping system?; How did the |Creation of student’s own Reconstruction Plan |
|federal government attempt to exhibit control over the south?; Why did Congress | |
|try to impeach Andrew Johnson?; Why did Reconstruction end? | |
|Journal entry – freedman vs. White southerner | |
|Homework – maps, document analysis, Freedmen’s Bureau | |
|Quiz on the 13th, 14th, and 15th amendments, reconstruction plans, African | |
|Americans vs. KKK | |
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|Teaching and Learning Actions – Instructional Strategies – Activities |
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|Optional beginning of the year activity – Humans of Perth Amboy |
|Students will first begin to explore their own identity through identity wheels, discussions, and self-reflection. |
|Teacher will identify, explain, and visibly present career paths that students with a love for history may wish to embark on. Students will then explore |
| and take career quizzes to explore potential career paths. Students will then research and study how the study of the past, and its |
|connection to the present, relates to their potential career paths – they will also begin their own resume |
|Transition from student’s own career paths and identity to the identity and history of the town they go to school in – Perth Amboy. Students will have the |
|opportunity to imitate Humans of New York () to further understand and learn about identity and their potential careers. |
|Students will be required to interview and picture their subject. A list of potential questions for the students to ask that will probe into the subject’s |
|identity and career will be provided for the students. Throughout the year, the teacher will be able to reference this project and as the students come |
|across the careers in the history of the United States, they will be able to connect with the content in a more personal way. |
|Create a Chart analyzing the effects of sectionalism and slavery on the start of the Civil War |
|On a map of the U.S., identify the following areas: Slave and Free States, Kansas and Nebraska Territories, areas open to slavery under the terms of the |
|Missouri Compromise, Compromise of 1850, and proposed routes of the transcontinental railroad. Discuss how each of these contributed to outbreak of the |
|Civil War. |
|Create a timeline of events leading up to the Civil War |
|Outline battles fought in the Civil War |
|Create a graphic organizer that shows Presidential and Congressional reconstruction plans |
|Compare and contrast pre-war slave codes with post-war Black Codes |
|With a triple Venn diagram, compare and contrast tenant farming, sharecropping, and slavery |
|Discussion on the ways the South resisted and supported Reconstruction |
|Debate on effectiveness and success of reconstruction |
|Determine the elements of Reconstruction that are present today |
|Vocabulary |
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|Blockade, Robert E. Lee, Anaconda Plan, Border State, Stonewall Jackson, George B. McClellan, Ulysses S. Grant, Shiloh, Contraband, Antietam, Emancipation |
|Proclamation, Militia Act, 54th Massachusetts Regiment, Income Tax, Bond, Homestead Act, Conscription, Copperhead, Habeas Corpus, Inflation, Clara Barton, |
|Siege, Vicksburg, Gettysburg, George Pickett, Gettysburg Address, Total War, William Tecumseh Sherman, John Wilkes Booth, Abraham Lincoln, Sectionalism, |
|Slavery, Compromise of 1850, Kansas-Nebraska Act, Lincoln-Douglas Debates, Fugitive Slave Act, Popular Sovereignty, Freedman’s Bureau, Radical Republicans,|
|Reconstruction Plans, Thaddeus Stevens, Andrew Johnson, Rutherford B. Hayes, Compromise of 1877, Johnson’s Impeachment, Wade-Davis Bill Scalawags, |
|Carpetbaggers, Black Codes, Ku Klux Klan, Sharecroppers, Tenant Farmers, Jim Crow Laws, Solid South, Grandfather Clause, 13th, 14th, 15th amendments, |
|Segregation |
|Resources |
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|Curriculum Pathways Resources |
|(available at: ) |
|Reconstructing the South, Project 402 |
|The “Drama” of the Civil War, Classroom Activity 1134 |
|What did the Emancipation Proclamation accomplish? Web Inquiry 204 |
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|Suggested Websites: |
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|United States History. Pearson. Pages 358-429 |
|Differentiation |
|Enrichment |Student(s) may lead classroom debate on the success of Reconstruction |
| |Reconstruction Era DBQ (additional) |
|Intervention |Provide student(s) with questions that break down the documents in the DBQ |
|ELLs |Provide student(s) with a vocabulary sheet |
| |Highlight important words for them to pay attention to |
| |Provide more pictures than text |
|In this unit plan, the following 21st Century themes and skills are addressed. |
|Check all that apply. |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking|
|21st Century Themes |E, T, A on the line before the appropriate skill. |
| |21st Century Skills |
|X |Global Awareness |X |Creativity and Innovation |
|X |Environmental Literacy |X |Critical Thinking and Problem Solving |
| |Health Literacy | |Communication |
| |Civic Literacy | |Collaboration |
|X |Financial, Economic, Business, and Entrepreneurial| |Other Interdisciplinary standards: |
| |Literacy | | |
|Notes-Observations-Reflections |
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|Content Area |Social Studies – US History I |Grade Level |9th |
|Topic/Concept/Skill |Gilded Age |Time Frame |4 weeks |
|Overview/Rationale |
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|The Gilded Age is a time when America’s rich became significantly richer and the poor continued to suffer the consequences of urbanization and |
|industrialization. This is a time plagued with corruption, poverty, and new ways of life for people living in the United States. Students will focus on |
|working through the disparities between the rich and the poor and how that eventually led to the significant change of the Progressive Era. |
|The themes covered throughout this unit will be as follows: |
|Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR) |
|Movement and Its Environmental Impact (MEI) |
|U.S. Economy in the Global Context (EGC) |
|National and International Security Concerns of the U.S. (NISC) |
|Desired Results |
|Critical Content Standards |
|NJSLS for Social Studies |
|6.1.12.A.5.a: Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability. |
|6.1.12.A.5.b: Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new |
|immigrants, Native Americans, and African Americans. |
|6.1.12.B.5.a: Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and |
|waterways promoted the growth of a nationwide economy and the movement of populations. |
|6.1.12.B.5.b: Assess the impact of rapid urbanization on the environment and on the quality of life in cities. |
|6.1.12.C.5.a: Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive |
|or negative impact of these practices on individuals and the nation and the need for government regulations. |
|6.1.12.C.5.c: Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals. |
|6.1.12.D.5.a: Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the |
|United States during this period. |
|6.1.12.D.5.b: Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. |
|6.1.12.D.5.c: Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic |
|needs and expectations. |
|6.1.12.D.5.d: Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation. |
|English Language Arts Standards: |
|RST.11-12.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details |
|for explanations or descriptions. |
|RST.11-12.2. Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by |
|paraphrasing them in simpler but still accurate terms. |
|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze |
|the specific results based on explanations in the text. |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or |
|technical context relevant to grades 11-12 texts and topics. |
|RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or |
|ideas. |
|RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) |
|in order to address a question or solve a problem. |
|RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and |
|proficiently. |
|WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical |
|processes. |
|WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new |
|arguments or information. |
|WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; |
|narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under |
|investigation. |
|WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the |
|strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to |
|maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
|WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research. |
|Range of Writing |
|WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) |
|for a range of discipline-specific tasks, purposes, and audiences. |
|New Jersey Core Curriculum Content Standards for Technology |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems |
|individually and collaborate and to create and communicate knowledge. |
|8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: |
|All students will develop an understanding of the nature and impact of technology, engineering, |
|Technological design, computational thinking and the designed world as they relate to the individual, global society, and the |
|environment. |
|Enduring Understandings |Essential Questions |
|Students will understand that: |Students will ask: |
|Content: |Content: |
|Industrialization changed the physical landscape of the United States, especially|How did Industrialization change the topography of the United States? |
|the West. It added railroads, barbed wire, and technology to the landscape. |(MEI) |
|Immigration and the ability to build larger cities greatly impacted the grown of |How did immigration and industrialization shape urban life? (MEI) |
|American cities. |How did the rapid industrialization of the Gilded Age create economic, |
|Industrialization can impact people, the environment, and the economy. |social, and political change in the US? (EGC) |
|Industrialization led to the creation of Labor Unions and a general government |To what extent did industrialization affect the relationships between |
|vs. the worker environment. |government, business, and the worker? (NISC) |
|Native Americans were negatively affected by the frontier and the migration of |How were Native Americans affected by Industrialization and the |
|Americans west. |frontier? (HCR) |
| | |
|Skills: |Skills: |
|There are several steps to sourcing: |How does sourcing material work? |
|Identify author’s position on historical event | |
|Identify and evaluate author’s purpose in producing document | |
|Predict what author will say BEFORE reading document | |
|Evaluate source’s believability/trustworthiness by considering genre, audience, | |
|and author’s purpose | |
| Student Objectives |
|Students will be able to: |
|Identify those conditions that helped industry to grow in the U.S. in the late 1800’s |
|Examine why steel, oil and railroads were the most important industries in this growth cycle |
|Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced |
|Evaluate the impact that settlement in the West had upon different groups of people and upon the environment |
|Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and fall of Populism |
|Describe the innovations in agricultural technology and business practices and assess their impact on the West |
|Analyze the relationship between immigration, poverty, and urbanization |
|Evaluate the influence of immigration and rapid industrialization on urban life |
|Examine the journey of immigrants and their arrival at the United States; explain the social, political, and economic challenges faced by the immigrants |
|Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and|
|explain the positive or negative impact of these practices on the nation and on individuals) |
|Evaluate how events led to the creation of labor and agricultural organizations and their impact on the impact on industry and the lives of workers |
|Explain the impact of the Second Industrial Revolution on the new modern city in the late 19th century |
|Describe he changing role of government in economic and political affairs |
|Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and |
|expectations |
|Analyze and determine if the “Gilded Age” is a proper term for this time period, and why |
|Analyze and create political cartoons and their significance |
|Examine and compare the lives of the rich and poor in the Gilded Age |
|Assessment Evidence |
|Formative Assessment(s) |Summative Assessment(s) |
|Exit Cards – Why did the farmers decide to create the Populist Party?; Why was |Gilded Age DBQ |
|this time period dubbed “the Gilded Age”?; Why was the Second Industrial |Summative test (multiple choice, short answer, OEQ) |
|Revolution so significant?; Are labor unions important? Explain.; |Political Cartoon creation & analysis |
|Mini Quiz – Prove or disprove this quote: “The American cowboy was actually a |Autobiography of an immigrant during this time explaining the hardships|
|dirty, overworked laborer who fried his brains under a prairie sun, or rode |they went through, the country they came from, what issues were at play|
|endless miles in rain and wind to mend fences or look for lost calves.” The |in the United States when they traveled over, etc. |
|Cowboy, Time life, p.1 | |
|Journal Entries – Create your own invention and compare the needs for that | |
|invention today with the inventions of this time period; Pretend you are an | |
|immigrant from this time period and explain where you are from, the push and pull| |
|factors that influenced your immigration to the US and if your life here is | |
|better than it was in the country of your origin. | |
|Class discussions | |
|Teaching and Learning Actions – Instructional Strategies – Activities |
| |
|Take on the role of a homesteader and write a letter to family back East explaining the reasons for moving west, the experiences along the way, and the |
|conditions at the new location |
|Evaluate the extent to which settlers adapted to the new environment and to the geography of the West |
|Create a chart chowing all the groups who went west, why, and the results of their quest |
|Review excerpts from historical fiction, selected works of art and/or movie excerpts to compare the romantic vision of the West to the reality of life |
|there |
|Create a pictorial or verbal diary of stories of the Buffalo Soldiers serving in the Indian wars |
|Analyze photographs and narratives of Native Americans before and after assimilation. Write reflective paragraph discussing the similarities and |
|differences |
|Read excerpts from speeches or papers written by Native Americans and analyze their experiences during the Westward movement |
|Outline the political basis of the Populist Party and assess the validity of how these reforms would further provide democracy and liberties for the |
|common man |
|Hold a town meeting to air the views of different groups – farmers, skilled workers, unskilled workers, business owners, cowboys, ranchers, etc. about |
|the passage of the Interstate Commerce Act |
|Create a catalog of the newest tools available to the farmers and ranchers. Compare the catalog to an early mail order catalog of the time period |
|Create present day inventions that might be needed in today’s world. |
|Graph patterns and sources of immigration to the United States over an extended period of time. Match with today’s immigration patterns |
|Have students analyze the changes in immigration over time and describe its psychological impact on society |
|Design pamphlets replication ones distributed at Ellis island to new arrivals in America |
|Research the business practices of men such as Carnegie and Rockefeller. Put them on trial as either “captains of industry” or “robber barons” |
|Write an epigraph for a business tycoon. |
|Create a visual representation of how vertical and horizontal integration occurs |
|Diagram decision trees exploring the likely consequences and results of going on strike vs. collective bargaining |
|Write letters to the editor of a newspaper supporting or protesting attempts to organize a hypothetical union in the town |
|Create protest posters of present day issues that labor unions might have. |
|Review the political cartoons of Thomas Nast and create new cartoons to address present day issues |
|Compare the original civil service exam to today’s civil service exam…Generate questions that students think should be on a civil service exam. |
|Compare public reaction to the scandals in the gilded Age to reactions to political scandals today |
|Class Debate – Class debate to create a work contract; the class is split into a few students representing management and the rest (majority) |
|representing the workers |
|Lemonade Stand activity – Students will create a lemonade stand that would compete with their classmates lemonade stand (location, price, materials). |
|Interview a family member from a teacher created set of questions |
|Class discussion on how the “two sides live” during the 2nd Industrial Revolution. Analysis will be to connect the primary source photos to ideas and |
|events of the time period |
|Vocabulary |
| |
|Gold Rush, Homestead Act, Morrill Land Grant Act (1862), Sod houses, Transcontinental Railroad, Irish immigrants, Chinese Immigrants, Cattle Drives, |
|Reservation system, Buffalo Soldiers, Sand Creek Massacre, Wounded Knee Massacre, Battle of Little Big Horn, Sitting Bull, Assimilation, Populism, The |
|Grange National Farmers’ Alliance, Colored Farmers Alliance, Exodusters, Munn v. Illinois (1877), Barbed wire, Farmers’ Cooperatives, Alexander Graham |
|Bell, Thomas Edison, Jacob Riis, Ellis Island, Tenement Houses, Chinese Exclusion Act, Nativism, Sweatshops, Frederick Law Olmsted, Bessemer Process, |
|Andrew Carnegie, Gospel of Wealth, Laissez-faire, Monopoly, Supply and Demand, Social Darwinism, John D. Rockefeller, Industrial Tycoons, Captains of |
|industry vs. Robber Barron, Vertical & Horizontal, Integration, Labor Unions, Haymarket Riot, Pullman Strike, Homestead Strike, American Federation of |
|Labor, Yellow-dog contracts, Scabs, Blacklists, Lockouts, Sherman Antitrust Act, Political Machines, Political Bosses, Boss Tweed, Tammany Hall, Thomas |
|Nast, Graft, Referendum, Electricity, Mail order catalogs, Wright Brothers, Skyscrapers |
|Resources |
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| |
|Curriculum Pathways Resources |
|(available at: ) |
|Creating Web Pages on Westward |
|Expansion, Web Lesson 609 |
|How were Native American youths affected by the Indian reeducation movement?, Web Inquiry 200 |
|The Great Plains Wars, Classroom Activity 1130 |
|The Immigrant Experience, Project 403 |
|Lesson Plans |
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|Suggested Websites |
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| immigration/immigration_history.htm |
| d02.htm |
| ERTY/lazarus.html |
| ia.pdf |
| s/Immigration |
| |
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history .com/pages/h843.html |
| .cs/gildedage |
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|Information on the Dawes Indian Act may be found on these websites: |
| (primary source documents) |
| (primary source documents) |
|Information on the Chinese Exclusion Act may be found on these websites: |
| (primary source documents) |
| (primary source documents) |
| (primary source documents and |
|lesson plans) |
|Transcontinental Railroad Timeline: |
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|Central Pacific Railroad Photographic History Museum |
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|Building the Transcontinental Railroad: |
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|Route of the Transcontinental Railroad: |
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|Native Americans (The railroad accelerated the end of the great buffalo herds of the West, and therefore hastened the demise of the Native Americans who |
|depended on the buffalo. |
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|Railroads were the vehicles for the delivery of mass quantities of buffalo hides to the markets in the East. |
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|Chinese Immigrants (The fear of competition for jobs and prejudice based on race led to the exclusion of Chinese immigrants.) |
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|Societal Changes (Goods from almost anywhere could be shipped and delivered to customers.) |
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|Environmental Changes: (Environmental impacts) |
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|3.%20%20VIEW%20NORTHEAST,%203%2f4%20ELEVATION%20%20%20%20%20%20%3cbr%3eHAER%20MONT,9-MILCI.V,2-3&displayProfile=0 |
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|1.%20%20East%20portal%20of%20Tunnel%203,%20view%20to%20west,%20135mm%20lens.%20This%20tunnel%20was%20photographed%20to%20provide%20context,%20because%20e|
|ven%20though%20somewhat%20enlarged,%20it%20illustrates%20the%20nature%20of%20the%20unlined%20hard%20rock%20tunnels%20typical%20of%20the%20original%20Cent|
|ral%20Pacific%20construction%20in%201868.%20%20%20%20%20%20%3cbr%3eHAER%20CAL,31-CISCO,1-1&displayProfile=0 |
|End of the open range articles may be found on these websites: |
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|Information on Joseph Glidden’s patent on barbed wire: |
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|Homestead Act Document: |
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|Primary sources and information on the Homestead Act: |
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|Primary sources and information on the Exodusters: |
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|Information on mining towns: |
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|Andrew Carnegie |
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|Andrew Carnegie’s Gospel of Wealth essay and sound recording may be found at this website: |
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|J.P. Morgan |
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|John D. Rockefeller |
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|Cornelius Vanderbilt |
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|Political cartoons of Joseph Keppler and William A. Rogers concerning the Gilded Age may be found on these websites: |
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|Harper’s Weekly |
|Gilder Lehrman Collection |
|National Archives |
|Emma Lazarus’s poem, “New Colossus,” may be found on these websites: |
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|Ellis Island may be found on these websites: |
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|Arrival at Ellis Island video: |
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|Angel Island may be found on these websites: |
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|Angel Island wall poem |
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|The following website provides photos and videos of the conditions of the cities during this time period: |
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|Tenement Museum in New York City: |
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|Tenement Life: 1860-1910 video: |
|Jacob Riis video: |
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|Thomas Nast cartoons may be found at the following websites: |
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|4bniALi2e2uDA&ved=0CEwQsAQ&biw=1280&bih=748 |
|Current political cartoons may be found at this website: . |
|The following website allows students to create their own political cartoons: . |
|United States History. Pearson. Pages 434-518 |
|Differentiation |
|Enrichment |Additional DBQs |
|Intervention |Breaking down questions further |
|ELLs |Providing vocabulary sheets and documents that have more pictures |
|In this unit plan, the following 21st Century themes and skills are addressed. |
|Check all that apply. |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by |
|21st Century Themes |marking E, T, A on the line before the appropriate skill. |
| |21st Century Skills |
|X |Global Awareness |X |Creativity and Innovation |
|X |Environmental Literacy |X |Critical Thinking and Problem Solving |
| |Health Literacy | |Communication |
| |Civic Literacy | |Collaboration |
|X |Financial, Economic, Business, and Entrepreneurial| |Other Interdisciplinary standards: |
| |Literacy | | |
|Notes-Observations-Reflections |
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PERTH AMBOY PUBLIC SCHOOLS
Curriculum Guide
|Content Area |Social Studies – US History I |Grade Level |9th |
|Topic/Concept/Skill |Progressive Era |Time Frame |5 weeks |
|Overview/Rationale |
| |
|This unit will focus on the efforts of the Progressives to reform the problems created by the urbanization, industrialization, and immigration of the late|
|19th and early 20th century. Political changes occurred and the federal government became more comfortable in its new role as protector of social welfare.|
|The themes covered throughout this unit will be as follows: |
|Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR) |
|Movement and Its Environmental Impact (MEI) |
|U.S. Economy in the Global Context (EGC) |
|National and International Security Concerns of the U.S. (NISC) |
|Desired Results |
|Critical Content Standards |
|NJSLS for Social Studies |
|6.1.12.A.6.a: Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social |
|justice. |
|6.1.12.A.6.b: Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) |
|designed to address injustice, inequality, workplace safety, and immorality. |
|6.1.12.A.6.c: Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to |
|United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies. |
|6.1.12.B.6.a: Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. |
|6.1.12.B.6.b: Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and |
|protect natural resources during the period of industrial expansion. |
|6.1.12.C.6.a: Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups. |
|6.1.12.C.6.b: Determine how supply and demand influenced price and output during the Industrial Revolution. |
|6.1.12.C.6.c: Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of|
|individuals. |
|6.1.12.D.6.a: Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late|
|19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. |
|6.1.12.D.6.b: Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to |
|the United States becoming a world power. |
|6.1.12.D.6.c: Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady |
|Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment. |
|English Language Arts Standards: |
|RST.11-12.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details |
|for explanations or descriptions. |
|RST.11-12.2. Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by |
|paraphrasing them in simpler but still accurate terms. |
|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the|
|specific results based on explanations in the text. |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or |
|technical context relevant to grades 11-12 texts and topics. |
|RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.|
|RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in|
|order to address a question or solve a problem. |
|RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and |
|proficiently. |
|WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical |
|processes. |
|WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new |
|arguments or information. |
|WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; |
|narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under |
|investigation. |
|WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths|
|and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow |
|of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
|WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research. |
|Range of Writing |
|WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for|
|a range of discipline-specific tasks, purposes, and audiences. |
|New Jersey Core Curriculum Content Standards for Technology |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems |
|individually and collaborate and to create and communicate knowledge. |
|8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: |
|All students will develop an understanding of the nature and impact of technology, engineering, |
|Technological design, computational thinking and the designed world as they relate to the individual, global society, and the |
|environment. |
|Enduring Understandings |Essential Questions |
| | |
|Students will understand that: |Students will ask: |
|Content: |Content: |
|The Gilded Age dramatically changed the gap of income and standard of living |How did the political, economic, and social conditions of the Gilded Age|
|between the poorest Americans and the richest Americans. |lead to the Progressive Era? (EGC) |
|Developments during the Second Industrial Revolution led to a new array of |How did scientific and technological advances affect American culture |
|consumer products and leisure activities. |and environment? (MEI) |
|Theodore Roosevelt began the U.S. conservation and preservation policies and many|Why did policies of conservation of American land come about? (MEI) |
|national parks are still preserved today |To what extent did progressive political reforms successfully combat the|
|The progressive movement allowed for political, social, and economic |social and economic ills created by a rapidly industrializing society? |
|opportunities while addressing injustices and inequalities for a larger number of|(HCR) |
|people. |How successful were the Progressive Era Presidents in leading reform |
|Elected progressive politicians made several changes at the local, state, and |efforts? (NISC) |
|federal levels to reduce the influence of big business, protect consumers, |What role, if any, should the government play in economic, social, and |
|address social ills, and enhance the standard of living for Americans. |political matters? (NISC) |
|During the Progressive Era, the federal government deviated from its traditional | |
|belief that laws for social welfare should be left to the states and began to | |
|pass laws that regulated such areas as meat production, product labeling, and | |
|child labor. | |
| | |
|Skills: | |
|Contextualization requires several steps: |Skills: |
|Use context/background information to draw more meaning from document |What does it mean to contextualize? |
|Infer historical context from document(s) | |
|Recognize that document reflects one moment in changing past | |
|Understand that words must be understood in a larger context | |
| Student Objectives |
|Students will be able to: |
|Determine the reasons for the rise of organized labor and management’s reaction to unionization |
|Explain the reasons for the Progressive movement |
|Identify major social reformers of the time period |
|Understand what “muckraking” is and how it was a method of publicizing contemporary problems |
|Describe how the government began to play a more active role in the economy |
|Identify reasons for, and results of, reform at the municipal, state, and federal levels |
|Analyze how successful implemented progressive reforms were |
|Compare and contrast the Progressive era presidents |
|Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native |
|Americans, and African Americans |
|Argue to what extent women achieved a higher level of equality in American society |
|Examine and understand the Anti-Suffragists movement |
|Describe African American efforts and successes in fighting for their rights |
|Compare and contrast child labor at the end of the 19th century and child labor today |
| |
| |
|Assessment Evidence |
|Formative Assessment(s) |Summative Assessment(s) |
| | |
|Exit Cards – Why is the Progressive Era an important time period?; What is |Summative test (multiple choice, short answer, OEQ) |
|“muckraking”?; What is the women’s suffrage movement?; Why did unions form?; How |Political Cartoon creation & analysis |
|did the government respond to the progressives?; How did African Americans |Essay – Describe which progressive cause is most important and describe |
|continue fighting for their rights? |its lasting effects |
|Quiz |Essay – Which president during the Progressive Era was most |
|Journal Entries – You are a writer for a muckraker magazine…how do you live your |“progressive”? Why? |
|life? Why are you committed to this job? |DBQ on Theodore Roosevelt and Progressives |
|Class discussions |Research – Compare conditions in industry today with those in the late |
|Homework – Research the Triangle Shirtwaist Fire and the Hamlet Chicken Plant |19th century. Write a research paper explaining how the conditions were |
|Fire and compare and contrast the causes and effects of each, specifically the |better or worse and defend your opinion |
|reaction of the state and federal governments |Muckraker Magazine Project |
|Teaching and Learning Actions – Instructional Strategies – Activities |
|Divide the class into small groups representing the different perspectives of the Progressive Era such as the presidential cabinet, state governors, |
|women’s clubs, and selected ethnic groups. Give each group a problem to resolve from their viewpoint. Chart their solutions, illustrating all views from |
|far right to far left |
|Compare the party platforms for the election of 1912 and determine which candidate was the true progressive – Justify the position |
|Select one progressive law & amendment – Identify groups most impacted by the law and whether the law’s objectives were achieved |
|Using the music of a popular song, rewrite the words to become a “trustbusting” song. Teach the new lyrics to the class |
|Determine which groups were left out of the Progressive Movement and the reasons for their Exclusion |
|Use a cause and effect foldable to illustrate an event such as the Great Migration, the Plessy Decision, Atlanta Compromise and/or the formation of the |
|NAACP |
|Analyze James Weldon Johnson’s “Lift Every Voice and Sing” and explain why it became the “Negro National Anthem” |
|Read excerpts from W.E.B. Du Bois, Booker T. Washington, and Ida B. Wells Barnett writings. Compare and contrast their solutions to the plight of African |
|Americans in the late 19th and early 20th century. Determine which solution you support, and write a justification for your position |
|Compare and contrast methods of advertising during the Progressive Era to similar advertising today |
|Demonstrate the process of an assembly line. Place desks side by side and assign a task for the class to complete. Each student will have an individual |
|job to complete. Speed up and add demands. Ask for reflections |
|Compare the economic effects of mail order catalogs in the late 19th century and on-line business in the late 20th century |
|Social Media Activity Descriptions (see Documents) |
|Show the original movie version of The Lorax and have students compare it with this time period and Theodore Roosevelt |
|Vocabulary |
| |
|Ida Tarbell, Lincoln Steffens, Upton Sinclair, The Jungle, Jacob Riis, How the Other Half Lives, Urban slums, Triangle Shirtwaist Factory Fire, |
|Consumption, Reform, Progressivism, Capitalism, Socialism, Muckraking, Social Gospel, Jane Addams/Hull House, 16th Amendment, 17th Amendment, 18th |
|Amendment, 19th Amendment, Carrie A. Nation, Sherman Antitrust Act, William McKinley, Theodore Roosevelt, Trust-busting ,Anthracite Coal Strike, Elkins |
|Act, William Howard Taft, American Tobacco v. U.S. (1911), Mann Act, Robert La Follette, Election of 1912, Progressive/Bull Moose Party, Woodrow Wilson, |
|Federal Reserve Act, Suffrage, Clayton Antitrust Act, Plessy c. Ferguson (1896), Wilmington race riot (1898), Booker T. Washington, Tuskegee Institute, |
|Atlanta Compromise Speech, W.E.B. Du Bois, Niagara Movement, The NAACP, Ida B. Wells Barnett, Lynching, Segregation, Disenfranchisement, Literacy test, |
|Poll taxes, Grandfather clauses, De jure segregation, De facto segregation, Jim Crow laws, Kodak Camera, Ford’s Innovations ($5 day, Assembly line, Model |
|T, Workers as Consumers) |
|Resources |
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|Curriculum Pathways Resources |
|(available at: ) |
|Labor Unions and the Rise of Big Business: Simulating the Pullman Strike Negotiations, Classroom Activity 1135 |
|The Standard Oil Monopoly, InterActivity 35 |
|Referendum, Recall, and Initiative, InterActivity 1182 |
|The Federal Reserve, Tool-Based 1527 |
|Voting Rights for Women, InterActivity 1258 |
|All for One, Project 406 |
|Booker T. Washington and Equality, InterActivity 34 |
|Evolution of the Supreme Court, Web Lesson 614 |
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|Suggested websites |
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|Information on the Settlement-House Movement may be found on the following websites: |
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|Pictures of Hull House, Jane Addams, immigrants, and Chicago: |
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|Information on Hull House (click on the “history” tab): |
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|Advertisement for Hull House: |
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|/ecrp.uiuc.edu/v2n1/bhavnagri.html&docid=ECi1d0No9_kQzM&w=354&h=528&ei=qiJyToevIMjngQeAmrSNBQ&zoom=1&iact=hc&vpx=1049&vpy=235&dur=547&hovh=274&hovw=184&tx|
|=119&ty=150&page=1&tbnh=134&tbnw=89&start=0&ndsp=27&ved=1t:429,r:12,s:0&biw=1280&bih=757 |
|Sherman Anti-Trust Act (1890): |
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|Clayton Anti-Trust Act 1914: |
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|Federal Reserve Act 1913: |
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|Great Railroad Strike of 1877: |
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|Haymarket Square Riot: |
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|Homestead Strike: |
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|Pullman Strike: |
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|Photos of the deplorable working conditions found in the factories may be found on these websites: |
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|Primary source documents and videos of the Triangle Shirtwaist Fire may be found on these websites: |
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|Photographs of children working in the factories may be found on these websites: |
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|Lewis Hine photographs: |
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|Have students read selections from The Jungle by Upton Sinclair as a primary source to describe Progressive efforts to clean up meatpacking plants. |
|Selections may be found at the following websites: |
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|Progressive Era online database: |
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|Temperance Movement political cartoons may be found on the following websites: |
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|Pure Food and Drug Act: |
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|Federal Meat Inspection Act: |
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|Information concerning Theodore Roosevelt may be found on these websites: |
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|Election of 1912 may be found on these websites: |
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|Election of 1912 political cartoons: |
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|Women’s Suffrage movement: |
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|Timeline: |
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|19th Amendment: |
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|United States History. Pearson. Pages 546-581 |
|Differentiation |
|Enrichment |Additional DBQs |
|Intervention |Breaking down questions further |
|ELLs |Providing vocabulary sheets and documents that have more pictures |
|In this unit plan, the following 21st Century themes and skills are addressed. |
|Check all that apply. |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking|
|21st Century Themes |E, T, A on the line before the appropriate skill. |
| |21st Century Skills |
|X |Global Awareness |X |Creativity and Innovation |
|X |Environmental Literacy |X |Critical Thinking and Problem Solving |
| |Health Literacy | |Communication |
| |Civic Literacy | |Collaboration |
|X |Financial, Economic, Business, and Entrepreneurial| |Other Interdisciplinary standards: |
| |Literacy | | |
|Notes-Observations-Reflections |
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PERTH AMBOY PUBLIC SCHOOLS
Curriculum Guide
|Content Area |Social Studies |Grade Level |9th |
|Topic/Concept/Skill |Rise of Imperialism & WWI |Time Frame |6 weeks |
|Overview/Rationale |
| |
|US nationalist, economic, and military interests led to the interaction with and influence on foreign nations and their affairs. This unit will explore the |
|various methods used to achieve foreign policy goals that affected global balance of power, national, and international security, and the independence of |
|nations in the Pacific and Latin America. Students will have the opportunity to explore US imperialism in this time period. The second part of the unit will |
|explore the United States involvement in World War I and how it affected politics, the economy, and geopolitical relations following the war. |
|The themes covered throughout this unit will be as follows: |
|Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR) |
|Movement and Its Environmental Impact (MEI) |
|U.S. Economy in the Global Context (EGC) |
|National and International Security Concerns of the U.S. (NISC) |
|Desired Results |
|Critical Content Standards |
|NJSLS for Social Studies |
|6.1.12.A.7.a: Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war. |
|6.1.12.A.7.b: Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war on individual |
|rights (i.e., the Espionage Act and the Sedition Amendment). |
|6.1.12.A.7.c: Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries. |
|6.1.12.B.7.a: Explain how global competition by nations for land and resources led to increased militarism. |
|6.1.12.C.7.a: Determine how technological advancements affected the nature of World War I on land, on water, and in the air. |
|6.1.12.C.7.b: Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I. |
|6.1.12.D.7.a: Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I. |
|6.1.12.D.7.b: Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy |
|during World War I. |
|6.1.12.D.7.c: Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after |
|World War I. |
|English Language Arts Standards: |
|RST.11-12.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for |
|explanations or descriptions. |
|RST.11-12.2. Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by |
|paraphrasing them in simpler but still accurate terms. |
|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the |
|specific results based on explanations in the text. |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical |
|context relevant to grades 11-12 texts and topics. |
|RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
|RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in |
|order to address a question or solve a problem. |
|RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. |
|WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new arguments |
|or information. |
|WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow |
|or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and |
|limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,|
|avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
|WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research. |
|Range of Writing |
|WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a |
|range of discipline-specific tasks, purposes, and audiences. |
|New Jersey Core Curriculum Content Standards for Technology |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually|
|and collaborate and to create and communicate knowledge. |
|8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: |
|All students will develop an understanding of the nature and impact of technology, engineering, |
|Technological design, computational thinking and the designed world as they relate to the individual, global society, and the |
|environment. |
|Enduring Understandings |Essential Questions |
|Students will understand that: |Students will ask: |
|Content: |Content: |
|Geographic positions, feeling of superiority, economic and political competition |What were the causes and effects of American Imperialism in the late 19th |
|with European powers, and national security are just some of the reasons for |century and early 20th century? (EGC) |
|American Imperialism and led to acquisition of new lands, creation of the Panama |What were the arguments of those who favored increased international American|
|Canal, increased military presence and action, and influence in various regions |presence contrasted with the arguments of the anti-imperialists? (HCR) |
|of the world |Under what circumstances does one nation have the right to interfere in the |
|Proponents of American imperialism pointed to economic growth, national security,|affairs of another? (HCR) |
|and moral duty to “civilize the uncivilized”. Anti-imperialists countered with |To what extent have the effects of US actions and policies been beneficial or|
|the idea that the US was acting hypocritically in pursuing overseas colonies. |detrimental to other countries? (EGC) |
|During the period of American Imperialism, the nation was looking to pursue its |How did the media shaped US foreign policy? (HCR) |
|own economic, social, and political self-interested and acted accordingly on the |Why was the U.S. unable to maintain a policy of neutrality during World War |
|world stage. |I? (NISC) |
|U.S. nationalist, economic, and military interests led to the interaction with |What factors combined to draw the world and ultimately the US into WWI? |
|and influence on foreign nations and their affairs |(NISC) |
|Yellow Journalism and propaganda played a significant role in popular opinion in |How does technology and competition for resources affect foreign relations? |
|the US during WWI |(MEI) |
|The various methods to achieve foreign policy goals affected the global balance | |
|of power, national and international security, and the development of democratic | |
|societies. | |
|WWI was caused by imperialism, nationalism, militarism, and aggression, and | |
|attempts to preserve the imperial balance of power | |
|Industrial weaponry and trench warfare led to unprecedented loss of life as well | |
|as physical and economic destruction | |
| | |
|Skills: | |
|There is a process for historical research | |
|Formulate historical questions | |
|Obtain historical data from a variety of sources |Skills: |
|Interrogate historical data |What does research consist of? |
|Identify the gaps in the available records, marshal contextual knowledge and | |
|perspectives of the time and place | |
| Student Objectives |
|Students will be able to: |
|Understand the basic concepts and processes of conducting foreign affairs |
|Recognize the factors that influence the foreign policy of a nation |
|Describe the changing views that caused the United States to become interested in overseas expansion |
|Identify and analyze the reasons for the war with Spain in 1898 |
|Explain United States involvement in the Caribbean and in the Far East during this period |
|Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism and alliances led to WWI |
|Analyze the reasons the United States entered WWI |
|Evaluate the impact of WWI on human rights and the governments of Europe, the Middle East, and the United States |
|Explain how the geography of Europe and the Middle East was impacted by WWI |
|Determine how technological innovation was shaped by WWI and the need for an ever growing workforce |
|Describe correlations between restrictions on civil liberties during WWI and other periods of US military conflict |
|Assess the political results of WWI |
| |
|Assessment Evidence |
|Formative Assessment(s) |Summative Assessment(s) |
| | |
|Exit Cards – What is imperialism?; What causes nations to become imperialistic?; |Summative test (multiple choice, short answer, OEQ) |
|Why was de Lome’s letter so important to the start of the Spanish-American War?; |Essay – Develop an argument either supporting or opposing the following |
|Was Cuba independent after the Spanish-American War?; Why did the Filipinos fight|statement: “Modern news shows are a form of political propaganda very similar|
|the United States?; What tactic did the Filipinos use and why?; What are the four|to the ‘yellow journalism’ of the late 19th and early 20th century” |
|main causes of WWI?; Why did the US get involved in WWI? |DBQ - Documents pro and anti US imperialism – Was the US an imperialist |
|Quiz |nation? |
|Journal Entries – Write a journal entry about your experience in the trenches; |Research – How did European countries view the United States neutrality? |
|Put yourself in one of the nations that the US newly owned as a result of the |Compare & Contrast essay – How the United States and German economies were |
|Treaty of Paris – explain what you are thinking and feeling.. are you grateful |affected by the war |
|for US intervention? | |
|Class discussions | |
|Homework – Crete a chart comparing Roosevelt’s, Taft’s, and Wilson’s foreign | |
|policies in Latin America and the Caribbean. Include the outcomes of their | |
|actions. | |
|Teaching and Learning Actions – Instructional Strategies – Activities |
| |
|Compare and contrast the United States’ justification for manifest destiny versus its justification for imperialism |
|Have students write responses to Rudyard Kipling’s “White Man’s Burden” |
|Examine or draw political cartoons that represent supporting and opposing views of imperialism |
|Design a chart that details the specifics of United States involvement in Cuba, Hawaii, Latin America/Caribbean, and Asia/Pacific |
|Map the areas of United States imperialist activities around the world. Analyze why these areas were the most advantageous locations for the US to control |
|Analyze and discuss some examples of “yellow journalism” from the Imperialist Era and today |
|Have a panel discussion in which some students represent leaders (e.g., Queen Liliuokalani, Alfred T. Mahan, Josiah Strong, William Jennings Bryan, Teddy |
|Roosevelt, William McKinley, George Dewey, William Seward, John Hay, William Howard Taft, Woodrow Wilson) while other students ask them questions about the |
|appropriateness of US intervention abroad in the late 19th and 20th century |
|Using the May 17,1989 “Report of the committee on Foreign Affairs on house Res. 259,” ask students to hold a hearing on the annexation of Hawaii |
|Ask students to reveal why the 1897 “Petition Against Annexation” is important to Hawaiians and other United States citizens. Brainstorm cases of similar |
|incidents of neglect in recorded history |
|Map areas of the world affected by each type of diplomacy (i.e., dollar, moral, “big stick,” etc.) and make a generalization about the type of diplomacy used |
|in different places in the world. Compare the map to areas of the world where the US has diplomatic relations today |
|Compare pro and anti-war propaganda posters and explain their influence on the United States’ decision to go to war |
|Create and compare maps of Europe in 1914 and 1919, and discuss the reasons for changes in boundaries |
|Design a newspaper front page including at least 3 articles about events the U.S. was involved with during WWI |
|Hold a panel discussion about whether the US should get involved in WWI. Have students represent the various European nations |
|Listen to George M. Cohan’s “Over There” and discuss the impact of patriotic music on the war effort |
|Compare Woodrow Wilson’s arguments supporting a League of Nations and Henry Cabot Lodge’s “14 Reservations” |
|Identify similarities and differences in strategies, tactics, and weaponry of WWI and the Spanish-American War |
|Discuss ways in which the Bolshevik Revolution in Russia affected the United States entry into WWI |
|Develop pictorial representations of these terms: Liberty bonds, demobilization, Victory gardens, and ultra-nationalism |
|Vocabulary |
| |
|Imperialism, Nationalism, Markets, Spheres of Influence, Social Darwinism, “White Man’s Burden”, Jingoism, Annexation of Hawaii, Queen Liliuokalani, “Splendid |
|Little War”, Philippines, Commodore George Dewey, Rough Riders, Theodore Roosevelt, Joseph Pulitzer, de Lome Letter, USS Maine, Treaty of Paris (1898), Platt |
|Amendment, Panama Canal, Pancho Villa Raids, Emilio Aguinaldo, Cuba, Puerto Rico, Guam, Dominican Republic, China, Japan, Anti-Imperialism League, Open Door |
|Policy, Boxer Rebellion, Roosevelt Corollary, “Big Stick” Diplomacy, Dollar Diplomacy, Missionary (moral) Diplomacy, Archduke Franz Ferdinand, U-Boat Submarine|
|Warfare, Guerilla warfare, Serbia, Allies, Central Powers, Contraband, Lusitania, Election of 1916, Woodrow Wilson, Idealism, Zimmermann Telegram, Selective |
|Service Act, Isolationists, Trench Warfare, “No Man’s Land”, Mustard Gas, Russian and Bolshevik Revolutions, Doughboys, John J. Pershing, “Peace without |
|Victory”, Fourteen Points, “The Big Four”, Treaty of Versailles, League of Nations, Henry Cabot Lodge, 18th Amendment, 19th Amendment, Committee on Public |
|Information/George Creel, Food Administration/Herbert Hoover, War Industries Board/Bernard Baruch, Espionage and Sedition Acts, Eugene V. Debs, Industrial |
|Workers of the World, Schenck v. United States, Palmer Raids, John L. Lewis, Demobilization, Liberty Bonds, Victory Gardens, Ultra-nationalism |
|Resources |
| |
|Curriculum Pathways Resources (available at: ) |
|Editorial Responses to the White Man’s Burden and the Concept of Imperialism, Web Lesson 598 |
|How did yellow journalism contribute to the start of the Spanish-American War? Web Inquiry 205 |
|Imperialist Dinner Party, Project 390 |
|World War I: The U.S. Enters the War, Web Lesson 611 |
|A Soldier’s Story: Letters Home from the Trenches, Web Lesson 599 |
|Failure of European Diplomacy, InterActivity 933 |
|Why did the Schlieffen Plan fail? Web Inquiry 193 |
|Wilson’s Fourteen Points, Lesson 1567 |
|World War I: The Versailles Treaty, Lesson 391 |
|Lesson Plans |
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|Suggested websites: |
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| d/Kipling.html |
| s/jstrongperils.htm |
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| dept/speccoll/amposter.htm |
| rs/ |
| man/sovintro.php |
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|Map of Africa in 1913: |
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|Maps of Asia: |
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|Map of U.S. possessions in the Pacific: |
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|Map of U.S. possessions in the Caribbean: |
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|Pacific outline maps: |
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|Caribbean outline maps: |
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|Political cartoons that address American imperialism may be found at the following websites: |
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|Joint Resolution to Provide for Annexing the Hawaiian Islands to the United States (1898) website: |
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|Political cartoons showing anti-imperialist viewpoints may be found at the following websites: |
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|Spanish American War: |
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| Photos: |
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|Yellow Journalism: |
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|General Valeriano Weyler’s atrocities: |
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|de Lôme Letter: |
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|U.S.S. Maine |
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|Declaration of war against Spain: |
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|Harper’s Weekly |
|Gilder Lehrman Collection |
|National Archives |
|These websites contains Spanish American War political cartoons: |
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|This website contains information on the Spanish American War: |
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|This website contains information on Admiral George Dewey: |
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|US Acquisition and Annexation 1857-1903 Map: |
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|Outline world maps may be found on these websites: |
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|Information on the history of the Panama Canal may be found on these websites: |
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|Information on Secretary of State John Hay’s Open Door Policy: |
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|Boxer Rebellion: |
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|Roosevelt: |
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|Political cartoons associated with Roosevelt’s foreign policies: |
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|Taft: |
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|Political cartoon associated with Taft’s foreign policies: |
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|Woodrow Wilson: |
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|Political cartoons associated with Woodrow Wilson’s foreign policies: |
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|WWI Document Archives: |
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|Unrestricted submarine warfare: |
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|Sinking of the Lusitania: |
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|Zimmerman Note: |
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|The following sites contain WWI propaganda posters: |
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|The following site contains information concerning: |
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|President Wilson’s “Joint Address to Congress” that led to a declaration of war against Germany (1917): |
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|Information on the WWI on the home front may be found on these websites: |
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|WWI on the home front propaganda: |
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|The following sites contain posters from World War I: |
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|Espionage Act, 1917: |
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|Sedition Act: |
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|Schenk v. United States |
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|Information concerning the military technologies used during World War I may be found on the following websites: |
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|The following websites contain timeline information on World War I: |
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|Poetry: |
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|Audio and Video: |
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|Information on the Bolshevik Revolution may be found on the following websites: |
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|Photos: |
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|Treaty of Versailles: |
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|Woodrow Wilson’s 14 Points: |
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|(DOCID+@lit(mcc/057)) |
|League of Nations: |
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|League of Nations photos gallery: |
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|Reparations: |
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|Article 231 of the Treaty of Versailles (the War Guilt Clause): |
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|Washington Naval Conference Treaties: |
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|Maps of Europe after World War I: |
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|United States History. Pearson. Pages 584-653 |
|Differentiation |
|Enrichment |Additional DBQs |
|Intervention |Breaking down questions further |
|ELLs |Providing vocabulary sheets and documents that have more pictures |
|In this unit plan, the following 21st Century themes and skills are addressed. |
|Check all that apply. |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, |
|21st Century Themes |T, A on the line before the appropriate skill. |
| |21st Century Skills |
|X |Global Awareness |X |Creativity and Innovation |
|X |Environmental Literacy |X |Critical Thinking and Problem Solving |
| |Health Literacy | |Communication |
| |Civic Literacy | |Collaboration |
|X |Financial, Economic, Business, and Entrepreneurial| |Other Interdisciplinary standards: |
| |Literacy | | |
|Notes-Observations-Reflections |
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PERTH AMBOY PUBLIC SCHOOLS
Curriculum Guide
|Content Area |Social Studies |Grade Level |9th |
|Topic/Concept/Skill |Roaring 20’s |Time Frame |3 weeks |
|Overview/Rationale |
| |
|This unit will explore the new movements of the 1920s and disconnect between the different social, political, and economic trends. Students use examples to |
|show how population shifts, artistic movements, Prohibition, and the women’s movement of the Roaring Twenties were a reflection of and a reaction to changes |
|in American society. The impact of major technological innovations and scientific theories of the 1920s on American society will be described. Students |
|examine the economic policies, attacks on civil liberties, and the presidential administrations of the 1920s and explain how each reflected a return to |
|isolationism. |
|The themes covered throughout this unit will be as follows: |
|1. Human and Civil Rights – The struggle to achieve Democratic Ideals (HCR) |
|2. Movement and Its Environmental Impact (MEI) |
|3. U.S. Economy in the Global Context (EGC) |
|4. National and International Security Concerns of the U.S. (NISC) |
|Desired Results |
|Critical Content Standards |
|NJSLS for Social Studies |
|6.1.12.A.8.a: Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the |
|consumer. |
|6.1.12.A.8.b: Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies |
|that favored isolationism. |
|6.1.12.A.8.c: Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor |
|organizations. |
|6.1.12.B.8.a: Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people|
|and the environment. |
|6.1.12.C.8.a: Analyze the push-pull factors that led to the Great Migration. |
|6.1.12.C.8.b: Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of|
|women. |
|6.1.12.D.8.a: Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in |
|violence. |
|6.1.12.D.8.b: Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. |
|English Language Arts Standards: |
|RST.11-12.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for |
|explanations or descriptions. |
|RST.11-12.2. Determine the central ideas, themes, or conclusions of a text; summarize complex concepts, processes, or information presented in a text by |
|paraphrasing them in simpler but still accurate terms. |
|RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the |
|specific results based on explanations in the text. |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical |
|context relevant to grades 11-12 texts and topics. |
|RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
|RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in |
|order to address a question or solve a problem. |
|RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. |
|WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new arguments|
|or information. |
|WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow|
|or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
|WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths |
|and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of |
|ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
|WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research. |
|Range of Writing |
|WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a |
|range of discipline-specific tasks, purposes, and audiences. |
|New Jersey Core Curriculum Content Standards for Technology |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems |
|individually and collaborate and to create and communicate knowledge. |
|8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: |
|All students will develop an understanding of the nature and impact of technology, engineering, |
|Technological design, computational thinking and the designed world as they relate to the individual, global society, and the |
|environment. |
|Enduring Understandings |Essential Questions |
|Students will understand that: |Students will ask: |
|Content: |Content: |
|1920’s American social, political, and economic views differed from pre-WWI era |How was the 1920’s “roaring” socially, yet politically conservative? (HCR) |
|beliefs – These views often contradicted each other and lead to internal strife. |To what extent should the federal government attempt to effect economic and|
|The leaders of the Harlem Renaissance drew upon the heritage of African American |social change? (NISC) |
|culture to establish themselves as powerful forces for cultural change |How did conflict promote change in a nation’s identity? (HCR) |
|The new and rapid use of the automobile caused a wide change in American |To what degree did the United States experience progress during this era? |
|landscape and environmental use |(NISC) |
|Skills: |How did the role of government change in the 1920’s? (EGC) |
|Effective communication relies on the purposeful use of information in a format |How did the Harlem Renaissance influence American life? (HCR) |
|appropriate to the task and the audience |How did technology change the environment in the United States? (MEI) |
|Critical examination and evaluation of data is essential to making informed |Skills |
|decisions |How do I determine the appropriate presentation format for my task and |
|Various types of materials enhance understanding |audience? |
| |How does new information influence how I think and act? |
| |Why does one analyze, evaluate & utilize various types of materials? |
| Student Objectives |
|Students will be able to: |
|Analyze the development anti-social movements and explain their growth in popularity |
|Interpret the social, economic, and cultural landscape of the 1920’s and how it relates to the climate of the times |
|Define and analyze the slogan “Return to Normalcy” and how it relates to the 1920’s |
|Analyze the push-pull factors that led to the Great Migration and increase in racial tensions, restrictive laws, repressive organizations, and violence |
|Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values (e.g., F. Scott |
|Fitzgerald, Ernest Hemmingway, T.S. Elliot, Eugene O’Neil, Zora Neale Hurston, Louis Armstrong, Duke Ellington, Langston Hughes, Jacob Lawrence, Romare |
|Bearden) |
|Analyze the extent to which post-war isolationism and protectionism (e.g., Hawley Smoot) conflicted with global economic interests |
|Investigate how mass media affected American society |
|Assess how new inventions and consumerism influenced daily life |
|Explain how the automobile affected the business and landscape of America |
|Describe the changes in women’s attitudes and roles in society |
|Assessment Evidence |
|Formative Assessment(s) |Summative Assessment(s) |
|Exit Cards – What is a flapper?; Was the 1920s a period of prosperity?; How did |Summative test (multiple choice, short answer, OEQ) |
|the United States deal with the aftermath of WWI? |Essay – Cite and discuss specific evidence of social intolerance, |
|Quiz |xenophobia, and fear of anarchists that lead to government policies |
|Journal Entries – Write a journal entry as a woman from the lower, middle, or |restricting immigration, advocacy, and labor organizations (e.g., Red |
|upper class. Describe how your life would be like compared to women from other |Scare, Sacco and Vanzetti, National Origins Act of 1924) |
|classes. |DBQ – Evaluate the appropriateness of the terms: “Great Depression” or |
|Class discussions |“Roaring Twenties.” Base your evaluation on oral histories, journals, and |
|Homework – Design a graphic organizer to illustrate the changing role of women in|historic accounts of events. |
|these decades. Use key terms related to changes like flapper, bobs, etc. |Research – Compare and contrast Prohibition in the 1920s to modern laws, |
| |which prohibit the use of illegal drugs. Draw conclusions about the |
| |justifications in each time period. |
|Teaching and Learning Actions – Instructional Strategies – Activities |
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|Create collages in which students depict terms and people associated with the 18th Amendment |
|Students create graffiti walls concerning the Harlem Renaissance writers, poets, musicians, and artists. |
|Using the RAP method for completing a constructed response, have students respond to the following question: How did the lives of American women change in |
|the years immediately following WWI? |
|R—Restate the question in the form of a direct answer. |
|A—Add supporting details to justify the answer. |
|P—Provide a concluding sentence. |
|Have students analyze photographs of Henry Ford’s assembly line and photographs of an automobile assembly line today. Students will use a Venn diagram to |
|compare and contrast Henry Ford’s early assembly line and that of an automobile assembly line today. |
|Create a live radio show typical of the 1920s. In addition to having entertainment value, include news items and an analysis of a government initiative |
|Using a graphic organizer, illustrate the quote, “The 1920s were either the best of times or the worst of times.” |
|Compare and contrast Prohibition in the 1920s to modern laws which prohibit the use of illegal drugs. Draw conclusions about the justifications in each time |
|period. |
|Read the excerpt “Returning Soldier,” from The Crisis, by W.E.B. Dubois. Discuss how the reading reflects the challenges to the traditional perceptions of |
|race |
|Compare and Contrast the UNIA with the NAACP. Report findings using a multimedia presentation |
|Create a cause and effect diagram to illustrate the clash between fundamentalism and science |
|Research one of the following groups and write an essay, or create a presentation, explaining why they opposed women’s suffrage: religious organizations, |
|northern manufacturers, southern politicians, or society women |
|Read the work of one of the following Harlem Renaissance authors: Langston Hughes, Zora Neale Hurston, Arna Bontemps, Claude McKay, James Weldon Johnson. |
|Hold a Paideia seminar on how the work reflects the social and cultural changes of the 1920s |
|Analyze the perceived versus real image of a woman in the 1920s using resources such as The Great Gatsby, The Sheik, pictorial representations of women, |
|magazine articles, advertisements directed towards women, etc. Write an essay answering the question, “Was the new woman of the ‘20s reality or fiction?” |
|Vocabulary |
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|Henry Ford, mass production, Model T, Scientific Management, Assembly Line, Consumer Revolution, Radio, Motion Picture, Airplane, Marketing/Advertising, |
|Speculation, Installment Buying, Bull Market, Buying on Margin, Andrew Mellon, Red Scare, Palmer Raids, Sacco and Vanzetti, Warren G. Harding, “Return to |
|Normalcy”, Teapot Dome Scandal, Washington Naval Disarmament Conference, Kellogg-Briand Pact, Dawes Plan, Albert Fall, Calvin Coolidge, Modernism, |
|Prohibition, Bootleggers, Speakeasies, Volstead Act, Al Capone, 19th Amendment, Woman’s suffrage, Equal Rights amendment, Flappers, Margaret Sanger, Scopes |
|Trial, Evolution v. Fundamentalism, Clarence Darrow, Quota System, Know Nothing Platform, KKK, Charlie Chaplin, Sigmund Freud, The Jazz Singer, Charles |
|Lindbergh, Great Migration, Southern Diaspora, “Back to Africa” Movement, “United Negro Improvement Association (UNIA), 1924 Native American Suffrage Act, |
|Harlem Renaissance, Silent films and “Talkies”, Lost Generation, F. Scott Fitzgerald, Ernest Hemmingway, T.S. Elliot, Eugene O’Neil, Zora Neale Hurston, |
|Louis Armstrong, Duke Ellington, Langston Hughes, Jacob Lawrence, Sinclair Lewis, Romare Bearden, Babe Ruth, Jazz Era, Blues |
|Resources |
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|Curriculum Pathways Resources (available at: ) |
|What do the youth of today have in common with the flappers of the 1920s?, Inquiry 206 |
|Suggested websites |
|President Warren Harding: |
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|Photos of events during the Harding administration: |
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|President Calvin Coolidge: |
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|Photos of events during the Coolidge administration: |
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|Information on the Great Migration: |
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|Photos of the Southern Diaspora: |
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|Information on the Harlem Renaissance: |
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|Prohibition and the Eighteenth Amendment may be found on these websites: |
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|Volstead Act: |
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|Al Capone: |
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|rapher=&lstformats=&lstorients=132¬txtkeys=&captions=&randomize=&tnresize=200 |
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|Bootleggers: |
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|apher=&lstformats=&lstorients=132¬txtkeys=&captions=&randomize=&tnresize=200 |
|Speakeasies: |
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|grapher=&lstformats=&lstorients=132¬txtkeys=&captions=&randomize=&tnresize=200 |
|Information on the Nineteenth Amendment and Women’s Suffrage: |
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|'s%20Right%20to%20Vote |
|'s%20suffrage&fa=digitized:true |
|Women’s Movement timelines: |
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|Equal Rights Amendment: |
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|september-2011/freedom/seeking-equality-under-the-law/2689-handbill-equal-rights-amendment-ca-1920s.html |
|Women’s clothing before World War I: |
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|Flappers: |
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|pher=&lstformats=&lstorients=132¬txtkeys=&captions=&randomize=&tnresize=200 |
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|Information on Jim Crow Laws: |
|wnet/jimcrow/ |
|malu/forteachers/jim_crow_laws.htm |
|ferris.edu/jimcrow/what.htm |
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|Information on the Ku Klux Klan: |
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|wnet/jimcrow/stories_org_kkk.html |
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|gn=historical%20groups&utm_term=ku%20klux%20klan |
|Information on the NAACP: |
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|wnet/jimcrow/stories_org_naacp.html |
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|Information on the First Red Scare may be found on the following websites: |
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|Information on the Palmer Raids: |
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|Information on Sacco and Vanzetti: |
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|writing.upenn.edu/~afilreis/88/sacvan.html |
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|Information on the Scopes Trial may be found on the following websites: |
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|Scopes Trial primary sources: |
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|*&CNT=100&hist=1&type=quick |
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|Radio: |
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|Timeline of early radio history: |
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|Motion Pictures: |
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|Motion picture primary sources: |
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|Henry Ford’s assembly line: |
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|Henry Ford primary sources: |
|'s%20assembly%20line&fa=digitized:true |
|'s%20model%20t&fa=digitized:true |
|The airplane: |
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|Airplane primary sources: |
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|. |
|United States History. Pearson. Pages 658-697 |
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|Differentiation |
|Enrichment |Additional DBQs |
|Intervention |Breaking down questions further, extended time, chunk assignments |
|ELLs |Providing vocabulary sheets and documents that have more pictures, adjusting questions |
|In this unit plan, the following 21st Century themes and skills are addressed. |
|Check all that apply. |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking |
|21st Century Themes |E, T, A on the line before the appropriate skill. |
| |21st Century Skills |
|X |Global Awareness |X |Creativity and Innovation |
|X |Environmental Literacy |X |Critical Thinking and Problem Solving |
| |Health Literacy | |Communication |
| |Civic Literacy | |Collaboration |
|X |Financial, Economic, Business, and Entrepreneurial| |Other Interdisciplinary standards: |
| |Literacy | | |
|Notes-Observations-Reflections |
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APPENDIX
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1
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