scseq us i adv - finalized -...

Gateway Regional School District

SCOPE & SEQUENCE

United States History I – Standard & Advanced

(focus on 1800s – Standards US.I.22 through US II.6)

Developed by James Duggan and Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009

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Textbook - American Anthem published by Holt, Rinehart and Winston in 2009.

CONTENT STANDARD - Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860 USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809). (H, C) A. the origins of the Federalist and Democratic-Republican parties in the 1790s B. the conflicting ideas of Thomas Jefferson and Alexander Hamilton C. the Alien and Sedition Acts D. the Louisiana Purchase Seminal Primary Documents

to Consider: Washington’s Farewell Address (1796) and Jefferson’s First Inaugural Address (1801)

Students will KNOW: � major policies and political developments that took place during the presidencies of Washington, Adams, and Jefferson. � reasons why the Federalist and Democratic-Republican parties emerged in the 1790s. �main warning Washington gives the nation in his Farewell Address. �conflicting ideas of Thomas Jefferson and Alexander Hamilton. �motivations behind the Alien and Sedition Acts. �major provisions of the Alien and Sedition Acts. � ways in which the Alien and Sedition Acts violated the Bill of Rights. � main arguments of the Virginia and Kentucky Resolutions. � reasons for the Louisiana Purchase. �How the Alien and Sedition Acts and Louisiana Purchase expand the powers of the presidency. Students will be able to DO: �Research the reasons for the rise of political parties. �Analyze primary sources, such as Washington’s Farewell Address, the Alien and Sedition Acts, Virginia and Kentucky Resolutions, and Jefferson’s First Inaugural Address. �Create political cartoons.

� Have students work in small groups to complete a chart showing the issues dividing the Federalist and Democratic-Republican parties. � Conduct on-line research on the different political views of Jefferson and Hamilton. � Read primary sources showing the differences of opinion on issues such as the National Bank, the protective tariff, whiskey excise, and assumption of state debt. � Simulate a Washington Cabinet meeting with students playing the roles of Hamiltonians and Jeffersonians. � Organize students into pairs. Have each pair create two political cartoons—one supporting Hamilton’s proposal to consolidate states’ debts and the other opposing his proposal. Have students display and present their cartoons to the class. � Have students write a memorandum briefing Washington on the public reaction to Hamilton’s financial plan. � Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have

� Primary source analysis worksheets. � Simulation performance. (Washington Cabinet meeting). � Political cartoons � Washington briefing � Debate. � Chart on the first party system � Whiskey Proclamation summary and response � Jay’s Treaty and Pinckney’s Treaty multimedia presentation � Essay evaluating Washington’s presidency � Comparative first ladies’ biographies � Cabinet research report � Alien and Sedition Acts position poster � Alien and Sedition Acts essay � Election of 1800 newspaper editorial � Document-based essay on the first party system � Louisiana Purchase chart � Illustrated journal entries and storyboard � Exam

September -November


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�Conduct research. �Analyze primary sources. �Synthesize information. �Evaluate evidence. �valuate Washington’s presidency. �Write essays. �Create a chart �Create illustrated journal entries and storyboard �Describe Hamilton’s financial plan. �Describe the opposing views on how to interpret the Constitution. �Explain how Washington influenced the role of future presidents. Asses Washington’s presidency. �Explain the XYZ Affair and the ways in which it influenced public opinion. �Evaluate the Alien and Sedition Acts. �Summarize the reasons for the Louisiana Purchase. �Analyze the election of 1800. �Assess the presidencies of Adams and Jefferson.

the students write a response to the proclamation by a farmer from Western Pennsylvania. � Organize students into small groups. Assign half the students Jay’s Treaty. Assign the other half Pinckney’s Treaty. Have them conduct research in order to create a three- to five-minute oral or multimedia presentation on the assigned treaty, explaining its provisions, its coverage, and its national and international effects. � Have students conduct research on Washington’s presidency. Students should address the question: Was Washington a good president or a great one? Divide the class into small groups. Have the groups discuss the question: What makes the difference between a good president and a great president, and how does the historical evaluation of a president change over time? Next have students compose an essay in which they assess and evaluate the presidency of George Washington. � Read Washington’s Sixth Annual Address to Congress and Farewell Address and answer discussion questions. � Write a document-based essay on the first party system. � Debate the question: Did Jefferson abandon his political ideals in purchasing the Louisiana


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Purchase? � Moderate a Socratic seminar discussion revolving around open-ended questions dealing with the Alien and Sedition Acts. � Read the Virginia and Kentucky Resolutions. Have students identify the main arguments put forth by Jefferson and Madison. � Learn about two first ladies and write a comparative biography. � Research the evolution of the cabinet and write a report explaining how it has changed. � Create a poster for or against the Alien and Sedition Acts. � Have students conduct research on the XYZ Affair as well as the Alien and Sedition Acts. Make sure they read primary sources. Then have them write an essay in which they summarize the acts and present their own views about the constitutionality of the acts. � View and critique the film John

Adams. � Imagine you are a newspaper editor and write an article about the election of 1800. � Have students create a political attack ad either against Adams or against Jefferson. � Interactive virtual tour on the Lewis and Clark expedition. � Organize students into small groups. Have them conduct


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research on the Louisiana Purchase. Then have them make a chart outlining the pros and cons of the purchase. Then have the class discuss why France sold the territory and whether or not Jefferson acted appropriately in making the purchase. � Have students conduct research about the Lewis and Clark expedition. Make sure they analyze excerpts of the journal. Have students create a series of five to seven illustrated journal entries that might reflect the travels of the Corps of Discovery for a week. Combine students into groups to create a storyboard.

USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H) Seminal Primary Documents

to Consider: Alexis de Tocqueville, Democracy in

America, Volume I (1835) and Volume II (1839)

Students will KNOW: �rising levels of political participation and the expansion of suffrage in antebellum America. � main arguments of Tocqueville’s Democracy in America. Students will be able to DO:

�Analyze excerpts of Democracy in America and evaluate Tocqueville’s arguments.

� Read Democracy in America and complete primary source analysis sheet. � Research the leaders that attended and the actions they took at the convention. Describe the convention in a newspaper article that might have appeared in a newspaper of the time. Include brief accounts of who attended and what they did. Find or describe an image to accompany the article.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Primary source analyses � Seneca Falls Convention newspaper article

November

USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President.

Students will KNOW: � results of the election of 1828 and the reasons for Jackson’s victory. � importance of Jacksonian democracy.

� Present a document to the rest of the class. � Complete an outline map of the American System and Indian

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Primary source analyses and

November


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(H) A. the spoils system B. Jackson’s veto of the National Bank Jackson’s policy of Indian Removal

Jackson’s policies. �spoils system. �Why Jackson vetoed the National Bank and the ramifications of his policies. � causes and effects of Indian Removal. � events and issues leading to the nullification crisis. �How the Compromise of 1833 led to the resolution of the nullification controversy.

Students will be able to DO: �Analyze primary sources dealing with Jackson’s war on the National Bank, the nullification crisis, and Indian Removal. �Conduct research and complete an outline map of the American System and Indian Removal. �Write an editorial. �Write a document-based essay.

Removal. � Imagine yourself as an early member of Congress and write a journal entry on your opinions of the Indian Removal Act. � Have the students conduct research on Jackson’s policies regarding the Second Bank of the United States. Have students write an editorial from the perspective of an American citizen in 1832. Students should support or oppose Jackson’s policies. � Document-based essay on Jacksonian democracy

presentations. � Outline map of the American System and Indian Removal. � Indian Removal journal entry � Editorial � Document-based essay on Jacksonian democracy

USI.25 Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v.

Madison (1803). (H, C)

Students will KNOW: �Influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review. � issues and rulings of cases such as Marbury

v. Madison, Gibbons v. Ogden, and McCulloch v. Maryland. Students will be able to DO: �Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review and federal supremacy. �Analyze primary sources dealing with landmark cases of the Marshall Court.

� Have students make an annotated timeline or chronology of major cases of the Marshall Court. � Primary source analysis worksheets. � Oral presentations on a landmark case. � Simulate the impeachment trial of Samuel Chase.

� Annotated timeline or chronology of major cases of the Marshall Court. � Oral presentations. � Simulation performance for the impeachment trial Samuel Chase.

November


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USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. (H, E, G) A. the War of 1812 B. the purchase of Florida in 1819 C. the 1823 Monroe Doctrine D. the Cherokees’ Trail of Tears E. the annexation of Texas in 1845 F. the concept of Manifest Destiny and its relationship to westward expansion G. the acquisition of the Oregon Territory in 1846 H. the territorial acquisitions resulting from the Mexican War I. the search for gold in California J. the Gadsden Purchase of 1854

Students will KNOW: �causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. �causes, course, and consequences of the War of 1812. � main arguments and policies of the Monroe Doctrine. �way the U.S. acquired Florida. �causes and effects of the Trail of Tears. �concept of Manifest Destiny and the way in which it was used to inspire and expansion. The causes and effects of the Texas Revolution. �causes, course, and consequences of the Mexican War. �causes, course, and consequences of the gold rush. � reasons for the Gadsden Purchase and its results. Students will be able to DO: �Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. �Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. �Analyze primary sources such as the Monroe Doctrine, Lincoln’s Spot Resolution and Polk’s War Message to Congress. �Write document-based essays. �Engage in a role-play simulation.

� Complete an outline map of westward expansion, 1803-1861. � After analyzing primary sources, students work in groups as a committee reporting on the reasons for conflict with Britain and recommending a course of action for President Madison. Each group will write a position paper recommending a course of action. � Socratic seminar discussion—Monroe Doctrine. � Simulate a Congressional debate on the crisis with Mexico. � Read primary sources dealing with life during the gold rush. � After analyzing primary sources, students work in groups as a committee reporting on the reasons for conflict with Mexico and recommending a course of action for President Polk. Each group will write a position paper recommending a course of action. � Complete an outline map or use an interactive map showing westward expansion. � Write document-based essay on slavery and expansion. � In small groups, create a newspaper with editorials, cartoons, news reports, and photos dealing with an issue, such as Indian Removal, the California gold rush, westward migration, the Texas Revolution, and the Mexican War.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Primary source analyses and presentations. � Outline map of the American System and Indian Removal. � Outline map of westward expansion � Document-based essay on the causes of the War of 1812 � Document-based essay on slavery and expansion � Newspaper � Skits � Illustrated journal entries � Supply lists � Reports

November - January


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� Divide the class into small groups. Assign one of the trails to each group—the Santa Fe Trail, the Oregon Trail, and the Mormon Trail. Have each group conduct research on its assigned trail. Groups should use both primary and secondary sources. Have each group use the information they collected to write a skit about life on the trail. Have each group present its skit to the class. � Organize the class into small groups. Guide the class in a discussion of the California gold rush. Have students use primary and secondary sources to gather information about life in California during the gold rush. Next have the students write a series of illustrated journal entries describing life in California during the gold rush. � Research some trips along the Oregon Trail taken by settlers and learn what was needed to survive the long trip. Make a list of provisions that you think you would need to make the trip safely. Include as much detail as you can about the food and supplies that you will need. How much money will you need to make the trip? � Research the Texas Declaration of Independence and the signers of the document. Write a report explaining why some Texans wanted


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independence. Include specific benefits that different signers thought independence would bring Texans.

CONTENT STANDARD - Economic Growth in the North and South, 1800-1860 USI.27 Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E)

Students will KNOW:

�Transportation Revolution linked much of the nation and stimulated the growth of a market economy. Students will be able to DO: �Explain the importance of the Transportation Revolution of the 19th century and the way it contributed to the growth of

the market economy. �Analyze and interpret a map. �Conduct research. �Prepare a multimedia presentation.

� Complete an outline map of the American System, including major roads, canals, railroads, and trails of Indian Removal. � Use cooperative learning to have students develop a thesis explaining how the American System aimed at creating economic interdependence and reducing sectionalism. � Investigate the effects of the Erie Canal and write a report. � Organize the class into groups. Have each group prepare a multimedia presentation or collage showing how new trains, roads, and canals changed the speed and costs of getting goods to market. Have each group present its work to the class.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Primary source analyses and presentations. � Outline map of the American System and Indian Removal � Erie Canal report � Multimedia presentation

November

USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)

A. the technological improvements and inventions that

Students will KNOW: � impact of the textile industry in New England and industrial growth throughout antebellum America. � technological improvements and inventions that contributed to industrial growth �causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s � rise of a business class of merchants and

� Make a chart of technological improvements and inventions and their impact on industrial growth and living standards. � Analyze primary sources dealing with Irish immigration to America. � Have students write a document-based essay dealing with the effects of industrialization.

� Chart � Teacher-generated quiz or test with matching, multiple choice, and essay questions.

December


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contributed to industrial growth

B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s

C. the rise of a business class of merchants and manufacturers

D. the roles of women in New England textile factories

manufacturers � roles of women in New England textile factories Students will be able to DO: Explain the following: � impact of the textile industry in New England and industrial growth throughout antebellum America. � technological improvements and inventions that contributed to industrial growth � causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s � rise of a business class of merchants and manufacturers �roles of women in New England textile factories �Make a chart or diagram of major innovations and developments of the Industrial Revolution.

USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H) Seminal Primary Documents

to Read: Frederick Douglass’s Independence Day speech at Rochester, New York (1852)

Students will KNOW:

�Slavery is dehumanizing for master and slave alike. �Slave life and conditions varied throughout the South. �Furtive forms of slave resistance were more common than outright rebellion. �Nat Turner’s rebellion hastened the conflict over slavery. �Slaves developed their own distinct cultures and nuclear family units. Students will be able to DO:

�Describe the rapid growth of slavery in the

� Interactive lecture � Read Douglass’s Narrative of the

Life of Frederick Douglass, An

American Slave, Written by Himself and maintain a double-entry reflective journal. � In small groups, create a newspaper covering Nat Turner’s rebellion and antebellum slavery from various perspectives. � Analyze slave literature and create a chart including the piece of evidence, description of evidence, message, and answer to the

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. MCAS-style open-response question using Douglass’s Independence Day speech. � Double-entry journal � Newspaper project � Chart � Primary source analysis sheets � King Cotton poster � Slave life museum exhibit

December - January


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South after 1800. �Analyze slave life and resistance on plantations and farms across the South. �Analyze the impact of the cotton gin on the economics of slavery and Southern agriculture. �Analyze, evaluate, and discuss evidence in primary documents, such as slave folklore and stories, slave narratives, speeches, abolitionist literature and recollections.

question: How did the slaves feel about ___________? � Analyze Douglass’s Independence Day speech and have students complete a primary source analysis worksheet designed by the National Archives. � Research the importance of cotton in the southern economy and create a poster. � Put together a museum exhibit about life under slavery.

CONTENT STANDARD - Social, Political, and Religious Change, 1800-1860

USI.30 Summarize the growth of the American education system and Horace Mann’s campaign for free compulsory public education. (H)

Students will KNOW: �Mann campaigned for free compulsory public education. Students will be able to DO:

�Summarize the growth of the American education system and Horace Mann’s campaign for free compulsory public education. �Conduct research. �Create play.

� Have students read a primary source such as a McGuffey Reader or another antebellum reader. � Take a field trip to a normal school. � Conduct research on Mann and other reformers of the period and have students deliver oral reports on the reformer’s contributions. � Divide the class into small groups. Have each group write a one-act play depicting a meeting between either Horace Mann or William McGuffey and one of their contemporaries who does not support education reform. Have each group present its play for the class. Guide the class in a discussion of education reform.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Oral report. � Play

December


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USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H) A. Frederick Douglass B. William Lloyd Garrison C. Sojourner Truth D. Harriet Tubman E. Theodore Weld

Students will KNOW: � role abolitionists played in the coming of the Civil War and their contributions to antebellum reform movements. Students will be able to DO: �Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. �Deliver an oral report on an abolitionist and his or her contributions to antebellum reform movements. �Create an illustrated time line. �Conduct research. �Simulate an abolitionist convention.

� Have students research the life of a prominent abolitionist and deliver an oral report on the person’s contributions to the abolitionist movement. � Create an illustrated time line of an abolitionist’s life. � Have students conduct research on prominent abolitionists and analyze abolitionist literature. Simulate an abolitionist convention by having students deliver speeches, design props, make slogans and posters, and so forth.

� Oral report � Illustrated time line � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Abolitionist convention

December - January

USI.32 Describe important religious trends that shaped antebellum America. (H) A. the increase in the number of Protestant denominations B. the Second Great Awakening the influence of these trends on the reaction of Protestants to the growth of Catholic immigration

Students will KNOW: �Important religious trends that shaped antebellum America. � Second Great Awakening sparked individualism and reform. � Second Great Awakening led to the increase in the number of Protestant denominations. Students will be able to DO: �Research the Second Great Awakening and create a chart of the religious groups, concepts of God, concepts of the individual, and roles of the individual. �Write a thesis statement answering the following question: In what ways did changing attitudes toward God, the individual, and the individual’s role in society lay the foundation for infusing religious values into all aspects of society.

� Research the Second Great Awakening and create a chart of the religious groups, concepts of God, concepts of the individual, and roles of the individual. � Write a thesis statement answering the following question: In what ways did changing attitudes toward God, the individual, and the individual’s role in society lay the foundation for infusing religious values into all aspects of society.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Chart and thesis statement

December


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USI.33 Analyze the goals and effect of the antebellum women’s suffrage movement. (H) A. the 1848 Seneca Falls convention B. Susan B. Anthony C. Margaret Fuller D. Lucretia Mott E. Elizabeth Cady Stanton Seminal Primary Documents

to Read: the Seneca Falls Declaration of Sentiments and Resolutions (1848)

Students will KNOW: �goals and effect of the antebellum women’s suffrage movement. � Seneca Falls Convention initiated the women’s rights movement. � Seneca Falls Declaration of Sentiments and Resolutions (1848) and its main arguments. �ways in which men and women reacted to the Seneca Falls Convention. �Declaration of Sentiments was modeled after the Declaration of Independence. � meaning and importance of the cult of domesticity. Students will be able to DO: �Analyze and discuss the Declaration of Sentiments and related documents such as newspaper editorials. �Name the main demands of early women’s rights activists. �Write a newspaper editorial in reaction to the Seneca Falls Convention. �Write a document-based essay on the reform movements. �Create political cartoons.

� Document-based essay on the goals and motivations behind antebellum reform movements. � Have students conduct research on the cult of domesticity and analyze primary sources from popular women’s magazines of the 1830s and 1840s. Have students identify the four cardinal virtues of true womanhood. Have each group create a collage that represents women’s roles in the early to mid-1800s. Have students place the images pertaining to family and home life at the center of their collages, with images of roles beyond the domestic sphere expanding outward, toward the edges. Guide students in a discussion of whether the cult of domesticity still exists. Volunteers present their collages to the class. � Organize the class into small groups to analyze the Declaration of Sentiments. Have each group list the demands of the activists. Make a class list for students to see. Have students write a newspaper editorial that could have been published in a July 1848 newspaper. In their articles students should summarize and comment upon the proceedings of the Seneca Falls Convention. Tell students to include the names of leaders and main demands of the Declaration of Sentiments.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Document-based essay on the reform movements � Cult of domesticity collage � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Editorials � Cartoons

December - March


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� Organize the class into pairs. Have each pair create two political cartoons, one that supports the 1848 Declaration of Sentiments and one that supports the cult of domesticity and criticizes Mott and Stanton.

USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. (H)

Students will KNOW: � Transcendentalist movement supported reform.

Students will be able to DO: �Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. �Write a document-based essay on the reform movements.

� Have students analyze excerpts of Emerson’s “Self-Reliance” and Thoreau’s Walden. Divide the class into small groups. Have each group discuss Emerson’s idea of self-reliance and how Thoreau took it to heart living at Walden Pond. Have each group discuss and list ways in which Thoreau’s experience at Walden Pond might differ from someone’s experience living apart from other people today. Then have groups explain why it would have been easier for Thoreau to make the adjustment than for someone living today. � Have students analyze an excerpt of Thoreau’s “Civil Disobedience.” Divide the class into groups to explain why Thoreau resisted the Mexican War and how the tactic influenced other episodes in American history, such as the Civil Rights Movement. � Write a document-based essay on the reform movements. � Take a field trip to the Thoreau museum, Walden Pond, and other sites related to the Transcendentalist movement.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Document-based essay on the reform movements. � Group work.

December


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CONTENT STANDARD - The Civil War and Reconstruction, 1860-1877 USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)

Students will KNOW: �different economies of the North and South contributed to the rise of sectionalism. Students will be able to DO:

�Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. �Make a concept map or graphic organizer.

� Organize students into small groups. Have the students conduct research on the economies. Have each group design a concept map or graphic organizer showing the differences and how this led to a rise of sectionalism. � Make a Venn diagram comparing the similarities and differences of the North and South.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Concept map or graphic organizer

December-January

USI.36 Summarize the critical developments leading to the Civil War. (H) A. the Missouri Compromise (1820) B. the South Carolina Nullification Crisis (1832-1833) C. the Wilmot Proviso (1846) D. the Compromise of 1850 E. the publication of Harriet Beecher Stowe’s Uncle Tom’s

Cabin (1851-1852) F. the Kansas-Nebraska Act (1854) G. the Dred Scott Supreme Court case (1857) H. the Lincoln-Douglas debates (1858) I. John Brown’s raid on Harper’s Ferry (1859)

Students will KNOW: � critical developments leading to the Civil War. � causes of the Civil War. The varying interpretations of the causes of the Civil War.

Students will be able to DO: �Summarize the critical developments leading to the Civil War. �Identify the main causes of the Civil War. Evaluate interpretations of the causes of the Civil War. �Analyze primary sources. �Evaluate evidence. �Engage in role-play simulations and mock trials. �Engage in an informal debate. �Synthesize information. �Create a chart. �Write a position paper. �Interpret a historical map. �Write an editorial.

� Assign students a congressman or senator involved with the Missouri Compromise to research. Have students analyze primary sources related to the Missouri Compromise. Students should write a position paper from the point of view of their assigned figure. Then simulate a congressional debate over the issues related to the Missouri statehood controversy and the subsequent Missouri Compromise. � Have students conduct research on the nullification crisis using primary and secondary sources. Divide the class into two groups, one supporting nullification and one opposing it. Have each group nominate five spokespeople. Have the spokespeople face each other in a debate. Have one person address the person opposite him or her for one minute. Then have the opposite

� Missouri Compromise simulation � Informal debate on nullification � Nullification chart � Wilmot Proviso chart � Compromise of 1850 simulation � Slavery and expansion maps � Fugitive Slave Act editorial � Uncle Tom’s Cabin posters � Annotated and illustrated time line of slavery � Cartoon analysis and presentation � “Bleeding Kansas” cartoon � Mock trial of Dred Scott v. Sanford. � Lincoln and Douglas campaign posters � Mock trial of John Brown � Concept map or graphic organizer � Causes of the Civil War movie poster � Election of 1860 chart � Written review of Uncle Tom’s Cabin � TV news report on “Bleeding Kansas” � Lincoln time line � Document-based essay on the causes of the Civil War

December-January


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J. the election of Abraham Lincoln (1860)

�Create posters. �Make an annotated and illustrated time line of slavery in the North and South. �Analyze political cartoons. �Create campaign posters. �Make a concept map or graphic organizer depicting the causes of the Civil War. �Design a movie poster. �Make an election of 1860 chart. �Make a time line of Lincoln’s life.

person respond. Repeat the process until all have a chance to speak. � Organize the class into small groups to create a two-column chart. Label one column pro-nullification and the other anti-nullification. Tell the students to use their notes to complete the chart. � Have students analyze primary sources dealing with the debate over the Wilmot Proviso. Then have them synthesize the main arguments for each source into a chart. � Have students conduct research on the Compromise of 1850 and the debate over the expansion of slavery into the territories. Assign students a congressman or senator. Students should write a position paper from the viewpoint of their assigned figure. Conduct a simulated congressional debate over the expansion of slavery that culminates in the passage of the Compromise of 1850. � Review the terms of the Missouri Compromise and the Compromise of 1850. Distribute outline maps. Have the students use three different colors to distinguish where slavery was permitted, where it was not, and in which territories slavery would be decided by popular vote. Students should create a map key to show the significance of each color. Have them compare their maps to the

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Letter on secession


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maps in their textbook. � Guide the students in a discussion of the reasons northerners were angered by the Fugitive Slave Act. � Have students write an editorial protesting the law. Have the students read their editorials to the class. Guide the students in a discussion of the views discussed in the editorials. � Have the class read an excerpt of Uncle Tom’s Cabin aloud. Divide the class the class into small groups to design posters illustrating the ways in which people from the North and South responded to the novel. � Ask students to use print and Internet sources to research the platforms and issues of the Democratic and Republican parties today. Have students analyze primary and secondary sources dealing with the Kansas-Nebraska Act. Have each student draw a map showing which states voted for the Republican presidential candidate “red states,” and which voted for the Democratic presidential candidate “blue states” during the last election. Review a map of the Kansas-Nebraska Act. Compare how the “red” and “blue” states line up with the slaves states on the map. Then ask students if whether the platforms and beliefs of the “red” and “blue”


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states line up with the beliefs of the slave states created by the Kansas-Nebraska Act. � Organize the class into small groups. Have the groups make an annotated and illustrated time line of slavery in the North and South. � Have students analyze a political cartoon about the Kansas-Nebraska Act, the caning of Charles Sumner, the Dred Scott decision, the Lincoln-Douglas debates, Brown’s raid on Harpers Ferry, or the election of 1860. Have them complete a cartoon analysis sheet designed by the National Archives. Then ask students to present their cartoons and analyses to the class. � Have students create their own political cartoon dealing with “Bleeding Kansas” or Harpers Ferry. � Assign students roles to play in a mock trial of Dred Scott v. Sanford. Provide students with primary and secondary sources to work with. Simulate the trial. � Assign each student a speech from the Lincoln-Douglas debates. Divide the class in half. Sit those representing Lincoln’s views on one side of the room and those presenting Douglas’s views on the other. Moderate a panel discussion. Divide students into small groups to create campaign posters for Lincoln


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and Douglas in both 1858 and 1860. � Assign the class a set of primary and secondary sources dealing with John Brown’s raid on Harpers Ferry. Moderate a Socratic seminar discussion. � Assign students roles to research in the trial of John Brown. Simulate the trial. � Assign students a set of primary and secondary sources dealing with the causes of the Civil War. Organize the class into small groups to make a concept map or graphic organizer showing the causes of the Civil War. � Have students work in pairs to create a movie poster depicting the causes of the Civil War. Students should include a title, a thesis statement, story line, and visuals. � Organize the students into groups and have them make a Venn diagram comparing Lincoln and Douglas. � Have students create a chart of the election of 1860. Students should include the candidates, issues, positions, political affiliation, electoral votes, and popular votes. � Find excerpts from the book that you think help explain its effects on people of the 1850s. Write a review in which you analyze whether Stowe was concerned with accuracy in the characters and events she created.


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� Research the causes and events of "Bleeding Kansas". Write a one-minute television-news report about one event and how it might affect the future of the United States. Create or find an image that relates to your report and place the image next to you as you give your report. � Research Lincoln's life before his election to the presidency in 1860. Create a time line with at least seven important events from his life, ending with his election as president. � Write a document-based essay on the causes of the Civil War. � Research the causes and events leading up to secession and the formation of the Confederacy. Write a letter from a southern delegate attending the convention that created the new nation. The letter should describe the choices the delegates faced and what their decisions were. Include details from the Confederacy's constitution to explain what issues the delegates discussed and found most important.

USI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G)

Students will KNOW: � states that seceded from the Union. �states that remained in the Union. Students will be able to DO: �On a map of North America, identify Union and Confederate States at the outbreak of the war.

� Have students use an atlas to complete an outline map of the Union and Confederacy during the Civil War.

� Outline map � Teacher-generated quiz or test with matching, multiple choice, and essay questions. January-

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USI.38 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C) Seminal Primary Documents

to Read: Lincoln’s Gettysburg Address (1863) and Lincoln’s second inaugural address (1865) Seminal Primary Documents

to Consider: Lincoln’s “House Divided” speech (1858)

Students will KNOW: �Lincoln’s policies changed as times and circumstances changed. �As casualties mounted and destruction increased, the Civil War became a conflict to save the Union and to end slavery. �Lincoln was a pragmatic politician who measured popular opinion well and maintained a coalition. �Lincoln made critical decisions using his powers as commander-in-chief that helped the Union defeat the Confederacy. �Lincoln issued the Emancipation Proclamation as a wartime necessity and part of a strategy of attrition. �Lincoln’s Gettysburg Address is the supreme statement on the meaning of the Civil War. �Lincoln, in his second inaugural address, identified slavery as a major cause of the Civil War and introduced the notion of a lenient reconstruction of the Union. Students will be able to DO:

�Trace the evolution of Lincoln’s policies throughout the Civil War. �Read and interpret an annotated time line of Lincoln’s journey to emancipation. �Explain Lincoln’s journey to emancipation. �Analyze and evaluate documents such as the “House Divided” Speech, Emancipation Proclamation, Getttysburg Address, and Second Inaugural Address. �Write a document-based essay. �Write a news story.

� Have students analyze Lincoln’s early views on slavery and conduct a panel discussion addressing the following: Where did Lincoln’s disdain for slavery originate? Why did Lincoln oppose slavery? What, in his view, were the constitutional aspects of the issue? Students could analyze documents such Lincoln’s letter to Speed (Aug. 24, 1855), the “House Divided” Speech, “On Slavery and Democracy,” Lincoln’s letter to Brown (Oct. 18, 1858), Lincoln’s Ottawa Speech, and Lincoln’s Charleston Speech. � Divide the class in half. Assign one group a set of speeches delivered by Stephen Douglas. Assign the other group Lincoln’s speeches. Moderate an informal debate between those representing Douglas and those defending Lincoln’s views. Have the students on each side face each other. Alternate by having one group speak at a time. � Provide students with an annotated time line showing the evolution of Lincoln’s anti-slavery policy. Have students, working within groups read and discuss the evolution of a policy of full and complete emancipation. Groups should respond to questions such as: To what degree did Lincoln’s policy reflect his personal attitudes toward

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Panel discussion � Informal debate � Group work � News story � Document-based essay

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slavery? What factors may explain the apparent inconsistency? To what extent was Lincoln bound by the Constitution to protect slavery where it existed? What impact did the border states have on Lincoln’s position on emancipation? How did Lincoln’s interpretation of the Constitution empower him to abolish slavery as Commander-in-Chief? How did Lincoln move from his pledge expressed in the First Inaugural to the call for the passage of the 13th Amendment? Distribute Lincoln’s message to Congress (December 1, 1862). Have each group respond to the following: To what extent does the presidential message summarize Lincoln’s “journey to emancipation?” President Lincoln was restrained by the Constitution and fortunes of war from advancing a policy of full and complete emancipation? � Have students research Lincoln’s presidential speeches and proclamations regarding slavery and present dramatic readings to the class. Set the context for each of the presentations and evaluate changes or inconsistencies in Lincoln’s policy. � Give students a copy of the Emancipation Proclamation. Have students work in pairs to paraphrase the meaning of the proclamation.


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Then have each pair write a news story about the proclamation, including specific advice for freed slaves and suggestions as to how they might begin to earn a living. � Have students write a document-based essay dealing with Lincoln and the Emancipation Proclamation.

USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H) Leaders

A. Jefferson Davis B. Ulysses S. Grant C. Robert E. Lee Battles A. the Massachusetts 54th Regiment and the Battle at Fort Wagner B. Antietam C. Vicksburg D. Gettysburg

Students will KNOW: � roles and policies of various Civil War leaders. �important Civil War battles and events. �advantages and disadvantages of the Union and Confederacy at the outset of the Civil War.

Students will be able to DO: �Describe the important Civil War battles and events. �Simulate a Lincoln Cabinet meeting about the Fort Sumter crisis. �Take a test based on the frameworks, including an MCAS-style open-response question. �Create a magazine or newspaper on events of the Civil War. �Make a campaign poster. �Write a book review. �Engage in a debate �Make battle plans. �Write a speech. �Write a journal entry. �Write a book review.

� Have students conduct research about the Fort Sumter crisis and simulate a Lincoln Cabinet meeting regarding the crisis. � Have students participate in a web quest of the Fort Sumter crisis. � Organize the class into small groups. Have each group research the surrender of Fort Sumter. Have groups prepare two special magazine editions about the fall of Fort Sumter, one for a northern abolitionist magazine that supports the Union and one for a southern magazine that supports the Confederacy. Magazine issues should include maps, illustrations, charts, or graphs giving full details about the battle. Some groups may choose to prepare online magazine editions. � Have students analyze the information in the text about the Anaconda Plan and why General Scott thought his plan the best way to fight the war. Have students conduct outside research. Have students prepare for a debate in

� Fort Sumter crisis simulation � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Magazine � Newspaper � Annotated and illustrated time line � Journal entry � Book review � Campaign poster � Debate � Web diagram � Speech � Battle plans

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which they analyze why Scott thought his plan was the best and why others thought it would not work effectively. Have volunteers debate the issue before the class. Then guide students in a discussion about Scott’s reasoning. Do students agree that Scott’s Anaconda Plan would not have worked? If not, why not? � Divide the class in half. Have one half read primary sources supporting Lincoln’s suspension of the writ of habeas corpus. The other half should read sources opposing Lincoln’s policy. Then have the two sides face of in a moderated debate. � Guide students in a brief discussion of public opinion in the North and the South about the war as it began. Organize students into pairs. Have each pair prepare flyers for recruiting troops for both the Confederate and Union causes. Guide students in a discussion about the value or necessity of recruiting posters and similar devices to recruit troops. � Have students make flash cards for each of the main battles discussed in the textbook. On the front have students write the name of the battle, and on the back students should list pertinent details about the battle, including dates, who won, which generals were


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involved, and where, or in which state, the battle took place. Have students work in pairs or in small groups to study. Then create Jeopardy-style quiz questions. Using PowerPoint make a Jeopardy

board. Form teams. Simulate a quiz show dealing with the major battles. � Divide the class into small groups. Have each group design a Civil War newspaper. Students should include editorials, news reports, ads, and political cartoons. � Organize the class into small groups, and have each group develop Union battle plans, including generals who could lead the Union army. Plans should include maps and estimates of troops needed to carry out the plans. � Have students write a speech for President Lincoln in which he tries to explain and justify to the nation what happened both at the Second Battle of Bull Run and at Antietam. The speech should try to ease citizens’ fears and to create support for the Union army. � Have students create a Web diagram or chart showing the effect of the war on African Americans, troops, women, and other civilians. Have volunteers share their diagrams with the class. Discuss whether living conditions behind the lines can significantly change a war


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effort or its outcome. Have students write a short analysis of what they believe was the most important difference between life in the North and life in the South during the Civil War. � Have students read “Glory Story” about the feature film Glory and the real 54th Massachusetts Regiment. Have students create a history frame or story map. Then have students view and critique the film Glory. Guide the students in a Socratic seminar discussion dealing with African American soldiers in the Civil War as well as Hollywood versions of history. � Have students read The Killer

Angels by Michael Shaara and write a critical book review. Then have them view and critique the film Gettysburg. � Have students analyze primary and secondary sources dealing with Pickett’s charge and the Battle of Gettysburg. Discuss the exchange between Longstreet and Pickett. Have students create a drawing of the meeting. Have volunteers share their drawings. � Have students analyze primary sources dealing with the Battle of Vicksburg. Guide students in a discussion of why primary sources like these provide a view of daily life.


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� Divide the class into pairs. Have each pair design a poster dealing with the Battle of Vicksburg from either the Confederate or Union perspective. Guide the class in a discussion of the Battle for Vicksburg. How was Grant able to successfully attack the city? Would the war have ended differently if Grant had not succeeded? � Assign each student a battle and a key figure. Have them conduct research. Then ask them to write a journal entry about the assigned battle from the perspective from their assigned figure. � Organize students into pairs. Have each pair write a short newspaper article telling readers in Europe about the struggles between the armies of Grant and Lee. � Guide students in a discussion of the “total war” strategy employed by General Sherman. Have the students brainstorm examples from history of the total war strategy. � Have students conduct outside research on the election of 1864, focusing on the Chicago convention of 1864 and the “Peace Plan.” Have students write an analysis of the campaign and the convention. In their analyses, students ought to explain why McClellan firmly rejected his party’s Peace Plank. � Have students conduct research on


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the election of 1864. Have students work in pairs to create campaign posters for Lincoln and McClellan. � Organize students into small groups. Have the groups read an account of Lee’s surrender at Appomattox. Then have each group write a story about Lee’s surrender to Grant. � Have students use Timeliner 5.1 to create an annotated and illustrated time line dealing with the Civil War.

USI.40 Provide examples of the various effects of the Civil War. (H, E) A. physical and economic destruction B. the increased role of the federal government the greatest loss of life on a per capita basis of any U.S. war before or since

Students will KNOW: � various effects of the Civil War, including physical and economic destruction, the increased role of the federal government, and the greatest loss of life on a per capita basis of any U.S. war before or since.

Students will be able to DO: �Provide examples of the various effects of the Civil War. �See Standard 39.

� Divide the class in half. Have one half read primary sources supporting Lincoln’s suspension of the writ of habeas corpus. The other half should read sources opposing Lincoln’s policy. Then have the two sides face of in a moderated debate. � Guide students in a brief discussion of public opinion in the North and the South about the war as it began. Organize students into pairs. Have each pair prepare flyers for recruiting troops for both the Confederate and Union causes. Guide students in a discussion about the value or necessity of recruiting posters and similar devices to recruit troops. � Divide the class into small groups. Have each group design a Civil War newspaper. Students should include editorials, news reports, ads, and political cartoons. � Have students create a Web

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Magazine � Newspaper � Annotated and illustrated time line � Web diagram

February


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diagram or chart showing the effect of the war on African Americans, troops, women, and other civilians. Have volunteers share their diagrams with the class. Discuss whether living conditions behind the lines can significantly change a war effort or its outcome. Have students write a short analysis of what they believe was the most important difference between life in the North and life in the South during the Civil War. � Have students read “Glory Story” about the feature film Glory and the real 54th Massachusetts Regiment. Have students create a history frame or story map. Then have students view and critique the film Glory. Guide the students in a Socratic seminar discussion dealing with African American soldiers in the Civil War as well as Hollywood versions of history.

USI.41 Explain the policies and consequences of Reconstruction. (H, C) A. Presidential and Congressional Reconstruction B. the impeachment of President Johnson C. the 13th, 14th, and 15th Amendments D. the opposition of Southern whites to

Students will KNOW: �policies and consequences of Reconstruction, particularly Presidential and Congressional Reconstruction, the impeachment of President Johnson, the Civil War Amendments, Southern opposition to Reconstruction, the accomplishments and failures of Reconstruction, the presidential election of 1876 and the Compromise of 1877, the rise of the Jim Crow laws, and the Plessy v. Ferguson decision.

� Have students conduct research to find out more about schools for southern African Americans started by the Freedmen’s Bureau. Then, create a report analyzing the effects of these schools. � Have students research both presidential and congressional Reconstruction and write a debate in which you argue the value of both approaches. � Divide the class into pairs. Have

� Report � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Dialogue or debate � Illustrated time line � Chart � Journal entry � Mock trial

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Reconstruction E. the accomplishments and failures of Radical Reconstruction F. the presidential election of 1876 and the end of Reconstruction G. the rise of Jim Crow laws H. the Supreme Court case, Plessy v. Ferguson (1896)

Students will be able to DO: �Explain the policies and consequences of Reconstruction. �Write a journal entry. �Conduct on-line research. �Write a report. �Write a dialogue or a debate.

students create an illustrated time line that chronicles the events leading up to the impeachment and the results of the impeachment trials. � Have students research African Americans during Reconstruction. Then develop a chart that shows the progress made and the challenges faced by African Americans during and after Reconstruction. � Imagine you are a freedman or freedwoman living in the South after the Civil War. Write a journal entry that discusses your feelings on your new rights under the Reconstruction amendments and the Civil Rights Acts. � Have students conduct research on Reconstruction and the impeachment trial of Andrew Johnson. Assign students roles. Simulate the impeachment trial of Johnson. � Organize the students into small groups. Have each group review and list Reconstruction experiments. Then have each group design a report card for the experiments, assign a grade to each experiment, and write a rationale explaining the reasons for the grade. � Organize the students into small groups to prepare for a class debate on Reconstruction. Have one-third of the groups prepare arguments supporting Lincoln’s plan for


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Reconstruction, one-third supporting President Johnson’s plan, and the other one-third supporting Congress’s plans. Conduct a class debate on which plan should be implemented. Guide students in a discussion on which plan best serves the South and the nation. Have class members take notes on the arguments presented. � Organize the class into pairs. Assign each pair one of Thomas Nast’s political cartoons to analyze. Have each pair complete a cartoon analysis sheet designed by the National Archives. Then have volunteers display and explain the cartoon to the class.

CONTENT STANDARD - Industrial America and Its Emerging Role in International Affairs, 1870-1920 USII.1 Explain the various causes of the Industrial Revolution. (H, E) A. the economic impetus provided by the Civil War B. important technological and scientific advances the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt

Students will KNOW: �various causes of the Industrial Revolution. �economic impetus provided by the Civil War. �Important technological and scientific advances. �role of business leaders, entrepreneurs, and inventors. �factors of production. Students will be able to DO: �Make a chart of innovations that impact daily life. �Create a graphic organizer showing causes and effects.

� Guide students in a discussion of the ways in which modern appliances and inventions have made their lives easier. Have students make a chart of modern appliances and conveniences that are available to Americans today. Have students organize items in their charts into three categories—daily life, transportation and communication. Ask volunteers to share their charts. � Have students work in pairs to create a graphic organizer showing causes and effects of the growth of steel, oil, and railroad industries.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Chart � Graphic organizer

March


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Guide students in a discussion of the ways in which industrial growth helped railroads expand, and the effects that expansion had on the nation. � Guide students in a discussion of the effects that new processes for making steel and refining petroleum had on those industries. Have students work in small groups to complete a graphic organizer showing the new processes and their effects.

USII.2 Explain the important consequences of the Industrial Revolution. (H, E) A. the growth of big business B. environmental impact the expansion of cities

Students will KNOW: �important consequences of the Industrial Revolution. � growth of big business �Environmental impact of the expansion of cities. � dehumanizing effects of industrialization. �Changes in working and living conditions. �philosophies used to justify the accumulation of wealth and the rise of big business. Students will be able to DO: �Conduct research. �Engage in a debate. �Analyze and evaluate primary sources and evidence. �Create a chart synthesizing information and argumentation. �Actively participate in a role play. �Create a graphic organizer. �Write a document-based essay. �Actively participate in a mock trial.

� Guide students in a review of horizontal and vertical integration as it pertains to the growth of big business. After researching the business practices of Andrew Carnegie and J.D. Rockefeller, have the students work in small groups to create graphic organizers illustrating the steps each industrialist took in creating a monopoly. � Organize the class into two groups. Have each group research social Darwinism as it applies to business. One group should focus on the arguments made by proponents of social Darwinism, while the other group should focus on the arguments made by critics of the theory. Have the two groups debate the theory. Following the debate, guide the class in a discussion of the ethical implications of social Darwinism.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Chart � Graphic organizer � Debate � Simulations � Document-based essay � Mock trial � Presentation � Cartoon analysis � Venn diagram � Letters � Slide show presentations � Magazines

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�Analyze a political cartoon. �Present information. �Analyze a historical novel. �Engage in a simulation. �Make a Venn diagram. �Write a letter from an assigned perspective. �Create and deliver a slide show presentation. �Make an illustrated magazine article.

Ask students to consider what problems might arise when people try to apply the laws of nature to social issues. � Have the class read excerpts of documents written by proponents of laissez-faire and social Darwinism as well as critics of industrial capitalism. Then have them complete a chart noting each author’s position and his or her best 2-3 arguments. Next ask students to compose an essay defending laissez-faire capitalism and social Darwinism or a general welfare state. � Have the students research the lives of Carnegie, Rockefeller, and Morgan. Then have them write a concise biography on one of the three. � Have the students research the lives and business practices of Carnegie, Rockefeller, and Morgan. Have three volunteers assume the role of an industrialist, such as Carnegie, Rockefeller, and Morgan. Have the rest of the students play the role of muckraking journalists, who will compose fifteen pertinent questions each for the industrialists. Then have the class simulate a mock press conference between the muckrakers and the industrialists. Guide the class in a discussion of how these tycoons should be


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remembered. Should they be depicted as “robber barons” or “captains of industry,” or somewhere between the two extremes. � Have students analyze and evaluate Carnegie’s essay the “Gospel of Wealth”. Have the students identify Carnegie’s thesis. Ask them to evaluate his arguments and his statement: “Yesterday’s luxuries have become today’s necessities.” � Guide students in a discussion of the types of stores available to consumers today, and where they tend to be located. Review with students how a downtown area of a small town might have looked in the 1800s. Have students make a list of the types of stores that would have been located in the town. Have volunteers share their lists. Ask students to list the advantages and disadvantages of shopping today at a department store or a “big box” store. Have students write an editorial either opposing or supporting the opening of a large department store in the 1880s. � Have the students analyze primary sources such as advertisements and architectural plans that depict middle-class life between 1870 and 1917. Divide the class into groups and have the students to identify


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what each source reveals about the values and attitudes of the time, the roles of men and women, and people’s aspirations and fears. Have each group report its findings and to provide examples for the rest of the class. � Have students write a document-based essay addressing the issue of whether or not the great industrialists were robber barons or captains of industry. � After researching working and living conditions, have students read about the Pullman Strike and In Re

Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze political cartoons from the Gilded Age, complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class. � Have the students read Upton Sinclair’s The Jungle and complete a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a


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way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform. � After reading excerpts of The

Jungle, have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram. � Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a


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discussion between the relationship between industrialization, urbanization, and urban boss politics. � Discuss the differences between the upper class and the working class in a typical large city. Have students read excerpts of Jacob Riis’ How The Other Half Lives. Discuss Riis’ main idea as well as his bias against immigrants. Ask students to analyze his photographs and to complete a photograph analysis sheet. Have students present their findings to the whole class. Divide students into groups of three. Ask each group to prepare a brief, illustrated magazine article entitled “How the Other Folks Live.” The article and the illustrations should contrast the lives of the upper class and working class. Guide students in a discussion of the ways in which American society was becoming divided along class lines. Ask students to create a series of visuals illustrating how new technologies transformed American cities in the late 1800s. � Guide students in a discussion of the changes mass transit made to American cities and how it enabled suburbs to grow and develop. Have students write two letters concerning life in the late 1800s. One letter should describe daily life in the city


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to a friend who has moved to the suburbs. The other letter should describe life in the suburbs to someone who lives in the city. Have volunteers read their letters to the class. Ask students if they would have preferred to live in the cities or suburbs. � Have students make slide show presentations showing the social classes and the ways in which industrialization and urbanization affected them.

USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H) Seminal Primary Documents

to Read: Emma Lazarus, “The New Colossus” (1883) Seminal Primary Documents

to Consider: Younghill Kang, East Goes West (1937)

Students will KNOW: � causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries. �Describe the major roles of these immigrants in the industrialization of America. Students will be able to DO:

�Analyze primary and secondary sources dealing with immigration, especially “The New Colossus” and East Goes West. �Conduct research. �Write a family history or make a presentation. �Actively engage in simulations that require, research, role-playing, and writing. �Make a chart. �Write an essay. �Make a time line. �Write a speech. �Work cooperatively to produce a factual

� Have students do research on their family tree and ancestry. Then have them write a report or make a presentation on their family history. Or ask students to write a short essay based on their research and addressing what it means to be an American. � Take a field trip to Ellis Island. � Have students conduct research and make a chart showing the differences between the “old” and “new” immigrants. Then have them write a concise essay comparing the two. � Divide students into small groups. Have each group design a time line of a major wave of immigration to the U.S. Display the time lines. Discuss the patterns of immigration. � Conduct a class discussion about what U.S. immigration policy should be today. Make connections

� Family history � Simulation � Chart � Essay � Document-based essay � Time line � Speech � Brochure � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Venn diagram � Magazine

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article, a political cartoon, and an editorial dealing with immigration. �Make a brochure. �Write a document-based essay

with the past. � After students have conducted research, have them write a speech that might have been given by a member of Congress supporting or opposing the creation of the Bureau of Immigration. � Organize the class into small groups. Have each group develop a factual article, a political cartoon, and an editorial for a 1901 edition of a New York newspaper. � Organize the class into small groups and have each group use secondary sources to research benevolent societies and how they helped immigrants. Have each group create a brochure that describes the services offered by a benevolent society. Have each group present its brochure to the class. � Have students complete a table listing the reasons why nativists objected to immigration. � Have students write a document-based essay dealing with immigration and nativism. � After researching working and living conditions, have students read about the Pullman Strike and In Re

Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze political cartoons from the Gilded Age,


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complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class. � Have the students read Upton Sinclair’s The Jungle and complete a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform. � After reading excerpts of The

Jungle, have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then


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have students show the differences in a Venn diagram. � Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a discussion between the relationship between industrialization, urbanization, and urban boss politics. � Discuss the differences between the upper class and the working class in a typical large city. Have students read excerpts of Jacob Riis’ How The Other Half Lives. Discuss Riis’ main idea as well as his bias against immigrants. Ask students to analyze his photographs and to complete a photograph analysis sheet. Have students present their findings to the whole class. Divide students into groups of three. Ask each group to prepare a brief, illustrated magazine article entitled “How the Other Folks Live.” The article and the illustrations should


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contrast the lives of the upper class and working class. Guide students in a discussion of the ways in which American society was becoming divided along class lines. Ask students to create a series of visuals illustrating how new technologies transformed American cities in the late 1800s.

USII.4 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H)

Students will KNOW: � causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. �Native Americans fought the movement of settlers westward, but the U.S. military and the persistence of American settlers proved too strong to resist. �Many people sought fortunes during the mining and cattle booms of the American West. �government promoted the settlement of the West, offering free or cheap land to those willing to put in the hard work of turning the land into productive farms.

Students will be able to DO: �Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. �Write headlines. �Make a cause-and-effect diagram. �Make an annotated and illustrated time line. �Write treaties that resolve conflicts.

� Organize the class into mixed-ability pairs. Have each pair write two newspaper headlines that support key changes in U.S. government policy toward Native Americans during the mid-1800s. Then have each pair write two headlines that oppose proposed policy changes. � Have students draw a cause-and-effect diagram dealing with the destruction of the buffalo. � Have students work in small groups to make an annotated and illustrated time line showing the major engagements of the Indian Wars. � Organize the class into groups of four. Have students within each group identify and list the sources of conflict between the Plains Indians and the government. Have each group develop treaties to bring the conflicts to an end. Ask each group to read their treaties to the class. Have the class assess the treaties.

� Headlines � Diagram � Time line � Treaties � Biographies � Document-based essay � Teacher-generated quiz or test with matching, multiple choice, and open-response questions. � Reflective journal � Movie review � Chart or graphic organizer � Editorial � Letter � Illustration or political cartoon � Sentences describing cowboy life � Song lyrics � Report � Post cards � Settlement plan � Socratic seminar discussion � Poster � Debate and paragraph � Article or political cartoon � Essay or position paper � Document-based essay

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�Compose an illustrated biography. �Analyze primary and secondary sources dealing with the history of the American West. �Analyze a secondary source and maintain a reflective journal. �Actively participate in book discussions and read like a historian. �View and critique a film. �Write a movie review. �Calculate miles on an outline map. �Construct a chart that shows cause and effect. �Write an editorial. �Expository writing (letter) �Make an illustration or political cartoon. �Write sentences describing cowboy life. �Write cowboy song lyrics. �Write a report. �Conduct research. �Write postcards. �Make a settlement plan. �Create a poster. �Participate in a debate. �Compose a paragraph summary of a position. �Write a position paper. �Write a document-based essay.

� Assign students a major figure to research, such as Black Elk, Black Kettle, Chief Joseph, Custer, Geronimo, Wovoka, Sitting Bull, Quanah Parker, James Forsyth, John Chivington, and Ranald McKenzie. Have students create an illustrated biography of the person. � Have students read Bury My Heart

at Wounded Knee and maintain a reflective journal on the author’s themes and arguments, important events, and examples of tragedy as well as survival and persistence. Organize the class into small groups for book discussions focusing on key questions from selected chapters. Then have students view and critique the movie based on the book. Have them write a concise movie review comparing the book and the movie. � Research the lives of Geronimo and Sitting Bull and consider how their actions affected Native Americans and the conflicts with the U.S. government. Then use an interactive template made by a publisher to write a biography on one of these leaders. � Use a large map to show students how far Chief Joseph led the Nez Perce and how close they came to Canada before capture. Have students calculate the miles the group traveled.


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� Have students read about the Battle of the Little Big and create a chart or graphic organizer showing the causes and effects of the battle. � Have students read newspaper accounts and editorials dealing with the Battle of the Little Big Horn. Then have them write an editorial of their own critiquing Custer’s leadership and tactics. � After students have analyzed primary sources dealing with the Ghost Dance, have them imagine that they have been living among the Lakota Sioux. Newspapers have frightened local setters by suggesting that the Ghost Dance is a sign of a coming Indian uprising. Write a letter to the editor explaining the true meaning of the Ghost Dance. � Have students research mining and ranching in the West. Have them students make a diagram showing where mining booms occurred. Guide students in a discussion of the role of mining in the settlement of the West. Have students explain how and why mining brought people west and how mining camps developed into towns. � Read a quotation by a gold seeker such as Hunter Fitzhugh. Then have students create an illustration or a political cartoon showing the scene described in the passage. Have the


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students share their work with the class. Discuss Fitzhugh’s beliefs as well as the conditions of the mining camps. � Have students describe and explain the changes that took place in mining, from individuals working with hand tools to the time when large corporations took over the mining industry. Have students write a letter to friends living on the East Coast from the viewpoint of a miner who had been self-employed but now works for a large mining company. The letter should tell of the changes that took place when mining companies took over and how those changes affected individual miners. Students should use facts from their textbooks when writing the letters. � Find songs about cowboy life and life on the cattle trails. Have students analyze the song lyrics. If possible play the songs for the students. Ask the students to identify common themes in the lyrics and then describe what these themes reveal about cowboy life. Guide students in a discussion of whether or not the image of cowboy life given in the songs is realistic. Divide the class into small groups to write as many sentences as they can to describe cowboy life in the mid-1800s. Have volunteers read the


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sentences to the class. Make a class list of the ideas. Using the list and information from the textbook, students can next write their own song lyrics about life on the cattle trails. � Have students conduct research to learn about ghost towns of the West. Then create a report that tells the story of one town, from its founding to its decline. � Have students conduct research about the daily life and work of miners. Then have them imagine they are miners and write a series of postcards home to their relatives, who are still living on the East Coast. � Have students research the lands that became available during this period. Using the map of the United States, have students assume the role of a settler looking to move west and locate an area to settle. Then they should prepare a plan that states why they are moving, how they will finance your move, and how they plan to succeed in the new area. � Divide students into small groups to make charts showing the rise and fall of the cattle drives. � Have students assume the position of a cattle owner who owned land in Texas or one who did not. Based on their chosen position, students could write a letter arguing for or against


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the use of barbed wire on the open range. � Have the class analyze sources that relate the story of John Wesley Hardin and the so-called “wild west.” Engage students in a Socratic seminar discussion on the following: What made the Cattle Kingdom prone to violence? Was Hardin the product of the South and Reconstruction or of the West and the frontier? Compare and contrast the community of the “wild west” to the international community today. Hardin stated that “the man who does not exercise the first law of nature—that of self -preservation—is not worthy of living.” Assess the validity of the statement. Compare and contrast the gun violence of the Old West with the gun violence in America today. � Have students create graphic organizers showing the provisions of the Homestead Act, the Pacific Railway Act, and Morrill Act. Review the graphic organizers with the class. Ask the class: What role did each act play in the economic development of the West? How did each of the three acts work either directly or indirectly to increase settlement? Divide the class into small groups. Have each group create a poster that shows the potential benefits of the act. Display


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the finished posters. � Write the following opinion for students to see: Government subsidies, not individual initiatives, were the main factors in the development of the West. Guide the class in a discussion of what the statement means. Ask students to identify and describe the government subsidies they have read about. Divide the class into two groups. Have one group write arguments that support the statement. Have the other group write arguments that refute the statement. Conduct a class debate. Then have students write a paragraph explaining and supporting their position. � Assign students the topic of the Oklahoma Land Rush. Divide the class into small groups to list the reasons to give the land to settlers and reasons not to give the land to settlers. Each group should evaluate its list and decide which position they support. Then have students write an article or create a political cartoon supporting their position. � Have students read Frederick Jackson Turner’s “The Significance of the Frontier in American History.” Then have them write an essay in which he or she evaluates Jackson’s “frontier thesis.” Have volunteers read their essays.


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� Have students make a chart showing how the government and railroads promoted the settlement of the West. � Have students imagine that they are living on the prairie with their families. Have them write a letter to their friends in the East describing the challenges of living in a sod house. � Have students analyze a compilation of documents dealing with the homesteaders. Then have them write a document-based essay answering the following: Why did people move west in the late 1800s?

USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E) A. the Knights of Labor B. the American Federation of Labor headed by Samuel Gompers C. the Populist Party the Socialist Party headed by Eugene Debs

Students will KNOW: �dehumanizing effects of industrialization land the formation of powerful corporations led the formation of unions and the rise of radical political parties during the Industrial era. � goals, membership, purpose, platforms and policies of the Knights of Labor, the American Federation of Labor, the Populist Party and Socialist Party. �Grim working conditions in many industries to form unions and stage labor strikes. �Political corruption was common in the late 1800s and early 1900s, but reformers began fighting for changes to ameliorate the worst abuses. Students will be able to DO: �Conduct research �Make a chart of the labor unions

� Have students make a chart or list of the major labor unions. They should provide a concise summary of each union, its goals, its members, and its purpose. Next have students analyze a set of documents dealing with the conflict between labor and management. Then have the students formulate a thesis as to why labor failed to gain public acceptance in the late nineteenth and early twentieth centuries. To extend the assignment you could have the students write a document-based essay addressing the following: How and why were the needs of workers and business owners at odds in the Second Industrial Revolution? � Have students conduct research

� Document-based essay � Teacher-generated quiz or test with matching, multiple choice, and open-response questions. � Reflective journal � Chart or graphic organizer � Group presentation � Venn diagram � Brochure � Mock trial � Political cartoons � Speech � Campaign strategy � Letter � Editorial

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�Formulate a thesis based on informed judgment �Write a document-based essay �Make an illustrated informational brochure �Debate an issue concerning the conflict between labor and management �Deliver a presentation �Actively participate in a mock trial of a labor leader �Analyze and interpret primary sources and statistics �Make a Venn diagram �Analyze a historical novel aimed at reforming American society �Analyze political cartoons dealing with Gilded Age politics �Design political cartoons dealing with the Grange and Populist movements �Write and deliver a concise speech �Devise a campaign strategy �Write a letter in favor of reform �Write a newspaper editorial on labor unions

about conditions in sweatshops of the late nineteenth and early twentieth centuries. Then ask students to write a journal entry describing what a social reformer working in the early 1900s might observe during a visit to a tenement sweatshop. Students could next conduct research about modern-day sweatshops. Have them write short essays addressing the following: Do sweatshops still exist? Where are they? Who is most likely to work in a sweatshop? What steps could be taken to eliminate them? � Guide students in a discussion of the Knights of Labor. What were the union’s strengths and weaknesses? What would be the advantages and disadvantages of accepting employers in the union? What would be the advantages and disadvantages of discouraging the use of strikes? Organize the class into small groups. Tell them that they are to plan a new union to rival the Knights of Labor. Have each group name its union and create a three-fold illustrated brochure to recruit potential members. The brochures should show why the Knights are failing to meet workers’ needs and how the new union can do a better job of helping workers. Have volunteers present their brochures to the class.


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� Divide the class into three groups. Remind them of the Great Railway Strike. Have one group represent business leaders, one group represent union leaders, and one group represent members of Congress. Have business leaders brainstorm and discuss possible responses to the railroad strike. Union leaders should discuss possible responses to business reprisals. Congressional members should discuss possible actions that could be taken to avoid a strike. Have each group give a short presentation describing possible responses. Have all students listen and take notes on each presentation. Then conduct a debate among business leaders, union leaders, and government officials on ways to resolve conflicts. � After researching working and living conditions, have students read about the Pullman Strike and In Re

Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze political cartoons from the Gilded Age, complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class. � Have the students read Upton Sinclair’s The Jungle and complete


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a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform. � After reading excerpts of The

Jungle, have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram. � Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or


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figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a discussion between the relationship between industrialization, urbanization, and urban boss politics. � Divide the class into small groups. Assign each group a political cartoon depicting Gilded Age politics. Have each group complete a cartoon analysis. Have groups present their cartoon and analysis to the class. Discuss each cartoon as a whole group activity. � Have students analyze a set of documents dealing with the Populist Party. Then have them formulate a thesis as to the contribution of the party to reform and national politics during the Gilded Age and Progressive era. � Have students answer a document-based essay dealing with the national government and the need for reform. Theses should address the reasons why government failed to address important political, social, and economic problems arising from


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rapid industrialization and urbanization. � Discuss the workings of political machines during the Gilded Age. Draw a teeter totter for students to see. Have students copy it and list the beneficial results of political power in cities in the late 1800s on one end of the bar. On the other end, students should list the negative results of it. Have volunteers share the results of their graphic organizers. � Guide students in a review of political machines, how they operated, and the services they provided immigrants. Organize the class into pairs. Have each pair select a U.S. city that had a political machine. It is their job to represent the city’s political machine and meet immigrant families as they arrive for the first time in the city. Have each pair write a list of things they will tell the new immigrants and what support and help the political machine can offer the family. Have volunteers read their lists. Have students prepare a short speech that might have been given by a political boss to new immigrants describing the help the city’s political machines provide. Have students read their speeches to the class. Next have the class read an excerpt of Lincoln Steffens’s The Shame of the Cities.


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Conduct a class discussion on the problem of corruption, the reasons for it, and whether or not Steffens’s proposed solution is viable. � Review with students the Credit Mobilier scandal. Organize the class into small groups and have each group discuss why it was wrong for Credit Mobilier to offer and for government officials to accept shares of stock in the company. Each group should write a list of reasons. Have students use their lists to write a letter to President Grant expressing their concern and anger over the scandal. Discuss possible reforms as well as government and business corruption today. � Have students work individually or in pairs to create a sequencing chart showing the series of events that led to the Pendleton Civil Service Act. Have volunteers share their charts. Create a class chart for all students to see. � Have students design a supplementary Web page to the National Grange Web site describing the difficulties that farmers faced in the late 1800s and reforms that the Grange proposed and supported at the time. Have students share their web pages with the class. Guide students in a discussion of the ways in which


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farmers might have communicated with each other in the time before the Internet, TV, radio, or telephone. � Organize students into small groups. Have students design a political cartoon depicting farmers and the National Grange’s struggle with the railroads. Then have students draw another large political cartoon showing industry’s view of government regulation of private business. Have each group display its cartoons to the class. Guide students in a discussion about whether the Grange or the Populists were successful in their campaigns to establish fair shipping rates for large and small farmers. � Organize the class into groups of three. Within each group, assign each student one of the 1892 presidential candidates. Each student will be responsible for researching the candidate and the issues in the election. Have students use their research to develop a campaign strategy, slogan, and a speech with three to five major points that could have been delivered by their assigned candidate. Have students present their speeches and campaign materials to the class. � Have students imagine that they are leaders of the Populist Party and compose a short speech in which


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they explain why the issue of free silver is so important to your cause. � Give students an outline of the election of 1896, including the candidates, issues, and speeches. Have students write a short essay explaining how they would have voted for and why. Discuss the election and the reasons why McKinley managed to defeat Bryan. � Have students make a three-column chart showing the conflict between labor and management. To complete the chart, students will fill in the incident, cause, and effect. � Have students research labor unions and their effects on business in the United States during the late 1800s. Write a newspaper editorial that explains your viewpoint on whether labor unions were useful in the workforce. Include supporting facts to back up your views. � Have students research the scandals and figures of the late 1800s. Write an editorial describing the corruption in the cities and what you think should be done about it.

USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E) A. the influence of the ideas associated with Social

Students will KNOW: � causes and course of America’s growing role in world affairs from the Civil War to World War I. � influence of the ideas associated with Social Darwinism �causes and effects of American expansion. �America’s growing influence in Hawaii

� Have students develop a list of the potential benefits for the U.S. if it changed its foreign policy to one of expansion. Then have students develop a list reasons why the U.S. should steer clear of foreign entanglements and concentrate on development within its existing

� Document-based essays � Teacher-generated quiz or test with matching, multiple choice, and open-response questions � Charts � Graphic organizers � Comic books � Letters

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Darwinism B. the purchase of Alaska from Russia C. America’s growing influence in Hawaii leading to annexation D. the Spanish-American War E. U.S. expansion into Asia under the Open Door policy F. President Roosevelt’s Corollary to the Monroe Doctrine G. America’s role in the building of the Panama Canal H. President Taft’s Dollar Diplomacy I. President Wilson’s intervention in Mexico American entry into World War I

leading to annexation � causes and effects of the Spanish-American War. �reasons for the Open Door policy and its impact on the U.S. and international relations. � foreign policy established by the Roosevelt Corollary, including its purposes and uses. �America’s role in the building of the Panama Canal. � diplomacy established by Theodore Roosevelt (“Big Stick”), William H. Taft (“Dollar Diplomacy”) and Woodrow Wilson (“Moral” Diplomacy). � causes and consequences of President Wilson’s intervention in Mexico as well as America’s entry into World War I. � U.S. entered the imperialist competition late, but it soon extended its power and influence in the Pacific and Latin America. �quick victory in the Spanish-American War gave the U.S. a new role as a world power. � U.S. exerted its influence in Latin America and the Pacific. U.S. intervention strained relations between the U.S. and Mexico. �Rivalries among European nations led to the outbreak of World War I. �U.S. entered the First World War because of Germany’s use of unrestricted submarine warfare, bankers and munitions makers, the Zimmermann Telegram, and Wilson’s “Messiah” complex. � U.S. helped turn the tide for an Allied victory in World War I. �U.S. mobilized a variety of resources to

borders. Create a class list. Use it as a basis for a discussion about expansion and imperialism. � Draw four rectangles for students to see. Label the rectangles with the main topics—imperialist activity, taking control of Hawaii, influence in China, and influence in Japan. Guide students in a discussion of the four topics. As students name the main points in each topic, record them in the rectangles. Have students copy the completed graphic organizer. � Guide students in a discussion about the causes and effects of imperialism. Make a list of the causes and effects of U.S. imperialism for all to see. Have students copy the chart or graphic organizer. � Divide the class in half. Assign one half of the students documents written from the imperialist perspective. Assign the other half a document set written by anti-imperialists. Have students analyze the documents and list arguments in favor of their assigned perspective. Guide students in an informal debate between imperialists and anti-imperialists. After students voice the arguments. Have the class make a chart showing the arguments of each side. � Give students an uncompleted

� Speeches � Diary entries � Cartoons � Group presentations � Reports � Posters � Rankings and rationales


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wage World War I. Students will be able to DO: �Write document-based essays �Participate actively in simulations �Conduct research �Write editorials �Write short essays �Write a diary entry �Create political cartoons �Make charts and graphic organizers �Debate issues associated with U.S. imperialism �Create visuals �Write a report �Make a comic book using Comic Life �Give group presentations �Write a speech �Analyze primary and secondary documents �Rank order the causes of U.S. entry into World War I and write a rationale explaining the ranking. �Write a document-based essay on the causes of U.S. entry into World War I.

chart with a list of the causes of the Spanish American War. Have students research the causes and complete the chart by explaining how each factor led to war. Divide the class into small groups. Have each group rank order the causes and write a rationale explaining their rankings. Have each group present its findings to the class. � Have students participate in a simulation on the decision to go to war in Spain. After having students read background information about the causes of the Spanish-American War, explain to them that will be serving as advisers to President McKinley as he considers his options during the Fall of 1898. Divide the class into small groups. Assign each group one of three options—fulfill our national destiny, preserve our democratic values, or carefully calculate our interests. Each group will read background information on its option as well as a set of documents supporting their assigned option. Have each group compose a position paper addressed to President McKinley recommending a course of action. Have each group deliver its position to the class. Discuss McKinley’s decision and its ramifications. � Divide the class in half. Assign one half a set of documents in which


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the authors favor the annexation of the Philippines. Assign the other half of the class a set of documents in which the authors oppose the annexation of the Philippines. Conduct an informal debate between the two sides. Debrief. As a class, discuss which side presented the stronger arguments. � Have students write a document-based essay in which they answer the following: Was imperialism a proper and legitimate policy for the U.S. to follow at the turn of the nineteenth century? � Guide students in a discussion about how Cuban rebels might have reacted when the USS Maine was sunk and the U.S. was deciding whether or not to go to war over the incident. The rebels can either join the United States, or they can remain independent and try to continue their fight against Spanish domination without foreign support. Remind students of the risks of either course of action. Have students decide which course of action they believe would have been most effective in winning Cuban independence. Then have students write a speech from the perspective of a Cuban rebel in which they try to convince other Cuban rebels to join them in their struggle. Have volunteers read their speeches.


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� Have students create two editorial cartoons that might have appeared in a U.S. newspaper celebrating the victories. One cartoon should focus on the U.S. victory in the Philippines; the other should focus on the U.S. naval victory in Cuba. Then have students write an editorial for a Spanish newspaper lamenting Spain’s defeat, the humbling of its navy, and the end of one of the world’s great imperial powers. Have students present their work. Guide students in a discussion of the points of view. � Remind students that U.S. newspapers covered the Spanish-American War thoroughly and sent artists like Frederic Remington to provide illustrations. Have students analyze his work on the Rough Riders. Then have students create two illustrations, one that shows the Battle of San Juan Hill as described by Theodore Roosevelt, and the other showing the U.S. Navy fleet in the Battle of Santiago. Share the visuals with the class. � Have students create outline maps of Latin America and show U.S. intervention there. � Guide students in a discussion about the events that led up to the building of the Panama Canal. Show them pictures of the hardships workers faced. Organize the class


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into small groups. Have each group work together to write a poem and design a poster to honor the hard-working people who built the canal. Have students include their poem in their poster. � Have students analyze documents dealing with the Panamanian rebellion and the way in which the U.S. acquired rights to the Panama Canal Zone. Have students write a one-page letter to President Theodore Roosevelt, either praising or condemning his actions in securing the rights to build the Panama Canal. Have students read their letters to the class. � Have students imagine they are canal workers and write a diary entry explaining the hardships that they face. � Have students make a chart showing the countries U.S. intervened in as well as a description of the type of intervention. � Have students draw three ladders on their own paper, and then have them label the top using the topics—dictatorship sparks a revolution, the U.S. intervenes, the revolution concludes. Have students describe and explain the major ideas of each topic on the rungs of the corresponding ladder. Have students write a short essay that expresses the thoughts and feelings


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that a Mexican citizen in the early 1900s might have had about the Mexican Revolution and the subsequent political turmoil in the country. � Divide the class into small groups. Assign each group a political cartoon dealing with U.S. intervention in the Mexican Revolution. Have each group complete a cartoon analysis. � Have students conduct research to learn about the events that led to this historic handover. Then create a report that analyzes the reasons that the United States gave up the canal and the Canal Zone to Panama. � Have students conduct research and take notes on the politics, the economic effects, cultural clashes, and resulting unity and diversity relating to American imperialism. Then have them use the interactive template to write a report. � Have students research yellow journalism and how it affected the Spanish-American War. Then write a news article that might have appeared in one of New York City's daily newspapers, telling about a major event of the Spanish-American War. � Have students research the effects of human and geographic factors on the construction of the Panama Canal. Physical factors include


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landforms, climate, and weather. Human factors should focus on the use of technology and the reasons humans modified the environment, along with the hazards people faced. Then create a poster about the canal, highlighting the most important details. � Have students write a document-based essay dealing with views on American expansionism. What factors influenced the decision to annex Hawaii? � Have students select a topic from this unit and design a comic book on the topic or issue. � After students analyze primary and secondary sources dealing U.S. entry into the First World War, divide the class into small groups to rank order the causes of U.S. entry and write a rationale explaining their rankings. Share findings with the class. � Write a document-based essay on the causes of U.S. entry into the First World War.


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HISTORY AND GEOGRAPHY CONCEPTS AND SKILLS 1. Apply the skills of pre-kindergarten through grade seven.

Students will KNOW: � The themes of history and geography. Students will be able to DO: � Apply the skills of pre-kindergarten through grade seven.

Skills are named in PK-7 curriculum documents.

Students will use TimeLiner 5.1 on a variety of assignments throughout the year to get a good understanding of progress,

and sequences throughout history.

Throughout

2. Identify multiple ways to express time relationships and dates (for example, 1066 AD

is the same as 1066 CE, and

both refer to a date in the

eleventh or 11th century, which

is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H)

Students will KNOW: � Multiple ways to express time relationships and dates. Students will be able to DO: � Create a time line and/or chronology. � Make various graphic organizers showing the sequence of events.

� Students will use TimeLiner 5.1 on a variety of assignments throughout the year to get a good understanding of progress, and sequences throughout history. � Students will use Inspiration and other software to devise graphic organizers and concept maps throughout the course.

� Time lines � Graphic organizers � Tests

Throughout

3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

Students will KNOW: � How various events, issues, trends in American history relate to global events. Students will be able to DO: � Interpret and construct time lines that show how events and eras in various parts of the world are related to one another.

� Students will use TimeLiner 5.1 on a variety of assignments throughout the year to get a good understanding of progress, and sequences throughout history. � Students will use Inspiration and other software to devise graphic organizers and concept maps throughout the course.

� Time lines � Graphic organizers � Tests

Throughout

4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

Students will KNOW:

� How to interpret and construct charts and graphs that show quantitative information.

Students will be able to DO:

� Throughout the course students will be required to read graphs that show variety of statistics and historical data and often times create their own graphs based on information given.

� Graphs � Tests � Worksheets

Throughout


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� Interpret and construct charts and graphs that show quantitative information.

5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

Students will KNOW: � how a cause and effect relationship is different from a sequence or correlation of events. Students will be able to DO: � Explain how a cause and effect relationship is different from a sequence or correlation of events. � Find the differences between when given information in the following varieties: cause and effect, sequential, or correlation of events. � Make charts, graphs, graphic organizers, and concept maps showing cause and effect relationships. � Write essays dealing with cause and effect relationships.

� Make charts, graphs, graphic organizers, and concept maps showing cause and effect relationships. � Write essays dealing with cause and effect relationships.

� Charts, graphs, graphic organizers, and concept maps. � Essays � Tests

Throughout

6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

Students will KNOW:

� Difference between short-term and long-term cause and effect relationships. Students will be able to DO:

� Distinguish between long-term and short-term cause and effect relationships. �Make distinctions between the types of cause and effect relationships. � Make charts, graphs, graphic organizers, and concept maps showing cause and effect relationships.

� Analyze various events dealing with both short-term and long-term cause and effect relationships, such as Nat Turner’s Rebellion, the Civil War, the Triangle Shirtwaist Factory Fire and the Spanish-American War. � Make charts, graphs, graphic organizers, and concept maps showing cause and effect relationships. � Write essays dealing with cause and effect relationships.

� Charts, graphs, graphic organizers, and concept maps. � Essays � Tests

Throughout


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7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

Students will KNOW: � connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments.

Students will be able to DO: � Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. � Make various connections. � Write essays dealing with connections. � Measure continuity and change over time.

� Analyze and evaluate multitudinous events and make connections between various moments in time and between past and present. For instance, one could compare the antebellum reform movements to those of the Gilded Age and Progressive Era. Or the class trace the notion of manifest destiny throughout American history. � Write document-based essays that show connections between events, ideas, trends, and developments across time. � Construct concept maps and graphic organizers that show connections. � Have students make multimedia presentations that demonstrate connections.

� Graphic organizers and concept maps. � Essays � Tests � Multimedia presentations

Throughout

8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

Students will KNOW: � how to interpret the past in its own context as opposed to through the glasses of a student living in current time.

Students will be able to DO: � Look at an event as someone from the time being studied. � Actively participate in debates and simulations. � Write from an assigned perspective. � Debate an issue. � Make a political cartoon or comic book.

� Implement a variety of simulations and role plays throughout the course, such as a congressional debate over Mexican War, a mock trial of Dred Scott v. Sanford, a mock trial of In re Debs, or a Washington Cabinet meeting. � Engage students with reader’s theater activities dealing with topics such as the assassination of Lincoln, the Lizzie Borden murder trial, or the Scopes Trial. � Assign students primary sources to read. Then they participate in a debate over issue such as laissez-

� Simulations � Debates � Mock trials � Journal entries � Editorials � Cartoons � Comic books

Throughout


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faire and the general welfare state. � Have students write journal entries or editorials from an assigned perspective dealing with a particular issue, such as the debate over Hamilton’s financial program, slavery issue, or even working conditions. � Have students analyze historic political cartoons and/or create their own.

9. Distinguish intended from unintended consequences. (H, E, C)

Students will KNOW: � The differences between intended v. unintended consequences.

Students will be able to DO: � Distinguish intended from unintended consequences. � Analyze and evaluate primary and secondary sources.

� Analyze and evaluate evidence and information, especially in primary sources, that deal with intended and/or unintended consequences. For example, the class might study the impact of disease on history, or the environmental degradation resulting from the Second Industrial Revolution, or even the impact of the Triangle Fire on reform.

� Essays � Tests � Multimedia presentations � �

Throughout

10. Distinguish historical fact from opinion. (H, E, C)

Students will KNOW: � The difference between fact and opinion. Students will be able to DO:

� Distinguish historical fact from opinion. � Detect bias. � Analyze and evaluate sources of evidence. � Write document-based essays dealing with various issues.

� Have students analyze sets of primary and secondary sources on controversial issues. Then conduct a Socratic seminar discussion on interpretations of events change over time. � Have students write document-based essays. � Give students readings to interpret. Have them identify if the arguments are facts or opinions. Then have them justify their answers.

� Essays � Tests � Multimedia presentations

Throughout


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11. Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G)

Students will KNOW: � The locations of the major world empires throughout the history of the world on a political map. Students will be able to DO:

� locate the major empires of world history on a political map. � complete outline maps and interactive map activities.

� Have students interpret historical maps or interactive maps dealing with topics such as imperialism or the War of 1812. � Throughout the course have students complete outline maps of various events and periods.

� Tests � Outline maps � Interactive map activities

Throughout

CIVICS AND GOVERNEMENT CONCEPTS AND SKILLS 12. Define and use correctly the following words and terms: Magna Carta,

parliament, habeas corpus,

monarchy, and absolutism. (C)

Students will KNOW: � The terms Magna Carta, parliament,

habeas corpus, monarchy, and absolutism. � Some of the basic fundamental ideas and documents we used in creating our own Constitution. �The definitions of some basic keywords of government’s history. � Define the terms over to the side and be

able to recall where and how they were used. � Explain how the terms influenced the development of America’s core beliefs. Students will be able to DO: � Define and use correctly the following words and terms: Magna Carta, parliament,

habeas corpus, monarchy, and absolutism. � Define the terms over to the side and be able to recall where and how they were used. �Explain how the terms influenced the development of America’s core beliefs. �

�While examining the foreign influences on our government used by our founding fathers we will investigate Europe’s government. Students will split into groups with one group investigating different government’s of the day: England’s government of 1215 England’s government of 1600 England’s government of 1776 France’s government of 1776 The potential government ideas of the Enlightenment. � Have students read excerpts of important philosophers, such as Aristotle, Hobbes, Locke, and Rousseau. Then have them make a chart of the various forms of government. � Have students analyze documents dealing with Lincoln’s decision to suspend the writ of habeas corpus. Then have students debate the pros

� Presentations � Charts � Test � Debate

September and January through February


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and cons of Lincoln’s decision. Ask students how we can balance our civil liberties with national security.

GENERAL ECONOMICS CONCEPTS AND SKILLS 13. Define and use correctly mercantilism, feudalism,

economic growth, and

entrepreneur. (E)

Students will KNOW: � The definitions of mercantilism, feudalism,

economic growth, and entrepreneur and are able to use in sentences. Students will be able to DO: � Define and use correctly mercantilism,

feudalism, economic growth, and

entrepreneur.

� Through use and examples students will be able to explain some basic terms in founding economic principles.

� Tests � Open-response essays

Throughout

14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E)

Students will KNOW:

� How people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. Students will be able to DO: � Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. � Analyze readings and participate in a debate. � Participate in a simulation. � Write a memo and /or reaction. � Create a museum exhibit.

� Students are given a mock budget that they will be in charge of meeting. The Executive and Legislative branches will work together to find the best use of the money offered. � After reading primary sources dealing with Shays’s Rebellion, such as the General Benjamin Lincoln’s account, the Hampshire County Convention’s resolutions, and the correspondence of Washington and Jefferson, have students create a museum exhibit or debate page showing the causes, effects, and key events of Shays’s Rebellion. Students could include items such as original political cartoons, choice quotations of opposing viewpoints, an inscription on a historical marker, and chronology.

� Mock Budget Case Study � Simulation � Museum exhibit � Debate � Memos � Tests � Open-response

September and March and periodically throughout the course.


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� Read primary sources showing the differences of opinion on issues such as the National Bank, the protective tariff, whiskey excise, and assumption of state debt. � Simulate a Washington Cabinet meeting with students playing the roles of Hamiltonians and Jeffersonians. � Organize students into pairs. Have each pair create two political cartoons—one supporting Hamilton’s proposal to consolidate states’ debts and the other opposing his proposal. Have students display and present their cartoons to the class. � Have students write a memorandum briefing Washington on the public reaction to Hamilton’s financial plan. � Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have the students write a response to the proclamation by a farmer from Western Pennsylvania. � Give one have of the class readings supporting laissez-faire economics and the philosophy of Social Darwinism to analyze. Have the other analyze a document set supporting a general welfare state. Have the two sides face off in a


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debate centering on a series of open-ended questions.

15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)

Students will KNOW: � How financial markets, such as the stock market, channel funds from savers to investors. Students will be able to DO: � Explain how financial markets, such as the stock market, channel funds from savers to investors.

� After an initial lesson on the stock market we will then begin a short, once a week mock stock market project using the daily papers.

� Progress on the market will determine grade.

June

16. Define and use correctly gross domestic product,

economic growth, recession,

depression, unemployment,

inflation, and deflation. (E)

Students will KNOW: � how to define and use correctly gross

domestic product, economic growth,

recession, depression, unemployment,

inflation, and deflation. Students will be able to DO:

� Define and use correctly gross domestic

product, economic growth, recession,

depression, unemployment, inflation, and

deflation.

� In an interactive lecture, students and teacher will discuss the definitions of the aforementioned words.

� On the economics unit test these words will need to be defined. *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class.

June

17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E)

Students will KNOW: � How competition among sellers lowers costs and prices, and encourages producers to produce more Students will be able to DO: � Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits.

� Students as a class will be put in a situation in chess where they are faced with the decision to trade a piece for better position and to then explain their rationale. � Afterwards we’ll then begin a quick discussion on marginal costs and benefits can beget tradeoffs.

� Participation and notebook grade June

18. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)

Students will KNOW: � How competition among sellers lowers costs and prices, and encourages producers to produce more. �

� After basic discussions on supply and demand, students will theorize on buying in bulk and why lower costs in larger numbers are better. McDonalds case example. Dollar

� Participation and essay question to be on the economics unit test. *ADV – Advanced test open response/essays opposed to the more fill in

March – April and June


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Students will be able to DO:

� Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. � Design graphic organizers � Write a biography. � Conduct research. � Participate in a simulation. � Analyze and evaluate sources.

Menu. � Guide students in a review of horizontal and vertical integration as it pertains to the growth of big business. After researching the business practices of Andrew Carnegie and J.D. Rockefeller, have the students work in small groups to create graphic organizers illustrating the steps each industrialist took in creating a monopoly. � Have the students research the lives of Carnegie, Rockefeller, and Morgan. Then have them write a concise biography on one of the three. � Have the students research the lives and business practices of Carnegie, Rockefeller, and Morgan. Have three volunteers assume the role of an industrialist, such as Carnegie, Rockefeller, and Morgan. Have the rest of the students play the role of muckraking journalists, who will compose fifteen pertinent questions each for the industrialists. Then have the class simulate a mock press conference between the muckrakers and the industrialists. Guide the class in a discussion of how these tycoons should be remembered. Should they be depicted as “robber barons” or “captains of industry,” or somewhere between the two extremes.

the blank, multiple choice essay of standard class � Graphic organizers � Biographies � Simulations


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� Have students analyze and evaluate Carnegie’s essay the “Gospel of Wealth”. Have the students identify Carnegie’s thesis. Ask them to evaluate his arguments and his statement: “Yesterday’s luxuries have become today’s necessities.” � Guide students in a discussion of the types of stores available to consumers today, and where they tend to be located. Review with students how a downtown area of a small town might have looked in the 1800s. Have students make a list of the types of stores that would have been located in the town. Have volunteers share their lists. Ask students to list the advantages and disadvantages of shopping today at a department store or a “big box” store. Have students write an editorial either opposing or supporting the opening of a large department store in the 1880s. � Have the students analyze primary sources such as advertisements and architectural plans that depict middle-class life between 1870 and 1917. Divide the class into groups and have the students to identify what each source reveals about the values and attitudes of the time, the roles of men and women, and people’s aspirations and fears. Have each group report its findings and to


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provide examples for the rest of the class. � Have students write a document-based essay addressing the issue of whether or not the great industrialists were robber barons or captains of industry. � After researching working and living conditions, have students read about the Pullman Strike and In Re

Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze graphs and charts dealing with the economic crises of the late nineteenth centuries. Then have them design graphic organizers that show the various forms of business consolidation and the effects of the growth of big business.

19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)

Students will KNOW: � The role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. Students will be able to DO: � Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. � Deliver an argument. � Create a museum exhibit. � Create a campaign strategy.

� Gas case study on price of gasoline at the current market value. Who determines the Oil at $99 a barrel stat? � Have students research the debate over using the gold standard or “free silver” in the late nineteenth century. Divide the class in half. Have one group deliver the case for using the gold standard and the other the free coinage of silver on a ratio of 14 to 1. � After reading primary sources dealing with Shays’s Rebellion, such as the General Benjamin

� Responses in case study to be graded. � Debate � Museum exhibit � Essay � Campaign strategy � Web page

September, April and June and

periodically throughout the course.


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� Write an essay. � Design a web page.

Lincoln’s account, the Hampshire County Convention’s resolutions, and the correspondence of Washington and Jefferson, have students create a museum exhibit or debate page showing the causes, effects, and key events of Shays’s Rebellion. Students could include items such as original political cartoons, choice quotations of opposing viewpoints, an inscription on a historical marker, and chronology. � Have students design a supplementary Web page to the National Grange Web site describing the difficulties that farmers faced in the late 1800s and reforms that the Grange proposed and supported at the time. Have students share their web pages with the class. Guide students in a discussion of the ways in which farmers might have communicated with each other in the time before the Internet, TV, radio, or telephone. � Organize students into small groups. Have students design a political cartoon depicting farmers and the National Grange’s struggle with the railroads. Then have students draw another large political cartoon showing industry’s view of government regulation of private business. Have each group display its cartoons to the class. Guide


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students in a discussion about whether the Grange or the Populists were successful in their campaigns to establish fair shipping rates for large and small farmers. � Organize the class into groups of three. Within each group, assign each student one of the 1892 presidential candidates. Each student will be responsible for researching the candidate and the issues in the election. Have students use their research to develop a campaign strategy, slogan, and a speech with three to five major points that could have been delivered by their assigned candidate. Have students present their speeches and campaign materials to the class. � Have students imagine that they are leaders of the Populist Party and compose a short speech in which they explain why the issue of free silver is so important to your cause. Give students an outline of the election of 1896, including the candidates, issues, and speeches. Have students write a short essay explaining how they would have voted for and why. Discuss the election and the reasons why McKinley managed to defeat Bryan.

20. Describe how the earnings of workers are affected by the market value of the product

Students will KNOW: � How the earnings of workers are affected by the market value of the product produced

� After researching working and living conditions, have students read about the Pullman Strike and In Re

� Mock trial simulation project � Statistical analysis � Test

November, March and periodically


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produced and worker skills. (E)

and worker skills.

Students will be able to DO: � Describe how the earnings of workers are affected by the market value of the product produced and worker skills. � Analyze statistical data and draw conclusions.

Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze statistics and primary sources dealing with working conditions in Jacksonian America. Then have them answer a series of questions on how the earnings of workers are affected by the market value of the product produced and worker skills. � Consumer economy, Case Study with Ford in the early 20th century.

� Open-response *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

throughout the course.

21. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E)

Students will KNOW: � The causes of inflation and explain who benefits from inflation and who suffers from inflation.

Students will be able to DO: � Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. � Design a web page. � Design political cartoons. � Develop a campaign strategy.

� Give students statistical information on the impact inflation, the rise of big business, population growth, and other factors had upon farmers in the Gilded Age and Progressive Era. Then have make charts and line graphs to organize the information. In groups students could devise thesis statements explaining why farmers suffered from inflation and other economic developments of the period. � Have students design a supplementary Web page to the National Grange Web site describing the difficulties that farmers faced in the late 1800s and reforms that the Grange proposed and supported at the time. Have students share their web pages with the class. Guide students in a discussion of the ways in which farmers might have communicated

� Charts and graphs � Thesis statements � Document-based essays � Tests � Web page � Political cartoons � Campaign strategy � �

March – April and

periodically throughout

course


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with each other in the time before the Internet, TV, radio, or telephone. � Organize students into small groups. Have students design a political cartoon depicting farmers and the National Grange’s struggle with the railroads. Then have students draw another large political cartoon showing industry’s view of government regulation of private business. Have each group display its cartoons to the class. Guide students in a discussion about whether the Grange or the Populists were successful in their campaigns to establish fair shipping rates for large and small farmers. � Organize the class into groups of three. Within each group, assign each student one of the 1892 presidential candidates. Each student will be responsible for researching the candidate and the issues in the election. Have students use their research to develop a campaign strategy, slogan, and a speech with three to five major points that could have been delivered by their assigned candidate. Have students present their speeches and campaign materials to the class. � Have students imagine that they are leaders of the Populist Party and compose a short speech in which they explain why the issue of free


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silver is so important to your cause. Give students an outline of the election of 1896, including the candidates, issues, and speeches. Have students write a short essay explaining how they would have voted for and why. Discuss the election and the reasons why McKinley managed to defeat Bryan.

22. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)

Students will KNOW: � The definitions and differences between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. Students will be able to DO: � Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. � Construct graphic organizers. � Write a biography. � Conduct research. � Analyze and evaluate the business practices of tycoons.

� Define and discuss absolute and comparative advantage. � Guide students in a review of horizontal and vertical integration as it pertains to the growth of big business. After researching the business practices of Andrew Carnegie and J.D. Rockefeller, have the students work in small groups to create graphic organizers illustrating the steps each industrialist took in creating a monopoly. � Have the students research the lives of Carnegie, Rockefeller, and Morgan then write a concise biography on one of the three. � Have the students research the lives and business practices of Carnegie, Rockefeller, and Morgan. Have three volunteers assume the role of an industrialist, such as Carnegie, Rockefeller, and Morgan. Have the rest of the students play the role of muckraking journalists, who will compose fifteen pertinent

� Terms to be on Economics Unit Test � Mock press conference � Graphic organizers � Biographies *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

March – April, June,

and periodically throughout the course.


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questions each for the industrialists. Then the class simulates a mock press conference between the muckrakers and industrialists. Guide class in a discussion of how these tycoons should be remembered. Should they be depicted as “robber barons” or “captains of industry,” or somewhere between the two extremes.

23. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)

Students will KNOW: � How changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. Students will be able to DO: � Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries.

� Relating to gas case study and the price of gasoline today. � Discuss our current monetary backing and how it will affect other countries on a day to day basis

� Short answer question on economics unit test. *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

June

24. Differentiate between fiscal and monetary policy. (E)

Students will KNOW: � The differences between fiscal and monetary policy

Students will be able to DO: � Differentiate between fiscal and monetary policy.

� Students will define and explain the terms fiscal and monetary policies and then their uses.

� Short Answer question on economics unit test.

June

U.S. ECONOMICS SKILLS 25. Explain the basic economic functions of the government in the economy of the United States. (E)

Students will KNOW: � The basic economic functions of the government in the economy of the United States.

� Read primary sources showing the differences of opinion on issues such as the National Bank, the protective tariff, whiskey excise, and assumption of state debt.

� Tests � Debate � Cartoons � Simulation � Memo

September, November, March – April, and periodically


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Students will be able to DO: � Explain the basic economic functions of the government in the economy of the United States. � Analyze and evaluate government policy. � Participate in a debate. � Create political cartoons. � Write a memo. � Write an editorial. � Participate in a simulation.

� Simulate a Washington Cabinet meeting with students playing the roles of Hamiltonians and Jeffersonians. � Organize students into pairs. Have each pair create two political cartoons—one supporting and one opposing Hamilton’s proposal to consolidate states’ debts. Have students display and present their cartoons to the class. � Have students write a memorandum briefing Washington on the public reaction to Hamilton’s financial plan. � Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have the students write a response to the proclamation by a farmer from Western Pennsylvania. � Give one have of the class readings supporting laissez-faire economics and the philosophy of Social Darwinism to analyze. Have the other analyze a document set supporting a general welfare state. Have the two sides face off in a debate centering on a series of open-ended questions. � Have the students conduct research on Jackson’s policies regarding the Second Bank of the United States. Have students write

� Editorial � Simulation

throughout the course.


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of 85

Massachusetts

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(Assessment) Month

an editorial from the perspective of an American citizen in 1832. Students should support or oppose Jackson’s policies. � Assign each student one of the following positions on the National Bank: Jackson, Webster, and Biddle. Have each student analyze his chosen position through primary sources. Then conduct a debate on Jackson’s war on the National Bank. � Simulate TR’s intervention between labor and management in the coal strike of 1902. Have students conduct research about the strike and TR’s presidency. Assign students roles to play. In scene one, have TR meet with representatives of coal operators and the United Mining Workers of America. In scene two, have TR meet with his advisers to weigh the pros and cons of the available alternatives. In scene three, moderate a Coal Commission hearing in which lawyers representing labor and management question witnesses and make arguments. Audience members should take notes and critique TR’s decision as well as the arguments made by labor and management. To close, divide students into groups to examine similar case studies and provide the president with suggested courses of action.


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of 85

Massachusetts

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(Assessment) Month

26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)

Students will KNOW: � The development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System.

Students will be able to DO: � Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. � Analyze and evaluate government policy. � Participate in a debate. � Create political cartoons. � Write a memo � Write an editorial � Conduct research and complete a chart.

� Read primary sources showing the differences of opinion on issues such as the National Bank, the protective tariff, whiskey excise, and assumption of state debt. � Simulate a Washington Cabinet meeting with students playing the roles of Hamiltonians and Jeffersonians. � Organize students into pairs. Have each pair create two political cartoons—one supporting Hamilton’s proposal to consolidate states’ debts and the other opposing his proposal. Have students display and present their cartoons to the class. � Have students write a memorandum briefing Washington on the public reaction to Hamilton’s financial plan. � Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have the students write a response to the proclamation by a farmer from Western Pennsylvania. � Give one have of the class readings supporting laissez-faire economics and the philosophy of Social Darwinism to analyze. Have the other analyze a document set supporting a general welfare state. Have the two sides face off in a

� Tests � Debate � Cartoons � Simulation � Memo � Editorial � Students will have to fill out research guide on the Fed based on the websites offered. � Chart

September, November, March – April, June and periodically throughout the course.


SCOPE & SEQUENCE




of 85

Massachusetts

Standards Topics

Curriculum

Benchmarks


Strategies


(Assessment) Month

debate centering on a series of open-ended questions. � Have the students conduct research on Jackson’s policies regarding the Second Bank of the United States. Have students write an editorial from the perspective of an American citizen in 1832. Students should support or oppose Jackson’s policies. � Assign each student one of the following positions on the National Bank: Jackson, Webster, and Biddle. Have each student analyze his chosen position through primary sources. Then conduct a debate on Jackson’s war on the National Bank. � After an interactive lecture on the history and actions of the Fed as well as the Bank of the United States students will independently research current actions taken by the Fed. � Have students complete a chart showing the political, social, and economic reforms that occurred under TR, Taft, and Wilson. Discuss the Wilson’s achievements in the New Freedom, particularly the formation of the Federal Reserve System.

27. Identify and describe laws and regulations adopted in the United States to promote

Students will KNOW: � Laws and regulations adopted in the United States to promote economic competition.

� Have students complete a chart showing the political, social, and economic reforms that occurred

� Tests � Open-response answers � Cartoon analyses

March - June


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of 85

Massachusetts

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(Assessment) Month

economic competition. (E, H) Students will be able to DO:

� Identify and describe laws and regulations adopted in the United States to promote economic competition. � Analyze and evaluate the effectiveness of antitrust legislation.

under TR, Taft, and Wilson. Discuss the Wilson’s achievements in the New Freedom, particularly the formation of the FTC and the enactment of Clayton Antitrust Act. � Have students analyze cartoons depicting TR and his domestic policies. Have students fill out cartoon analysis sheets designed by the National Archives. Then have the students present their cartoon analysis to the class. Discuss the trust-busting that occurred under the Progressive presidents.

28. Analyze how federal tax and spending policies affect the national budget and the national debt. (E)

Students will KNOW:

� How federal tax and spending policies affect the national budget and the national debt. Students will be able to DO: � Analyze how federal tax and spending policies affect the national budget and the national debt.

� Explain in interactive lecture before leading into mock budget meeting with executive and legislative branches of government

� Mock budget report June