recommended pacing for u. s. history goal in...

Recommended Pacing for U. S. History

Goal In Curriculum Traditional/55 Minutes Block/90 Minutes

One: Rebellion 3 objectives

12 days 7 days

Two: Expansion & Reform 6 objectives

17 days 8 days

Three: Crisis, CW, Reconstruction 5 objectives

14 days 7 days

Four: The Great West 4 objectives

14 days 6 days

Five: Industrial Society 4 objectives

14 days 7 days

Six: Imperialism 3 objectives

13 days 5 days

Seven: Progressive Period 4 objectives

14 days 7 days

Eight: America & Great War 3 objectives

10 days 4 days

Nine: Prosperity & Depression 5 objectives

18 days 9 days

Ten: WWII Era 5 objectives

20 days 10 days

Eleven: Recovery, Prosperity, Turmoil 6 objectives

20 days 10 days

Twelve: U.S. Since 1980’s 6 objectives

14 days 7 days

180 days 90 days

UNITED STATES HISTORY

2

Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness

of the institutions of the emerging republic. Suggested Pacing 7 days Objective 1.01: Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. Concepts: Major Concept: Power

Text/Support Material Correlation

Terms Thinking Skills and Suggested Activities for Students

Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities

Establishment of federal power and supremacy over the states

Development of the first

two-party system Strict & Loose Interpretation

of Constitution

Adams- pgs. 10,11,12 The Americans, McDougal Littell,-184-196

Judiciary Act of 1789 Bill of Rights Hamilton’s Economic Plan Whiskey Rebellion Democratic-

Republican Party

Federalist Party Election of 1800 “Midnight Judges” Laissez-faire Marbury v. Madison, (1803) John Marshall Louisiana Purchase

1.01a Draw political cartoons illustrating the different beliefs of the Federalist and Democratic-Republican Parties.

1.01b Complete a

“Mystery Documents” exercise. After researching philosophies of Thomas Jefferson & Alexander Hamilton, students are given famous quotes and statements (from primary documents) produced by Jefferson &

Bill of Rights Hamilton’s Reports Letters and publications produced

by Thomas Jefferson and Alexander Hamilton

Alien & Sedition Acts Virginia & Kentucky Resolutions Jefferson’s First Inaugural

Address Audio & Visual Resources A New Nation (Schlesinger Video

Company) Founding Brothers (History

Channel) NARA – Analyzing Documents, Doc.

Analysis Worksheets


3

Alien & Sedition Acts Virginia & Kentucky Resolutions

Hartford Convention (1814)

Hamilton. Discuss quotes and have students identify which quotes Jefferson or Hamilton authored.


4

Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the

institutions of the emerging republic. Objective 1.01 (continued): Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. Major Concepts Terms Thinking Skills and Suggested

Activities for Students Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities

1.01c Create campaign posters and speeches supporting Jefferson or Adams during the Election of 1800.

1.01d Research and debate which

president was “best” or “Most Effective” (Washington, Adams, Jefferson). Establish criteria for deciding.

1.01e Produce a video “talk show” in

which students portray Federalist Era leaders and their philosophies regarding States’ Rights and Federal Power.

The Duel (PBS American Experience) Websites (can be used for each goal) Thomas Jefferson: http://etext.virginia.edu/jefferson/ Alexander Hamilton: http://www.pbs.org/wgbh/amex/duel/ www.Odur.let.rug.nl www.Memory.loc.gov


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Resources: Primary, Secondary, Technology, Audio and Visual, and Key Documents for Listed Activities Objective 1.01 Judiciary Act of 1789 http://usinfo.state.gov/usa/infousa/facts/democrac/8.htm The Bill of Rights http://www.billofrightsinstitute.org http://www.archives.gov/national_archives_experience/bill_of_rights.html Alexander Hamilton http://xroads.virginia.edu/~CAP/ham/hamilton.html http://www.eh.net/encyclopedia/cowen.banking.first_bank.us.php The Whiskey Rebellion http://www.whiskeyrebellion.org/rebell.HTM http://earlyamerica.com/earlyamerica/milestones/whiskey/page1.html The Election of 1800 http://www.multied.com/elections/1800.html http://www.kidsource.com/education/election.html http://www.archives.gov/exhibit_hall/treasures_of_congress/page_7.html# The Midnight Judges http://www.whitehousehistory.org/04_history/subs_journal/frame_a03_07.html Marbury v. Madison http://www.jmu.edu/madison/marbury/ http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm http://www.nv.cc.va.us/home/nvsageh/Hist121/Part3/Marbury.htm


6

Resources: Primary, Secondary, Technology, Audio & Visual, and Key Documents for Listed Activities Objective 1.01 (continued) The Louisiana Purchase http://www.nps.gov/jeff/mowe-thomas.htm http://www.yale.edu/lawweb/avalon/presiden/jeffpap.htm http://intranet.cps.k12.il.us/Lessons/StructuredCurriculumTOC/SCSocial_Science/HS_US_History_Daily_Lessons_/SCSSUS1/SSUS026038.pdf The Alien and Sedition Acts http://www.yale.edu/lawweb/avalon/alsedact.htm http://earlyamerica.com/earlyamerica/milestones/sedition/ http://www.infoplease.com/ce6/history/A0803344.html The Virginia and Kentucky Resolutions http://www.u-s-history.com/pages/h466.html http://www.nv.cc.va.us/home/nvsageh/Hist121/Part2/KyVaRes.htm The Hartford Convention of 1815 http://www.barefootsworld.net/hartford.html


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Major Concepts Text/Support Material Correlation



Conflicts with American Indians

The status of slavery

during The Federalist Era

The place of women in the

society during The disparities between

classes in the new nation

Adams- 14 Americans 187,215

Suffrage requirements Tecumseh Cotton Gin Eli Whitney “Necessary Evil” Emancipation Treaty of Greenville 1796

1.02a Working in cooperative groups, complete a fishbone diagram analyzing the political freedoms available to women, workers, landless farmers, American Indians, free blacks and slaves during the Federalist Era.

1.02b Contrast American Indian and United States citizens’ cultural views toward land ownership and religion.

Letters of Abigail Adams Tecumseh’s Protest of the Treaty of Fort Wayne (1809) Thomas Jefferson’s letter: “A Fireball in the Night” Audio and Visual Resources: “Africans in America” (PBS Series) Suggested Websites: http://www.pbs.org/wgbh/aia/ http://www.nwhp.org http://www.memory.loc.gov http://www.Americasstory.com http://www.Archives.gov http://www.ushistory.com http://thehistorycalendar.com http://www.heroes4us.com


8

Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the

institutions of the emerging republic. Objective 1.02: (continued) Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless

farmers, American Indians, African Americans, and other ethnic groups. Major Concepts Terms Thinking Skills and Suggested


1.02c Complete chart and map exercises illustrating how the cotton gin increased the demand for slaves and accelerated settlement of lands occupied by American Indians.

1.02d Develop a list of alternative policies the US government could have used to improve the social conditions of women, African Americans, and American Indians during the Federalist Era. Explain why each alternative would have been accepted or rejected by citizens of the time period.

Literature Connection: James Fennimore Cooper: The Deer Slayer (excerpts) Fine Arts Connection: George Catlin: “No Horns on His Head” NMAA, 1832 Washington Allston: “Hermia and Helena” NMAA 1818 John Haidt: “Young Moravian Girl” NMAA 1780 Thomas Durant: “Dover Plain” NMAA, 1828


9

Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of

the institutions of the emerging republic.

Objective 1.03: Assess commercial and diplomatic relationships with Britain, France, and other nations Major Concepts: Conflict




Early Foreign Policy The failure of peaceful

coercion Freedom of the high

seas and shipping rights

The impact of

European events on United States foreign policy

Conflict

Adams- 10,11,12 Americans- 191-221

XYZ Affair Convention of 1800 Impressment of seamen Embargo Act 1807 President Washington’s Proclamation Neutrality President Washington’s Farewell Address War Hawks War of 1812

1.03a Create an illustrated timeline identifying the major foreign policy events of the Federalist Era.

1.03b Design “bumper stickers”

protesting or supporting American military action during the XYZ Affair.

President Washington’s Farewell Address “OGRABME” Political Cartoon President Madison’s War Message Hartford Convention Resolutions Audio and Visual Resources: “Expansion” Schlesinger Video Company “The Jackson Years-The New Americans” Learning Corporation of America “Founding Brothers” History Channel “Biography Of America Video Series” Episode 5: “A New System of Government” Annenberg CPB


10

Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of

the institutions of the emerging republic. Objective 1.03: (continued) Assess commercial and diplomatic relationships with Britain, France, and other nations. Major Concepts Terms Thinking Skills and

Suggested Activities for Students


Battle of New Orleans Treaty of Ghent Adams-Onis Treaty Jay’s Treaty Pinckney’s Treaty

1.03c Compare and contrast Washington’s Farewell address to current U.S. foreign policy issues.

1.03d Write letters to the

U.S. Congress of 1812 from the perspective of War Hawks or New England Federalists about the pending war.

Fine Arts Connections: Thomas Moran: “Excelsior Geyser, Yellowstone” NMAA Enoch Gridley: “Memorial to Washington” 1810, NMAA Margarett Smith: “Sacred to Washington” 1822, Baltimore Museum of Art Suggested Websites: http://www.thegateway.org http://www.historychannel.com http://www.ushda.org http://www.americanhistory.about.com


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Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism. Suggested Pacing 8 days

Objective 2.01: Analyze the effects of territorial expansion and the admission of new states to the Union 1801 to 1850. Major Concepts: Change




The rationale for and the consequences of Manifest Destiny

Federal Indian policy

before The Civil War

The political and

economic importance of the West

Adams- 12-17 Americans- 138,201-223,273,281-309

Missouri Compromise The Indian Removal Act 1830 Sequoyah Worchester v. Georgia, 1832 Trail of Tears White man suffrage The Alamo Election of 1844 Texas Annexation “54-40 or Fight!” Mexican War Wilmot Proviso Treaty of Guadalupe-Hidalgo 49ers

2.01a Create “Territorial Expansion” jigsaw puzzles. Students can trace and cut out puzzle pieces representing the territorial acquisitions of the lower 48 states on cardboard and write notes on the back of each piece to explain how it was acquired. Exchange puzzles and compare notes.

2.01b Write personal

letters to President Polk supporting or protesting the Mexican War.

President Polk’s War Message Lincoln’s Spot Resolutions Excerpts from Lewis and Clark Diaries The Lewis and Clark Journals Through Indian Eyes, The Untold Story of Native American People: Reader’s Digest Publication, 1995. Audio and Visual Resources: “Expansionism” Schlesinger video series “Lewis and Clark: The Journey of the Corps of Discovery” PBS-Ken Burns


12

Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism. Objective 2.01: (continued) Analyze the effects of territorial expansion and the admission of new states to the Union 1801 to 1850. Major Concepts Terms Thinking Skills and



Stephen Austin Gadsden Purchase Lewis and Clark Oregon Trail

2.01c Create posters celebrating the advantages of territorial expansion.

2.01d Analyze the painting

“Trail of Tears”. See analysis sheet in Section Five. Include visual imagery and feelings.

Suggested Websites: http://www.nps.govt http://cgi.pbs.org/per/.lewisandcl http://cvip.fresno.com http://www.history.sfasu.edu/history/133 http://www.civics-online.org/library Fine Arts Connection: John Gast: “American Program”, 1872 Museum of Western Heritage, LA Robert Lindeux: “The Trail of Tears” Thomas Le Clear: “Interior with Portraits” NMAA Frank Blackwell Mayer: “Independence” NMAA, 1858


13

Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism,

Nationalism, and sectionalism.

Objective 2.02: Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.

Major Concepts: Nationalism




Cultural expressions of patriotism

Celebrating the

common man and the American way of life

Influence of the

Transcendentalist Movement

Adams- 16,17 Americans- 201-220, 233

Noah Webster Ralph Waldo Emerson Henry David Thoreau Neoclassical Architecture Washington Irving Edgar Allen Poe Nathaniel Hawthorne James Fennimore

Cooper Hudson River

School of Artists

Alex de Tocqueville

2.02a Compare images of neoclassical architecture (Monticello, US Capitol, etc.) to examples of Roman structures. How are the lines different?

2.02b View the image of 1836 George Washington statue by Horatio Greenough. Discuss or write analysis of why Americans embraced neoclassical styles.

2.02c View landscape paintings by Thomas Cole and Asher Durand, and genre works by William Sidney Mount, etc. Summarize the images and explain how the works celebrate the spirit of nationalism.

Literature Connection: Excerpts: Emerson: “Self-Reliance Thoreau: “Civil Disobedience” “Walden” “Slavery in Mississippi” Hawthorne: selected stories Douglass: Autobiography De Tocqueville: “Democracy in America” Theodore Weld: “American Slavery As It Is, `1839 McGuffey’s Reader


14


Nationalism, and sectionalism. Objective 2.02: (continued) Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language. Major Concepts Terms Thinking Skills and Suggested Activities

for Students Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities

2.02d Compare and contrast the painting “Cotton Plantation” by Giroux and “After The Sale” by Eyre Crowe in the different presentations of slavery in America.

2.02e Allow students to present, in art

or literature, examples of how this time period displayed a new sense of nationalism.

2.02f What concepts of the

Transcendentalist Movement show a change in American society? Make a list and share in groups.

Fine Arts Connection: Portraits of Emerson, Thoreau, Hawthorne, Douglass, Poe, et al. Landscapes by Cole and Durand Genre works by Mount Paintings by Giroux and Crowe Enoch Perry: “The True American” Metropolitan Museum of Art Thomas Cole: “The Last of the Mohicans”, 1827, New York Historical Assoc. Suggested Web Sites: http://www.nmaa.si.edu/ http://www.nga.gov http://plato.stanford.edu/entries/nationalsim


15


Nationalism, and sectionalism. Objective 2.03: Distinguish between the economic and social issues that led to sectionalism and nationalism. Major Concepts Text/Support

Material Correlation



Transformation of life in the early industrial revolution

Cultural polarization

of Antebellum America

Adams- 13-17 Americans- 212-229, 281-307

Samuel Morse Eli Whitney John Deere Cyrus McCormick Robert Fulton Erie Canal Cotton Kingdom 1st Industrial Revolution Nativism Know-Nothings William Lloyd

Garrison Frederick Douglass

2.03a On a US ma, indicate economic and technological developments of the time period.

2.03b Use a graphic organizer to

show the growing divide between the North and the South in issues of religion, education, and economics.

2.03c Research and analyze the

impact of innovations and inventions of the period on American society.

Copy of The Universal Law of Slavery by George Fitzhugh

John C. Calhoun’s Defense of Slavery Copies of the Liberator and the North Star James Hammond, The Congressional Globe, March 4, 1858 Literature Connection: Garland: “Under the Lion’s Paws” Henry James: “Four Meetings” Fine Arts Connection: W. S. Mount: “Music Hath Charms” Asher Durant: “Dover Plain” NMAA,1848 Thomas Chambers:” Capture of H.B.M. Frigate Macedonian by U.S. Frigate U.S. NMAA, 185


16


Nationalism, and sectionalism. Objective 2.03: (continued) Distinguish between the economic and social issues that led to sectionalism and nationalism. Major Concepts Terms Thinking Skills and



2.03d Write an editorial to a local paper opposing discriminatory practices in hiring, housing, education, etc. during this time period.

Thomas Hicks: “Calculating” 1844, Boston Museum of Fine Arts James Clonney: “Militia Training” 1841 Pennsylvania Academy of Fine Arts Suggested Web Sites: http://www.education-world.com http://www.pbs.org/wgbh/aia/part4/4h314t.htm


17


nationalism, and sectionalism. Objective 2.04: Assess political events, issues, and personalities that contributed to sectionalism and nationalism. Major

Concepts: Sectionalism




Political agendas of antebellum leaders

Concepts of

“Jacksonian Democracy”

Slave Revolts States’ Rights Era of Good

Feelings

Adams- 13-17 Americans- 204,213-235,276-309

Henry Clay American System Panic of 1819 McCulloch v. Maryland,

1819 Election of 1824 “corrupt bargain” suffrage spoils system Tariff of Abomination South Carolina Nullification Crisis South Carolina Exposition and Protest Election of 1832 Pet Banks Whig Party Election of 1840 Nat Turner’s Rebellion Monroe Doctrine

2.04a Create a flow-chart analyzing the events that brought an end to the nationalistic “Era of Good Feelings.”

2.04b Describe the following: The Corrupt Bargain of 1824, “Rotation in Office”, Jackson’s Bank Veto. Summarize and explain how these events expanded the American concept of “natural rights”.

2.04c Choose a perspective: “The United States became more democratic or less democratic during the age of Jackson.” Illustrate with a diagram from your perspective.

President Madison’s Bonus Bill Veto President Jackson’s Bank Veto “Hydra of Corruption” Political Cartoon Literature Connection: Text of Webster-Hayne Debate “King Andrew I” Political Cartoon Fine Arts Connection: Songs: Star Spangled Banner How Happy the Soldier The Hunters of Kentucky Suggested Web Sites: http://www.biography.com http://lath.virginia.edu/vshadow/diary Audio and Visual Resources “The Jackson Years-Toward Civil War by Learning Corporation of America “Democracy and Reform” Schlesinger Video Series “Biography of America” Video Series


18


nationalism, and sectionalism. Objective 2.05: Identify the major reform movements and evaluate their effectiveness.

Major Concepts: Reform




Women’s Rights Temperance

Movement Improvement of

social institutions (prisons, mental health, education)

Development of

Utopian Communities

Adams- 16,17 Americans- 238-269,312-315

Dorothea Dix Horace Mann Elizabeth Cady Stanton Lucretia Mott Seneca Falls Convention Sojourner Truth Susan B. Anthony Utopian Communities • Brook Farm • Oneida • New

Harmony Rehabilitation Prison Reform

2.05a Create a multimedia presentation depicting a reformer and a reform movement.

2.05b Hypothesize how society would be different today if the reforms of this period had not occurred.

2.05c Hold a “Reform Convention” in which groups of students set up displays on the “reform” of their choice. Establish criteria for the displays and include a theme song.

Seneca Falls Declaration of Sentiments Audio and Visual Resources: “Democracy and Reform” Schlesinger Video Series Not for Ourselves Alone: PBS, Ken Burns Literature Connections: Frederick Douglass and Susan B. Anthony Excerpts from writings Eugene Genovese: Roll Jordon Roll C. Vann Woodward: The Strange Career of Jim Crow Fine Arts Connections: Political cartoons from Harper’s Weekly H.F. Darby: “Reverend John Atwood”


19


nationalism, and sectionalism. Objective 2.05: (continued) Identify the major reform movements and evaluate their effectiveness. Major Concepts Terms Thinking Skills and



2.05d Compare and contrast the success of the different reforms of the period. Which ones were most successful? Why? Develop a “How to Succeed in Reforms List.”

Suggested Websites: http://www.ku.edu/carrie/docs/texts/seneca.htm http://www.fordham.edu/halsall/mod/senecafalls.html http://www.webster.edu/~woolflm/dorotheadix.html Horace Mann: http://www.cals.ncsu.edu/agexed/aee501/mann.html


20


nationalism, and sectionalism. Objective 2.06: Evaluate the role of religion in the debate over slavery and other social movements and issues. Major Concepts: Reform




Second Great Awakening

Moral

Dilemma of Slavery

Abolitionist

Movement

Adams- 16,17 Americans- 242-253,268-289

William Lloyd Garrison Grimke Sisters David Walker Frederick Douglass Charles G. Finney

2.06a Trace the religious background and activities of major social reformers during the Antebellum Period. Write a position paper that advocates the views of one of these religious leaders.

2.06b Have students find pictures of “tent” meetings or gatherings when circuit ministers visited communities. What common factors are seen in the pictures? Make a list. Discuss.

Appeal to the Colored Citizens of the World, 1829, by David Walker Audio and Visual Resources: “This Far By Faith” PBS Series “ The Blank Press” PBS Series “Africans in America” PBS Series Suggested Websites: http://memory.loc.gov/ammem/doughtml http://www.loc.gov/exhibits/african/images http://www.galegroup.com/free_resources/whm/bio/grimk_sisters.htm http://www.nps.gov/boaf/davidwalker.htm http://community.middlebury.edu/!fahmed/garrison.htm http://religiousmovements.lib.virginia.edu/nrms/ame.html


21

Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and

sectionalism. Objective 2.06: (continued) Evaluate the role of religion in the debate over slavery and other social movements and issues. Major Concepts Terms Thinking Skills and



2.06c Take a work of Garrison and Douglass, highlight any terms that indicate that these men were “spiritually” led to their work. Discuss the terms.

Literature Connections: Garrison: excerpts from “The Liberator” Douglass: excerpts from “The North Star” Fine Arts Connections: Samuel F. B. Morse: “The Gold Fish Bowl”, 1835 NMAA William Sidney Mount: “The Power of Music” 1847, Century Association. Frank Mayer: “Independence, Portrait of Squire Jack Porter, 1858. NMMA


22

Competency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War,

the effects of the war, and the impact of Reconstruction on the nation. SSuggested Pacing 7 days Objective 3.01: Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.

Major Concepts: Sectionalism & Conflict


TTerms Thinking Skills and Suggested Activities for Students


The debate on the expansion of Slavery

Weak

Presidential Leadership

Growing

Sectionalism Rise of the

Republican Party

Adams- 18 Americans- 305-331

Anti-slavery movement Slave codes Underground Railroad Harriet Tubman Kansas-Nebraska Act Bleeding Kansas Republican Party Popular Sovereignty Summer-Brooks Incident Freeport Doctrine Lincoln-Douglas Debates Free Soil Party Compromise of 1850 Dred Scott v. Sanford, 1857 John Brown and Harper’s Ferry Fugitive Slave Act Missouri Compromise Compromise of 1850

3.01a Using a timeline of 1820-1860, trace and describe the failure of various compromises to reach a solution to the slavery issue.

3.01b Determine ways in which strong executive leadership in the 1850s could have averted the Civil War. Make a list.

3.01c On a map of the U.S., identify the following areas: Slave and Free States, Kansas and Nebraska Territories, areas open to slavery under the terms of the Missouri Compromise, Compromise of 1850, and proposed routes of the transcontinental railroad.

Text of Missouri Compromise and the Compromise of 1850 Suggested Websites: http://www.history.hanover.edu http://www.hnc.rtp.us http://www.unknowncivilwar.com http://www.etext.virginia.edu/civilwar/ http://docsouth.unc.edu/ http://lcweb.loc.gov/exhibits/treasures/trm043.html--compof1850 http://afgen.com/john_brown1.html http://www.pbs.org/wgbh/aia/part4/4h2933.html http://www.library.wustl.edu/vlib/dredscott Literature Connections: Harriet Beecher Stowe: excerpts from Uncle Tom’s Cabin Hinton Helper: The Impending Crisis Of the South Stephen Oates: With Malice Toward None


23

Competency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil

War, the effects of the war, and the impact of Reconstruction on the nation.

Objective 3:01: (continued) Trace the economic, social and political events from the Mexican War to the outbreak of the Civil War. Major Concepts Terms Thinking Skills and Suggested


3.01d Compare and contrast Stephen Douglas’ Freeport Doctrine with the Dred Scott decision.

3.01e Develop a graphic organizer that compares and contrasts the Missouri Compromise, the Compromise of 1850, and the Kansas- Nebraska Act.

3.01f Using Bleeding Kansas, John Brown’s Raid at Harper’s Ferry, and the Brooks-Sumner Incident as background, have students determine how these issues were a preview of the coming war.

Fine Arts Connections: Election Posters for Lincoln, 1860, 1864 Frederic E. Church: “Aurora Borealis” NMAA, 1865 George Caleb: “Stump Speaking”, 1856 NMAA John Stewart Curry: “John Brown” Kansas Industrial Commission, Topeka. John Brown photograph from Library of Congress Portrait of Dred Scott owned by the Missouri Historical Society.


24



Objective 3.02: Analyze and assess the causes of the Civil War. Major Concepts: Power & Sectionalism




The role of slavery Economics and

expansion of the geographic regions

Interpretations of

the 10th Amendment

Immediate causes

of the war

Adams- 19,20 Americans- 305-331

Harriet Beecher Stowe Uncle Tom’s Cabin Fugitive Slave Law Election of 1860 Secession Fort Sumter, S.C. Abraham Lincoln Jefferson Davis Confederation

3.02a Create a chart showing results of the 1860 election. Determine the reasons for Lincoln’s election and project the implications of it.

3.02b Outline the

viewpoints of Abraham Lincoln and Jefferson Davis in regards to the “UNION”.

Lincoln’s First Inaugural Address Lincoln’s Message to Congress, July 4, 1861 South Carolina Ordinance of Secession Jefferson Davis’ message to the Confederate Congress, April 29, 1861 Audio and Visual Resources: “Causes of the Civil War” Schlesinger Video Series “The Civil War” PBS Miniseries Suggested Websites: http://www.socialstudieshelp.com http://www.theglassceiling.com/biographies/bio10.htm The Civil War Presentation Trust http://www.civilwar.org/historyclassroom/hc_curriculum1.htm


25



Objective 3.02: (continued) Analyze and assess the causes of the Civil War. Major Concepts Terms Thinking Skills and



3.02c Create a graphic organizer that demonstrates the ways that the principles of States’ Rights have been interpreted by politicians, the Supreme Court, and citizens from 1789-2003.

3.02d Using excerpts from Uncle Tom’s Cabin and Sociology of the South identify arguments used by abolitionists and southerners to denounce and defend slavery.

http://www.lineagesnet.com/archives/scordsec.htm http://www.bartleby.com/124/pres31.html http://xroads.virginia.edu/~DRBR/sociolog.html Literature Connections: Excerpts from Mary Chestnut’s Diary George Fitzhugh: Sociology of the South; excerpts Fine Arts Connections: Front piece of Uncle Tom’s Cabin Cartoon of Brooks and Sumner beating “The Plantation” Metropolitan Museum of Art


26



Objective 3.03: Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.

Major Concepts: Conflict




Key turning points of the war

New military

technology Strategies of both

sides Major political and

military leaders European support

Adams- 21-23 Americans-

339-371

First Battle of Bull Run/ Manassas

John Wilkes Booth Antietam Vicksburg Gettysburg Gettysburg Address Writ of Habeas Corpus Election of 1864 William Sherman’s March Anaconda Plan Copperheads Emancipation Proclamation

3.03a On a map of the United States draw and explain the Union’s Anaconda Plan. On the same map identify the “turning point” battles.

3.03b Describe the new military technologies that were developed in the war and describe the effects they had on the war and its outcomes.

3.03c Research the battles of Vicksburg and Gettysburg. In a two-page essay explain why these were turning points.

Lincoln’s Second Inaugural Address Suggested Websites: http://www.civil-war.net http://www.antietam.com/antietam http://www.gettysburg.com/ http://www.militaryhistoryonline.com http://www.jatruck.com/stonewall/gettysburg.html http://www.civilwaralbum.com Literature Connections: Bruce Catton’s Stillness At Appomattox Mark Twain: Huckleberry Finn, excerpts about slave Jim.


27



Objective 3.03: Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.

Major Concepts Terms Thinking Skills and Suggested Activities for Students


Executive

Powers Resistance to the war effort

African-American participation Appomattox Court House Robert E. Lee Ulysses S. Grant George McClellan Thomas “Stonewall” Jackson

3.03d Read the Emancipation Proclamation and analyze its effects on slaves in all areas of the nation. Also determine the impact of this document on the war as a whole.

3.03e Determine ways that Lincoln expanded executive powers during the war. Make a list and discuss the legality of each.

3.03f Research, analyze, and summarize ways in which citizens of both sides of the war showed their opposition or support.

Fine Arts Connections: Alexander and Moritz Kann: “Emancipation Proclamation”, 1863 Library of Congress Winslow Homer: “Prisoners From the Front” 1863, Metropolitan Museum of Art Thomas Lovell:” Surrender At Appomattox” National Geographic Image J.G. Tanner: “The Monitor and the Merrimack”, 1891, Granger Collection. N.Y. Copy of The Emancipation Proclamation


28



Objective 3.04: Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.

Major Concepts:

Power




Effects of Military occupation

Limits on

presidential and congressional power

Development of a

new labor system Reconstruction:

resistance and decline

Enfranchisement

and Civil Rights

Adams- 24-26 Americans- 375-401

Freedman’s Bureau Radical Republicans Reconstruction plans Thaddeus Stevens Andrew Johnson Compromise of 1877 Tenure of Office Act Johnson’s impeachment Scalawags

3.04a Create a graphic organizer that shows Presidential and Congressional Reconstruction plans.

3.04b Compare and

contrast pre-war slave codes with post-war codes.

3.04c Discuss how the

Tenure of Office Act violated constitutional separation of powers, and checks and balances.

Thomas Nast cartoons from Harper’s Weekly Editorials by Henry Grady from the Atlanta Constitution newspaper Suggested Websites: Http://www.theatlantic.com/unbound/flashbks/black/douglas.htm http://docsouth.unc.edu/dixonclan/menu.html http://www.civilwarhome.com/kkk/htm http://www.lib.berkeley.edu/!ljones/jimcrow/ http://www.bchm.org/wrr/recon/p10.html http://www.lib.virginia.edu/speccol/exhibits/hearts


29



Objective 3.04: (continued) Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.

Major Concepts Terms Thinking Skills and



Reorganization of southern social, economic, and political systems

Carpetbaggers Black Codes Ku Klux Klan Sharecroppers Tenant farmers Jim Crow laws The Whiskey Ring Solid South

3.04d Write a two-page essay on the effectiveness of Reconstruction.

3.04e With a triple Venn

diagram compare and contrast tenant farming, sharecropping and slavery.

3.04f Discuss ways the

South resisted/ supported Reconstruction.

Literature Connections: Stephan Crane: Red Badge of Courage John Hope Franklin: Reconstruction After the Civil War. 1961 Fine Arts Connections: Francis Edmonds: “The Speculator” NMAA, 1852 David Blythe: “Boy Playing Marbles” NMAA, 1858 Samuel Cholman: “Storm King on the Hudson” NMAA, 1866


30



Objective 3.05: Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.

Major Concept Power




Supremacy of the

federal government

The

question of secession

Dwindling

support for civil rights

Adams- 23,26 Americans- 347-350, 361,375-382, 390, 399-401

Military re-construction13th amendment 14th amendment 15th amendment Civil Rights Act of 1866 Election of 1876 Compromise

of 1877 (repeat)

3.05a Divide the class into two groups; one in support of states rights, one in support of federal supremacy. Each group will analyze the historical arguments for their position and present to the class.

3.05b Develop arguments supporting the idea that the Civil War and Reconstruction were the key events in determining the supremacy of the federal government.

Copies of 13th, 14th, 15th amendments Civil Rights Act of 1866 Compromise of 1877 Suggested Websites: http://www.landmarkcases.org/landmarkframe_national.html http://www.lexrex.com/enlighteded/laws/kentres.htm http://www.rnoon.com/lawlaymen/constitulaw/federalism/federalsystem.html http://www.mutied.com/elections/1876.html http://africanamericans.com/CivilRightsActof 1866.htm


31



Objective 3.05: (continued) Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.




3.05c Invite Civil War re-enactors to speak as a panel to the class. Assess the validity of the stories they present. Determine criteria for this evaluation.

Literature Connections: Booker T. Washington: Up From Slavery Herman Melville: Billy Bud Fine Arts Connections: Songs: Battle Hymn of the Republic Bonnie Blue Flag Darling Nelly Gray Dixie The Drinking Gourd


32

Competency Goal 4: The Great West and the Rise of the Debtor (1860-1896) - The learner will evaluate the great westward

movement and assess the impact of the agricultural revolution on the nation.

Objective 4.01: Compare and contrast the different groups of peoples who migrated to the West and describe the problems they experienced.

Major Concepts:

Migration




Challenges of

Westward Movement

Motivation for

Westward Movement

Adams- 27-30 Americans- 407,421-433

Joseph Smith Brigham Young Mormons Homestead Act Roles of women Roles of African Americans Roles of Chinese Roles of Irish Comstock Lode Morrill Land Grant Act

1862 Sod houses Oklahoma Land Rush

4.01a Write letters to your parents explaining your reasons for moving west, the experiences along the way, and the conditions at your new location. Share with class.

4.01b Evaluate the extent

to which settlers adapted to the new environment and geography of the West.

Letter from Newton Locke, November 5, 1893 to Thomas Locke: Oklahoma Land Rush Copy of Morrill Land Grant Act Time-Life Series on the West Copy of Homestead Act Audio and Visual Resources: “Far and Away” & “Shane” excerpts “The West” PBS Video Series “Death of the Dream Farmhouse in the Heartland” PBS Documentary “Frontier House” PBS video “The Donner Party” The American Experience. PBS Series.


33



Objective 4.01: (continued) Compare and contrast the different groups of peoples who migrated to the West and describe the problems they experienced.




4.01c Research the Land Grant Colleges in

N. C. and trace their origins to the Morrill Land Grant Act. Present findings using a multimedia presentation.

4.01d Create a chart

showing all the groups who went west; why, and the results of their quest.

Suggested Websites: http://cprr.org/Museum/Chinese.html http://www.pbs.org/weta/thewest http://www.americanwest.com Women in the West: http://www.overland.com/westpers2html http://www.pan-tex.net/usr/1/frlocke/ Literature Connections: Dee Brown: Bury My Heart At Wounded Knee, 1970 B. Marvis: The Legends of Calamity Jane Mark Twain: Roughing It


34







4.01e Create a campfire setting in the class (brown and red paper), sit around and tell the “Tall Tales” of moving west. Sing songs.

Fine Arts Connections: John Gast: “American Progress” Autry Museum of Western Heritage, LA Frederic Remington: “His First Lesson” Amon Carter Museum, Fort Worth, TX George Catlin: any of his works Charles M. Russell: “A Desperate Stand” Amon Carter Museum, Fort Worth, TX Albert Bierstadt: “The Oregon Trail” 1869, Butler Institute of American Art, Youngstown, Ohio


35






Songs: Bound for the Promised Land Clementine I’ve Been Working on the Railroad Sweet Betsey from Pike Red River Valley The Streets of Laredo The Yellow Rose of Texas


36



Objective 4.02: Evaluate the impact that settlement in the West had upon different groups of people and the environment. Major Concepts: Economic Change




Impact of the Transcontinental Railroad

Development of

cattle, ranching, and mining industries

Mexican

influence on the West


Dawes Severalty Act Chief Joseph Nez Perce Battle of Little Big Horn Sand Creek Massacre Wounded Knee Helen Hunt Jackson’s Century of

Dishonor Buffalo Soldiers Promontory Point, Utah Transcontinental Railroad Irish immigrants Chinese immigrants

4.02a Review excerpts from historical fiction, selected works of art and/or movie excerpts to compare the romantic vision of the West to the reality of life there.

4.02b Create a pictorial or

verbal diary of stories of the Buffalo Soldiers serving in the Indian wars. Share these stories with the class.

Rocky Mountain News editorial, 1876: “Vigilante Days and Ways” William Byer: “Editorial on the Custer Massacre” Audio and Visual Resources: Excerpts from movie: “I Will Fight No More” (book, too) Excerpts from movie: “Little Big Man” Excerpts from movie: “Buffalo Soldiers” “The West” PBS Video Series “The Gold Rush” PBS Video Suggested Websites: http://library.unco.edu/jam/centennial/cowboyhall.htm http://www.pbs.org/goldrush/ http://www.pbs.org/buffalowar/ http://www.imh.org/imh/buf/buftoc.html


37



Objective 4.02: (continued) Evaluate the impact that settlement in the West had upon different groups of people and the environment. Major Concepts Terms Thinking Skills and



Western Movement Impact on Indians:

Destruction of: Buffalo Reservation System Cattle drives Indian wars

4.02c Prove or disprove this quote: ”The American cowboy was actually a dirty, overworked laborer who fried his brains under a prairie sun, or rode endless miles in rain and wind to mend fences or look for lost calves.” The Cowboy, Time Life, p.1

4.02d What evidences of

“Western” style exists throughout our culture? Make a list.

Literature Connections: Willa Cather: short stories Bret Harte: short stories Mark Twain: short stories and poetry Helen Hunt Jackson: Century of Dishonor Nathanial Langford: The Mining Frontier” Fine Arts Connections: Francis Edmonds: “The Speculator” NMAA John Kensett: “Along the Hudson” NMAA George Catlee: “Buffalo Chase” NMAA Frederic Remington: “The Cowboy” Oriana Day: “California Mission of San Carlos Borromeo” NMAA


38



Objective 4.03: Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.

Major Concepts: Economic Change




Rise and fall of Populism

Impact of

laws and court cases on the farmer

Growing

discontent of the farmer

Gold Standard

vs. Bimetallism

Adams- 29, 30 Americans- 421-429

The Grange National

Farmer Alliances

Southern Alliance Colored

Farmers Alliance

Omaha Platform Interstate

Commerce Act

Rebates William Jennings Bryan “Cross of Gold Speech” Greenbacks

4.03a Examine the political cartoon on the Judge Magazine cover of September 1896, “The Sacrilegious Candidate.” Contrast the message of the Cross of Gold Speech with this depiction of Bryan.

4.03b Create a diagram that illustrates the impact of bimetallism on the farmer and the consumer.

4.03c Evaluate the government’s response to the farmer’s complaints with regard to the Munn Case, the Wabash Case, and the Interstate Commerce Act.

Copies of the “Cross of Gold Speech” and the Interstate Commerce Act Supreme Court Briefs of : Munn v Illinois, 1877 Wabash v Illinois, 1886 Suggested Websites: http://www.theruckerarchives.com/results.lasso?type=cat&c=Wild%20West http://www.oyez.org http://gowest.coalliance.org/exhib/faves/faves.htm http://www.theatlantic.com/issues/95sep/ets/turn.htm Literature Connections: Frank Baum: Wizard of Oz excerpts


39



Objective 4.03: (continued) Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.



4.03d Design a flow chart showing the difference in coined and paper money.

4.03e Outline the political basis of the Populist Party and assess the validity of how these reforms would further democracy and liberties for the common man.

4.03f Hold a town meeting to air the views of different groups - farmers, skilled workers, unskilled workers, business owners, cowboys, ranchers, etc. on passage of the Interstate Commerce Act.

Fine Arts Connections: Charles M. Russell: “The Free Trader”, “Stampeded”, and “Bucking Bronco” James Wilkins: “Leaving the old Homestead”, 1854, Missouri Historical Society


40



Objective 4.04: Describe innovations in agricultural technology and business practices and assess their impact on the West. Major

Concepts: Economic Change




Technological improvements on farming

Changing

nature of farming as a business

Increased

dependence on the railroads

Adams- 17,29,30 Americans- 407,415-429

Barbed wire Refrigerator car Windmill Farmer’s Cooperatives Steel Plow Vertical/horizontal

integration Interlocking

directorates

4.04a Compare and contrast the workings of the largest cattle ranches of the west and small farms in eastern states.

4.04b Collect photos and

any other representations of the coming of the railroad to the West. Who is in the pictures? Why?

Copies of mail order catalogs Audio and Visual Resources: “How the West Was Lost” Discovery Channel Series “The West” PBS Video Series Suggest Web Sites: http://cprr.org/ http://www.pbs.org/wgbh/amex/iron/ http://www.linecamp.com/museums/americanwest/ http://cprr.org/museum/index.htm Suggested Literature Connections: National Wagon Road Guide by Whitton, Towne, and Co Dee Brown: Hear That Lonesome Whistle Blow


41



Objective 4.04: (continued) Describe innovations in agricultural technology and business practices and assess their impact on the West.



4.04c Create a catalog of the newest tools available to the farmers and ranchers. Compare the catalog to an early mail order catalog of the time period.

Mary Elizabeth Lease: writings Stephen Crane: The Bride Comes to Yellow Sky Suggested Fine Arts Connections: Covers of Dime Novels about the West Bayard Taylor: “Ranch near Diablo Mountains” Denver Historical Society Currier and Ives: “Home from the Hunt” Photographs of families sitting in front of their log and sod homes Songs: Home on the Range


42

Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business

practices and assess their impact on economic, political, and social life in America. Objective 5.01: Evaluate the influence of immigration and rapid industrialization on urban life. Major Concepts: Urbanization




Urban Issues • Housing • Sanitation • Transportat

ion The rise of ethnic

neighborhoods New forms of leisure

Adams- 31,33,34 Americans-435-474

Elevator Electric trolleys Jacob Riis Ellis Island Culture shock Settlement houses Jane Addams Dumbbell tenements Chinese Exclusion Act Telephone Alexander Graham Bell Thomas Edison Typewriter Sweatshops Amusement parks Spectator sports

5.01a Review primary documents and photographs of the period, and write letters to friends and family in your “home” country describing a new life in America.

5.01b Debate whether the “melting pot” theory is an accurate phrase for America 1877-1900.

5.01c Graph patterns and sources of immigration to America over an extended period of time. Match with today’s patterns.

Audio and Visual Resources: “New York “ PBS Series Suggest Web Sites: http://www.incwell.com/biographies/Edison.html Immigration: http://www.ncco.org Statue of Liberty: http://www.nps.gov.stli/prod02/htm Emma Lazarus http://xroads.virginia.edu/~CAP/LIBERTY/lazarus.html http://www.tenement.org/encyclopedia.pdf http://www.bergen.org/AAST/Projects/Immigration


43


practices and assess their impact on economic, political, and social life in America. Objective 5.01: (continued) Evaluate the influence of immigration and rapid industrialization on urban life. Major Concepts Terms Thinking Skills and



Frederick Olmstead Cultural pluralism Urbanization Nativism Melting pot

5.01d Review diagrams of dumbbell tenements. How could they have been made safer?

5.01e Design pamphlets

replicating earlier ones distributed to new arrivals in America.

5.01f Hold a mock city

council meeting to propose solutions to urban issues of the day.

Suggested Literature Connections: Raz Rozenzweig: Eight Hours for What We Will Jacob Riis: How The Other Half Lives, Emma Lazarus: “The Colossus”, 1833 Horatio Alger, Jr: Rags to Riches Series


44


practices and assess their impact on economic, political, and social life in America. Objective 5.01: (continued) Evaluate the influence of immigration and rapid industrialization on urban life. Major Concepts Terms Thinking Skills and



5.01g Compare positive and negative aspects of maintaining the existence of ethnic neighborhoods.

5.01h Analyze the quote by

the Carpenter’s Union in Worchester, Mass.: “8 hours for work, 8 hours for rest, 8 hours for what we will.” How did this idea impact urban life?

Fine Arts Connections: Cecilia Beaux: “ Man with the Cat” 1898, NMAA Thomas Hart Benton: “Man with the Machine” NMAA John Furguson Weir: “The Gun Foundry” 1866, NMAA “Fan Quilt” by Residents of Bourbon County, Kentucky, 1893, NMAA Theodore Roszak: “Recording Sound”, NMAA Everett Shinn: “Eviction”, 1904, NMAA


45


practices and assess their impact on economic, political, and social life in America. Objective 5.02: Explain how business and industrial leaders accumulated wealth and wielded political and economic power. Major Concepts: Change/Corruption




Emergence of new industries:

Railroads Steel Oil Changes in the

ways businesses formed and consolidated power

Influence of

business leaders as “captains of industry” or as “robber barons”

Adams 31-33 Americans- 448-455

Bessemer Process Andrew Carnegie John Rockefeller J. P. Morgan Vanderbilt family Edwin Drake Standard Oil Company U. S. Steel George Westinghouse Gospel of Wealth Horatio Alger Social Darwinism Trust Monopoly Gilded Age

5.02a Research the business practices of men such as Carnegie and Rockefeller. Put them on trial as either “Captains of Industry”/”robber barons.”

5.02b Read excerpts of

the “Gospel of Wealth” and discuss to what extent Carnegie and others practiced the philosophy.

Excerpts from “The Gospel of Wealth” Bartlett’s Quotations (or another Source for quotations for this period) “The Bosses of the Senate” political cartoon “What a Funny Little Government” 1900 political

cartoons Biographical information on business and

industrial leaders. A&E Biographies Audio &Visual Resources: “History of Standard Oil” PBS video “The Richest Man in the World” PBS The American Experience Series “American 1900”, PBS The American Experience Series “The Rockefellers” PBS


46


practices and assess their impact on economic, political, and social life in America. Objective 5.02: (continued) Explain how business and industrial leaders accumulated wealth and wielded political and economic power. Major Concepts Terms Thinking Skills and



Relationship of big business to the government

Influence of Darwinism,

Social Darwinism and the Gospel of Wealth

5.02c Interpret quotations from business leaders of the time and discuss how they reflect the idea of Social Darwinism.

5.02d Design a display for a

Gilded Age Museum that features one of the emerging industries and its impact on people’s lives.

5.02e Discuss what

responsibilities today’s corporate leaders have that the captains of industry did not.

Suggested Websites: http://65.107.211.206/philosophy/socdar.html http://www.u-s-history.com/pages/h843.html http://americanhistory.about.com/cs/gildedage http://andrewcarnegie.tripod.com/acbio.html Literature Connections: Sinclair Lewis: Land Kurt Vonnegut: Tomorrow and Tomorrow and Tomorrow Frank Norris: The Octopus Ida Tarbell: The History of the Standard Oil Company 1903


47


practices and assess their impact on economic, political, and social life in America. Objective 5.02: (continued) Explain how business and industrial leaders accumulated wealth and wielded political and economic power. Major Concepts Terms Thinking Skills and



5.02f Research a business or industrial leader and prepare a resume for that individual.

5.02g Illustrate the

concepts of vertical and horizontal integration in business.

Fine Arts Connections: Edward Bruce: “Industry” 1902, NMAA Childe Hassam: “Lillie” 1898, NMAA Max Weber: “Foundary in Baltimore” 1915 NMAA Thomas Dewing: “The Necklace”, “Dawn”, “Lady in White” 1907, NMAA


48


practices and assess their impact on economic, political, and social life in America. Objective 5.03: Assess the impact of labor unions on industry and the lives of workers. Major Concepts: Economic Conflict




Formation of labor unions

Types of

unions Tactics used

by labor unions

Opposition

to labor unions

Adams 32,33 Americans- 451-455

Working conditions Wages Child labor Craft unions Trade unions Knights of Labor Haymarket Riot American Federation of

Labor Samuel Gompers Eugene Debs Strike Negotiation Mediation

5.03a Create a chart to show the various unions that formed in the time period. Include these topics: how organized, goals, attempts to reach goals, and success.

5.03b Work cooperatively to form a union. Each group should develop rules for membership, goals, plans to reach goals, and expected results. Share with the class.

5.03c Diagram decision trees exploring the likely consequences and results of going on strike vs. collective bargaining or arbitration.

“Child Labor” Jackdaw Publication “Shame of the Nation” photo collection Audio & Visual Resources: The film: “Mechanic” Suggested Websites: http://www.goondocksnet.com http://www.socialstudieshelp.com http://www.historyplace.com/unitedstates/childlabor http://www.rannfile-ue.org/uen_1877.html http://www.ncneilmusic.com/wrkunion.html Literature Connections: Upton Sinclair: The Jungle, 1906 John Spargo: The Bitter Cry of the Children, 1906


49


practices and assess their impact on economic, political, and social life in America. Objective 5.03: (continued) Assess the impact of labor unions on industry and the lives of workers. Major Concepts Terms Thinking Skills and Suggested


Collective bargaining Arbitration Yellow-dog contract Closed shop Sherman Antitrust Act The Great Strike (1877) Pullman Strike Homestead Strike

5.03d Write letters to the editor of a newspaper supporting or protesting attempts to organize a hypothetical union in the town.

5.03e Group students to review how presidents respond to different strikes in the time period and offer suggestions as to how the situation might have been resolved differently. Students should provide rationales.

Fine Arts Connections: Song: “Working and Union Song” by Keith and Rusty McNeil, WEM Records “Lady Off the Shore” by Michael Rychlel Louis Lozowick: “Butte” 1926, Hirshhorn Museum Elsie Driggs: “Queensborough Bridge” 1927 Montclair Art Museum, N.J.


50


practices and assess their impact on economic, political, and social life in America. Objective 5.04: Describe the changing role of government in economic and political affairs. Major Concepts: Economics/Corruption




Impact of law and court decisions

“Laissez-Faire”

government policies Operation of political

machines Patronage vs. the civil

service system Impact of corruption

and scandal in the government

The Election of 1896

(see also Goal 4.03)

Adams- 31-35 Americans- 410, 421,428,432,474-477

Sherman Anti-Trust Act Pendleton Act Political machines Boss Tweed Tammany Hall Thomas Nast Credit Mobilier scandal Graft Whiskey Ring scandal Populism Secret ballot (Australian) Initiative Referendum Recall Mugwumps

5.04a Create a flow diagram that shows the working of a political machine within a city like New York.

5.04b Review the

political cartoons of Thomas Nast and create new cartoons to address issues of the era.

5.04c Compare public

reaction to the scandal in the Gilded Age to scandals today.

Thomas Nast political cartoons Sample civil service exam questions Current newspaper clippings or magazine articles Suggested Websites: http://www.ushistory.com http://www.americahhistory.about.com http://www.thomasnast.com/ http://www.lib.ohio-state.edu/cgaweb/nast/


51


practices and assess their impact on economic, political, and social life in America. Objective 5.04: (continued) Describe the changing role of government in economic and political affairs. Major Concepts Terms Thinking Skills and



5.04d Generate questions that should be on a civil service exam and compare the new questions to actual sample questions from the original exam.

Literature Connections: Sinclair Lewis: Main Street Mary Antin: The Promised Land Fine Arts Connections: Songs: “I’ll Take You Home Kathleen” “Sweet Rosie O’Grady” “My Wild Irish Rose” “Hard is the Fortune” “She’s Only A Bird in A Gilded Cage”


52

Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and

effects of the United States emergence as a world power. Suggested Pacing 5 days Objective 6.01: Examine the factors that led to the United States taking an increasingly active role in world affairs. Major Concepts:

Imperialism




Global and military competition

Increased

demands for resources and markets

Closing of the

Frontier Exploitation of

nations, peoples, and resources


Alfred T. Mahan Josiah Strong Frederick Jackson Turner Imperialism Spheres of influence

6.01a Compare and contrast the U. S. justification for continental expansion versus expansion abroad.

6.01b Have students

write responses to Kipling’s White Man’s Burden.

George Washington’s Farewell Address Monroe Doctrine Albert Beveridge’s Address to Congress on the Philippines American Anti-Imperialist League Platform Audio &Visual Resources: “Our Century” by Bill Moyers, PBS “The Hunt for Pancho Villa” PBS Suggested Websites: http://www.spanam.com http://www.smplanet.com/imperialism/toc.html http://www.boondocks.net http://www.loc.gov.com


53


effects of the United States emergence as a world power. Objective 6.01: (continued) Examine the factors that led to the United States taking an increasingly active role in world affairs. Major Concepts Terms Thinking Skills and



6.01c Examine or draw political cartoons that represent supporting and opposing views of imperialism.

Literature Connections: Rudyard Kipling: White Man’s Burden http://www.fordham.edu/halsall/mod/Kipling.html Josiah Strong: Our Country http://alpha.furman.edu/~benson/docs/jstrongperils.htm Robert Rydell: All The World’s A Fair Fine Arts Connections: Picture Fronts of John Philip Sousa marches Photographs of President T. Roosevelt In the machines in Panama: Library Of Congress


54

Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.

Objective 6.02: Identify the areas of the United States military, economic, and political involvement and influence. Major Concepts: Conflict/Imperialism




Causes and conduct of

the Spanish-American War

United States

Interventions in Hawaii Latin America Caribbean Asia/Pacific

Adams- 36,37 Americans-540,550-571

Queen Liliuokalani Seward’s Folly Treaty of Paris 1898 Platt Amendment “Splendid Little War” Social Darwinism Philippines Commodore George Dewey Theodore Roosevelt Rough Riders William Randolph Hearst Joseph Pulitzer USS Maine Panama Canal Pancho Villa Raids

6.02a Design a chart that details the specifics of United States involvement in Cuba, Hawaii, Latin America/ Caribbean, and Asia/Pacific.

6.02b Analyze and

discuss some examples of “yellow journalism” from the period and from today.

George Washington’s Farewell Address Monroe Doctrine Albert Beveridge’s Address to Congress on the Philippines American Anti-Imperialist League Platform Aguinaldo’s “Pleas for Independence”, The Outlook, July 28, 1899 Audio &Visual Resources Excerpts from film: ”Citizen Kane” Suggested Websites: http://www.smplanet.com/imperialism http://www.spanamwar.com/ http://www.history.ohio-state.edu/projects/mckin http://www.humbolt.edu/~jcb10/yellow.html http://www.montauklife.com/teddy98.html


55


effects of the United States emergence as a world power. Objective 6.02: (continued) Identify the areas of the United States military, economic, and political involvement and influence. Major Concepts Terms Thinking Skills and



6.02c Map the pattern of United States imperial activities around the world.

Literature Connections: Edgar Lee Masters: Spoon River Anthology: “Tombstone for Harry Wilmans” Stanley Karnow: In Our Image (1989) Frank Friedel: The Splendid Little War (1958) W. Lederer & E. Burdick: The Ugly American (1958) Fine Arts Connections: Songs and Marches of John Philip Sousa Photographs of the White Squadron and The Maine, courtesy of the Navy Department


56


effects of the United States emergence as a world power. Objective 6.03: Describe how the policies and actions of the United States government impacted the affairs of other countries. Major Concepts: Conflict/Isolation




Intervention vs.

Isolation Support for and

opposition to United States economic intervention

Perception of

the United States as a world power


“Jingoism” Dollar Diplomacy Platt Amendment Roosevelt Corollary Anti-Imperialism League Missionary (Moral) Diplomacy Boxer Rebellion Open Door Policy Annexation of Hawaii

Annexation of Hawaii

6.03a Create a chart comparing Roosevelt, Taft, and Wilson’s foreign policies in Latin American and the Caribbean. Include the outcomes of actions.

6.03b In a role-play activity, present the views of leaders of the period.

6.03c Using the argument from the

May 17, 1898, “Report of the Committee on Foreign Affairs on House Res. 259,” ask students to hold a hearing on the annexation of Hawaii.

House of Representatives Report 1355, 55th Congress, 2nd Session The 1897 Petition Against the Annexation of Hawaii, September 11, 1897 Platt Amendment Audio &Visual Resources: “Crucible of Empire-The Spanish American War” PBS “Hawaii’s Tart Queen”, PBS, The American Experience Video by Tom Coffman: “Nation Within: The Story of America’s Annexation of Hawaii” Suggested Websites: http://www.state.gov/r/pa/ho/time/gp/17661.htm http://wwwamericanpresident.org/history/ http://www.civics-online.org/library


57

Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes

and effects of the United States emergence as a world power. Objective 6.03: (continued) Describe how the policies and actions of the United States government impacted the affairs of other

countries. Major Concepts Terms Thinking Skills and



6.03d Ask students to reveal why the 1897 “Petition Against Annexation” is important to Hawaiians and other Americans. Brainstorm cases of similar incidents of neglect in recorded history.

Literature Connections: Tom Coffman: Nation Within* Mark Twain: Anti-Imperialist Writings: “The War Prayer” Jose Marti –poetry Christinia Garcia: Dreaming in Cuban 1993 Excerpts from James Michener: Hawaii Fine Arts Connections: Joseph Hirsch: “The Hero” NMAA Song: “Aloha Oe”


58

Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic, political,

and social reforms of the Progressive Period. Objective 7.01: Explain the conditions that led to the rise of Progressivism. Corruption/ Economic Conflict




Corruption and ineffectiveness of government

Immigration and

urban poor Working conditions Emergence of

Social Gospel Unequal

distribution of wealth

Adams- 35,40 Americans-513-522

Muckraking Ida Tarbell Lincoln Steffens Upton Sinclair Jacob Riis Urban slums Triangle Shirtwaist Factory Fire

7.01a Divide the class into sample groups (i.e. presidential cabinet, state governors, women’s clubs, and selected ethnic groups). Give each group a problem to resolve from their perspective. Chart their solutions on a graph line illustrating all views from far right to far left.

7.01b Define the term

“radical”. Evaluate excerpts of muckraking articles based on the definition.

Suggested Websites: http://www.census.gov http://www.nara.gov http://www.loc.gov http://www.bartleby.com/65/mu/muckrake.html Literature Connections: Lincoln Steffans: Struggle for Self Government and Shame of the Cities Sinclair Lewis: The Jungle An zia Yezierska: Hungary Hearts Jacob Riis: How the Other Half Lives Other readings from O’Henry, Chopin, London, Crane, Stone Copy of Emma Lazarus Poem “The New Colossus” 1883


59

Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic,

political, and social reforms of the Progressive Period. Objective 7.01: (continued) Explain the conditions that led to the rise of Progressivism. Major Concepts Terms Thinking Skills and



Fine Arts Connections: Thomas Dewing: “Walt Whitman” NMAA Winslow Homer: “Bear Hunting” Charles Burchfield: “Lightning and Thunder at Night” Thomas Eakins: “Poleman in the Ma’sh”, “The Banjo Player” NMAA “Dr. Albert Getchell” North Carolina Museum, and “Singing a Pathetic Song” Corcoran Gallery, D.C.

Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic, political, and social reforms of the Progressive Period.

Objective 7.02: Analyze how different groups of Americans made economic and political gains in the Progressive Period Major Concepts Text/Support

Material Correlation



The roles of the Progressive presidents:

Adams-40-44 Americans- 513-

Jane Addams/Hull House 16th Amendment

7.02a Compare the party platforms for the election of 1912.

Charts and maps showing results of the election of 1912 Supreme Court Cases summaries


60

Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic, political, and social reforms of the Progressive Period.

Objective 7.02: (continued) Analyze how different groups of Americans made economic and political gains in the Progressive Period. Major Concepts Terms Thinking Skills and



7.02c Using the music of a popular song, rewrite the words to become a “trust-busting” song. Teach the new lyrics to the class.

Literature Connections: Upton Sinclair: The Jungle Lincoln Steffens: The Shame of the City W. E. Dubois: The Souls of Black Folk Langston Hughes: “Share Cropper” Louis Harlan: Booker T. Washington, The Wizard of Tuskegee Fine Arts Connections: Charles Burchfield: “Lightning and Thunder at Night” 1920 NMAA Umberto Boccioni: The City Rises, 1910, Museum of Modern Art, N.Y. Photographs of Alice Roosevelt Song: “Alice Blue Gown” “Meet Me In St. Louis, Louie”


61


political, and social reforms of the Progressive Period. Objective 7.03: Evaluate the effects of racial segregation on different regions and segments of the United States’ society. Major Concepts

Growth/Ind Power




Disenfranchisement

African-

American responses to Jim Crow

Segregated

Society

Adams- 39 Americans- 531,543

Plessey v Ferguson, 1896 Booker T. Washington W.E.B. Dubois Ida Wells Barnett Great Migration Niagara Movement Atlanta Compromise

Speech The NAACP Nationwide lynching Disenfranchisement Literacy test Poll taxes Grandfather clauses

7.03a Use a cause and effect foldable to illustrate an event such as the Great Migration, Plessey Decision, Atlantic Compromise and/or the formation of NAACP.

7.03b Analyze James Weldon

Johnson’s “Lift Every Voice and Sing” and explain why it became the Negro National Anthem.

7.03c Compare the lives of

Booker T. Washington and W. E. B. Dubois and how they turned adversity into triumph.

Copies of Supreme Court decisions Founding document of Niagara Movement Alabama Literacy Test, 1968 http://www.kidsnet.org/cbs/rosaparks/glossary/glossary_html.html Suggested Websites: http://www.journale.com/withoutsanctuary/main.html http://www.pbs.org/wgbh/amex/hawaii/ http://www.ashp.cuny.edu/video/up3.html http://womhist.binghamton.edu/aswpl/doc3.htm Lift Every Voice and Sing: http://www.lib.virginia.edu/speccol/exhibits/music/overview.html


62


political, and social reforms of the Progressive Period. Objective 7.03: (continued) Evaluate the effects of racial segregation on different regions and segments of the United States’ society. Major Concepts Terms Thinking Skills and



7.03d Read and discuss the events that led W.E.B. Dubois to call Booker T. Washington’s Atlanta Exposition address as the “Atlanta Compromise”.

Literature Connections: W.E.B. Dubois: The Souls of Black Folk Langston Hughes: “Share Cropper” Louis Harlan: Booker T. Washington, The Wizard of Tuskegee David Cronon: Black Moses Fine Arts Connections: Songs: James Weldon Johnson’s “Lift Every Voice and Sing” Ashcan School Artists: Robert Henri, Everett Shinn, John Sloan, Arthur B. Davies, Ernest Lawson, Maurice Prendergast, George Luks, and William Glackens, Edward Hopper


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Competency Goal 7: The Progressive Movement in the United States (1890)-1914) – The learner will analyze the economic,

political, and social reforms of the Progressive Period. Objective 7.04: Examine the impact of technological changes on economic, social, and cultural life in the United States. Major Concepts: Change




Industrial innovations

Emergence of

advertising and consumerism


Wright brothers Movie Camera Coca Cola Ford’s Innovations: $5 day Assembly line Model T Workers as

consumers Electricity Mail order catalogs Skyscrapers Kodak cameras Airline service Sewing machine

7.04a Compare and contrast methods of advertising then that appeal to consumers with similar advertising now.

7.04b Create a multimedia presentation depicting how one innovation altered daily life in this time period. Use music of the time period.

7.04c Demonstrate the process of assembly line. Place desks side by side and assign a task for the class to complete. Each student will have an individual job to complete. Speed up, add demands. Ask for reflections.

Replicas of mail order catalogs Replicas of period magazines Audio &Visual Resources “A Science Odyssey” PBS series “Discovering Henry Ford” PBS series “Freedom: A History of Us” PBS series “The Wizard of Photography” PBS The American Experience series. Excerpts from “Birth of a Nation” Suggested Websites: http://www.fi.edu/flights/ http://www.pbs.org/wgbh/aso/databank/entries/btford.html http://historymatters.gmu.edu/mse/Ads/


64


political, and social reforms of the Progressive Period. Objective 7.04: (continued) Examine the impact of technological changes on economic, social, and cultural life in the United States. Major Concepts Terms Thinking Skills and



7.04d Collect and display photographs of antique and modern sewing machines. Discuss the changes.

Literature Connections: Biographies on inventors of the period Woolworth, Wright Brothers and Sister, Eastman, Ford, Edison, Bell, Frederick Olmstead, Louis Sullivan, James Naismith, D.W. Griffith, etc. Fine Arts Connections: Thomas Eakins: “The Champion Single Scull” Barnum and Bailey Posters Ragtime music


65

Suggested Pacing 4 days Competency Goal 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World

War I and the war’s influence on international affairs during the 1920s. Objective 8.01: Examine the reasons why the United States remained neutral at the beginning of World War I, but later became

involved. Major Concepts: Conflict




Causes of World War I in Europe

Use of and

effects of propaganda

U. S. anti-war

Sentiment Reasons for U. S.

entry into The Great War


Nationalism Militarism Alliances Archduke

Francis Ferdinhand

U-Boat submarine warfare

Serbia Allies Central Powers Kaiser Wilhelm II Contraband Zimmerman Telegram Lusitania Mobilization Election of 1916 Woodrow Wilson Isolationists

8.01a Compare pro and con war propaganda posters and explain their influence on the United State’s decision to go to war.

8.01b Create and

compare maps of Europe in 1914 and 1918, and discuss the reasons for changes.

8.01c Research how

European countries viewed the United States neutrality.

Wilson’s War Message to Congress, 1917 Sussex Pledge Uncle Sam’s “I Want You” recruitment poster http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_home.html Zimmerman Telegram http://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/zimmermann_telegram.html Copies of newspaper headlines Audio &Visual Resources Original movie: “A Farewell to Arms” Suggested Websites: Propaganda Posters http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/poster http://www.library.georgetown.edu/dept/speccoll/amposter.htm http://www.iisg.nl/exhibitions/chairman/ http://www.pbs.org/greatwar/


66

Competency Goal 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World

War I and the war’s influence on international affairs during the 1920s. Objective 8.01: (continued) Examine the reasons why the United States remained neutral at the beginning of World War I, but later

became involved. Major Concepts Terms Thinking Skills and



Selective Service Act Jeanette Rankin “Make the world safe for

democracy” Idealism (The first 13 terms should have been introduced in World History and are reviewed here.)

8.01d Form country groups and debate whether or not the United States should enter WWI from the perspective of the country assigned.

Literature Connections: Ernest Hemingway: A Farewell to Arms Barbara Tuchman: The Guns of August Fine Arts Connections: Photographs from Versailles Interactive Site: http://www.learn.co.uk/versailles/ WWI Government Posters http://www.firstworldwar.com/posters/


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War I and the war’s influence on international affairs during the 1920s. Objective 8.02: Identify political and military turning points of the war and determine their significance to the outcome of the

conflict. Major Concepts: Conflict/Change




The importance of United States involvement in World War I

Modernization of

warfare The changing nature

of United States foreign policy

Key factors in the

Allies’ success Failure of the United

States to ratify the Treaty of Versailles

Adams-45-47 Americans- 580-592,596,605, 606

John J. Pershing American Expeditionary

Force Trench warfare “No Man’s Land” Mustard gas Doughboys Armistice Fourteen Points (1-5, 14) “The Big Four” “Peace without victory” Russian and Bolshevik

Revolutions Treaty of Versailles League of Nations Henry Cabot Lodge 17th Amendment 18th Amendment 19th Amendment (Repeats on amendments) (again, review of key world history events)

8.02a Compare the Fourteen Points with the whole Treaty of Versailles in regard to preventing future conflicts.

8.02b Listen to George M.

Cohan’s “Over There” and discuss the impact of patriotic music on the war effort.

8.02c Compare Woodrow

Wilson’s arguments supporting a League of Nations and Henry Cabot Lodge’s “14 Reservations”.

1918 Battle Map of Europe Wilson’s Fourteen Points Treaty of Versailles Audio &Visual Resources: “Sergeant York” movie with Gary Cooper: Twentieth Century Fox, 1941 “In Love and War” movie about Ernest Hemingway in WWI Recordings from WWI and radio spots Suggested Websites: http://www.schoolhistory.org.uk/warpoems.htm http://www.learn.co.uk/Versailles http://europeanhistory.about http://www.melodyland.net/ww1/htm http://www.teachervision.com


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War I and the war’s influence on international affairs during the 1920s. Objective 8.02: (continued) Identify political and military turning points of the war and determine their significance to the outcome of

the conflict. Major Concepts Terms Thinking Skills and



8.02d Identify similarities and differences in strategies, tactics, and weaponry of World War I and the Spanish-American War.

Literature Connections: Enrich Remarque: All Quiet On the Western Front Fine Arts Connections: Songs: George M. Cohan: “Over There” “When Johnny Comes Marching Home” Irving Berlin: “Oh How I Hate To Get Up in the Morning” Billy Alexander: “Our Dear Daddy Soldier-Boy”


69


War I and the war’s influence on international affairs during the 1920s. Objective 8.03: Assess the political, economic, social and cultural effects of the war on the United States and other nations. Major Concepts: Individual Power




Adjustment from wartime to a peacetime economy

Government

bureaucracy in the United States

Anti-immigration

sentiment and the first Red Scare

Restrictions on civil

liberties during wartime

Political changes in

Europe and the near East

Impact of isolationism on American foreign policy

Adams- 45-47 Americans- 597-

611

Industrial workers of the World

Self-determination Committee on Public

Information/George Creel Food Administration/

Herbert Hoover War Industries

Board/Bernard Baruch

Ku Klux Plan Palmer/Palmer Raids Espionage and Sedition

Acts Eugene V. Debs Schenck v United

States, 1919 Sacco and Vanzetti John L. Lewis (United

Mine Workers) Washington Naval

Conference Dawes Plan

8.03a Discuss ways in which World War I contributed to the growing revolution in Russia.

8.03b Describe correlations on restrictions on civil liberties during World War I and other periods of United States military conflicts.

8.03c Prepare a compare/contrast essay on how the U. S. and German economies were affected by the war.

Espionage Act Sedition Act Wilson’s Fourteen Points Henry Cabot Lodge’s 14 Reservations Charter for the League of Nations Treaty of Versailles Schenck v. United States Audio and Visual Resources: “Return to Isolationism: Between the

Wars” Vol. 127, PBS Suggested Websites: http://www.ushistory.org/documents

/creeds.htm http://www.archives.gov/records-of-

congress http://www.kileenroos.com/link/ww1.html


70


War I and the war’s influence on international affairs during the 1920s. Objective 8.03: (continued) Assess the political, economic, social and cultural effects of the war on the United States and other nations. Major Concepts Terms Thinking Skills and



8.03d Develop pictorial representations of these terms: liberty bonds, ration books, demobilization, victory gardens, and ultra nationalism.

Literature Connections: Gene Smith: When The Cheering Stopped David Kennedy: Over There Fine Arts Connections: Songs: George M. Cohan: “Over There” “When Johnny Comes Marching Home” Irving Berlin: “Oh How I Hate To Get Up in the

Morning” Billy Alexander: “Our Dear Daddy Soldier-Boy” Library of Congress Photos of Wilson and Hoover,

Coolidge and Hoover


71

Suggest Pacing 9 Days Competency Goal 9: Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and political changes of the decades of “The Twenties” and “The Thirties”.

Objective 9.01: Elaborate on the cycle of economic boom and bust in the 1920’s and 1930’s. Major Concepts: Economic Change




The impact of presidential policies on economic activity (Harding, Coolidge, Hoover, and Roosevelt)

Rise and/or decline

of major industries in the United States

Factors leading to

the stock market crash and the onset of the Great Depression

Adams- 48-51 Americans- 617,631-636,671-679,689-707

“Return to Normalcy” laissez-faire Teapot Dome scandal Albert Fall Hawley-Smoot Tariff Speculation Buying on the margin Mechanization “Black Tuesday” Rugged individualism Direct relief

9.01a Write a letter to President Hoover about the state of the economy in 1929. Propose ways the economy can be improved.

9.01b Use political cartoons to analyze public reactions to political and economic events of the time period.

9.01c Plan a 1920’s fair to include music, movies, and new inventions. Invite other classes to visit. Use a student designed rubric.

Biographical information on key figures: Henry Ford, Presidents Harding, Coolidge, and Hoover Audio &Visual Resources: “Riding the Rails” PBS Video, The American Experience. Movie: “The Grapes of Wrath” Suggested Websites: http://www.pbs.org/fmc/timeline/estockmktcrash.htm http://www.whitehouse.gov/history/presidents http://www.loc.gov/rr/print/swann/herblock/ http://www.pinzler.com/ushistory/ruggedsupp.html. http://artzia.com/history/depression


72

Competency Goal 9: Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and political

changes of the decades of “The Twenties” and “The Thirties”.

Objective 9.01: (continued) Elaborate on the cycle of economic boom and bust in the 1920’s and 1930’s. Major Concepts Terms Thinking Skills and



9.01d Study the photographs of Dorothea Lange and hold a discussion on the “mood’ of the nation as displayed in her work.

Literature Connections: John Steinbeck: The Grapes of Wrath John Kenneth Galbraith: The Great Crash of 1929.

1961 Sinclair Lewis: Babbitt. Reissue Ed. 1989 http://xroads.virginia.edu/~HYPER/LEWIS/BABBIT/ch01.html Frederick Allen: Only Yesterday 1964. Thomas Wolfe: Of Time and The River. Fine Arts Connections: Photographs of Dorothea Lange: MMA http://www.loc.gov/exhibits/wcf/wcf0013.html Alexandre Hogue: “Drought Stricken Area” 1930 NMAA William Johnson: Early Morning Work. 1940 NMAA


73



Objective 9.02: Analyze the extent of prosperity for different segments of society during this period. Major Concepts: Economic Change




Consumer spending habit and trends

Difficulties of

farmers Response to

Prosperity: the stock market crash, Dust Bowl, Bonus Army march and bank failures on various groups of the population

Adams- 48,49 Americans- 630-633,648-649,672-683,689-707

Easy credit Installment plan Overproduction Hoovervilles Soup kitchens Breadlines

9.02a Make a list of the economic problems of the 20’s that led to the stock market crash. Examine the effects of these problems on different segments of society.

9.02b Analyze

Dorothea Lange’s famous “Migrant Worker” photograph.

Fine Arts Connections: Song lyrics of the period Audio & Visual Resources: Suggested Websites: http://www.arts.unimelb.edu.au/amu/ucr/student/1997/Yee/1929.htm http://www.nytimes.com/library/financial/index-1929-crash.html http://www.americanpresidents.org/gallery Literature Connections: Ernest Hemingway: The End of Something Works of Langston Hughes, Marcus Garvey, Countee Cullen, Zora Neale Hurston.


74



Objective 9.02: (continued) Analyze the extent of prosperity for different segments of society during this period. Major Concepts Terms Thinking Skills and Suggested


9.02c Play the song and interpret the lyrics of “Brother, Can You Spare A Dime”. Add a new set of verses for later economic downturns.

9.02d Collect and display

examples of the many ways segments of the society did not experience prosperity.

Fine Arts Connections: Songs: Woody Guthrie: “Talking Dust Bowl Blues” Art: John Stuart Curry: “Our Good Earth” NMAA William H. Johnson: “Street Life-Harlem”, NMAA: “Station Stop, Red Cross Ambulance, NMAA Beauford Delaney: “Can Fire in the Park”, NMAA Songs from the Great Depression: http://memory.loc.gov/ammem/afctshtml/tshome.html


75

Competency Goal 9: Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and political changes

of the decades of “The Twenties” and “The Thirties”.

Objective 9.03: Analyze the significance of social, intellectual and technological changes of lifestyle in the United States. Major Concepts: Social Change




The impact of mass media

Public response to

the Great Depression

The Harlem

Renaissance Prohibition Leisure time and

spectator sports

Adams- 49-51,53 Americans- 621-649,653-663,674-690,707-724

Radio Market/advertising Jazz Silent and “talkies” films “The Jazz Singer” Lost Generation Langston Hughes Louis Armstrong F. Scott Fitzgerald Ernest Hemingway Sinclair Lewis Speakeasies Bootleggers Babe Ruth Charles Lindbergh Automobiles FDR’s “Fireside Chats”

9.03a Create a radio show typical of the 20’s and 30s; broadcast live.

9.03b Using a graphic

organizer illustrate the quote; “the 1920’s were either the best of times or the worst of times.”

9.03c Compare

Prohibition in the 1920’s to the debate over drug use today.

Audio & Visual Resources: “Elmer Gantry” movie by United Artists “The Great Gatsby” movie Audio recordings of the 1920’s and 1930’s with broadcasts of sports events, news programs, musical and variety shows, religious broadcasts, comedies and dramas “Jazz” by Ken Burns. PBS Video Suggested Websites: http://newdeal.feri.org http://jazzbabies.com http://geocities.com/flapperculture http://www.pbs.org/wgbh/amex/dustbowl http://www.pbs.org/wgbh/amex/lindbergh http://www.teachervision.com/lesson+plans http://www.nl.edu.ace.resources/locke.htm


76


changes of the decades of “The Twenties” and “The Thirties”. Objective 9.03: (continued) Analyze the significance of social, intellectual and technological changes of lifestyle in the United States. Major Concepts Terms Thinking Skills and



9.03d Evaluate the appropriateness of the terms: “Great Depression” or “Roaring 20’s”. Base your evaluation on oral histories, journals, and historic accounts of events.

9.03e Create a

“Hooverville” scenario with a soup kitchen, bread lines and handouts. Reflect and volunteer in a current soup kitchen.

Literature Connections: Alan Locke: The New Negro Paul Sann: The Lawless Decade, 1971 F. Scott Fitzgerald: The Great Gatsby Langston Hughes: Simple Stories Fine Arts Connections: Stuart Davis: “Abstraction” 1937 NMAA Jacob Lawrence: “Rooftops” 1943 Hirshhorn Museum Thomas Hart Benton: “Engineer’s Dream”, 1931, Brooks Memorial Art Gallery, Tenn. Reginald Marsh: “Twenty-Cent Movie”, 1936, Whitney Museum, N.Y.


77



Objective 9.04: Describe challenges to traditional practices in religion, race, and gender. Major Concepts: Social Change




The “Back to Africa” movement and Pan-Africanism

The Fundamentalist

versus Freethinking movement

Religion in politics The changing role of

women

Adams- 49,50,53 Americans- 620-624,644-663,682,711-715

Zora Neal Hurston Marcus Garvey United Negro

Improvement Association

W.E.B. Dubois (repeat) Fundamentalism Scopes Trial Aimee Semple McPherson Billy Sunday Margaret Sanger

9.04a Design a graphic organizer to illustrate the changing role of women in these decades. Use key terms related to changes like flapper, ear bobs, etc.

9.04b Read the excerpt

“Returning Soldier,” from The Crisis, by W. E. B. Dubois. How does the reading reflect the challenges to the traditional perceptions of race?

Biographical information on Clarence Darrow, William Jennings Bryan, John Scopes, etc. “A Flapper’s Appeal to Parents”, Ellen Welles Page, Outlook Magazine, Dec. 6, 1922 Audio &Visual Resources: “Inherit the Wind” video “Marcus Garvey: Look for Me in the Whirlwind”, PBS, The American Experience. Suggested Websites: http://www.pbs.org/wgbh/amex/monkeytrial http://www.history/ohio-state.edu/projects/clash/scopes/scopes-page1.htm http://www.rambova.com/fasion/fash4 http://www.interlife.org/woman.html


78



Objective 9.04: (continued) Describe challenges to traditional practices in religion, race, and gender. Major Concepts Terms Thinking Skills and



9.04c Compare the UNIA with the NAACP. Report findings using a graphic organizer or multimedia presentation.

9.04d Create a cause and

effect diagram to illustrate the clash between the Fundamentalist and the Freethinking movements.

Literature Connections: Margaret Sanger: Woman and the New Race Robert S. and Helen M. Lynd: Middletown. Paul Sann: The Lawless Decade Fine Arts Connections: Paul Cadmus: “Main Street”, 1937 Midtown Galleries, N. Y. Millard Sheets: “Tenement Flats”, 1934, National Collection of Fine Arts, National Park Service Joseph Vavak: “Women of Flint”, 1937, WPA Art Project.


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Objective 9.05: Assess the impact of the New Deal reforms in enlarging the role of the federal government in American life. Major Concepts: Govt. Power




Responses to the New Deal program

The Three R’s

(Relief, Recovery, Reform)

Expansion of the

role of federal government

Adams 52,53 Americans-

693-725

Deficit spending Social Security Federal Deposit Insurance

Corporation (FDIC) Securities and Exchange

Commission (SEC) Public Works Administration

(PWA) Civilian Conservation Corps

(CCC) Agricultural Adjustment Act

(AAA) Tennessee Valley Authority

(TVA) National Industrial Recovery

Act (NIRA) Works Progress Administration

(WPA)

9.05a Analyze the effectiveness and impact of New Deal policies from the perspective of: an historian, a political scientist, a geographer and economist.

9.05b Listen to a

recording of a “Fireside Chat”. Write a response.

9.05c Create a poem, rap

or dance movement explaining the variety of New Deal programs of alphabet soup.

Political cartoons of FDR and the Supreme Court Biographical information on FDR and Eleanor “Roosevelt Rap” and accompanying questions Audio &Visual Resources: Audio clips from FDR’s speeches and Fireside Chats Suggested Websites: http://newdeal.feri.org/attic/index.htm http://www.ssa.gov/history/hlong1.html http://historymatters.gmu.edu/ http://www.fdrlibrary.marist.edu/audio.html http://www.mhric.org/fdr/fdr.html http://www.museum.tv/mbcfdr.shtml


80



Objective 9.05: (continued) Assess the impact of the New Deal reforms in enlarging the role of the federal government in American life. Major Concepts Terms Thinking Skills and



National Labor Relations Act (Wagner Act)

Fair Labor Standards Act Father Charles Coughlin Huey P. Long Frances Perkins

9.05d Using http//newdeal.feri.org/attic/index.htm find the Dear Mrs. Eleanor Roosevelt letter. Read and write a response making recommendations for assistance.

9.05e Design a foldable

poster that explains bank failures, bank holidays, brain trust, court packing plan and FDR’s 100 days.

Literature Connections: Goodwyn: The Populist Moment W.E. B. Dubois: Biography of a Race Thornton Wilder: Our Town Works of Langston Hughes, Marcus Garvey, McKay, Countee Cullen, Zora Neale Hurston. Fine Arts Connections: Photographs of FDR on the radio: Library of Congress WPA Federal Project Art work Joe Jones: “Street Scene”, 1933, National Collection of Fine Arts Elizabeth Olds: “Scrap Iron”. 1935. WPA, National Collection of Fine Arts


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Suggested Pacing 10 Days Competency Goal 10: World War II and the Beginning of the Cold War (1930-1963) - The learner will analyze the United States

involvement in World War II and the war’s influence on international affairs in the following decades.

Objective 10.01: Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.





Appeasement Isolationism Reparations Totalitarianis

m Governments

Treaty of

Versailles Worldwide

depression


Adolf Hitler Benito Mussolini Emperor Hirohito Winston Churchill Fascism Joseph Stalin Munich Pact Third Reich Four Freedoms Kellogg-Briand Pact Lend-Lease Act Neutrality Acts Non-Aggression Pact Pearl Harbor Quarantine Speech (The terms in the top of the column are review from World History)

10.01a Compare reasons for the public’s desire for neutrality to FDR’s shift to intervention.

10.01b Suggest alternatives for the U.S. policies of isolation and appeasement in the 1930’s.

10.01c Construct an annotated timeline highlighting the rise of Nazism, Fascism, and the Axis aggression that led to Europe’s declaration of war in 1939. Locate key areas of the timeline on a map.

FDR’s Chautauqua Speech, 1934 Interviews with local individuals who lived during the 1930’s Audio &Visual Resources: “Tora, Tora, Tora” excerpts “South Pacific” (musical) excerpts Suggested Websites: http://history.acusd.edu/gen/WW2Timeline/start.html http://www.nv.cc.va.us/home/nvsageh/Hist122/Part3/1920WWII1940.htm http://history.acusd.edu/gen/WW2Timeline/fortune-map.html

http://www2.sjsu.edu/depts/commstudies/woz/woz3/woz3b.html.


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Competency Goal 10: World War II and the Beginning of the Cold War (1930-1963) - The learner will analyze the United States


Objective 10.01: (continued) Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.



10.01d Using an outline map, label key regions of aggression in Europe, Africa, the Pacific, during WWII. Include the allied powers and the axis powers in a map key.

Literature Connections: Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, Cummings, Russell Frederick Allen: Only Yesterday John Morton, Blum: V Was for Victory 1977 Fine Arts Connections: Art of Norman Rockwell: “Four Freedoms”, “A Nation’s Hero”, “The Tattooist”, “Homecoming GI” “Thanksgiving”


83



Objective 10.2: Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.





The United States at war

The influence

of propaganda at home and abroad

Designs for

peace


Atomic bomb Battle of Britain Battle of the Bulge Blitzkrieg Chester Nimitz D-Day (Operation Overlord) Douglas MacArthur George Patton Holocaust Newsreels Pamphlets Airdrops War posters Iwo Jima J. Robert Oppenheimer Manhattan Project Midway Island hopping Nuremberg Trials

10.02a Construct a pictorial timeline of political, social, foreign, and domestic events of WWII.

10.02b In small groups report on major Allied meetings of World War II.

10.02c Write a news story of the attack on Pearl Harbor for a U.S. paper and a Japanese paper.

Document of Surrender for Japan Audio &Visual Resources: Excerpts from movies: “Patton”, “Battle of the Bulge”, “Anzio”, “Bridge Over the River Kwai, “The World at War, 1939-1945”, “Hiroshima” “Race for the Super bomb”, PBS The American Experience Series Suggested Websites: http://www.pbs.org/perilousfight/ http://www.secondworldwar.co.uk/ http://www.holocaust-history/org/ http://www.ushmm.org/ http://www.library.northwestern.edu/govpub/collections/wwii-posters/ http://www.janm.org/main.html http://www.facing.org/ http://www.pbs.org/wgbh/pages/frontline/shows/evil/


84



Objective 10.2: (continued) Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.



Okinawa Pearl Harbor Stalingrad Tehran V-E Day, V-J Day Casablanca, Potsdam

10.02d Hold a panel discussion on the concepts of genocide and relate them to different periods of history or a news conference featuring a selected battle or Allied leader.

Literature Connections: Selections from Welty, O’Conner, Porter, Pound, Eliot, Miller, Frost, Sandberg, et al Frederick Allen: Only Yesterday John Morton, Blum: V Was for Victory Fine Arts Connections: Jason Pollock: “Mural” 1943 Univ. of Iowa Museum of Art Pulitzer Prize Photographs: 1944: Home is the Hero, 1945: Iwo Jima


85

Competency Goal 10: World War II and the Beginning of the Cold War (1930-1963) The learner will analyze the United States


Objective 10.3: Describe and analyze the effects of the war on American economic, social, political, and cultural life. Major Concepts: Individual Power




The Homefront Suspension of

Civil Liberties Suburbanizatio

n Transition to

Peacetime

Adams 56 Americans- 757-764,770-774,797-804

War bonds Baby boomers Fair Deal G.I. Bill Korematsu v United States 1944 Levittown Northern Migration Middle class Rosie the Riveter Selective Services Act AFL-CIO Taft-Hartley Act WACS War Production Board Japanese Internment Sites Japanese American Museum Japanese Internment Rationing

10.03a Evaluate the extent of changes in U. S. society caused by: working women, northern migration, “baby boom, growth of suburbs, and the G.I. Bill.

10.03b Research the

ways the government intervened with free society during WWII. Write a position paper defending intervention.

Sample war bonds and rationing cards Sample newspaper headlines and ads Audio &Visual Resources: Excerpts from movies: “ A League of Their Own”, “Swing Kids”, “Happy Days”, “Leave It To Beaver” Suggested Websites: http://www,vurtyakgakkert,fitinidi,cin/news/reportages/owens_bill/reviews/ing.htm http://www.lib.utah.edu/spc/photo/9066/tule.htm http://www.loc.gov/exhibits/african/afam008.html http://www.howardsmead.com/boom/htmhttp://www.janm.org/events/exhibits-digital.html http://www.scu.edu/SCU/Programs/Diversity/exhibit1.html http://www.pbs.org/childofcamp/history/eo9066.html Literature Connections: Selected works of Wolfe, Baker, Dillion, Kerwoac, Ginsberg,Vonnegot, Plath, Sexton


86

Competency Goal 10: World War II and the Beginning of the Cold War (1930-1963) - The learner will analyze the United

States involvement in World War II and the war’s influence on international affairs in the following decades.

Objective 10.3: (continued) Describe and analyze the effects of the war on American economic, social, political, and cultural life. Major Concepts Terms Thinking Skills and



10.03c Based on research, create a newsletter to cover the stories of Northern Migration. Include causes and gains for African Americans.

10.03d In a mock

presidential cabinet meeting, discuss the events of Japanese internment and relocation.

Rachael Carson: Silent Spring, 1962 Betty Friedan: Feminine Mystique, 1963 Ernest Hemingway: For Whom the Bells Toll Fine Arts Connections: Andrew Wyeth: “ November First” 1950 NMAA Jacob Lawrence: “The Library”, 1960 NMAA Grant Wood: “American Gothic” 1930 NMAA


87



Objective 10.04: Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War. Major Concepts: Conflict




U. S. Military Intervention

Containment The Cold War The Domino Theory

Adams- 59-61, 63 Americans- 807-814

Bay of Pigs Berlin Airlift Berlin Wall Central Intelligence Agency (CIA) Cuban Missile Crisis Douglas MacArthur Eisenhower Doctrine Fidel Castro Geneva Accords Hydrogen Bomb Iron Curtain Police Action Test Ban Treaty Chinese Civil War Israel Korean War Marshall Plan Nikita Khrushchev Truman Doctrine U-2 Incident

10.04a Create a graphic organizer that demonstrates the ways in which containment expanded U.S. commitment abroad.

10.04b Scenario: On flight from New York to Los Angeles, seated next to a key leader of the era. What three questions would you ask to get an understanding of their role in Cold War history?

Quotes from Elie Wiesel like: “Never shall I forget these things…Never.” Up to date world maps for 1945 to 1960 Document establishing the National Intelligence Structure of the U. S. Truman Doctrine, The Marshall Plan U.S. Recognition of Israel, Test Ban Treaty Excerpts from the “X” Document on containment Audio &Visual Resources: Excerpts “Thirteen Days”, “The Presidents” Truman, FDR, JFK PBS series “The Atomic Café” “People’s Century” PBS, episodes: “Brave New World (1945); “Freedom Now”(1947), “Boomtown” (1945), “Asia Rising”(1951), “Living Longer” (1952), “Endangered Planet” (1959), “Skin Deep” (1960), “Picture Power” (1963)


88



Objective 10.04: (continued) Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War. Major Concepts Terms Thinking Skills and



10.04c Videotape an episode of “You Are There” from one of the hot spots of the Cold War.

10.04d On a desk map or

on-line map, label all the areas where the U. S. military was involved from 1945 to 1960.

Suggested Websites: http://www.spartacus.schoolnet.co.uk/COLDdomino.htm http://www.mtholyoke.edu/acad/intrel/genevacc.htm http://www.vce.com/testban.html http://www.loc.gov/exhibits/marshall/ http://www.usafe.af.mil/berlin/berllin.htm http://www.historyofcuba.com/history/baypigs/pigs.htm


89






10.04e Compare a story of the Cuban Missile Crisis as told by actual historical documents with portrayals in the movie “Thirteen Days”. Use a motion picture analysis worksheet from the National Archives to evaluate the film. Discuss.

Suggested Websites: (continued) http://www/wall-berlliln.org/gb/berlin.htm http://wwwl.fordham.edu/halsall/mod/churchill-iron.html Literature Connections: Katherine Anne Porter: Ship of Fools, 1984 Yoshiko Uchida: “Journey to Topaz” 1971 Elie Wiesel. Night. 1982 John Steinbeck: “Why Soldiers Won’t Talk” John Knowles: A Separate Peace George Orwell: 1984 Ray Bradbury: Fahrenheit 451


90






Fine Arts Connections: Aerial photographs of missiles in Cuba. Library of Congress Pulitzer Prize Photos: 1950”The Barnstorming Days” 1953 “Adlai Bares His Soul”, 1956 “ A Day in the Suburbs”, 1962: “The Birth of the Sixties” Andy Warhol: “100 Cans” 1962 Albright-Knox Gallery Roy Lichtenstein: “Blam”, 1962 Yale Univ. Art Gallery


91



Objective 10.05: Assess the role of organizations established to maintain peace and examine their continuing effectiveness. Major Concepts: Power




Balance of Power Organizations

for peace

Adams- 58-61, 63 Americans- 741,792,814,818,833

Alliance for Progress N.A.T.O. O.A.S. S.E.A.T.O. Security Council United Nations Warsaw Pact

10.05a Conduct an Internet search of each of the organizations that have been designed to promote peace. What are the missions and goals for each?

10.05b Compare and

contrast organizations such as NATO and SEATO, NATO v. Warsaw Pact, UN v. League of Nations. Assess their roles and effectiveness.

Copy of the Charter of the United Nations 1945 Copy of the Universal Declaration of Human Rights 1948 Suggested Websites: http://www.un.org/ http://www.fordham.edu/halsall/mod/1961kennedy-afp1.html http://www.nato.int/ http://www.oas.org/ http://www.un.org/Docs/sc/ http://globalpolicy.igc.org/security/gensc.htm Literature Connections: Walter M. Miller, Jr: A Canticle for Leibowitz, 1959


92



Objective 10.05: (continued) Assess the role of organizations established to maintain peace and examine their continuing effectiveness. Major Concepts Terms Thinking Skills and



10.05c Hold a NATO dinner party. Plan who attends, the theme, and what will be served. Decide who is invited and where each guest will sit. What are the conversations you hear among the dinner guests related to peace?

Fine Arts Connections: Norman Rockwell: “The Golden Rule” Photographs of U.S. presidents at world conferences: Library of Congress Drawings and photographs of “bomb shelters’


93

Suggested Pacing 10 days Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) –The learner will trace economic, political, and social

developments and assess their significance for the lives of Americans during this time period.

Objective 11.01: Describe the effects of the Cold War on economic, political, and social life in America. Major Concepts: Diplomacy




Effects of Cold War On America’s Home life

Domino Theory

and geopolitics

McCarthyism Spread of

Suburbia Effects of

Nixon’s visits to China and Moscow


“Duck and cover” Fallout Shelters National Security Act, 1947 House on Un-American Activities Committee Alger Hiss Julius and Ethel Rosenberg Hollywood Blacklist The National Highway Act Selective Service System New Left Détente S.A.L.T. I and II

11.01a Study the 2nd Red Scare of the 1950’s. Prepare reports on the Congressional Hearings, results of the hearings, and justification (if any). Discuss lessons learned.

11.01b List and explain

four major pieces of anti-communist legislation.

11.01c View the movie of

the Kahn Family in Hollywood. What is the story telling?

Truman Doctrine Douglas MacArthur’s “Old Soldiers Never Die” Speech Excerpts from the Congressional Record from Joseph McCarthy on the Communist threat, 1950 Excerpts from Richard Nixon’s Memoirs related to his China visit. Eisenhower’s Farewell Address Audio &Visual Resources: “The Atomic Café” Excerpts from “Nixon” Excerpts from “Crimson Tide” Suggested Websites: http://www.stmartin.edu/-dprice/cold.war.html http://www.wsu.edu/~brians/nukepop/83.html http://www.historychannel.com/speeches/archive/speech_188.html


94

Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) –The learner will trace economic, political, and social


Objective 11.01: (continued) Describe the effects of the Cold War on economic, political, and social life in America. Major Concepts Terms Thinking Skills and



Carter’s Human Rights Foreign policy and the collapse of detente

The Military

Industrial Complex

11.01d Form two groups. Debate the question: “Did the RED SCARE violate U.S. citizens’ constitutional rights?

11.01e Design your own

fallout shelter and list essentials that you would have with you.

Literature Connections: Donald Katz: Home Fires. 1992 Erik Barnouw: Tube of Plenty, 1990 Fine Arts Connections: Photographs of 1950’s cars Sample advertisement posters for new goods


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Objective 11.02: Trace major events of the Civil Rights Movement and evaluate its impact. Major Concepts: Ind.Power/ Social Change




The Civil

Rights Movement • De jure

and • De facto

Segregation

• Affirmative Action

• Turning points

Changes in

state and federal Legislation


Montgomery bus boycotts Rosa Parks Martin Luther King, Jr. Malcolm X Black Panthers Black Power Movement Stokley Carmichael C.O.R.E. S.N.C.C. March on Washington James Meredith Little Rock Nine George Wallace Brown v Board of Education, Topeka, Kansas, 1954 Thurgood Marshall Earl Warren 24th amendment Civil Rights Act of 1964 Voting Rights Act of 1965

11.02a Describe how these terms are applied to the Civil Rights Movement: civil disobedience, urban riots, Dixiecrats, Freedom Riders, Greensboro sit-ins.

11.02b Research

leadership of the Black Revolution. Compare their goals, strategies, and results. How did Malcolm X and Stokley Carmichael justify the use of violence

“Letter from a Birmingham Jail” by MLK Brown v Board of Education decision “I Have A Dream” speech Audio &Visual Resources: “Eyes on the Prize” PBS series “Separate but Equal” movie “The Blackboard Jungle: movie “Corina, Corina” movie, excerpts Suggested Websites: http://www.stanford.edu/group/King http://www.thekingcenter.org/ http://www.civilrightsmuseum.org/gallery/movement.asp http://www.wmich.edu/politics/mlk/ http://www.historychannel.com/speeches/archive/speech_167.html http://www.usnews.com/usnews/documents/docpages/document_page89.htm http://www.ourdocuments.gov/doc/php? http://www.digisys.net/useers/hootie/brown/view.htm http://www.stanford.edu/group/King http://www.thekingcenter.org/ http://www.civilrightsmuseum.org/gallery/movement.asp


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Objective 11.02: (continued) Trace major events of the Civil Rights Movement and evaluate its impact. Major Concepts Terms Thinking Skills and



Executive actions • Harry S.

Truman • Dwight D. • Eisenhower • John F.

Kennedy • Lyndon

Johnson

11.02c Create a chart with these headings: Human Costs of Civil Rights Movement, Role of Ordinary People, Effects of the Media.

11.02d Hold seminar

sessions with topics such as “Letter from a Birmingham Jail, I Have A Dream Speech, etc.

Literature Connections: Eric Goldman: The Crucial Decade 1965 David Habersham: The Fifties Elizabeth Kytle: Willa Mae 1993 Fine Arts Connections: Norman Rockwell: “The Problem We All Live With” 1964 John Biggers: “Shotgun, Third Ward”, 1966, NMAA


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Objective 11.03: Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements in the United States’ society.

Major Concepts: Social Change




Cultural Movements • Feminists • Indian • Latino

Labor Movements Environmental

Movements Social Movements • Pop Culture • Counter

Culture

Adams- 64-71 Americans- 865-870,905-933,950-991,1027-1031

Women’s Liberation National Organization for Women Gloria Steinem Phyllis Schafly The Feminine Mystique Equal Rights Amendment Roe v. Wade, 1973 British Invasion-Beatles Elvis Presley Haight-Ashbury

11.03a Using these terms, describe the social movements of the decades: feminist’s hippies, Rock ‘n roll, beatniks.

11.03b Compare leaders

of the feminist movement and the American Indian Movement. How were each successful? What problems were unique to each?

Roe v Wade decision Excerpts from The Feminine Mystique Excerpts from Jack Kerouac’s On the Road Excerpts from Silent Spring by Rachel Carson Audio &Visual Resources: “The Fight In the Fields, Cesar Chavez and the Farm Workers Struggle”: PBS video “The Sensational 70’s” “1975: Year After the Fall” “Elvis ‘56”. Music Media Documentary, 1987


98



Objective 11.03: (continued) Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements in the United States’ society.



Socio-economic Status: Jobs: • White collar • Blue collar • Pink collar

Woodstock Cesar Chavez American Indian Movement Clean Air Act Clean Water Act Environmental Protection Agency Betty Friedan

11.03c Analyze the effects of Roe v. Wade on the political climate of the U.S. from 1973 to the present.

11.03d Create multimedia

presentations demonstrating the differences in youth culture in the 50’s and 60’s: focusing on literature, music, fads, slang, etc.

Suggested Websites: http://scriptorium.lib.duke.edu/w/ http://si.edu/resource/faq/nmai/st http://www.tourolaw.edu/patch/Roe/ http://www.cmgww.com/historic/kerouac/toc.html http://rachelcarson.fws.gov/carsonbio.html Literature Connections: Ralph Nader: Unsafe At Any Speed, 1965 Henry Louis Gates, Jr: Behind the Color Line in America, 2004 (PBS series too) Fine Arts Connections: Romare Bearden: “Empress of the Blues” 1974, NMAA William Wiley: “Portrait of Radon”, 1982, NMAA


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Objective 11.04: Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society.





Significance of the domino theory

U. S.

Involvement in Vietnam:

- Eisenhower - Kennedy - Johnson - Nixon - Ford Vietnam’s effect

on U. S. politics and society

Vietnamization Role of the media


Tet Offensive Robert McNamara Gulf of Tonkin Resolution War Powers Act 1973 Ho Chi Minh My Lai Incident Agent Orange Napalm Vietcong Pentagon Papers 26th Amendment General William Westmoreland Kent State Cambodia/Laos Fall of Saigon, 1975 Paris Peace Accords Operation Rolling Thunder

11.04a Prepare a description of the decades and concepts using the terms: escalation, Hawks and Doves, containment, student protest movements, and “living room war”.

11.04b Prepare a time line of U.S. involvement in Vietnam. Note each president and the number of U.S. deaths per year. Include at least 3 protest events like Kent State, Democratic National Convention riots, and the trial of Dr. Benjamin Spock.

26th Amendment Gulf of Tonkin Resolution Johnson’s State of the Union 1966 Excerpts from Westmoreland’s The Vietnam War Excerpts from McNamara’s In Retrospect Political cartoons and photographs Audio &Visual Resources: “Vietnam: A Television War”, PBS series “Return with Honors” PBS, American Experience series “Battlefield Vietnam: 1954-1968” Battlefield Vietnam, CNN Cold War Series Episode II Excerpts from “Forrest Gump”


100



Objective 11.04: (continued) Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society.



11.04c Analyze the relationship between the Gulf of Tonkin Resolution and the War Powers Act.

11.04d Conduct a debate

based on research notes with “Doves and Hawks” on the issue of Vietnam.

11.04e Identify the

common themes in War Protest songs of the era.

Suggested Websites: http://www.pbs.org http://www.vietnamwar.net/ http://www.aavw.org/special_features/ Literature Connections: Vietnam Comic Books Stanley Karnow: Vietnam. 1983 Philip Caputo: A Rumor of War, 1977 Walter Dean Myers: Fallen Angels Fine Arts Connections: Pulitzer Prize Photos: 1968: “Dream of Better Times”, 1971: “A God-awful Scream”, 1973: “The Day It Rained Fire”, 1974: “Burst of Joy” Photographs of the Vietnam Wall in DC


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Objective 11.05: Examine the impact of technological innovations that have impacted American life. Major Concepts: Technology




The Impact of the Space Race on education

Technological

Changes: • Mass media • Communicatio

n • Military • Science • Medicine • Electronics • Data storage • Transportatio

n • Energy

Adams- 62,71 Americans- 848,855,887,1031

Radio in 1950’s Sputnik NASA National Defense Education Act Space Programs Neil Armstrong John Glenn Computers Calculators Silicon Valley ICBMs Hydrogen bombs Color television Microwave technology Nuclear power Commercial jet travel

11.05a Compare job possibilities for women in the 1950’s and today. Where are the “glass ceilings” now?

11.05b Create multimedia presentations that demonstrate how technology has changed the way U.S. citizens live their everyday lives.

11.05c Design a “Moon” backdrop for the class and reenact the MAN ON THE MOON initiatives. Include all missions tried.

National Defense Education Act John F. Kennedy’s Inaugural Address Audio &Visual Resources: David Halberstam’s, “the 1950’s” video series and book Footage from the moon landing July 1969, The History Channel www.historychannel.com/broadband/ Movie: “October Sky” “The Pill” PBS American Experience series “Apollo 13” MCA Video, excerpts Suggested Websites: http://ishi.lib.berkeley.edu/cshe/ndea/ndea.html http://kids.nsfc.nasa.gov http://www.novia.net/~ereitan/ http://www.nasa.gov/home/index.html http://sputnik.infospace.ru/about_e.htm


102



Objective 11.05: (continued) Examine the impact of technological innovations that have impacted American life. Major Concepts Terms Thinking Skills and



Connection of population shifts to technological changes in society

11.05d Create a collage wall of all the medicines and machines developed in this time period; include polio vaccines, birth control pills, and artificial hearts, etc.

11.05e Create an artwork

that represents the differences in the sunbelt, rustbelt, frostbelt of the U. S.

Literature Connections: Jeffrey Kluger and James Lovell: Lost Moon: The Perilous Voyage of Apollo 13. 1994 Robert Woodward and Carl Bernstein: All the President’s Men, 1974 Fine Arts Connections: NASA Photographs of earth from out of space NASA Photographs of man in space NASA Photographs of moon rock and moon crystals


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Objective 11.06: Identify political events and the actions and reactions of the government official and citizens, and assess the social and political consequences.

Major Concepts: Change

Text/Suppor Material Correlation



Actions and reactions to political platforms: • •New

Frontier • •Great

Society • •Law &Order

Voter Apathy 1968 • Election • Tet Offensive • Robert

Kennedy • Martin Luther

King, Jr.

Adams 61,64-70 Americans- 813,823-827,833-836,874-899,907-929,937-963,1001-1023

HUD Head Start VISTA Medicare Peace Corps National Endowment for the Humanities New York Times v U.S. 1971 United States v Nixon 1974 Sam Ervin/Senate Watergate Committee John Dean Bob Woodward/Carl Bernstein Democratic National Convention 1968 25th Amendment Students for a Democratic Society (SD

11.06a Debate: Resolved: The U.S. government should provide, at no charge, minimum necessities for each of its citizens living below the poverty level.

11.06b Write headline articles about the protests that occurred outside the Democratic National Convention in 1968.

11.06c Compare LBJ’s Latin American policy with that of FDR’s “Good Neighbor” policy.

Transcripts from the Senate Watergate Committee Medicare Act Woodward and Bernstein articles from the Washington Post 25th Amendment Audio &Visual Resources: “All the Presidents Men” video and book “The Democrats in Chicago” August 26-29 PBS NEWSHOUR CONVENTION 96 “Nixon”, movie, excerpts Suggested Websites: http://www.chron.com/content/interactive/special/watergate/chronology.html http://school.discovery.com/lessonplans/programs/watergate http://www.heroism.org/class/1970/wood.html http://www.watergate.com/silentcoup/pictures.htm


104



Objective 11.06: (continued) Identify political events and the actions and reactions of the government official and citizens, and assess the social and political consequences.



Watergate Scandal Changing relationship of

the federal government Urban renewal programs

11.06d Discuss the impact of the assassinations of the period on U.S. citizens.

11.06e Analyze the image of the

United States after the Vietnam years.

Literature Connections: Biographies about Barbara Jordon, Henry Kissinger, John Glenn, Andrew Young, Neil Armstrong Fine Arts Connections: Photographs of Nixon’s final days, AP/Wide World Photos Song: Billy Joel: “We didn’t start the fire” lyrics


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Suggested Pacing 6.5 days Competency Goal 12: The United States since the Vietnam War (1973-present) – The learner will identify and analyze trends in

domestic and foreign affairs of the United States during this time period. Objective 12.01: Summarize significant events in foreign policy since the Vietnam War. Major Concepts: Diplomacy




Problems in the Third World

Modern-day

genocide AIDS and

Pandemics Politics of Oil Rise of Religious

and Political Radicalism

Adams- 72-75 Americans- 1006-1007,1021-1023,1057-1061

Yasser Arafat-Palestine Nationalism (PLO) U.S. invasion of Lebanon Yom Kipper War Camp David Accords Anwar el-Sadat Menachem Begin Shah of Iran Ayatollah Khomeini Iranian Hostage Crisis Jimmy Carter Famine/Somalia and Ethiopia Foreign debt Apartheid Nelson Mandela Helsinki Accords Strategic Defense Initiative (Star Wars)

12.01a Create multimedia presentations on the Cold War after Vietnam, up through the decline of the Soviet Union. Chronicle major foreign policy events in this period.

12.01b Write a position paper

using primary sources, regarding the history of the Middle East peace processes since 1973. Develop and defend arguments regarding the role of the U.S. in these agreements.

Camp David Accords Executive Order 11828 Inaugural addresses of recent presidents Helsinki Accords Sample pieces of the Berlin Wall Audio &Visual Resources: Footage from ABC’s Nightline during the Iran Hostage Crisis “Jimmy Carter” PBS, The American Experience series “The Gulf War” PBS Frontline series. “Colin Powell: A Soldier’s Campaign”, A& E Home Video, 1995. Suggested Websites: http://www.historyguide.org/Euro http://www.questia.com http://www.cnnstudentnews.com http://www.nytimes.com http://www.nara.gov


106

Competency Goal 12: The United States since the Vietnam War (1973-present) – The learner will identify and analyze trends in domestic

and foreign affairs of the United States during this time period. Objective 12.01: (continued) Summarize significant events in foreign policy since the Vietnam War. Major Concepts Terms Thinking Skills and Suggested


Collapse of Communism European Union Changing roles of

International Organizations

Iran-Contra Affair INF Treaty Mikhail Gorbachev Saddam Hussein Persian Gulf Wars Fall of the Berlin Wall Tiananmen Square

12.01c Create a chart comparing and contrasting apartheid in South Africa to what happened in the U.S. during segregation and the civil rights movements.

12.01d. Explain the decline of the

Soviet Union using these terms: glasnost and perestroika.

Literature Connections: Gregory Alan-Williams: “A Gathering of Heroes” Studs Terkel: The Great Divide, 1988 Maya Angelou: “On the Pulse of Morning” Fine Arts Connections: Photographs of U.S. soldiers around the globe. AP. Frank Ramiros: “The Death of Reuben Salazar” 1986, NMAA


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Competency Goal 12: The United States since the Vietnam War (1973-present) – The learner will identify and analyze trends in

domestic and foreign affairs of the United States during this time period. Objective 12.02: Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States’

citizens. Major Concepts: Change




Role of lobbyists and special interest groups

The Supreme

Court: • Minority

rights • Privacy rights • Conservative

judges

Adams- 72-75 Americans- 1001-1007,1019-1032,1037-1048,1070

Sandra Day O’Connor Clarence Thomas Microsoft 27th Amendment Flag burning Americans with Disabilities Act Political Action Committees Geraldine Ferraro Title IX Texas v Johnson Swan v Charlotte Mecklenburg Schools William Rehnquist

12.02a Compare the U.S. government’s case against Microsoft to anti-trust cases in the late nineteenth century.

12.02b Debate whether or not students agree that flag burning or other anti-patriotic acts should be declared unconstitutional by the Supreme Court.

12.02c Chart the names and number of cases that Title IX has brought to the courts.

27th Amendment Americans with Disabilities Act Audio &Visual Resources: “Judge O’Connor Nominated for Supreme Court” ABC Best of Nightline (1981) Suggested Websites: http://www.law-papers.com http://www.washingtonpost.com/wp-sru/national http://www.time.com/magazine/current http://www.usdoj.gov/atr/cases/ms_index http://www.jan.wvu.edu/links/adalinks.htm


108


and foreign affairs of the United States during this time period. Objective 12.02: (continued) Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United

States’ citizens. Major Concepts Terms Thinking Skills and Suggested


12.02d Check to see what businesses or agencies in the community have political action committees. Invite a speaker to explain what they do and why.

Literature Connections: Christopher Buckley: Thank You For Smoking, 1995 John J. Sirica: To Set the Record Straight, 1979 John Heller: Catch 22. Fine Arts Connections: Bob Dylan or Phil Ochs’ songs Andy Warhol: “Lavender Disaster”, 1963 private collection Idelle Weber: “Cooper Union Trash”, 1975. N.Y.


109


domestic and foreign affairs of the United States during this time period. Objective 12.03: Identify and assess the impact of economic, technological, and environmental changes in the United States. Major Concepts: Economic Change




Recession: Economic Boom and Bust

Benefits and

conflicts of continued globalization

Conservation

Measures Impact of

economics on: - Lifestyle - Stock market - Job market

Adams- 73-75 Americans- 1002,1017-1032,1042,1044,1076-1087

WIN (Ford) Stagflation NAFTA Department of Energy Airline deregulation Three Mile Island Energy Crisis National Energy Act Solar Energy Supply-Side economics Computer revolution Internet Bill Gates National debt Food stamps NASDAQ, 1990’s “Trickle-down” theory Challenger disaster

12.03a Research the Three Mile Island incident and analyze data regarding its environmental impact. Form groups and write a piece of legislation addressing concerns about nuclear power.

12.03b Create documentaries on technology and the impact on the society as a whole. Interview members of the community to ask how lives have changed over the past 30 years for the better or worse.

NAFTA Legislation Newspaper accounts of The Three Mile Island accident Copies of the National Energy Act Contract with America document Audio &Visual Resources: “Bill Gates: The Sultan of Software” Biography video “Series Meltdown at Three Mile Island, PBS, The American Experience series Video: “The China Syndrome” Suggested Websites: http://www.futurtech.org http://cnnstudentnews.com http://www.nytimes.com/see http://www.census.gov/mod


110


and foreign affairs of the United States during this time period. Objective 12.03: (continued) Identify and assess the impact of economic, technological, and environmental changes in the United States. Major Concepts Terms Thinking Skills and Suggested


Impact of technology on way of life

Changes from industrial

economy to service economy

12.03c Compare current corporate magnates to the “robber barons” of the late nineteenth century. Discuss their business practices, current anti-trust lawsuits and their philanthropy.

Literature Connections: Bob Woodward: The Agenda, 1994 Hillary Clinton: It Take A Village, 1998 Bill Gates: The Road Ahead 1999 Fine Arts Connections: Political Cartoons of Newt Gingrich, Bill Clinton, Al Gore, etc. Thorton Dial, Sr. “Top of the Line”, 1992, NMAA


111


domestic and foreign affairs of the United States during this time period. Objective 12.04: Identify and assess the impact of social, political, and cultural changes in the United States. Major Concepts: Changing Society




Social Political Cultural Demographic Presidential

Troubles Major Issues Health Care Welfare

reform Medicare AIDS

Adams- 72-75 Americans- 1001-1007,1013,1025-1039,1047-1051,1070,1073,1089-1096

Presidential pardon 1976 election Jimmy Carter Ronald Reagan Amnesty Elections of 1980-2000 New Right Coalition New Federalism Graying of America New Democrat Ross Perot Bill Clinton Al Gore Joe Lieberman John McCain Newt Gingrich Immigration Policy Act Republican Election of 2000

12.04a Write an editorial on the importance of the Bicentennial Celebration to the nation.

12.04b Compare and contrast the funerals for JFK, 1963 and JFK, Jr., 1999. Compare the photos of the son at the funeral of his dad and the nephew’s at the son’s funeral. What words of eulogy did his sister Caroline use at the funeral? Why?

Time Magazine Covers for this period and 1993 issue on New Faces of America. Jimmy Carter’s Speech “ A National Malaise” Barbara Jordon’s convention speeches Audio &Visual Resources: “The Presidents: Nixon, Carter, Reagan, Bush, and Clinton. PBS Video Series: The American Experience Suggested Websites: http://www.etown.edu/ul/global.html http://www.time.com/time/ http://www.efootage.com/view_clip.php?clip_id=573 http://www.sptimes.com/jfkjr/condolences.shtml


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and foreign affairs of the United States during this time period. Objective 12.04: (continued) Identify and assess the impact of social, political, and cultural changes in the United States. Major Concepts Terms Thinking Skills and Suggested


12.04c Using a pictorial Venn diagram, use the heads of Carter and Ford. Compare and contrast the two on economic policy, foreign policy, energy policy, and domestic policy to include civil rights and education.

12.04d Gray Rights: What concerns

do the senior citizens have about Medicare, health care, and welfare? Find examples.

Literature Connections: Selections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge’ Piercy, Sandra Cisneros Amy Tan: Joy Luck Club. Fine Arts Connections: Therman Statom: “Arabian Seasons, 1994, mixed media, NMAA Mary Adams: “Wedding Cake Basket”, 1986, NMAA Michael James: “Quilt #150”, 1993, NMAA


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and foreign affairs of the United States during this time period. Objective 12.04: (continued) Identify and assess the impact of social, political, and cultural changes in the United States. Major Concepts Terms Thinking Skills and Suggested


12.04e Read the Keynote address by Barbara Jordon at the Democratic Conventions in 1976 and 1992. What did she say that inspired so many citizens? Why did she leave Congress?

12.04f Create line drawings of

the presidential campaigns of Ford, Carter, Reagan, Bush, Clinton, and Bush. Are there any similarities? Discuss the designs.


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and foreign affairs of the United States during this time period. Objective 12.05: Assess the impact of growing racial and ethnic diversity in American society. Major Concepts: Diversity




Growing Cultural Diversity in the United States

Questions

of Race Population

Changes and new demographics

Adams- 72,75 Americans-1003,1015,1039,1050,1051,1096

Regents of UC v Bakke 1978 Reverse discrimination Affirmative action Minorities in politics Multiculturalism Green Card Nativist Bilingual education ESEA-No Child Left Behind

12.05a Examine the Census Report of 2000 (web site). Print out the map of the United States and have teams analyze the changes that are shown reflecting U. S. demographics.

12.05b Define “racism”.

Discuss, in seminar style, concerns and difficulties with the definitions.

Copies of expectations of NCLB Audio &Visual Resources: “The New Americans” PBS Miniseries Excerpts from movie: “Forrest Gump” Suggested Websites: http://www.census.gov http://www.census.gov/main/www/popclock.html http://www.usimmigrationagency.org http://www.landmarkcases.org/bakke/courtsystem.html http://www.pbs.org/kcts/preciouschildren/diversity/read_linguistic.html http://www.nea.org/esea/


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domestic and foreign affairs of the United States during this time period. Objective 12.05: (continued) Assess the impact of growing racial and ethnic diversity in American society. Major Concepts Terms Thinking Skills and Suggested


12.05c Conduct a series of “Conversations About Diversity,” using key pieces of literature and poetry, or create a multimedia presentation.

Literature Connections: Selections from Giovanni, Morrison, Oliver, Anne Tyler, Alice Walker, Marge Piercy, Sandra Cisneros: Four Skinny Trees Colin Powell: An American Dream. 1995 Fine Arts Connections: Pictures of Sesame Street Characters Sargent Johnson: “Mask” NMAA Robert McNeill: “New Car”, NMAA


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domestic and foreign affairs of the United States during this time period. Objective 12.06: Assess the impact of twenty-first century terrorist activity on American society. Major Concepts: Ind Power




Restrictions on Civil Liberties

The challenge t o

the American Spirit

The U. S.

government’s policy toward terrorism

Impact of

terrorist threats on U. S. foreign policy

Adams- 75 Americans-1068-1069

Patriot Act Embassy bombings September 11, 2001 Al-Quaeda Colin Powell Osama bin Laden Taliban Regime Terrorist network George W. Bush World Trade Center War on Iraq Afghanistan Department of

Homeland Security Nuclear proliferation Airport security Pre-emptive strikes “Axis of Evil”

12.06a Compare the Patriot Act to other limits on civil liberties during times of national crisis.

12.06b Map out the

locations of terrorist activity at the beginning of the 21st century. Discuss how the United States is perceived by other nationalities.

Copies of the Patriot Act and copies of the U.S. Constitution Bush’s address to Congress following September 11, 2001 Colin Powell’s address to the UN Security Council about weapons of mass destruction. Up to date current world map http://www.nationalgeographic.com/xpeditions/atlas/ Audio & Visual Resources: “9/11” video (documentary filmmakers in NYC) CNN footage of the invasion of Baghdad Suggested Websites: http://www.nytimes.com http://www.washingtonpost.com http://www.cnn.com http://msnbc.com http://www.mapquest.com/atlas/


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domestic and foreign affairs of the United States during this time period. Objective 12.06: (continued) Assess the impact of twenty-first century terrorist activity on American society. Major Concepts Terms Thinking Skills and Suggested


12.06c Put together an oral history project by interviewing members of the community about their thoughts and feelings in the wake of September 11.

Literature Connections: Roger Daniels: Coming to America, 1990 Georgie Anne Geyer: Americans No More, The Death of Citizenship, 1996, excerpts Sanford Ungar: Fresh Blood: The New American Immigrants, 1995, excerpts Amy Wilentz: Martyr’s Crossing, 2003 Fine Arts Connections: Wayne Thiebaud: “Neapolitan Meringue”, NMAA Photographs of American heroes


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Additional Resources: Bruner, David et al. First Hand America. Part I and II. Brandywine Press: 1991. Cushman, Stephen. Nation of Letters, Vol. I and II. University of Virginia. 1996. Finch, Christopher, introd. 102 Favorite Paintings of Norman Rockwell. Crown Publishers. 1978. Grob, Gerald N. and George Athan Billias. Interpretations of American History. Vol. I and II. Free Press. 1982 Garraty, John A. Historical Viewpoints. Vol. I and II. Harper Collins. 1991. Hiller, Bevis. The Style of the Century: 1900-1980. Herbert Press: London. 1983. Kerrod, Robin. The Illustrated History of Man in Space. Mallard Press. 1989. Lanker, Brian. I Dream A World: Portraits of B lack Women Who Changed America. Stewart, Tabori & Chang. 1989. Lillibridge, G. D. Images of American Society. Vol I and II. Houghton Mifflin. 1976. Leekley, Sheryle and John. Moments in Pulitzer Prize Photographs. Crown Publishers. 1978. Mather, Christine. True West: Arts, Traditions, and Celebrations. Clarkson Potter Publishers. 1992. Marcus, Robert D. American Voices Vol. I and II. SUNY at Brockport.1996 Morton, Marian J and Russell Duncan. First Person Past, Vol. 1 and II, John Carroll University. 1996. Murray, Stuart and James McCabe. Norman Rockwell’s Four Freedoms. Berkshire House. 1993. National Geographic Society. We Americans. National Geographic. 1975. Taylor, Joshua. America As Art. Harper and Row. 1986. Time-Life Books. The Old West Series. Life, Inc. 1974, Time-Life Books. The Life Millennium. Life, Inc. 1999.


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General Web Sites

Web sites for Literature Connections: http://school.discovery.com/lessonplans http://[email protected] http://artzia.com Web sites for Fine Arts Connections: http://www.pbs.org/wgbh http://www.americasstory.com http://www.historyhappens.com http://www.ushistory.com http://fortunecity.com/tinpan- copies of lyrics http://www.contempltor.com/america/tunebook - play songs http://www.nmaa.org http://www.npg.si.edu -national portrait gallery Web sites for Lesson Plans http://www.school.discovery.com/lessonplans http://www.pbs.org/lessonplans http://www.teacher.net

http://www.smithsonianeducation.org

Web sites for Speeches: http://www.smithsonianeducation.org http://www.hpol.org - text and recording Smithsonian New Web Site for Educators: http://www.smithsonianeducation.org http://www.npg.si.edu http://mnh.si.edu - natural history http://www.smithsonian.org/websites_a_z/u.ht


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Core Documents for Teaching U.S. History in the State of North Carolina A. Basic Documents Also Taught in Civics and Economics to which references should be made: Mayflower Compact Articles of Confederation Declaration of Independence U.S. Constitution

Bill of Rights The Federalist Papers 10, 22, 85, 45, 17 Anti-Federalist Papers

B. U.S. History Documents Pledge of Allegiance Star Spangled Banner Washington’s Farewell Address Alien and Sedition Acts Virginia and Kentucky Resolves Monroe Doctrine Missouri Compromise Kansas Nebraska Act Compromise of 1850 Emancipation Proclamation Gettysburg Address Cross of Gold Speech Pendleton Civil Service Act Sherman Anti-Trust Act Sherman Silver Purchase Act Seneca Falls Constitution- Declaration of Sentiments Teller Resolution and Platt Amendment Roosevelt Corollary Wilson’s War Message Zimmerman Note Treaty of Versailles Article 231 Fourteen Points (1-5 and 14)

FDR’s War Message Munich Pact Kellogg-Briand Pact Atlantic Charter Sussex Pledge Geneva Accords Marshall Plan Truman Doctrine Potsdam Agreement X Document Taft Hartley Act Wagner Act The Niagara Movement Eisenhower’s Farewell Address Miranda Rule Civil Rights Act of 1957, 1964 Tonkin Gulf Resolution War Powers Act Letter from Birmingham Jail The Feminine Mystique excerpts Warren Commission Report Statistical Abstract of the United States Census Reports


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C. Supreme Court Cases for U.S. History (16) and Civics and Economics (20)

Brown v. Board of Education of Topeka,1954 (both) Dartmouth College v. Woodward, 1819 (C&E) Dred Scott v. Sandford, 1857 (both) Engel v.Vitale, 1962 (C&E) Escobedo v. Illinois, 1964 (C&E) Gibbons v. Ogden, 1824 (both) Gideon v. Wainwright, 1963 (C&E) Hazelwood School District v. Kuhlmeier, 1988 (C&E) In re Gault, 1966 (C&E) Korematsu v. United States, 1944 (both) Mapp v. Ohio, 1961 (C&E) Marbury v. Madison, 1803 (both) McCulloch v. Maryland, 1819 (both) Miranda v. Arizona, 1966 (C&E) Munn v. Illinois 189? (US) Wabash v. Illinois (US) U.S. v.E.C. Knight (US) Plessy v. Ferguson, 1896 (both) Regents of California v. Bakke, 1978 (both) Roe v. Wade, 1973 (both) Schenck v. United States, 1919 (US) Swann v. Charlotte Mecklenburg, 1969 (US) Tinker v. Des Moines School District, 1969 (C&E) Texas v. Johnson 1991 (C&E) United States v. Nixon (both) Worcester v. Georgia (US)


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D. Ships at Sea (not to be included but used as example) E. Things in the Sky Mayflower Chesapeake-Leopard Trent USS Constitution Clermont Monitor and Merrimack The Maine Great White Fleet Titantic Lusitania Sussex USS Arizona Panay USS Missouri Mayaguez USS Kearsarge Valdez USS Coral Sea USS Cole USS North Carolina U-Boats “Tall Ships” PT-109

Apollo 13 Columbia Eagle Enola Gay Gemini Hindenberg Mir Spirit of St. Louis Sputnik U-2 Challenger Wright flyer