10-15 Higher Altitudes in SAMPLE United States History

Transcription

1

2 Higher Altitudes in United States History

3 A Publication of Complete Curriculum Gibraltar, I 2015 Complete Curriculum All rights reserved; No part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Publisher or Authorized Agent. Published in electronic format in the U.S.A. T

4 Acknowledgments Complete Curriculum s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors. In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program.

5 Table of Contents Lesson One Living Our Creed Be able to identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals: Declaration of Independence; the U.S. Constitution (including the Preamble); Bill of Rights; the Gettysburg Address; 13th, 14th, and 15th Amendments Lesson Two The Grand xperiment Be able to use the American Revolution, the creation and adoption of the Constitution and the Civil War as touchstones to develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting / supporting the change by discussing: birth of republican government, including the rule of law, inalienable rights, equality and limited government; the development of governmental roles in American life and competing views of the responsibilities of governments (federal, state, and local); changes in suffrage qualification; the development of political parties: and America s political and economic role in the world Lesson Three Winning Wars, Gaining Respect Be able to describe American life prior to 1877 including changing political boundaries of the United States and major changes in Foreign Affairs marked by such events as the War of 1812, the exican - American War, and foreign relations during the Civil War Lesson Four Vocabulary Terms & ain Ideas Review I Be able to identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals: Declaration of Independence; the U.S. Constitution (including the Preamble); Bill of Rights; the Gettysburg Address; 13th, 14th, and 15th Amendments Be able to use the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones to develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing: the birth of republican government, including the rule of law, inalienable rights, equality, and limited government; the development of governmental roles in American life and competing views of the responsibilities of governments (federal, state, and local); changes in suffrage qualification; the development of political parties: and America s political and economic role in the world

6 Be able to describe American life prior to 1877 including changing political boundaries of the United States and major changes in Foreign Affairs marked by such events as the War of 1812, the exican- American War, and foreign relations during the Civil War Lesson Five Vocabulary Terms & ain Ideas Quiz I Be able to identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals: Declaration of Independence; the U.S. Constitution (including the Preamble); Bill of Rights; the Gettysburg Address; 13th, 14th, and 15th Amendments Be able to use the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones to develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing: the birth of republican government, including the rule of law, inalienable rights, equality, and limited government; the development of governmental roles in American life and competing views of the responsibilities of governments (federal, state, and local); changes in suffrage qualification; the development of political parties: and America s political and economic role in the world Be able to describe American life prior to 1877 including changing political boundaries of the United States and major changes in Foreign Affairs marked by such events as the War of 1812, the exican- American War, and foreign relations during the Civil War Lesson Six Concept Check: Lessons 1-3 Objectives: Be able to identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals: Declaration of Independence; the U.S. Constitution (including the Preamble); Bill of Rights; the Gettysburg Address; 13th, 14th, and 15th Amendments Be able to use the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones to develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing: the birth of republican government, including the rule of law, inalienable rights, equality, and limited government; the development of governmental roles in American life and competing views of the responsibilities of governments (federal, state, and local); changes in suffrage qualification; the development of political parties: and America s political and economic role in the world Be able to describe American life prior to 1877 including changing political boundaries of the United States and major changes in Foreign Affairs marked by such events as the War of 1812, the exican- American War, and foreign relations during the Civil War

7 Lesson Seven Industry Reemerges Be able to evaluate how the Second Industrial Revolution was supported by several factors, including: technological advances, the geography of the United States, and the increase of immigrants and migration: and to analyze new improved transportation methods to the rail system and steamboat, and how these were modified for use in shipping and transportation as well as the new routes traveled Lesson ight United We Stand Be able to evaluate the different responses of labor to industrial change including development of organized labor, including the Knights of Labor, American Federation of Labor, and the United ine Workers Lesson Nine Captains or Robbers? Be able to analyze factors that enabled the United States to become a major industrial power, including gains from trade, organizational revolution, advantages of physical geography, increase in labor through immigration and migration, economic policies of government and industrial leaders (including Andrew Carnegie and John D. Rockefeller), and technological advances Lesson Ten Vocabulary Terms & ain Ideas Review II Be able to evaluate how the Second Industrial Revolution was supported by several factors, including technological advances, the geography of the United States, and increase of immigrants and migration: and to analyze new transportation methods, such as improvements to the rail system and steamboat, and how these were modified and improved for use in shipping and transportation as well as the new routes traveled Be able to evaluate the different responses of labor to industrial change including development of organized labor, including the Knights of Labor, American Federation of Labor, and the United ine Workers Be able to analyze factors that enabled the United States to become a major industrial power, including gains from trade, organizational revolution, advantages of physical geography, increase in labor through immigration and migration, economic policies of government and industrial leaders (including Andrew Carnegie and John D. Rockefeller), and technological advances

8 Lesson leven Vocabulary Terms & ain Ideas Quiz II Be able to evaluate how the Second Industrial Revolution was supported by several factors, including technological advances, the geography of the United States, and increase of immigrants and migration: and to analyze new transportation methods, such as improvements to the rail system and steamboat, and how these were modified and improved for use in shipping and transportation as well as the new routes traveled Be able to evaluate the different responses of labor to industrial change including development of organized labor, including the Knights of Labor, American Federation of Labor, and the United ine Workers Be able to analyze factors that enabled the United States to become a major industrial power, including gains from trade,organizational revolution, advantages of physical geography, increase in labor through immigration and migration, economic policies of government and industrial leaders (including Andrew Carnegie and John D. Rockefeller), and technological advances Lesson Twelve Concept Check: Lessons 7-9 Be able to evaluate how the Second Industrial Revolution was supported by several factors, including technological advances, the geography of the United States, and increase of immigrants and migration: and to analyze new transportation methods, such as improvements to the rail system and steamboat, and how these were modified and improved for use in shipping and transportation as well as the new routes traveled Be able to evaluate the different responses of labor to industrial change including development of organized labor, including the Knights of Labor, American Federation of Labor, and the United ine Workers Be able to analyze factors that enabled the United States to become a major industrial power, including gains from trade, organizational revolution, advantages of physical geography, increase in labor through immigration and migration, economic policies of government and industrial leaders (including Andrew Carnegie and John D. Rockefeller), and technological advances Lesson Thirteen United We Stand Be able to evaluate the different responses of labor to industrial change including (These were outlined in previous Lessons.) southern and western farmers reactions, including the growth of populism and the populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan s Cross of Gold speech)

9 Lesson Fourteen Glitz and Glamour Be able to analyze the changing urban and rural landscape by examining the location and expansion of major urban centers, the growth of cities linked by industry and trade, the development of cities divided by race, ethnicity, and class, resulting tensions among and within groups, and different perspectives about immigrant experiences in the urban setting Lesson Fifteen The Urban Underbelly Be able to analyze the changing urban and rural landscape by examining the location and expansion of major urban centers, the growth of cities linked by industry and trade, the development of cities divided by race, ethnicity, and class, resulting tensions among and within groups, and different perspectives about immigrant experiences in the urban setting Lesson Sixteen Vocabulary Terms & ain Ideas Review III Be able to evaluate the different responses of labor to industrial change including (These were outlined in previous Lessons.) southern and western farmers reactions, including the growth of populism and the populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan s Cross of Gold speech) Be able to analyze the changing urban and rural landscape by examining the location and expansion of major urban centers, the growth of cities linked by industry and trade, the development of cities divided by race, ethnicity, and class, resulting tensions among and within groups, and different perspectives about immigrant experiences in the urban setting Lesson Seventeen Vocabulary Terms & ain Ideas Quiz II Be able to evaluate the different responses of labor to industrial change including (These were outlined in previous Lessons.) southern and western farmers reactions, including the growth of populism and the populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan s Cross of Gold speech) Be able to analyze the changing urban and rural landscape by examining the location and expansion of major urban centers, the growth of cities linked by industry and trade, the development of cities divided by race, ethnicity, and class, resulting tensions among and within groups, and different perspectives about immigrant experiences in the urban setting

10 Lesson ighteen Concept Check: Lessons Be able to evaluate the different responses of labor to industrial change including (These were outlined in previous Lessons.) southern and western farmers reactions, including the growth of populism and the populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan s Cross of Gold speech) Be able to analyze the changing urban and rural landscape by examining the location and expansion of major urban centers, the growth of cities linked by industry and trade, the development of cities divided by race, ethnicity, and class, resulting tensions among and within groups, and different perspectives about immigrant experiences in the urban setting groups, and different perspectives about immigrant experiences in the urban setting Lesson Nineteen America Grows Up - And Out Be able to use census data from to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great igration, and urbanization Lesson Twenty District - Urban Issues Be able to describe at least three significant problems or issues created by America s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies) Lesson Twenty One All en and Women are Created qual Objectives: The student will: Be able to analyze the successes and failures of efforts to expand women s rights, including the work of important leaders (e.g., Susan B. Anthony, lizabeth Cady Stanton) and the eventual ratification of the 19th Amendment Lesson Twenty Two Vocabulary Terms & ain Ideas Review IV Be able to use census data from to describe changes in the composition, distribution, and density of the American population, and analyze their causes, including immigration, the Great igration, and urbanization Be able to describe at least three significant problems or issues created by America s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public

11 health, poor working conditions, and monopolies). Be able to analyze the successes and failures of efforts to expand women s rights, Including the work of important leaders (e.g., Susan B. Anthony, lizabeth Cady Stanton) and the eventual ratification of the 19th Amendment Lesson Twenty Three Vocabulary Terms & ain Ideas Quiz IV Objectives: The student will: Be able to use census data from to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great igration, and urbanization Be able to describe at least three significant problems or issues created by America s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies) Be able to analyze the successes and failures of efforts to expand women s rights, including the work of important leaders (e.g., Susan B. Anthony, lizabeth Cady Stanton) and the eventual ratification of the 19th Amendment Lesson Twenty Four Concept Check: Lessons Objectives: The student will: Be able to use census data from to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great igration, and urbanization Be able to describe at least three significant problems or issues created by America s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies) Be able to analyze the successes and failures of efforts to expand women s rights, including the work of important leaders (e.g., Susan B. Anthony, lizabeth Cady Stanton) and the eventual ratification of the 19th Amendment Lesson Twenty Five Open Doors, Open Oceans Be able to locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America s global influence and redefining its foreign policy

12 Lesson Twenty Six Rough Riders Be able to locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the role the SpanishAmerican War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America s global influence and redefining its foreign policy. Lesson Twenty Seven Alaska, Hawaii and aine Be able to locate on a map the territories (Alaska, Hawaii, Philippines) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the roles that the Spanish-American War, the sugar planters uprising in Hawaii and the sinking of the American Battleship, the aine played in expanding America s global influence and redefining its foreign policy. Lesson Twenty ight Vocabulary Terms & ain Ideas Review V Be able to locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America s global influence and redefining its foreign policy Be able to locate on a map the territories (Alaska, Hawaii, Philippines) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the roles that the Spanish-American War, the sugar planters uprising in Hawaii and the sinking of the American Battleship, the aine played in expanding America s global influence and redefining its foreign policy. Lesson Twenty Nine Vocabulary Terms & ain Ideas Quiz V Be able to locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America s global influence and redefining its foreign policy

13 Be able to locate on a map the territories (Alaska, Hawaii, Philippines) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the roles that the Spanish-American War, the sugar planters uprising in Hawaii and the sinking of the American Battleship, the aine played in expanding America s global influence and redefining its foreign policy. Lesson Thirty Concept Check: Lessons Be able to locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America s global influence and redefining its foreign policy Be able to locate on a map the territories (Alaska, Hawaii, Philippines) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the roles that the Spanish-American War, the sugar planters uprising in Hawaii and the sinking of the American Battleship, the aine played in expanding America s global influence and redefining its foreign policy. Lesson Thirty One Isolationism nds Be able to explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America s role in shaping the course of the war Lesson Thirty Two The War at Home Be able to analyze the domestic impact of WWI on the growth of the government (e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer Raids), and the expansion of women s suffrage Lesson Thirty Three The Cost of War Be able to explain how Wilson s Fourteen Points differed from proposals by others, including French and British leaders and domestic opponents, in the debate over the Versailles Treaty, United States participation in the League of Nations, the redrawing of uropean political boundaries, and the resulting geopolitical tensions that continued to affect urope

14 Lesson Thirty Four Vocabulary Terms & ain Ideas Review VI Be able to explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America s role in shaping the course of the war Be able to analyze the domestic impact of WWI on the growth of the government (e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer Raids), and the expansion of women s suffrage Be able to explain how Wilson s Fourteen Points differed from proposals by others, including French and British leaders and domestic opponents, in the debate over the Versailles Treaty, United States participation in the League of Nations, the redrawing of uropean political boundaries, and the resulting geopolitical tensions that continued to affect urope Lesson Thirty Five Vocabulary Terms & ain Ideas Test VI Be able to explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America s role in shaping the course of the war Be able to analyze the domestic impact of WWI on the growth of the government (e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer Raids), and the expansion of women s suffrage Be able to explain how Wilson s Fourteen Points differed from proposals by others, including French and British leaders and domestic opponents, in the debate over the Versailles Treaty, United States participation in the League of Nations, the redrawing of uropean political boundaries, and the resulting geopolitical tensions that continued to affect urope Lesson Thirty Six Concept Check: Lessons Be able to explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America s role in shaping the course of the war Be able to analyze the domestic impact of WWI on the growth of the government (e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer Raids), and the expansion of women s suffrage Be able to explain how Wilson s Fourteen Points differed from proposals by others, including French and British leaders and domestic opponents, in the debate over the Versailles Treaty, United States participation in the League of Nations, the redrawing of uropean political boundaries, and the resulting geopolitical tensions that continued to affect urope

15 Lesson Thirty Seven oving Up From Slavery Be able to analyze the causes, consequences and limitations of Progressive reform in the following areas: major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments; new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts); the Supreme Court s role in supporting or slowing reform; role of reform organizations, movements and individuals in promoting change (e.g., Women s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, ugene Debs, W..B. Du Bois, Upton Sinclair, Ida Tarbell); efforts to expand and restrict the practices of democracy as reflected in postcivil War struggles of African Americans and immigrants Lesson Thirty ight It s the Women s Turn Be able to analyze the causes, consequences and limitations of Progressive reform in the following areas: major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments; new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts); the Supreme Court s role in supporting or slowing reform; role of reform organizations, movements and individuals in promoting change (e.g., Women s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, ugene Debs, W..B. Du Bois, Upton Sinclair, Ida Tarbell); efforts to expand and restrict the practices of democracy as reflected in postcivil War struggles of African Americans and immigrants Lesson Thirty Nine A Rough Rider in the White House Be able to analyze the causes, consequences and limitations of Progressive reform in the following areas: major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments; new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts); the Supreme Court s role in supporting or slowing reform; role of reform organizations, movements and individuals in promoting change (e.g., Women s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, ugene Debs, W..B. Du Bois, Upton Sinclair, Ida Tarbell); efforts to expand and restrict the practices of democracy as reflected in postcivil War struggles of African Americans and immigrants

16 Lesson Forty Vocabulary Terms & ain Ideas Review VII Be able to analyze the causes, consequences and limitations of Progressive reform in the following areas: major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments; new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts); the Supreme Court s role in supporting or slowing reform; role of reform organizations, movements and individuals in promoting change (e.g., Women s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, ugene Debs, W..B. Du Bois, Upton Sinclair, Ida Tarbell); efforts to expand and restrict the practices of democracy as reflected in postcivil War struggles of African Americans and immigrants Lesson Forty One Vocabulary Terms & ain Ideas Test VII Be able to analyze the causes, consequences and limitations of Progressive reform in the following areas: major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments; new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts); the Supreme Court s role in supporting or slowing reform; role of reform organizations, movements and individuals in promoting change (e.g., Women s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, ugene Debs, W..B. Du Bois, Upton Sinclair, Ida Tarbell); efforts to expand and restrict the practices of democracy as reflected in postcivil War struggles of African Americans and immigrants Lesson Forty Two Concept Check: Lessons Be able to analyze the causes, consequences and limitations of Progressive reform in the following areas: major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments; new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts); the Supreme Court s role in supporting or slowing reform; role of reform organizations, movements and individuals in promoting change (e.g., Women s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, ugene Debs, W..B. Du Bois, Upton Sinclair, Ida Tarbell); efforts to expand and restrict the practices of democracy as reflected in postcivil War struggles of African Americans and immigrants

17 Lesson Forty Three The Decade that Roared Be able to identify and explain the significance of the cultural changes and tensions in the Roaring Twenties including cultural movements, such as the Harlem Renaissance and the Lost Generation, and the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption) Lesson Forty Four Trials and Tribulations Be able to identify and explain the significance of the cultural changes and tensions in the Roaring Twenties including cultural movements, such as the Harlem Renaissance and the Lost Generation, and the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption) Lesson Forty Five A Generation Lost, a Renaissance Gained Be able to identify and explain the significance of the cultural changes and tensions in the Roaring Twenties including cultural movements, such as the Harlem Renaissance and the Lost Generation, and the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption) Lesson Forty Six Vocabulary Terms & ain Ideas Review VIII Be able to identify and explain the significance of the cultural changes and tensions in the Roaring Twenties including cultural movements, such as the Harlem Renaissance and the Lost Generation, and the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption) Lesson Forty Seven Vocabulary Terms & ain Ideas Quiz VIII Be able to identify and explain the significance of the cultural changes and tensions in the Roaring Twenties including cultural movements, such as the Harlem Renaissance and the Lost Generation, and the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption)

18 Lesson Forty ight Concept Check: Lessons Be able to identify and explain the significance of the cultural changes and tensions in the Roaring Twenties including cultural movements, such as the Harlem Renaissance and the Lost Generation, and the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption) Lesson Forty Nine A Roaring Crash Be able to explain and evaluate the multiple causes and consequences of the Great Depression by analyzing the political, economic, environmental, and social causes of the Great Depression including, fiscal policy, overproduction, under consumption, speculation, the 1929 crash, and the Dust Bowl; the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families; and Hoover s policies and their impact (e.g., Reconstruction Finance Corporation) Lesson Fifty A Sinking Feeling Be able to explain and evaluate the multiple causes and consequences of the Great Depression by analyzing the political, economic, environmental, and social causes of the Great Depression including, fiscal policy, overproduction, under consumption, speculation, the 1929 crash, and the Dust Bowl; the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families; and Hoover s policies and their impact (e.g., Reconstruction Finance Corporation) Lesson Fifty One Hard-Hit Hoover Be able to explain and evaluate the multiple causes and consequences of the Great Depression by analyzing the political, economic, environmental, and social causes of the Great Depression including, fiscal policy, overproduction, under consumption, speculation, the 1929 crash, and the Dust Bowl; the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families; and Hoover s policies and their impact (e.g., Reconstruction Finance Corporation)

19 Lesson Fifty Two Vocabulary Terms & ain Ideas Review IX Be able to explain and evaluate the multiple causes and consequences of the Great Depression by analyzing the political, economic, environmental, and social causes of the Great Depression including, fiscal policy, overproduction, under consumption, speculation, the 1929 crash, and the Dust Bowl; the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families; and Hoover s policies and their impact (e.g., Reconstruction Finance Corporation) Lesson Fifty Three Vocabulary Terms & ain Ideas Quiz IX Be able to explain and evaluate the multiple causes and consequences of the Great Depression by analyzing the political, economic, environmental, and social causes of the Great Depression including, fiscal policy, overproduction, under consumption, speculation, the 1929 crash, and the Dust Bowl; the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families; and Hoover s policies and their impact (e.g., Reconstruction Finance Corporation) Lesson Fifty Four Concept Check: Lessons Be able to explain and evaluate the multiple causes and consequences of the Great Depression by analyzing the political, economic, environmental, and social causes of the Great Depression including, fiscal policy, overproduction, under consumption, speculation, the 1929 crash, and the Dust Bowl; the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families; and Hoover s policies and their impact (e.g., Reconstruction Finance Corporation) Lesson Fifty Five New President, New Deal Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies)

20 Lesson Fifty Six Fixing Farms Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment and address the needs of workers, farmers, poor and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) Lesson Fifty Seven Driving America Be able to begin using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining the impact of resource availability, entrepreneurial decision making by Henry Ford and others, domestic and international migrations, the development of an industrial work force, the impact on ichigan, and the impact on American society Lesson Fifty ight Vocabulary Terms & ain Ideas Review X Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) Be able to begin using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining the impact of resource availability, entrepreneurial decision making by Henry Ford and others, domestic and international migrations, the development of an industrial work force, the impact on ichigan, and the impact on American society Lesson Fifty Nine Vocabulary Terms & ain Ideas Quiz X Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies)

21 Be able to begin using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining the impact of resource availability, entrepreneurial decision making by Henry Ford and others, domestic and international migrations, the development of an industrial work force, the impact on ichigan, and the impact on American society Lesson Sixty Concept Check: Lessons Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) Be able to begin using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining the impact of resource availability, entrepreneurial decision making by Henry Ford and others, domestic and international migrations, the development of an industrial work force, the impact on ichigan, and the impact on American society Lesson Sixty One Alphabet Soup Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) Lesson Sixty Two The War Path Be able to analyze the factors contributing to World War II in urope and in the Pacific region, and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor

22 Lesson Sixty Three Appeasement and War Be able to analyze the factors contributing to World War II in urope and in the Pacific region, and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor Lesson Sixty Four Vocabulary Terms & ain Ideas Review XI Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) Be able to analyze the factors contributing to World War II in urope and in the Pacific region, and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor Lesson Sixty Five Vocabulary Terms & ain Ideas Quiz XI Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) Be able to analyze the factors contributing to World War II in urope and in the Pacific region, and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor

23 Lesson Sixty Six Concept Check: Lessons Be able to explain and evaluate Roosevelt s New Deal Policies including expanding the federal government s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley); meet challenges of unemployment, and address the needs of workers, farmers, poor, and elderly; opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws; consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) Be able to analyze the factors contributing to World War II in urope and in the Pacific region, and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor Lesson Sixty Seven A Day That Will Live in Infamy Be able to analyze the factors contributing to World War II in urope and in the Pacific region and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor Lesson Sixty ight Victory in urope Be able to evaluate the role of the U.S. as it fought the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons) Lesson Sixty Nine The Holocaust Be able to investigate development and enactment of Hitler s final solution policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel)

24 Lesson Seventy Vocabulary Terms & ain Ideas Review XII Be able to analyze the factors contributing to World War II in urope and in the Pacific region and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor Be able to evaluate the role of the U.S. as it fought the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons) Be able to investigate development and enactment of Hitler s final solution policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel) Lesson Seventy One Vocabulary Terms & ain Ideas Quiz XII Be able to analyze the factors contributing to World War II in urope and in the Pacific region and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor Be able to evaluate the role of the U.S. as it fought the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons) Be able to investigate development and enactment of Hitler s final solution policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel) Lesson Seventy Two Concept Check: Lessons Be able to analyze the factors contributing to World War II in urope and in the Pacific region and America s entry into war, including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, unich Agreement), the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan, United States neutrality, and the bombing of Pearl Harbor Be able to evaluate the role of the U.S. as it fought the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons)

25 Be able to investigate development and enactment of Hitler s final solution policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel) Lesson Seventy Three We Can Do It! Be able to analyze the changes in American life brought about by U.S. participation in World War II including mobilization of economic, military, and social resources, role of women and minorities in the war effort, role of the home front in supporting the war effort (e.g., rationing, work hours, taxes), and internment of Japanese-Americans Lesson Seventy Four Unavoidable Crime Be able to analyze the changes in American life brought about by U.S. participation in World War II including mobilization of economic, military, and social resources, role of women and minorities in the war effort, role of the home front in supporting the war effort (e.g., rationing, work hours, taxes), and internment of Japanese-Americans Lesson Seventy Five One Front Down, One to Go Be able to evaluate the role of the U.S. as it fought the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons) Lesson Seventy Six Vocabulary Terms & ain Ideas Review XIII Be able to analyze the changes in American life brought about by U.S. participation in World War II including mobilization of economic, military, and social resources, role of women and minorities in the war effort, role of the home front in supporting the war effort (e.g., rationing, work hours, taxes), and internment of Japanese-Americans Be able to evaluate the role of the U.S. as it fought the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons) Lesson Seventy Seven Vocabulary Terms & ain Ideas Quiz XIII Be able to analyze the changes in American life brought about by U.S. participation in World War II including mobilization of economic, military, and social resources, role of women and minorities in the war effort, role of the home front in supporting the war effort (e.g., rationing, work hours, taxes), and internment of Japanese-Americans