Zanesville City Schools Social Studies Focus of Work

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1 Course Title: American/U.S. History Grade Level: 10 th Grade Level Instructor: Ms. Buchanan and Mr. Miller Quarter 1 Unit Title Unit Description Unit Duration This unit will show how industrialization, immigration, and progressivism are 4.5 weeks connected to each other. Industry requires workers who were provided by immigration. The abuse of industrial workers (many of whom were immigrants) led to the development of the progressive movement which endeavored to protect said workers. 1. Industrialization & Progressivism Ohio Content Standards: 10. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. 11. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor. 12. Immigration, internal migration and urbanization transformed American life. 13. Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized. 14. The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption. Common CORE SS ELA Writing Standards Text Types and Purposes Argumentative Writing and Range of Writing: CCSS.ELA Literacy.W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1. CCSS.ELA Literacy.W a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that

2 2. Imperialism and WWI establishes clear relationships among claim(s), counterclaims, reasons, and evidence. 2. CCSS.ELA Literacy.W b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. 3. CCSS.ELA Literacy.W c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 4. CCSS.ELA Literacy.W d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 5. CCSS.ELA Literacy.W e Provide a concluding statement or section that follows from and supports the argument presented. This unit focuses on the reasons that imperial countries colonized and the effects upon imperialized nations. The impetus will be on the development of the United States as a world power and as an imperialist nation, with special attention to the Spanish American war, World War I, and the four areas of American imperialism. Ohio Content Standards: 15. As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power. 16. After WWI, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs. Common CORE SS ELA Literacy Standards Range of Reading and Level of Text Complexity: CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently 4.5 weeks

3 and proficiently. Quarter 2 Unit Title Unit Description Unit Duration This unit will focus on the major social and economic developments of the 1920s. 4.5 weeks Special attention will be paid to women s suffrage, immigration restrictions, the Harlem Renaissance, and prohibition. It will focus on the causes of the Great Depression, based on social, political, economic issues of the 1930s. This unit will also look at the New Deal attempt to pull the United States out of the depression based on relief, recovery and reform. 1. Post WW1, to the New Deal Ohio Content Standards: 1.Historical events provide opportunities to examine alternative courses of action. 17. Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I. 18. An improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions. 19. Movements such as the Harlem Renaissance, African-American migration, women s suffrage and Prohibition all contributed to social change. 20. The Great Depression was caused, in part, by the federal government s monetary policies, stock market speculation, and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression. \ Common CORE SS ELA Writing Standards Text Types and Purposes Narrative Writing and Range of Writing: CCSS.ELA-Literacy.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. CCSS.ELA-Literacy.W a Engage and orient the reader by setting out

4 a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. CCSS.ELA-Literacy.W d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. CCSS.ELA-Literacy.W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Common CORE SS ELA Literacy Standards Key Ideas and Details: CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 2. From Isolation to World War II CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. The isolationist approach to foreign policy meant U.S. leadership in world affairs diminished after World War I. Overseas, certain nations saw the growth of tyrannical governments which reasserted their power through aggression and created conditions leading to the Second World War. After Pearl Harbor, the United States entered World War II, which changed the country s focus from isolationism to international involvement. Ohio Content Standards: 4.5 weeks

5 Quarter During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and Asia until the beginning of WWII. 22. The United States mobilization of its economic and military resources during World War II brought significant changes to American society. 23. Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age. Unit Title Unit Description Unit Duration This unit focuses on US foreign policy during the period known as the Cold War 4.5 weeks ( ) and the Red Scare on the home front. Emphasis will be placed on Korean and Vietnam conflicts, the Arms Race, the Space Race, and how communism was dealt with domestically. 1. The Red is Spreading: Post WWII and the Cold War in US Society Ohio Content Standards: 24. The United States followed a policy of containment during the Cold War in response to the spread of communism. 25. The Second Red Scare and McCarthyism reflected Cold War fears in American society. 26. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. 2. Social Transformations in the United increase in immigration and the expansion of civil rights. A period of post war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, the 4.5 weeks

6 States Ohio Content Standards: 28. Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights. 29. The postwar economic boom, greatly affected by advances in science, produced epic changes in American life. 30. The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects. 31. Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security. Common CORE SS ELA Literacy Standards Craft & Structure CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Common CORE SS ELA Writing Standards Research to Build and Present Knowledge and Range of Writing: CCSS.ELA-Literacy.W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate

7 information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W a Apply grades 9 10 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). CCSS.ELA-Literacy.W b Apply grades 9 10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). Quarter 4 CCSS.ELA-Literacy.W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Unit Title Unit Description Unit Duration The United States emerged from the Cold War as a dominant leader in world 4.5 weeks affairs amidst a globalized economy, political terrorism and the proliferation of nuclear weapons. 1. The United States and the Post Cold War World Ohio Content Standards: 27. The collapse of communist governments in Eastern Europe and the U.S.S.R. brought an end to the Cold War. 32. Improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries have impacted the American economy. 33. The United States faced new political, national security and economic challenges in the post-cold War world and following the attacks on September 11,

8 2001. Common CORE SS ELA Literacy Standards Integration of Knowledge and Ideas: CCSS.ELA-Literacy.RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH Assess the extent to which the reasoning and evidence in a text support the author s claims. 2. Founding Documents CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. This is a thematic unit. It will focus on analyzing several documents which are significant to both Ohio and United States history. These documents include, but are not limited to, the Declaration of Independence, the Constitution, and the Northwest Ordinance. Ohio Content Standards: 5. The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies. 6. The Northwest Ordinance addressed a need for government in the Northwest Territory and established precedents for the future governing of the United States. 7. Problems facing the national government under the Articles of Confederation led to the drafting of the Constitution of the United States. The framers of the Constitution applied ideas of Enlightenment in conceiving the new government. 8. The Federalist Papers and the Anti-Federalist Papers structured the national debate over the ratification of the Constitution of the United States. 9. The Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the American colonists, early experiences of self-government and the national debate over the ratification of the Constitution of the United States. Common CORE SS ELA Writing Standards Production of Distribution of Writing and Range of Writing: 4.5 weeks

9 CCSS.ELA-Literacy.W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) CCSS.ELA-Literacy.W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.W Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.