ADVANCED PLACEMENT UNITED STATES HISTORY

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1 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION SOCIAL STUDIES DEPARTMENT ADVANCED PLACEMENT UNITED STATES HISTORY Grade Level: 11 Credits: 5 Course Code: BOARD OF EDUCATION ADOPTION DATE: AUGUST 31, 2015

2 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola Mr. William Bruno Mrs. Elizabeth Canario Mr. Samuel Carollo Mrs. Amy Fankhauser Mrs. Kathie Lavin Mr. Michael Messinger Central Administration Mr. Charles Sampson, Superintendent Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction Curriculum Writing Committee Mr. Kerry Eisman Ms. Laurie Floyd Mr. John Gibbs Ms. Stacy Nisman Mr. Derek Reichenbecher Ms. Victoria Quinn Supervisors Mr. Oscar Diaz Mr. Stanley Koba Mr. Peter Krais Ms. Michelle Lilley Mr. Scott Liptzin Ms. Judith Newins

3 020350: AP UNITED STATES HISTORY COURSE PHILOSOPHY Advanced Placement United States History helps students develop the historical thinking skills to examine, analyze, and evaluate major themes in American history from the late 1800s to the present day. Students will explore a variety of historical interpretations and perspectives as they assess the significance of historical events on modern American society and the global community. At the end of this course, students will emerge as confident, informed individuals who are able to meet the demands and challenges of 21 st century life with the knowledge and skills required to be active and meaningful participants in a democratic society. COURSE DESCRIPTION In Advanced Placement United States History, students learn how to evaluate primary and secondary source materials, as well as how to weigh the evidence and interpretations presented in historical scholarship. This course will also teach students how to develop the skills necessary to arrive at conclusions on the basis of informed judgment and how to present their ideas in writing and/or verbally clearly and persuasively. While this course focuses on the history of the United States, it is also heavily geared towards helping students become 21 st century learners by preparing them for college and their future careers. In order to achieve the goal of developing 21 st century learners, students in this course will interact with various forms of technology throughout the course including online research databases and Web 2.0 applications. The themes students will study include American identity, work, exchange, and technology, peopling, politics and power, America in the world, physical and human geography and environment, ideas, belief, and culture. COURSE SUMMARY COURSE GOALS CG1: Students will analyze, critique, and in some cases, revise historiography by utilizing a variety of viewpoints and given evidence. CG2: Students will investigate major themes and patterns of American history and use this investigation to make connections between current and historical issues. CG3: Students will draw conclusions regarding bias, context, and message to formulate relevant and factually-based arguments. COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: The study of history involves the investigation of multiple viewpoints, perspectives, and experiences that is ever-evolving as new evidence is discovered and/or discarded. CEU2: Historical inquiry is complex and involves many skills like analysis, synthesis, contextualization, comparison, and causation. CEU3: History is cyclical with common themes present across geographical areas and time. CEU4: Documents reflect attitudes and perspectives in the context of a particular time period and can be used to extract varying viewpoints based on background, experience, etc. CEQ1a: What factors affect historiography? CEQ1b: Who determines what the "accepted" version of history is? CEQ2: What does it mean to think like a historian? CEQ3: How can we learn from the mistakes and successes of the past and apply them to current real-world situations? CEQ4a: How can historical contextualization and periodization lead to the greater understanding of a document? CEQ4b: How do personal experiences color meaning and message of a text?

4 UNIT TITLE Unit 1: Gilded Age ( ) UNIT GOALS & PACING UNIT GOALS Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural to an industrialized, urbanized society, while applying appropriate historical thinking skills. RECOMMENDED DURATION 3-4 weeks Unit 2: The Emergence of Modern America ( ) Unit 3: Postwar Challenges at Home and Abroad ( ) Unit 4: Globalization and New Challenges Home and Abroad (1980-Present) Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical thinking skills. Students will analyze how the post-world War II period significantly impacted America's role as a world power, relationships abroad, and the rights of individuals and groups within the American populace, while applying appropriate historical thinking skills. Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology, while applying appropriate historical thinking skills weeks 8-9 weeks 7-9 weeks

5 SKILL TYPE I. Chronological Reasoning II. Comparison and Contextualization III. Crafting Historical Arguments from Historical Evidence IV. Historical Interpretation and Synthesis HISTORICAL THINKING SKILL 1. Historical Causation 2. Patterns of Continuity and Change over Time 3. Periodization 4. Comparison 5. Contextualization 6. Historical Argumentation 7. Appropriate Use of Relevant Historical Evidence 8. Interpretation 9. Synthesis HISTORICAL THINKING SKILLS* DESCRIPTION The ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation. The ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as the ability to relate these patterns to larger historical processes or themes. The ability to describe, analyze, evaluate, and construct the models that historians use to organize history into discrete periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of specific dates gives a higher value to one narrative, region, or group than to other narratives, regions or groups. How a historian defines historical periods depends on what the historian considers most significant political, economic, social, cultural, or environmental factors. Changing periodization can change a historical narrative. The ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts. It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience. The ability to connect historical events and processes to specific circumstances of time and place and to broader regional, national, or global processes. The ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence. The ability to describe and evaluate evidence about the past from diverse sources (including written documents, works of art, archeological artifacts, oral traditions, and other primary sources) and requires students to pay attention to the content, authorship, purpose, format, and audience of such sources. It involves the capacity to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence while also noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points of view it reflects. The ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how particular circumstances and contexts in which individual historians work and write also shape their interpretation of past events. Historical interpretation requires analyzing evidence, reasoning, determining the context, and evaluating points of view found in both primary and secondary sources. The ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present. *from the AP United States History Course and Exam Description, 2014

6 THEME Identity Work, Exchange, & Technology Peopling Politics & Power America in the World Environment and Geography: Physical and Human Ideas, Beliefs, & Culture HISTORICAL THEMES* DESCRIPTION This theme focuses on the formation of both American national identity and group identities in US history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of US history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger conception of American national identity. This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation. This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when borders crossed them. Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the impact these factors had on both these peoples and on US society. Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolution of tensions between liberty and authority in different periods of US history. In this theme, students should focus on the global context in which the US originated and developed as well as the influence of the United States on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself. This theme examines the role of environment, geography and climate in both constraining and shaping human actions. Students should analyze the interaction between the environment and Americans in their effort to survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place. This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals. *from the AP United States History Course and Exam Description, 2014

7 020350: AP UNITED STATES HISTORY UNIT # 1: THE GILDED AGE ( ) SUGGESTED DURATION: 3-4 weeks UNIT OVERVIEW UNIT LEARNING GOALS Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural to an industrialized, urbanized society, while applying appropriate historical thinking skills. UNIT LEARNING SCALE Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current 4 challenges. The student can: make appropriate use of relevant historical evidence to analyze how political and economic issues defined the Gilded Age; contextualize connections between major events and technologies that lead to the rise of industrialization and urbanization at the turn of the 20 3 th century and beyond; use historical argumentation to evaluate how prejudices impacted various groups within the United States; synthesize the factors that led to the transition from an agricultural to urban society and the closing of the west in American history; 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. EU2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women. EQ1a: How does national growth affect individuals in a democratic society? EQ1b: How can individuals in a democratic system affect change on a national scale? EQ2a: Is it worth sacrificing the rights of individuals to encourage the growth of the nation? EQ2b: How can industrialization impact the evolution of society? EQ2c: Are societal subgroups more directly impacted by national change? EU3: The "Gilded Age" witnessed new cultural and intellectual movements in tandem EQ3a: How can societal movements incite policy change at the national level? with political debates over economic and social policies. EQ3b: What factors can spark new political and social movements? NJCCCS & COMMON CORE STANDARDS NJCCCS: A.5.a Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability A.5.b Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities C.5.a Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations C.5.b Compare and contrast economic development of the North, South, and West in the post-civil War period.

8 NJCCCS & COMMON CORE STANDARDS C.5.c Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals D.5.a Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers D.5.c Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations D.5.d Relate varying immigrants experiences to gender, race, ethnicity, or occupation A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies B.6.b Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion C.6.a Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups C.6.b Determine how supply and demand influenced price and output during the Industrial Revolution D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. CCSS: RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10) RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence WHST.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases WHST.1.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 WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WHST.5 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.

9 NJCCCS & COMMON CORE STANDARDS WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation WHST.9 Draw evidence from informational texts to support analysis, reflection, and research WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. COMMON ASSESSMENT ALIGNMENT LG1 EU1, 2, 3 EQ 1a, 1b, 2b, 2c, 3b A.5.a, b A.6.c C.5.a D.5.a, b D.6.a RH.1, 2, 4, 5, 9 DOK 4 DESCRIPTION Students will complete an analysis and critique of historiography on a teacher chosen topic in order to justify a hypothesis relating to the Gilded Age, including but not limited to the following choices: the rise of monopolies and the response of labor urbanization and industrialization the growth and changing role of the American government the influx of immigrants and political responses political corruption and legislative solutions the struggles of agrarian America and their influence on politics the role of minorities in American society

10 SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE ELECTION OF 1896: Students will be assigned a role from the late 1800s, such as an African American sharecropper, a robber baron, a cowboy, an industrialist, etc. Students will research their assigned role and determine who they think they would have voted for in the 1896 election, based on the issues that affected them, their location, what political party they would have supported, their economic status, and other factors. They will present their findings to the class and also answer whether their imaginary role came to the correct conclusion about who to vote for in the 1896 election based on their assigned role or if they had actually voted against their own interests and why. robber barons/titans of industry Populism William Jennings Bryan William McKinley Republicans free silver Using historical interpretation and periodization, formulate a hypothesis about how social roles impacted voting patterns in the 1896 election Using contextualization, connect social and economic issues to political ideologies and election results Students can be provided with a graphic organizer to help organize their research. Students can also view the History Channel series, The Men Who Built America, which showcases the political back-room deals regarding the election of Using relevant historical evidence, develop a logical argument for their choice of candidate based on their assigned role Utilizing comparison and synthesis, students will critique their initial choice of candidate by synthesizing their choice with the appropriate historical evidence THE GILDED AGE NAME GAME: Students will select a Gilded Age character from a provided list. They will research that individual, create a resume, and present a few key aspects about the significance of this individual and their impact on the Gilded Age and the present. They must utilize a kinesthetic motion to represent the main contribution of this individual to the Gilded Age or to the present. Students will then play the "name game." They will not only introduce their own character, with the assigned kinesthetic motion, but they will review all of the characters who have come before them, with assigned kinesthetic motions. Activity can be repeated over the course of the unit to ensure that all students get the opportunity to learn and repeat the kinesthetic motions. Resume can be submitted digitally. Students can take notes while other students are presenting in order to help facilitate information recall. Gilded Age monopoly Populism forgotten presidents robber baron/titans of industry patronage/spoils system industrialization urbanization closing of the frontier temperance labor unions Evaluate the historical periodization signified by the election of 1896 DOK 3, 4 Interpret relevant information to create an appropriate kinesthetic motion that relates to a Gilded Age figure Compare the roles of different individuals in the Gilded Age Make appropriate use of relevant historical evidence to evaluate their impact on the Gilded Age and the present Utilize causation to show the role that technology and major events had on industrialization and urbanization. DOK 2, 3, 4

11 SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE THE GOSPEL OF WEALTH: Students will read Andrew Carnegie's "Gospel of Wealth," answering critical thinking questions and/or annotating the text. Students will then participate in a Socratic seminar. There will be an "inner circle" of students (5-8, depending on class size) who will have a discussion based on the Gospel of Wealth. Students will discuss suggested topics such as the effect industrialization and urbanization had on the lower classes, the treatment of various groups and social classes, the responsibility of the wealthy to use their money for the public good, the morality of direct charity, and the equal distribution of wealth. The students who are not in the "inner circle" are required to pay attention to the discussion, and they must summarize the argument of one of their classmates. All students in the "inner circle" are expected to participate a minimum of one time. After about 5 minutes, the "inner circle" rotates and a new group of students will take their spot in the inner circle. As a closure, students will indicate what point(s) they agree with, what point(s) they disagree with, and their overall opinion of the Gospel of Wealth. Gospel of Wealth Andrew Carnegie robber barons/titans of industry industrialization urbanization monopoly laissez-faire economics Evaluate patterns of continuity and change over time to connect information from the time period to other relevant time periods to make a thoughtful, insightful observation on the Gospel of Wealth Interpret Carnegie's point of view on the role of the wealthy from relevant historical evidence Make appropriate use of relevant historical evidence to construct a relevant argument to present a valid point of view Students can be given a guide on how to annotate. Students can be given suggested topics prior to discussion to help them focus their personal response. Students can back-channel outer-ring responses to inner-ring conversations to reflect on their understanding and/or their discussion skills. Contextualize information to critique and summarize other people's points of view Utilize contextualization and synthesis to draw connections between industrialization and urbanization and the welfare of various groups DOK 3, 4

12 SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE HISTORIOGRAPHY DEBATE: Students will debate one of the following watershed topics in American historiography: the failure of Reconstruction or the closing of the West. Students can research on their own or be provided with readings that summarize the different viewpoints on the teacher-selected issue. They will then participate in a "walking debate." Once students have finished their reading, the teacher will ask them to move to a side of the room based on their point of view. They will have to defend their opinion and then, as their point of view changes, they will move to different areas of the room. Students can be given a graphic organizer to help organize their research and to guide the formulation of their opinion. The teacher can provide relevant research. Students may use notecards with important quotes or other factual information to support their argument. Jim Crow Laws Compromise of 1877 Ku Klux Klan sharecropping Plessy v. Ferguson (1896) 13th Amendment 14th Amendment 15th Amendment Dawes Act assimilation reservation system Wounded Knee Massacre Ghost Dance/Sun Dance Utilize relevant historical evidence to develop a logical argument to support their point of view on the prescribed topic Employ comparison, contextualization, and synthesis to analyze various historical viewpoints Critique the relevant historical arguments related to the prescribed issue(s) Utilize contextualization and synthesis to revise their own historical arguments as a result of new evidence or opinions Evaluate patterns of continuity and change to connect the historical evidence to other appropriate time periods Apply concepts from the unit to identify the historical causation of the prescribed topic Utilize periodization to interpret the closing of the west or the failure of Reconstruction DOK 3, 4

13 020350: AP UNITED STATES HISTORY UNIT #2: The Emergence of Modern America ( ) SUGGESTED DURATION: weeks UNIT OVERVIEW UNIT LEARNING GOALS Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical thinking skills. UNIT LEARNING SCALE 4 Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current challenges. 3 The student can: historically argue how imperialism impacted the role of America on the world stage; compare the role of isolationism to the role of intervention in American politics; use causation to explain how distinct economic phenomena had a global impact in the onset of the Great Depression; use appropriate historical evidence how cultural, societal, and economic changes impact the role and size of the American government; synthesize how wars and an economic crisis affect the population and the movement of people to and around the United States contributing to the periodization of the era. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration. EU2: A revolution in communications and transportation technology helped to create a new mass culture and spread modern values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress. EU3: Global conflicts over resources, territories, and ideologies renewed debates over the nation s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position. EQ1a: To what extent should the government control aspects of the economy? EQ1b: How does massive technological and industrial growth affect the populace? EQ2a: How do changes in society affect the values of the populace? EQ2b: How does the addition of different cultures and ethnic groups affect government and society? EQ3a: Do powerful nations have a right and responsibility to influence world decisions? EQ3b: What are the consequences of global conflicts? NJCCCS & COMMON CORE STANDARDS NJCCCS: A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

14 NJCCCS & COMMON CORE STANDARDS D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war on individual rights (i.e., the Espionage Act and the Sedition Amendment) A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries B.7.a Explain how global competition by nations for land and resources led to increased militarism C.7.a Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I D.7.b Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment C.8.a Analyze the push-pull factors that led to the Great Migration C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values A.9.a Analyze how the actions and policies of the United States government contributed to the Great Depression B.9.a Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression C.9.a Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country s economic health C.9.b Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy C.9.c Explain the interdependence of various parts of a market economy (i.e., private enterprise, government programs, and the Federal Reserve System) C.9.d Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability D.9.a Explore the global context of the Great Depression and the reasons for the worldwide economic collapse D.9.b Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities A.10.a Evaluate the arguments regarding the role of the federal government during the New Deal era A.10.b Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals A.10.c Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society B.10.a Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression C.10.b Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today D.10.a Analyze how other nations responded to the Great Depression D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents D.10.c Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.

15 NJCCCS & COMMON CORE STANDARDS D.10.d Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation A.11.a Evaluate the effectiveness of international agreements following World War I (e.g., League of Nations, Treaty of Versailles, Washington Naval Conference, Kellogg- Briand Pact) in preventing international disputes during the 1920s and 1930s A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time A.11.c Determine if American policies regarding Japanese internment and action against other minority groups were a denial of civil rights A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II C.11.a Evaluate the shift in economic resources from the production of domestic to military goods during World War II in terms of opportunity costs and trade-offs, and analyze the impact of the post-war shift back to domestic production C.11.b Relate new wartime inventions to scientific and technological advancements in the civilian world D.11.a Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II D.11.b Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II D.11.c Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust D.11.e Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations. CCSS: RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10) RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence WHST.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases WHST.1.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.

16 NJCCCS & COMMON CORE STANDARDS WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented WHST.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic) WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WHST.9 Draw evidence from informational texts to support analysis, reflection, and research WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. COMMON ASSESSMENT ALIGNMENT LG 1 EU 2, 3 EQ 2a, 3a, 3b D.6.b; A.7.a, c; B.7.a; C.7.a; A.8.a, c; C.8.b; A.9.a; B.9.a ; C.9.a, d; A.10.b, c; B.10.a, b; C.10.b; D.10.b, c; A.11.a, b, c, d C.11.a; D.11.a, c RH.1, 2, 3, 4, 6, 7, 8, WHST.1, 2, 4, 9, 10 DOK 3 DESCRIPTION Students will complete a DBQ essay assessing the impacts of the political, social, and economic changes on one or more of the following topics and their contribution to the emergence of America as a world power, including but not limited to the following choices: the Spanish-American War and American imperialism the Progressive Era America's changing foreign policy World War I the culture and politics of the 1920s the economics of the 1920s the Great Depression and the New Deal World War II

17 SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE IMPERIALISM CLAIM GAME: Students will be broken into five equal teams. Each team will be given a predetermined number of different color post-its. Post-its will be used to "claim" items around the room. The stated goal is to create the "best" classroom by claiming items in the room. One team will be given more post-its than other groups (representing Great Britain), one team the least (representing the U.S.) The "U.S." should be instructed to go last, symbolizing America's late entrance into Imperialism. Students will be set free to "claim" items with the idea that they record all of their claims. The class should then discuss/negotiate items that have been claimed by multiple groups. Each student will then create a Venn diagram illustrating the similarities and differences between the Age of Imperialism and the Claim Game. Finally a class discussion will focus on how the U.S. eventually become imperialistic and how that impacted their role in the world. Berlin Conference mercantilism Spanish-American War Treaty of Paris Philippines Guam Puerto Rico Cuba Teller Amendment Platt Amendment insular cases imperialism Students may type chart or create poster showing similarities and differences. The teacher can provide a template for the Venn diagram to be filled out. Utilize historical causation develop a logical argument as to why the U.S. became an imperialist power Compare the path taken to imperialism by the U.S. to that of Great Britain, Germany and Japan Use relevant historical evidence to analyze global economic factors that led to imperialism Synthesize the various impacts that occurred in the U.S. and the world as a result of the Age of Imperialism DOK 3, 4 Students could create an online poster (using an application like Glogster or Canva) of their Venn diagram or to create a timeline and map of imperialistic gains. PROGRESSIVE DOCUMENTS: Students will be given a series of questions (e.g., What was the immigrant experience at the beginning of the 20 th century? How did native Americans react to the influx of immigrants at the beginning of the century? How did the government expand its role at this time?) that cover the relevant issues of the turn of the 20 th century. The students will look for answers to the questions by searching for primary documents that a historian could use to answer those questions. The students will have to find multiple documents as evidence in order to be able to answer the questions given. The students will then explain how the documents actually answer the question, using direct quotes from the documents. They can also be required to compare their evidence with the information found in their textbook does it add upon it or contradict it? Explain. Students will be provided a graphic organizer. Suggestions for finding documents will be given. The teacher could limit the amount of documents that the student needs to find to one or two. Students create the projects digitally using programs like Prezi or Thinglink. Progressive Era immigration unions Ku Klux Klan tenement suffrage muckrakers Utilize research skills to obtain relevant historical evidence for primary source documents. Interpret documents about the Progressive Era Synthesize information and quotes from several documents to answer the questions at hand Utilize historical argumentation to contextualize, synthesize, and interpret the role of the government in dealing with social, economic, and political issues DOK 2, 3, 4

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