Standards Curriculum Map Bourbon County Schools. Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Days 1-

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1 Standards Curriculum Map Bourbon County Schools Level: 11 th Grade Grade and/or Course: US History Updated: 5/25/12 e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Days 1- Apply terms relevant to the content appropriately 17 and accurately.a.1.a Foundations/Civ il War/ Reconstruction (Constitution, Antebellum, Civil War and Reconstructio n, West) Identify and interpret different types of primary and secondary sources of fundamental importance and relevance to topical inquiry and understanding A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and BellRingers Notes Chapter Outlines Terms & People Primary Sources Analyze the Federalist Papers Constitutional Essay Constitution Quiz Develop your own Reconstruction Plan Jim Crow Reading Native American 4- Square Essential Vocabulary Common Assessment I can describe how the powers of government are distributed and shared among the local, state, and national levels. I can describe how the powers of government are distributed and shared among the legislative, judicial, and executive branches. I can explain how the distribution and shared powers of government work to protect the common good. I can outline the causes and effects of the American Civil War. I can discuss the events leading up to the passage of the thirteenth amendment. Vocabulary American Revolution Articles of Confederation Constitutional Convention VA Plan NJ Plan Federalist Anti-Federalist Ratification Preamble Constitution Body Articles Bill of Rights Interstate Commerce Clause Necessary and Proper Clause Equal Representation Radical Republicans Emancipation Proclamation 13 th Amendment 14 th Amendment 15 th Amendment Jim Crow Impeachment Segregation Tenure of Office Act Little Big Horn Bozeman Trail 1

2 understand patterns of change and continuity in history.a.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Analyze how the past influences the lives of individuals and the development of societies. A.1.k Identify the reasons for colonization, evaluate its impacts, and analyze the success or failure of settlements in North America. B.1.a Analyze religious development and its significance in colonial America (e.g., religious settlements, the great Awakening) B.1.b Describe significant aspects of the variety of social structures of colonial America. B.1.c Compare and the economies of the various colonies, and analyze the development and impact of indentured servitude and African slavery in North America (e.g., social, political, and economic) B.1.d Explain the origins and development of colonial governments. B.1.e Evaluate the influence of Enlightenment ideas on the development of American government as embodied in the Declaration of Independence. B.1.f Identify and evaluate the ideas and events that contributed to the outbreak of the American Revolution, and determine the key turning points of the war. B.1.g Identify the impetus for the constitutional Convention (limitations of government under the Articles of Confederation), and analyze the events and outcomes of the Convention (i.e., the bundle of compromises ) B.1.h Interpret the ideas and principles expressed in the U.S. Constitution B.1.i Explain the development of the Bill of Rights, and assess various debates of the day. B.1.j Identify and evaluate the political and territorial changes resulting from westward expansion of the United States in the early nineteenth century. B.1.k Analyze and evaluate federal and state policies toward American Indians in the first half of the Culture and Societies I can describe the devastation of the Civil War on the southern states. I can describe the cultural differences between the North and South that led up to the Civil War. Geography I can analyze the conflict over slavery, in regards to territory in the west. I can chart the secession of the south. I can describe the northern and southern armies strategies during the Civil War. I can identify root causes for the political conflict leading to the Civil War. I can discuss the role federalism played in the issue of slavery and the south s decision to secede. Economics I can analyze the availability of resources for the North and South during the civil war. I can discuss the economic impact and devastation the civil war had on the North and South. Union Pacific Central Pacific Black Codes Compromise of 1877 Dawes Act George Armstrong Custer Sitting Bull Wounded Knee Crazy Horse Chief Joseph Homestead Act Open- range system Freedmans Bureau Carpetbagger Scalawag Great John Chivington Barbwire 2

3 nineteenth century. B.1.i Compare and contrast the economic, social, and cultural differences of the North and South during the antebellum period B.2.f Analyze the women s rights and suffrage movements and the impact of women on other reform movements in the antebellum period. B.2.e Identify and analyze the technological, social, and strategic aspects of the Civil War B.3.a READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 6. Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 8. Delineate and evaluate the reasoning in seminal U.S. texts, including I can explain what freedoms African- Americans gained during Reconstruction, and the rights still denied and/or restricted. Culture and Societies I can describe how life in the South changed during Reconstruction. Geography I can use primary and secondary sources to analyze the devastation of the South and how it was reconstructed. I can explain how cultural differences and perspectives shaped the views of the different reconstruction plans. I can identify the rights attained by African-Americans during Reconstruction and analyze their effectiveness in achieving equality. I can compare and contrast the different plans for Reconstruction. Economic I can describe the implications 3

4 the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln s Second Inaugural Address) for their themes, purposes, and rhetorical features. Reconstruction had on every day people in the South, including African- Americans. I can describe the effect sharecropping and tenant farming had on many African- Americans. I can identify some of the economic changes under Reconstruction. Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Days Apply terms relevant to the content appropriately and accurately.a.1.a Industrialization and Urbanizations (Expansion of Industry: Tech, Steel, Railroads Industrial America; Urbanization; Immigration ) Identify and interpret different types of primary and secondary sources of fundamental importance and relevance to topical inquiry and understanding A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Bellringers Chapter Outlines Notes Primary Source Terms and People Labor Union Math Inventor Profiles Robber Barons Reading Quiz Immigration Cartoons Ellis Island Clip Essential Vocabulary Common Assessment I can evaluate how new technologies in steel, transportation, and communication led to the expansion and growth of industry in the United States. Geography I can describe the impact increased railroad lines had on the landscape of America. I can describe the pros and cons that industrialization had on the environment and land. I can analyze how new technologies were used to overcome barriers to growth (e.g., trade to the west, faster production). Vocabulary Corporation Free Enterprise Laissez-faire Capital Monopoly Stocks Vertical Integration Horizontal Integration Social Darwinism Captains of Industry Robber barons Mixed Economy Gilded Age Push and Pull Factors Old v. New 4

5 Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in history.a.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Analyze how the past influences the lives of individuals and the development of societies. A.1.k Describe the basic provisions and immediate impact of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution B.3.C Evaluate different Reconstruction plans and their social, economic, and political impact on the South and the rest of the United States B.3.D Analyze the immediate and long-term influence of Reconstruction on the lives of African Americans and the U.S. society as a whole B.3.e Analyze significant events for Native American Indian tribes, and their responses to those events, in the late nineteenth century C.1.h. Compare and contrast the experiences of African Americans in the various U.S. regions in the late nineteenth century C.1.f Evaluate the impact of the new inventions and technologies of the late nineteenth century C.1.a Describe and Evaluate the impacts of the First Industrial Revolution during the nineteenth century (e.g. the Lowell system, immigration, changing technologies, transportation innovations) B.2.a Identify significant religious, philosophical, and social reform movements of the nineteenth century and their impact on American society. B.2.c Identify and evaluate the influences on the development of the American West C.1.g Identify and evaluate the influences on business and industry in the late nineteenth and early twentieth centuries C.1.b I can explain how technology facilitated the movement of goods, services and populations and influenced growth. Economic I can discuss the economic implications new industry had on the United States (e.g., growth, trade). I can describe how the expansion of industry increased productivity in the United States. I can describe the role of the federal government in the rise of big business. I can describe the role of the federal government in supporting or working against unions. I can examine the political scandals that led to national reform in the late 1800s. I can explain the role patronage played in national politics. I can explain the role political machines had in running and/or governing cities. I can explain the effect the Sherman Antitrust Act had on Immigration Urbanization Quotas and Restrictions Political Machines Workplace Safety Child Labor Muckrakers 5

6 Identify labor and workforce issues of the late nineteenth century, including perspectives of owners/managers and Social Darwinists C.1.c Explain the causes and impact of urbanization in the late nineteenth century C.1.e Explain the challenges and contributions of immigrants of the late nineteenth century C.1.d READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. big business and labor. I can analyze whether such industrialists as Vanderbilt, Carnegie and Rockefeller were captains of industry or robber barons. Economic I can compare and contrast the terms robber baron and captain of industry. I can identify the relationship between capitalism and social Darwinism. I can describe the role they played in big business in the late 1800s. I can compare and contrast the methods and tactics used by industrialists to grow their businesses and dominate their competition. I can describe the features of a corporation. I can describe the conditions and economic situations of workers that led many to organize into labor groups. I can describe the cause and effect relationship between 6

7 big business and labor strikes. I can analyze the impact strikes had on business and public perception. Culture and Societies I can compare and contrast what life was like for the wealthy, middle class, and working class living in urban areas at the turn of the century. I can describe the advantages and disadvantages of living in the city at the turn of the century. Geography I can analyze the pros and cons of increased human activity in urban areas on the physical environment at the turn of the century. I can explain why many moved and settled in urban areas at the turn of the century. I can describe the impact transportation, communication, and technology had on people living in the city. Economic I can explain how 7

8 scarcity of resources for the working class families necessitated person choices (e.g., child labor, tenement housing, low-wage work). I can describe tenements. I can compare the economic advantages and disadvantages of the wealthy, middle, and working class. I can describe the social and economic changes urbanization brought to the United States during the turn of the century. I can analyze how accessible new technologies were to the wealthy, middle, and working class. Culture and Societies I can analyze the advantages and disadvantages of such a significant increase in immigrants at the turn of the century. I can develop an image of what life was like for a new immigrant arriving in America at the turn of the century. 8

9 I can explain how immigrant groups shaped and affected the culture of large urban areas. I can discuss the role prejudice and discrimination played in shaping immigration policy. Geography I can analyze the causes of movement and settlement of immigrants to the United States, particularly in large urban centers. I can explain the role nativism had on immigration policy. I can explain the government s efforts to increase or decrease immigration from certain groups of people (e.g., Asians, Southern Europeans, religious groups). Economic I can describe the economic hardships faced by many immigrants at the turn of the century. I can explain the impact massive immigration had on the United States after the Civil War. I can analyze how a 9

10 large influx of immigrants created competition and conflict in large urban areas (e.g, job competition, cultural differences, discrimination, etc). Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Progressivism Apply terms relevant to the content appropriately (Progressive and accurately.a.1.a I can explain the Movement, Identify and interpret different types of primary and reasons people called Suffrage secondary sources of fundamental importance for reform at the turn and relevance to topical inquiry and understanding of the century. Movement) Days A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in Bellringer Chapter Outlines Notes Primary sources Terms & People Teddy Roosevelt Reading Time Magazine Cover Essential Vocabulary Test Common Assessment I can describe various reforms of the Progressive Movement. I can discuss the role women played in pushing issues forward during the progressive movement. I can explain how Theodore Roosevelt used his presidency to push reforms. I can describe the progressive reforms pushed by Taft and Wilson. I can describe the reforms the federal government pushed during the Progressive movement. I can describe how the role of the presidency changed Vocabulary Progressivism Muckraker Jacob Riis Social Gospel Temperance movement Margret Sanger Suffrage Carrie Chapman Catt Alice Paul 19 th Amendment Americanization Theodore Roosevelt Square Deal Hepburn Act Meat Inspection Act Pure Food and Drug Act John Muir Gifford Pinchot Progressive Party 10

11 history.a.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Analyze how the past influences the lives of individuals and the development of societies. A.1.k Identify and explain the significant issues and components of the Populist movement and their impacts C.2.a Explain the origins and accomplishments of the Progressive movement C.2.b Analyze the efforts to achieve women s suffrage in the early twentieth century C.2.c READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. during the Progressive movement. Geography I can identify the environmental reforms pushed during the Progressive movement. I can chart and analyze the federal conservation lands. I can discuss the effect this conservation plan had on the nation. Economic I can investigate the economic reforms that were designed to ensure businesses competed fairly. I can analyze how various reforms impacted how businesses operated. Culture and Societies I can describe how Progressive reform transformed American culture and society. I can describe how many Americans benefitted from Progressive reform. Culture and Societies I can explain the debt peonage system and how it negatively impacted many Mexican 11

12 immigrants. I can explain why there was an anti- Asian sentiment in the United States and explain how it was used to discriminate against Asian Americans. I can describe the life and limited opportunities of Native Americans at the turn of the century. I can compare that to Native American life today. I can describe various types of discrimination used against African- Americans in the early 20 th century. Geography I can map and analyze the causes and movement of settlement patterns of Mexican and Asian immigrants. I can map and analyze the causes and movement of settlement patterns of Native Americans. Economics I can identify how many immigrant groups, as well as Native Americans and African- Americans were, 12

13 economically, discriminated against in the early 20 th century. I can describe the actions of local, state, and federal governments in discriminating against minority groups. I can identify how particular states used the law to segregate and discriminate against African-Americans, despite the Reconstruction Amendments. Culture and Societies I can describe how women called for reform in areas of education, children s rights, temperance, and suffrage. I can explain how women sought more economic and social independence during the Progressive era. I can analyze how the Progressive era helped women call for the right to vote. I can identify the anti-suffrage arguments. I can describe the 13

14 struggle between how society viewed women and how many women calling for more independence. I can describe the strategies used by women to campaign for the right to vote (i.e. state-by-state vs. constitutional amendment). I can describe how women were able to secure the right to vote in Days Unit/Topic Common Core Standards Activities Learning Targets ( I Can Statements) Becoming a World Apply terms relevant to the content appropriately Power and accurately.a.1.a (U.S. Role in Identify and interpret different types of primary and World Affairs, secondary sources of fundamental importance World War I) and relevance to topical inquiry and understanding A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Bellringers Chapter Outlines Notes Primary Sources Terms & People I can argue the pros and cons of becoming involved in the affairs of other areas of the world (e.g., Philippines, Latin America) I can discuss the role Vocabulary Spanish American War Panama Canal Roosevelt Corollary to the Monroe Doctrine Big Stick Diplomacy Dollar Diplomacy Open Door Policy Assassination of Franz- 14

15 Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in history.a.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Analyze how the past influences the lives of individuals and the development of societies. A.1.k Evaluate, take, and defend positions on the various U.S. foreign policies in the late nineteenth and early twentieth centuries C.2.d Analyze the causes and consequences of the Spanish-American War C.2.e Identify and evaluate the factors that influenced U.S. imperialism in the late nineteenth and early twentieth centuries and the ensuring debate over imperialism C.2.F Identify and analyze the causes and significant events of World War I and their impact; evaluate the Yellow Journalism Writing WWI 4-Square Causes Propaganda Poster analysis. Essential Vocabulary yellow journalism played in the Spanish-American war. I can analyze how victory in the Spanish-American war paved the way for further expansion into the Philippines and Latin America. I can analyze the impact expanding into other areas of the world had on the United States during the early 20 th century. Geography I can use maps to explain the United States interest in getting involved with other areas of the world. I can determine the geographic need for constructing the Panama Canal. I can explain how cultural differences sometimes results in conflict or different perspectives on the role of the U.S. in other areas of the world (e.g., Philippines). Economic I can investigate the economic rationale for getting involved in other areas of the Ferdinand European Alliance System Unrestricted submarine warfare Zimmermann Note Treaty of Versailles Reparations 14 Points League of Nations 15

16 impact of the Treaty of Versailles D.1.a READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. world. I can describe the trade relationships between the U.S. and other countries in the world. I can analyze the role of the government in gaining influence in other parts of the world (e.g., diplomacy, economic policies, military). I can describe how effective the U.S. government was in having a stronger influence abroad. I can identify the key events that led to the U.S. s entry into World War I. I can analyze why the United States wanted to maintain neutrality during World War I. I can describe the role of the U.S. in the war against the Central powers. Culture and Societies I can analyze the role Americans played in supporting the war effort at home. I can discuss the role African- 16

17 Americans and women played in the war effort. I can describe the steps the U.S. government took to create and maintain support for the war effort. I can analyze why the U.S. government imposed regulations on industrial and food production during the war. I can describe the role the U.S. government took in attempting to promote compromise and cooperation during peace talks at the end of World War I. Economics I can detail how the government mobilized the economy for the war effort. I can describe how mobilization impacted the production and consumption of products in the United States. Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Vocabulary 17

18 Days s, Great Depression, New Deal (Roaring Twenties, The Great Depression, The New Deal) Apply terms relevant to the content appropriately and accurately.a.1.a Identify and interpret different types of primary and secondary sources of fundamental importance and relevance to topical inquiry and understanding A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in history.a.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Analyze how the past influences the lives of individuals and the development of societies. A.1.k Describe and evaluate the impact of scientific and technological innovations of the 1920s D.1.b Bellringer Chapter Outlines Notes Primary Sources Terms and People Design 1920 s Newspaper Prohibition Reading Prohibition Essay Scopes Reading Cause/Effect Chart Unemployment Graph FDR Profile New Deal Reading Essential Vocabulary Common Assessment I can describe the significance urbanization had on the United States during the 1920 s. I can analyze why renaissance was the term used to describe what took place in Harlem in the 1920 s. I can explain why the 1920 s were significant in changing the role of women. Culture and Societies I can explain why there was a conflict over values taking place in the 1920 s. I can explain how prohibition impacted the entire nation. I can describe some of the people, places, and events of the Harlem Renaissance. I can explain the birth of mass culture during the 1920s. Economics I can describe the impact of consumerism on the American economy during the 1920 s. I can describe the economic climate of the 1920 s. Geography Red Scare Palmer raids Immigration restrictions Resurgence of KKK activity Washington Disarmament Conference Kellogg-Briand Pact Censorship Prohibition Fundamentalism New Woman 18th and 19th Amendments Harlem Renaissance The Lost Generation Consumerism Mass Culture Installment buying Suburban growth Mass production Advertising Return of Laissez-faire Buying on Margin Speculation Stock market crash relief New Deal Alphabet agencies Court-packing 18

19 Identify and evaluate the impact of new cultural movements on American society in the 1920s D.1.c Identify the characteristics of social conflict and social change that took place in the early 1920s D.1.d Identify and explain the economic factors that contributed to the stock market crash of 1929 and the Great Depression D.1.e Explain the economic, environmental, and social impact of the Great Depression on American society D.1.f Evaluate the impact of the New Deal on various elements of American society (e.g., social, political, environmental, economic) D.1.g WRITING STANDARDS Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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 claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax 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. 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. e. Provide a concluding statement or section that follows from and supports the argument presented. READING STANDARDS: INFORMATIONAL TEXT I can explain the reasons for rural to urban population shifts. I can explain the Great Migration and the impact it had on urban areas (i.e., Harlem). Economics I can identify and analyze the factors that made the American economy appear prosperous in the years leading up to the stock market crash. I can describe the weaknesses of the American economy leading up to the stock market crash of I can explain the economic causes of the stock market crash. I can describe the effects the Great Depression had on various groups (i.e., individuals, businesses, farmers, trade, banks). I can describe how the Great Depression in the United States had an impact on other countries. I can describe the economic hardships many experienced as a result of the Great Depression. I can identify the steps the government 19

20 Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. immediately took following the stock market crash. I can argue the role the government should or should not take during difficult economic times. Geography I can identify the areas impacted by the Dust Bowl. I can describe the relationship between human activity and the devastation of the land in the Great Plains. I can describe the effect the Dust Bowl had on the people living in the Great Plains, as well as the rest of the nation. I can compare and contrast life during the Great Depression and the Roaring 20 s. Economics I can analyze the purpose and effects of both the First New Deal and Second New Deal programs in providing economic recovery. I can analyze the changing relationship between businesses and government during the New Deal and the impact it had on production, distribution, and consumption in the United States. 20

21 I can analyze whether the New Deal programs were successful in achieving relief, recovery and reform in the United States. I can describe the impact many New Deal programs have on today s government and economy. I can compare and contrast Hoover and Roosevelt s philosophy on how to recover from the Great Depression. I can describe the criticisms of the New Deal programs. I can compare and contrast the role of the federal government before and after the New Deal era. I can explain the role of each branch of government in the creation, passing or denying of New Deal programs. I can analyze how and why some New Deal programs were deemed unconstitutional. 21

22 Culture and Societies I can evaluate the impact of the New Deal era had on women, African- Americans, and Native Americans. I can describe how artists and writers were used to show the impact of the Great Depression on everyday Americans. I can describe how many New Deal programs directly impacted struggling Americans. Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Days World War II Apply terms relevant to the content appropriately and accurately.a.1.a Identify and interpret different types of primary and secondary sources of fundamental importance and relevance to topical inquiry and understanding A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources Bellringer Chapter Outlines Notes Primary Sources Terms and People Political Cartoons Video Clip (WW2) Quiz Pearl Harbor News Pacific Map & Battle descriptions. Article Night Excerpt Home front Activities Essential Vocabulary Common Assessment I can analyze why nationalism led to the rise of totalitarianism in Europe. I can compare and contrast democracy and dictatorship. I can examine the conflicts over land and resources in Europe and Asia that led to World War II. I can describe the steps taken by Britain to maintain peace in Europe. Vocabulary Isolationism Fascism Appeasement Neutrality Adolph Hitler Pearl Harbor Mobilization Ration System D-Day Manhattan Project Japanese Internment Holocaust Nuremberg Trials 22

23 to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in history.a.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Analyze how the past influences the lives of individuals and the development of societies. A.1.k Describe circumstances at home and abroad prior to U.S. involvement in World War II E.1.a Identify the significant military and political aspects of World War II E.1.b Analyze dimensions of the Holocaust and the Allies response to the Holocaust and war crimes E.1.c Evaluate the social, political, and economic impacts of World War II on the home front E.1.d Identify and evaluate the scientific and technological developments in America during and after World War II E.1.e Analyze the social, cultural, and economic changes at the onset of the Cold War era E.1.f Geography I can illustrate the moves made by Hitler that violated the Treaty of Versailles and threatened France and Britain. I can illustrate Italy s move into Africa. I can illustrate Japan s move to attain more land and resources that threatened the United States. I can describe why the Soviet Union wanted to maintain neutrality during World War II. Economic I can describe the economic conditions following World War I that contributed to the rise of totalitarianism in Europe. I can explain why many Americans wanted to remain neutral in the conflicts in the rest of the world. I can compare and contrast the views 23

24 READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details Range of Reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and proficiently. READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. of isolationists versus those that argued the U.S. should get involved in World War II. I can explain Roosevelt s argument for why Congress should ease the limitations of the Neutrality Act. Economics I can describe the policies of cash and carry and lend-lease and the impact each had on America s economy and stance of neutrality. Culture and Societies I can explain the reluctance of many Americans in supporting U.S. involvement in Europe and Asia during World War II. I can explain why the United States entered World War II. I can describe how the government mobilized the U.S. for war. I can describe how the government controlled aspects 24

25 of the American economy in order to support the war effort. Economics I can describe how the war effort impacted the American economy. I can describe the U.S military efforts in Europe, the Atlantic, Africa, and the Pacific. I can analyze the impact the U.S. had on the outcome of World War II. I can explain how the role of the U.S. in world affairs changed because of our involvement in World War II. I can explain why the U.S. decided to drop the atomic bomb to end the war with Japan. Geography I can explain the significance of island hopping. I can describe the geographic advantages and disadvantages the Allied forces had in World War II. I can describe how 25

26 Americans got involved in the war effort. I can describe how the role of women changed during World War II. I can describe the effect internment camps had on the Japanese during WWII. I can describe the role African- Americans and other minority groups had on the war effort (code talkers, Asian, Mexican enlistment). Economics I can explain how the American economy was impacted by the war effort. I can explain how industry was impacted by the war effort. I can explain how rationing was used to support the war effort. I can analyze the social and political changes that occurred in the U.S. during World War II. 26

27 I can explain how the U.S. government attempted to gain American support for the war. I can explain how World War II expanded the role of government in the lives of Americans. I can explain the U.S. government s rationale for establishing Japanese- Internment camps. Culture and Societies I can explain how television and other technologies impacted American life. I can analyze how the image and role of women changed from WWII to the 1950 s. Geography I can analyze the impact the interstate highway system had on Americans (e.g., vacations, suburbs, economic centers of development). I can explain the growth of suburbs and how it changed the landscape of 27

28 America. Economics I can explain how the U.S. experienced economic growth after WWII. I can give examples of how the supply and demand of family products (e.g., television, household products, cars) impacted American families and prompted the growth of the middle class. I can explain why post war America was considered the baby boomer generation. Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Days Cold War Apply terms relevant to the content appropriately and accurately.a.1.a I can explain the Identify and interpret different types of primary and root causes of the secondary sources of fundamental importance Cold War. and relevance to topical inquiry and understanding I can describe the A.1.b Iron Curtain. Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than Bellringer Chapter Outlines Notes Primary Sources Terms and People Political Cartoons Propaganda Analysis Video Clip (Cold War) Quiz Essential Vocabulary Test I can compare and contrast communism and capitalism. I can describe the Vocabulary Cold War Satellite state Iron curtain Truman Doctrine Containment Marshall Plan Berlin Airlift NATO Warsaw Pact 38th Parallel Mutually assured destruction Red Scare 28

29 in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in history.a.1.i Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j Analyze how the past influences the lives of individuals and the development of societies. A.1.k Analyze the origins of the Cold War, foreign policy developments, and major events of the administrations from Truman to present E.1.g Analyze the social, cultural, and economic changes at the onset of the Cold War era E.1.h READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Common Assessment policy of containment and the role it played in post WWII policy. I can explain how the relationship between the U.S. and other areas of the world changed during the Cold War. I can explain why there was a struggle over Germany after World War II. I can explain why the U.S. became involved in the Korean conflict. Economics I can compare and contrast the economic systems of the Soviet Union and the United States. I can analyze the impact the Cold War had on the U.S. s economic global interests. I can explain the reasons for establishing the World Bank and the International Monetary Fund at the end of World War II. Culture and Societies McCarthyism 29

30 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. I can explain why the United States became involved in the conflicts of other parts of the world during the Cold War (i.e., China, Korea, and Eastern Europe). Geography I can analyze why the United States had an interest in containing communism in Eastern Europe, Cuba, Central America, Middle East and Asia. Culture and Societies I can explain why many Americans were fearful of the spread of communism in the United States. I can explain the effect of the growing fear of communism at home. I can describe how the atomic age affected the behavior patterns of Americans (e.g., fear, Bert the Turtle, duck and cover, bomb shelters). I can describe the actions taken by the 30

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