CURRICULUM FOR HONORS AMERICAN HISTORY I GRADE 9
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Tiffany Lynch, Program Supervisor of Literacy The Board acknowledges the following who contributed to the preparation of this curriculum. Donna Gerardo Stephen Radler Subject/Course Title: Date of Board Adoptions: Honors American History I August 30, 2011 Grade 9 Revised November 21, 2017
RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: An Era of Growth and Disunion Target Course/Grade Level: Honors American History I - Grade 9 Unit Summary This unit will introduce students to the military strategies, political struggle, outcome and legacy of the Civil War. Students will understand the political struggle, accomplishments and failures of Reconstruction in the years following the Civil War. Approximate Length of Unit: 8 weeks Primary interdisciplinary connections: Literature, Government, Science, Economics Standards: 6.1 U.S History: America in the World: LEARNING TARGETS All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Content Strand: 6.1.12.A.4.a- Analyze the ways in which prevailing attitudes socioeconomic factors and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War. 6.1.12.A.4.b- Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demand equality for all. 6.1.12.A.4.c- Evaluate how political and military leadership affected the outcome of the Civil War. 6.1.12.A.4.d- Judge the effectiveness of the 13 th, 14 th, and 15 th Amendments in obtaining citizenship and equality for African Americans. 6.1.12.B.4.a- Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War. 6.1.12.B.4.b- Analyze the impact of population shifts and migration patterns during the Reconstruction period. 6.1.12.C.4.a- Assess the role that economics played in enabling patterns the North and South to wage war. 6.1.12.C.4.b- Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South. 6.1.12.C.4.c- Explain why the Civil War was more costly to America that previous conflicts were. 6.1.12.D.4.a- Compare and contrast the roles of African Americans who lived in Union and Confederate stated during the Civil War. 6.1.12.D.4.b- Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people s lives and work. 6.1.12.D.4.c- Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals. 6.1.12.D.4.d- Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states. 6.1.12.D.4.e- Analyze the impact of the Civil War and the 14 th Amendment on the development of the country and on the relationship between the national and state governments. History/ Social Studies: Grades 9-10 RH.9.10.3- RH9.10.8- Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Assess the extent to which the reasoning and evidence in a text support the author s claims. 21 st Century Life and Career Skills: 9.1.12.C.3-9.1.12.C.5- Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. Assume a leadership position by guiding the thinking of peers in direction that leads to successful completion of a challenging task or project.
Unit Understandings Students will understand that The secession of the Southern states caused the North and the South to take up arms. By issuing the Emancipation Proclamation, President Lincoln made slavery the focus of the war. The Civil War brought about dramatic social and economic changes in American society. Key victories at Vicksburg and Gettysburg helped the Union wear down the Confederacy. The Civil War settled long-standing disputes over states rights and slavery. Congress opposed Lincoln s and Johnson s plans for Reconstruction and instead implemented its own plan to rebuild the South. Various groups contributed to the rebuilding of Southern society after the war. Southern opposition to Radical Reconstruction, along with economic problems in the North, ended Reconstruction. Unit Essential Questions What were the military strategies of the North and South at the outset of the Civil War? What advantages did the North have over the South? How did different groups react to the Emancipation Proclamation? What acts of protest occurred in both the North and South? In what ways did the South s morale deteriorate? What was Grant and Sherman s rationale for using the strategy of total war? How did the Civil War provide the economic foundation for the United States to become an industrial giant? How did Andrew Johnson s plan to reconstruct the Confederate states differ from Lincoln s? How did the Civil Rights Act of 1866 become law? Why did the Radicals want to impeach Andrew Johnson? What three groups made up the Republican Party in the South during Reconstruction? In what ways did emancipated slaves exercise their freedom? How did white landowners in the South reassert their economic power in the decade following the Civil War? How did Southern whites regain political power during Reconstruction? What economic and political developments weakened the Republican Party during Grant s second term? What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction? Knowledge and Skills Students will know Key terms: Emancipation Proclamation, conscription, income tax, Andersonville, Gettysburg Address, Appomattox Court House, Thirteenth Amendment, Radical Republicans, Freedmen s Bureau, Fourteenth Amendment, Fifteenth Amendment, carpetbagger, sharecropping, Ku Klux Klan Key people: Ulysses S. Grant, Robert E. Lee, John Wilkes Booth, Andrew Johnson, Hiram Revels, Rutherford B. Hayes The North s battle plan was to blockade the Southern ports, split the Confederacy in two and capture Richmond. The South s battle plan was to ward off the North s attacks until they stopped coming. The North s advantages were: they had more men, they had the factories, they had an extensive railroad system and they had strong leadership. The South s advantages were: they had their king cotton, eager soldiers fighting to defend what was theirs and first rate generals. The Emancipation Proclamation had slaves and free African Americans rejoicing and also led to many free blacks joining the Union army. Democrats made the Emancipation Proclamation a campaign issue. Many Union soldiers voiced lukewarm support for the Emancipation Proclamation. The Confederacy condemned the Emancipation Proclamation. To protest discriminatory wages, many African-American soldiers served without pay for many months. Some slaves sabotaged Southern plantations. Southern bread riots broke out in 1863. Many white male workers went on strike. As the Civil War dragged on, many Southerners believed that they could not repel the North. Southerners suffered from food and labor shortages during the Civil War. Many Southern soldiers started to desert the south during the Civil War because their families needed help due to the current conditions. Grant and Sherman s total war rationale was that they believed in fighting the civilian population. If the Union could destroy their will, the Confederacy would collapse. The Civil War helped the United States become an industrial giant through the federal government subsidizing the building of a national railroad, strengthening the banking system and contracting war supplies with entrepreneurs. Johnson wanted to break the planters power by denying voting privileges to high ranking Confederates and wealthy landowners. The Civil Rights Act of 1865 became law by Congress passing it. Johnson vetoed which led to the moderates joining with the radicals in Congress to override the veto. Radicals wanted to impeach Johnson because they believed that he was obstructing Reconstruction efforts. The Republican Party was made up of the three following groups: Former slaves, white Southerners called scalawags and people known as carpetbaggers who had traveled to the South after the Civil War.
Emancipated slaves traveled to find family members, jobs, organized schools, colleges, universities, churches, volunteer organizations and the opportunity to participate in politics. White landowners paid freedmen low wages and trapped them in the sharecropping and tenant farming cycle of poverty. Southern white regained political power during Reconstruction either through terror or by the compromise over the election of 1876. Political scandals that occurred during Grant s second term were the Credit Mobilier and the Whiskey Ring. Economic issues that occurred during Grant s second term were the panic of 1873 which led to an economic depression and disputes over currency. Rutherford B. Hayes was named president in 1873. Even though he lost the popular vote, he won the election by agreeing to take actions that ended Reconstruction in the South. Students will be able to Explain how the Civil War started. Explain Northern and Confederate short-sightedness about the duration of the war. Identify the Northern generals and their initial campaigns in the West. Describe new weapons and other changes in warfare. Explain Northern and Southern military strategies to capture their opponent s capital. Explain why Britain remained neutral. Explain Lincoln s motives for issuing the Emancipation Proclamation and the document s effects. Identify the political dilemmas facing the North and South. Explain African Americans role in the struggle to end slavery. Explain the decline of the Southern economy and the expansion of the Northern economy. Describe the terrible conditions that Union and Confederate soldiers endured. Describe the battle at Gettysburg and its outcome. Describe Grant s siege of Vicksburg. Summarize the key points of the Gettysburg Address. Summarize the final events of the war leading to the surrender at Appomattox. Summarize the key economic, political, technological and social effects of the Civil War. Explain how the Civil War dramatically changed the lives of individuals, especially African Americans. Summarize President Lincoln s Reconstruction policies. Identify the programs of Johnson s Reconstruction policy. Explain Congressional Reconstruction policies. Summarize the economic problems in the South. Identify differences among members of the Republican Party in the South. Describe the efforts of formers slaves to improve their lives. Analyze changes in the Southern economy. Summarize violent actions used by opponents of Reconstruction. Identify political and economic reasons for the shift of power from the Southern Republicans to the Southern Democrats. Identify the reasons for the collapse of Congressional Reconstruction. Explain the achievements and failures of Reconstruction. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Chapter Quizzes Chapter Tests Project- Students will create newspaper headlines for the following months and years: April 1861, May 1861, February 1862, April 1862, September 1862. In each article they will summarize a key Civil War battle that occurred. Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Diagram- Note the political measures that Lincoln took to solve the following problems: slavery, dissent, and shortage of soldiers. Two Column Chart - List the economic changes that occurred in the North and South as a result of the Civil War. Explain how these changes affected the two regions. Time Line- List the major battle and political events relating to the final two years of the Civil War. Use the following dates: May 1863, March 1864, April 1865. Multiple-effects chart- Fill in the political, economic, technological, and social consequences of the Civil War. Chart- Fill in the chart with the features of the presidential Reconstruction and then the other side with congressional Reconstruction. Chart- List 5 problems faced after the Civil War and a least one attempted solution for each one. Time Line- List the major events that ended Reconstruction.
RESOURCES Teacher Resources: Video/DVD Various online pages and activities Various Primary Source documents Textbook- The Americans Reconstruction to the 21 st Century Equipment Needed: Computers Television DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: Bridge to the 20 th Century Target Course/Grade Level: Honors American History I - Grade 9 Unit Summary: This unit will introduce students to the settlement of the Great Plains during the late 1800s as well as have students to examine Native Americans policies, private property rights and the Populist movement. Students will analyze the effects of various scientific discoveries and manufacturing innovations of the nature of work, the American labor movement and business. Students will analyze the economic, social and political effects of immigration and understand the immigrant experience. Students will understand the significant turn-of-the-20 th - century trends in such areas as technology, education, race relations and mass culture. Approximate Length of Unit: 11 week Primary interdisciplinary connections: Literature, Economics, Geography, Science Standards: 6.1 U.S History: America in the World: LEARNING TARGETS All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Content Strand: 6.1.12.A.5.a- Relate industrial growth to the need for social and governmental reforms. 6.1.12.A.5.b- Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability. 6.1.12.A.5.c- Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans. 6.1.12.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. 6.1.12.B.5.b- Assess the impact of rapid urbanization on the environment and on the quality of life in cities. 6.1.12.C.5.a- Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing goods, and explain the positive or negative impact of these practices on the nation and on individuals. 6.1.12.C.5.b- Compare and contrast economic development of the North, South, and West in the post-civil War period. 6.1.12.C.5.c- Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals. 6.1.12.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. 6.1.12.D.5.b- Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. 6.1.12.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. 6.1.12.D.5.d- Relate varying immigrants experiences to gender, race, ethnicity, or occupation. History/ Social Studies Grades 9-10 RH.9-10.1- RH.9-10.5- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 21 st Century Life & Career Skills: 9.1.12.C.2-9.1.12.D.1-9.1.12.D.2- Analyze the common traits of effective state, national, or international leaders. Interpret spoken and written communication within the appropriate cultural context. Determine the immediate and long-term effects of cross- cultural misconceptions or misunderstandings resulting from past or current international issues or events.
Unit Understandings Students will understand that In the late 1800s, growing numbers of white settlers moved to the West, and Native Americans lost their lands. Railroads crossed the nations, and both the cattle kingdom and populism rose and fell. The pursuit of economic opportunity led settlers to push westward. Settlers confronted established Native Americans cultures. With the help of cowboys, the cattle industries thrived as the Native American culture of the Great Plains declined. In approximately, 1890 the frontier was closed. The promise of cheap, fertile land drew thousands of settlers westward to seek their fortunes as farmers. Settlers faced extreme hardships in taming the land. Farmers banded together to address their economic problems giving rise to the Populist movement. Economic troubles led to clashes over silver or gold as the basis of the monetary system. Technological innovations and the growth of the railroad industry helped fuel an industrial boom. Some business leaders followed corrupt practices, and workers, suffering harsh working conditions, trying to organize. Industry booms as natural resources, creative ideas and growing markets fuel technological development. The growth and consolidation of the railroads benefit the nation but led to corruption and regulation. The expansion of industry in the North resulted in the growth of big business and in the formation of unions by laborers seeking to better their working conditions and pay. The population rose as immigrants supplied a willing workforce and a political base for many urban politicians. Abuses in local and national government prompted calls for reform. New immigrants from southern and Eastern Europe, Asia, the Caribbean and Mexico faced culture shock and prejudice as well as the opportunity for a better life in the United States. The rapid growth of cities created many challenges: how to provide adequate housing, transportation, water, and sanitation as well as how to fight fire and crime. Political machines emerged as cities attempted to deal with the problems of rapid urbanization. Local and national political corruption during the Gilded Age led to a call for reform. Advances in science and technology addressed urban problems, including a lack of space and inadequate systems of transportation and communication. The impulses of moral uplift and economic necessity spurred changes in education, a rise in national literacy and the promotion of high culture. African Americans led the fight against institutionalized racism in the form of voting restrictions and Jim Crow laws. Americans had more time for leisure activities and a modern mass culture emerged, especially through newspapers and retail advertising. Unit Essential Questions Identify three differences between the culture of the Native Americans and the culture of the white settlers on the Great Plains. How effective was the Dawes Act in promoting the assimilation of Native Americans into white culture? Why did the cattle industry become a big business in the late 1800s? How did cowboy culture reflect the ethnic diversity of the United States? What measures did the government take to support settlement of the frontier? How did settlers overcome the challenges of living on the Great Plains? What economic problems confronted American farmers in the 1890s? According to farmers and other supporters of free silver, how would bimetallism help the economy? How did the growth of the steel industry influence the development of other industries? How did inventions and developments in the late 19 th century change the way people worked? Why did people, particularly farmers, demand regulation of the railroads in the late 19 th century? Why were attempts at railroad regulation often unsuccessful? Why were business leaders such as John D. Rockefeller, called robber barons? Why did the South industrialize more slowly than the North? Why did workers form unions in the late 19 th century? What factors limited the success of unions? What trends or events in other countries prompted people to move to the United States in the later 19 th century and early 20 th centuries? What difficulties did many of these new immigrants face? Why did cities in the United States grow rapidly in the decades following the Civil War? What problems did this rapid growth pose for cities? What solutions to urban problems did the settlement house movement propose? Why did machine politics become common in big cities in the late 19 th century? What government problems arose as a result of patronage? Summarize the views of Grover Cleveland and Benjamin Harrison on tariffs. How did new technology promote urban growth around the turn of the 20 th century? In what ways did methods of communication improve in the late 19 th and early 20 th centuries? How did late 19 th century public schools change? Why did some immigrants oppose sending their children to public schools?
In what ways was racial discrimination reinforced by the federal government s actions and policies? How did Mexicans help make the Southwest prosperous in the late 19 th century? What leisure activities flourished at the turn of the 20 th century? What innovations in retail methods changed the way American shopped during this time period? Knowledge and Skills Students will know Key terms: Homestead Act, assimilation, Morrill Act, exoduster, Populism, Grange, transcontinental railroad, Interstate Commerce Act, Sherman Antitrust Act, American Federation of Labor, Ellis Island, Gentlemen s Agreement, Americanization movement, political machine, graft, patronage, Pendleton Civil Service Act, Niagara Movement, Jim Crow laws, Plessy vs. Ferguson, debt peonage, rural free delivery. Key people: Sitting Bull, George A. Custer, William Jennings Bryan, William McKinley, Thomas Alva Edison, Alexander Graham Bell, George M. Pullman, Andrew Carnegie, Samuel Gompers, Mary Harris Jones, Jane Addams, Boss Tweed, Rutherford B. Hayes, Louis Sullivan, Orville and Wilbur Wright, Booker T. Washington, W.E.B. DuBois, Ida B. Wells Native Americans were hunters and gathers; they believed in communal property and they migrated. Settlers were farmers; they believed in private property and they lived a stationary life. The Dawes Act was a failure in promoting the assimilation of Native Americans. With the growth of cities, the market for beef increased. The development of railways provided a link between the cattle frontier and the cities. Over one third of cowboys were nonwhites, mostly African Americans and Mexican descendants. The government supported settlement of the frontier by creating the Homestead Act and the Morrill Land Grants. Settlers built houses in the sides of hills out of sod. Settlers worked extremely long hours. In a family of settlers every member of the family contributed. American farmers sorry with many economic issues in the 1890s such as: high railroad shipping rates, crop failures, increasing loans and changing currency values. Bimetallism helped the economy by using silver for coinage and backing the dollar with both gold and silver put more money in circulation. Bimetallism raised prices for farmed goods and helped farmers to repay their debts. Steel created demand for coal and iron ore. Steel was used extensively with the railroads, agriculture, food, and construction industries. Inventions in the 19 th century changed the way people worked by opening new jobs for women, drawing people to the cities and helping the construction industry. Railroad companies were very powerful and often corrupt. Railroads had a great deal of political power and fought legal battles against regulation. Robber barons used ruthless tactics to amass great wealth. The Southern economy and terrain had been devastated by the Civil War and had to be rebuilt. The South had less capital for investment. Workers realized that they needed to unite to protect themselves, increase wages, shorten work hours and improve working conditions. Unions had limited success due to government support of management and the use of violence and scabs to break strikes. People immigrated to the United States in the late 19 th century and early 20 th century due to poverty, famine, shortage of land, lack of jobs and religious or political persecution. New immigrants faced an unfamiliar culture, the effects of nativism and the struggle to make a living. Industrialization, new technology and an influx of workers led to U.S cities growing. Problems that came from cities growing were: the need to provide adequate housing, transportation, water, and sanitation and the need to fight fire and crime. Settlement houses provided educational, cultural and social services to the poor in urban areas. The growing need for city services and the large numbers of immigrants required a new power structure. Inefficiency, fraud and incompetence were all results of the practice of patronage. Cleveland wanted to reduce tariffs. Harrison wanted to raise tariffs. Bridges and trains helped cities to grow outward. Skyscrapers helped cities to grow upward. Airplanes carried people and mail across the nation. Printing and paper became less expensive. Public schools changed in the 19 th century with a population of school-age children increasing, immigrant children enrolled in schools and reformers focused on educational programs. Immigrants opposed sending their children to public schools because some did not want their children to be Americanized and others had religious objections. The Supreme Court legalized segregation in Plessy vs. Ferguson. Congress enacted the Chinese Exclusion Act. Mexicans worked in mining, agriculture, railroad construction and irrigation projects.
Popular leisure activities included: bicycling, spectator sports, amusement parks, theatre, the circus and reading fiction. Advertising, shopping centers, department stores and mail-order catalogs changed the way Americans shopped. Students will be able to Contrast the cultures of Native Americans and white settlers and explain why white settlers moved west. Identify restrictions imposed by the government on Native Americans and describe the consequences. Identify the government s policy of assimilation as well as continuing conflicts between Native Americans and settlers. Trace the development of the cattle industry. Describe both the myth and the reality of the American cowboy and explain the end of the open range. Explain the rapid settlement of the Great Plains due to homesteading. Describe how early settlers survived on the plains and transformed them into profitable farm land. Identify the problems farmers faced and their cooperative efforts to solve them. Explain the rise and fall of the Populist Party. Explain how the abundance of natural resources, new recovery and refining methods and new uses for them led to intensive industrialization. Identify inventions that changed the way people lived and worked. Identify the role of the railroads in unifying the country. List the positives and negative effects of railroads on the nation s economy. Summarize reasons for and outcomes of the demand for railroad reform. Identify management and business strategies that contributed to the success of business tycoons such as Andrew Carnegie. Explain Social Darwinism and its effects on society. Summarize the emergence and growth of unions. Explain the violent reactions of industry and government to union strikes. Identify immigrants countries of origin. Describe the journey immigrants endured and their experiences at United States immigration stations. Examine the causes and effects of the nativists anti-immigrant sentiments. Describe the movement of immigrants to cities and the opportunities they found there. Explain how cities dealt with housing, transportation, sanitation and safety issues. Describe some of the organizations and people who offered help to urban immigrants. Explain the role of political machines and political bosses. Describe how some politicians greed and fraud cost taxpayers millions of dollars. Describe the measures taken by Presidents Hayes, Garfield and Arthur to reform the spoils systems. Explain the positions taken by Presidents Cleveland, Harrison and McKinley on the tariff issue. Describe the impact of technological advances on turn of the 20 th century urban planning. Summarize turn of the century communication innovations. Analyze the expansion of public education at the turn of the 20 th century. Describe the growth of higher education. Trace the historical underpinnings of legalized segregation and the African American struggle against racism in the United States. Summarize turn of the 20 th century race relations in the North and the South. Identify discrimination against minorities in the American West. Give examples of turn of the 20 th century leisure activities and popular sports. Analyze the spread of mass culture in the United States at the turn of the 20 th century. Describe the turn of the 20 th century innovations in marketing and advertising. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Chapter Quizzes Chapter Tests Project- Students will work in a group to research a different inventor of the late 1800s and early 1900s. Students will create a poster that outlines the importance of the invention. They need to write a one page paper explaining the life of the inventor. Students will then present their inventor to the class. Project- Students will research different immigrant groups of the time period. They will discuss the discrimination that they faced as a group and what they did to overcome it. HSPA Open-Ended Question Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Graph- List the details about the culture of the Plains Indians. Time Line- List four events that shaped the settling of the Great Plains.
Cause and Effect Chart- Identify the causes of the rise of the Populist Party and the effects the party had. Chart- List resources, ideas, and markets that affected the industrial boom of the 19 th century. In the second column, note how each item contributed to industrialization. Chart- Fill in the effects of the rapid growth of the railroads. Time Line- List the notable achievements and setbacks of the labor movement between 1876 and 1911. Spider Map- List the urban problems and fill in the details about the attempts made to solve these issues. Chart- Corruption in the center and then list off of that the examples of different corruption of the 19 th century. Three column chart - List three important changes in city design, communication and transportation. Two column chart - List at least three developments in education at the turn of the 20 th century and their major results. RESOURCES Teacher Resources: Video/DVD Various online pages and activities Various Primary Source documents Textbook- The Americans Reconstruction to the 21 st Century Equipment Needed: Computers Television DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: Modern America Emerges Target Course/Grade Level: Honors American History I - Grade 9 Unit Summary: This unit will introduce students to the Progressive Era. Students will be able to explain how the progressive movement managed to increase the power of the government to power of government to regulate business and to protect society from the injustices fostered by big business. Students will understand how individuals and events moved the United States into the role of a world power and recognize the effects of economic policies on U.S diplomacy. Students will understand the causes of WWI, the reasons the United States entered the war in 1917and the consequences of the war. Approximate Length of Unit: 11 weeks Primary interdisciplinary connections: Literature, Geography, Civics, Science, Art LEARNING TARGETS Standards: 6.1 U.S History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Content Strand: 6.1.12.A.6.a- Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social injustice. 6.1.12.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. 6.1.12.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 vs. Ferguson) and state and local governmental policies. 6.1.12.B.6.a- Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. 6.1.12.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. 6.1.12.C.6.a- Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups. 6.1.12.C.6.b- Determine how supply and demand influenced price and output during the Industrial Revolution. 6.1.12.C.6.c- Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals. 6.1.12.D.6.a- Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19 th century in New Jersey (i.e., Paterson Silk Strike in 1913) and the United States. 6.1.12.D.6.b- Compare and contrast the foreign policies of American presidents during the time period, and analyze how these presidents contributed to the United States becoming a world power. 6.1.12.D.6.c- Analyze the success and failures of efforts to expand women s rights, including the work of important leaders ( i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19 th Amendment. 6.1.12.A.7.a- Analyze the reason for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war. 6.1.12.A.7.b- Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage and Sedition Act and Sedition Amendment) on individual rights. 6.1.12.A.7.c- Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries. 6.1.12.B.7.a- Explain how global competition by nations for land and resources led to increased militarism. 6.1.12.C.7.a- Determine how technological advancements affected the nature of World War I on land, on water, and in the air. 6.1.12.C.7.b- Assess the immediate and long-term impact women and African Americans entering the work force in large numbers during World War I. 6.1.12.D.7.a- Evaluate the effectiveness of Woodrow Wilson s leadership during and immediately after World War I.
6.1.12.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. 6.1.12.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. History/Social Studies Grade 9-10: RH.9-10.1- RH.9-10.6- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. 21 st Century Life and Career Skills: 9.1.12.C.3-9.1.12.D.2- Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin. Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current International issues or events Unit Understandings Students will understand that Social and economic change during the late 19 th century created broad reform movements in American society. Many of the social and economic changes giving rise to progressivism led women into public life as reformers and workers. Theodore Roosevelt pursued a reform movement known as the Square Deal. Theodore Roosevelt s energetic style contributed to the emergence of the modern presidency. William H. Taft pursued a more cautious progressive program during his one term as president. Woodrow Wilson claimed the presidency as a progressive leader and established a strong reform agenda. Economic and cultural factors convinced U.S policymakers to join the competition for new markets in territories overseas, including Hawaii. The United States went to war with Spain over Cuban independence and emerged with colonies in Guam, Puerto Rico and the Philippine Islands. The United States encountered continuing conflict in Puerto Rico, Cuba and the Philippines as well as in its attempt to expand trade with China. President Theodore Roosevelt and Woodrow Wilson continued to use American military power in territories around the world, including Panama and Mexico. Long-term tensions erupted into WWI among European nations, while the United States tried to stay neutral. American forces, though poorly equipped at the outset of the war, tipped the balance decisively in favor of the allies. WWI unleashed a series of disruptions in American society as the U.S government attempted to meet the demands of modern warfare. President Wilson s plans for peace were modified by Allied leaders in Europe and by Americans who were eager to free the country from foreign entanglements. Unit Essential Questions What were the four goals that various progressive reform movements struggled to achieve? What kind of state labor laws resulted from progressives lobbying to protect workers? How did government change during the Progressive Era? In the late 1890s, what job opportunities were available to uneducated women without industrial skills? Give two examples of national women s organizations committed to social activism. What scandalous practices did Upton Sinclair expose in his book The Jungle? How did Roosevelt earn his reputation as a trust buster? As a progressive, how did Taft compare to Roosevelt? Why did the Republican Party split during Taft s administration? How did the Clayton Antitrust Act benefit labor? Cite two examples of social welfare legislation that Wilson opposed during his presidency. What three factors spurred American imperialism? How did Queen Liliuokalani s main goal conflict with American imperialists goals? Why was American opinion about Cuban independence divided? Briefly describe the terms of the Treaty of Paris of 1898. Why was the U.S interested in events in Puerto Rico? What sparked the Boxer Rebellion in 1900? How was it crushed? What three key beliefs about America s industrial capitalist economy were reflected in the Open Door policy? What conflict triggered the war between Russia and Japan? Why was the construction of the Panama Canal, considered one of the world s greatest engineering feats? Explain the key difference between Woodrow Wilson s moral diplomacy and Teddy Roosevelt s big stick diplomacy. What were the main reasons for U.S involvement in World War I?
Where did Germany begin its war offensive? What happened there? How did the United States mobilize a strong military during World War I? What new weapons made fighting in World War I deadlier than fighting in previous wars? What methods did the U.S government use to sell the war to the nation? What events during the war undetermined civil liberties? What were the major effects of the Treaty of Versailles? How did Wilson s support for the League of Nations stand in the way of Senate support for the Treaty of Versailles? Knowledge and Skills Students will know Key terms: progressive movement, muckraker, suffrage, NAACP, Clayton Antitrust Act, Federal Reserve System, imperialism, yellow journalism, U.S.S. Maine, protectorate, Open Door Notes, Boxer Rebellion, Panama Canal, Roosevelt Corollary, nationalism, trench warfare, Zimmerman note, Selective Service Act, armistice, Espionage and Sedition Acts, Great Migration, Fourteen Points, Treaty of Versailles Key people: Susan B. Anthony, Theodore Roosevelt, Gifford Pinchot, Woodrow Wilson, Queen Liliuokalani, Jose Marti, General John J. Pershing The four goals of the progressive movement were: protecting social welfare, promoting moral reform, creating economic reform and fostering efficiency. State labor laws that came from the progressive movement were: laws that set a minimum age to work, limited work hours and provided workers with compensation. Government changed during the progressive era by becoming more responsive to the people, reforming elections, directly electing Senators and giving the public a voice in law making. Women who lacked education or skills worked as domestic workers. The NACW promoted the moral education of African Americans. The NAWSA was committed to winning women s right to vote. Sinclair s book The Jungle described the meat packing industries corrupt practices which disgusted both the public and Roosevelt. Roosevelt became a trust buster by filing suits under the Sherman Antitrust Act. Taft was a more cautious progressive than Roosevelt but did break up more trusts than Roosevelt. Taft was unable to appease both the reform-minded progressives and the conservatives within the Republican Party causing a split within the Republicans. The Clayton Antitrust Act benefited labor by recognizing the legality of labor unions, strikes, peaceful picketing, boycotts and the benefits of strikes. Two social welfare legislations that Wilson opposed during his presidency were: federal anti-lynching laws and ending segregation of federal offices. Three factors that spurred American imperialism were: economic competition, political and military competition and a belief in the cultural superiority of Anglo-Saxons. Queen Liliuokalani wanted to preserve Hawaii for Hawaiians, while American imperialists wanted to annex the islands. Americans were divided about Cuban independence because businessmen sided with Spain because they wanted to protect their investments. The Americans, however, sympathized with the Cuban demand for independence. Puerto Rico was strategically important to the United States as a way to assert its presence in the Caribbean and as a base for protecting a possible canal through the Isthmus of Panama. The Boxers staged a revolt to expel foreigners from China. In August 1900, troops from Britain, France, Germany, Japan and the United States marched on the Chinese capital. The international force put an end to the rebellion in China. Three key pieces of the Open Door policy were: the U.S. economy s dependence on exports to ensure growth; the U.S. right to intervene abroad to keep foreign markets open and the closing of an area to American products threatened U.S. survival. Russia and Japan went to war over a dispute about Korea. The construction of the Panama Canal is considered to be one of the world s greatest engineering feats because workers fought diseases, such as yellow fever and malaria. They also fought soft volcanic soil that was difficult to remove. Thousands died from disease or from accidents. Teddy Roosevelt s big stick diplomacy demanded that European countries stay out of the affairs of Latin American nations. Wilson s missionary diplomacy demanded that countries in Latin America set up democracies. The United States economic ties with the Allies were stronger than with the Central powers which was the main reasons why the United States got involved with World War I. The German s counter blockade by u-boats outraged many Americans. The Zimmerman Note raised suspicions of a German alliance with Mexico. Germany invaded Belgium, creating a refugee crisis. The Selective Service Act allowed the government to randomly select up to 3 million men for military service. Machine guns increased firepower. Long-range guns shelled civilian and military targets. Poison gas sickened and blinded its victims. Submarine attacks led to civilian deaths. The government advertised and sold war bonds. The Committee on Public information popularized the war through a massive propaganda campaign.
The establishment of a propaganda agency led to a campaign that encouraged hatred and violations of civil liberties. The Espionage and Sedition Acts also violated civil liberties anti-war publications lost their mailing privileges and people lost their jobs. The Treaty of Versailles created international problems that would eventually lead to World War II. The Treaty of Versailles humiliated Germany. The Treaty of Versailles provoked Russia s determination to regain former Russian territory and ignored the claims of colonized people for self-determination. Many senators objected to the provision of the League of Nations in the United States. Wilson was unwilling to compromise with senators on his desire for the United States to join the League of Nations. Students will be able to Explain the four goals of progressivism. Summarize progressive efforts to clean up government. Identify progressive efforts to reform state government, protect workers and reform elections. Describe the growing presence of women in the workforce at the turn of the 20 th century. Identify leaders of the women s suffrage movement. Explain how women s suffrage was achieved. Describe the events of Theodore Roosevelt s presidency. Explain how Roosevelt used the power of the presidency to regulate business. Identify laws passed to protect public health and the environment. Summarize Roosevelt s stand on civil rights. Summarize the events of the Taft Presidency. Explain the division in the Republican Party. Describe the election of 1912. Describe Woodrow Wilson s background and the progressive reforms of his presidency. List the steps leading to women s suffrage. Explain the limits of Wilson s progressivism. Explain the economic and cultural factors that fueled the growth of American imperialism. Describe how the United States acquired Alaska. Summarize how the United States took over the Hawaiian Islands. Contrast American opinions regarding the Cuban revolt against Spain. Identify events that escalated the conflict between the United States and Spain. Trace the course of the Spanish-American War and its results. Describe U.S involvement in Puerto Rico and Cuba. Identify the causes and effects of the Philippine-American War. Explain the purpose of the Open Door Policy in China. Summarize the views regarding U.S imperialism. Explain how Theodore Roosevelt s foreign policy promoted American power around the world. Describe how Woodrow Wilson s missionary diplomacy ensured U.S dominance in Latin America. Identify the long-term causes and the immediate circumstances that led to World War I. Describe the first two years of World War I. Summarize U.S public opinion about the war. Explain why the United States entered World War I. Describe how the United States mobilized for World War I. Summarize U.S battlefield successes. Identify the new weapons and the medical problems faced in World War I. Describe U.S offensives at the end of the war. Explain how business and government cooperated during the war. Show how the government promoted World War I. Describe the attacks on civil liberties. Summarize the social changes that affected African Americans and women. Summarize Wilson s Fourteen Points. Describe the Treaty of Versailles and international and domestic reaction to it. Explain some of the consequences to World War I.
EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Chapter Quizzes Chapter Tests Project - Students will work together in groups to create their own Treaty of Versailles. Each member of the group will represent a different country (i.e., the Big Four: U.S, Italy, France and Great Britain) making sure that their needs are met. Have a discussion with the class on some of the problems that may result from their treaties. Project- Students will pretend to be a soldier during WWI. They will write a letter home talking about what they are seeing and experiencing on the battlefield. Students will present and discuss their letter to the class. HSPA Open-Ended question Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Web Diagram- Fill in the diagram with examples of organizations that worked for progressive reform. Chart- Fill in details about working women in the later 1800s in areas such as farm women, domestic workers, factory workers and white collar worker. Problem- solution diagrams- Create 5 diagrams to show how the following problems were addressed during the Roosevelt administration: (a) 1902 coal strike, (b) Northern Securities Company monopoly, (c) unsafe meat processing, (d) exploitation of the environment, ( e) racial injustice. Chart- Fill in the causes that Taft supported. Time Line- Fill in the key events related to Progressivism during Wilson s first term. Graphic Organizer- Summarize the pros and cons of the debate in 1898 that raged in the United States over whether the U.S had the right to annex the Philippines. Time Line- Fill in the key events related to U.S relations with Cuba, Puerto Rico and the Philippines. Use the following dates:1899, 1900, 1901 and 1917. Two column chart - List the ways Teddy Roosevelt and Woodrow Wilson used American power around the world during their presidencies. Chart- List the causes of World War I. Web- Fill in how the Americans responded to World War I. Chart- List some of the changes that World War I brought about for each of the following groups: African Americans, women and immigrants. Spider Diagram- Fill in the web with information about the provisions and weaknesses of the Treaty of Versailles and opposition to it. RESOURCES Teacher Resources: Video/DVD Various online pages and activities Various Primary Source documents Textbook- The Americans Reconstruction to the 21 st Century Equipment Needed: Computers Television DVD player