Instructional Timeline 11Th Grade U s1

6/15/2011

Instructional Timeline – 11th Grade U.S. History – 2nd Nine Weeks /
Unit 4 – Imperialism and Progressivism
World War I and Its Aftermath /
Suggested Time Frame: ≈ 2 block days
Description / Start of World War I in Europe, American intervention in the conflict, the effect of the war on American domestic situation, the First Red Scare and resumption of labor strife following the war.
Assessment / Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation
Essential Questions / Why did the US get involved in the First World War? What effect did it have on the homefront? How did European nationalism contribute to the outbreak of WWI? How did WWI cause the federal government to change its relationship with the business world?
Core Components / TEKS/SEs / Specifications/Examples
(2)(1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major characteristics that define an historical era;
(B)(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(C)(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(D)(C) explain the significance of the following dates years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), / World War I 1914-1918 (Wilson, League of Nations);
Refer frequently to the events placed in the timeline of U.S. History
Tested dates may include:
1914-1918
(3)(2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
(A) analyze political issues
(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions,
(4)(3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:
(C)(B) identify the causes of World War I and reasons for U.S. entry involvement in World War I, including propaganda (information disseminated by an organization or government to promote a policy, idea, or cause) and unrestricted submarine warfare;
(D) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing
(E) analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front; and
(F)(D) analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles. ; and
(G)(C) analyze significant events such as the Battle of Argonne Forest. and the impact of significant individuals including John J. Pershing during World War I; and / Reasons that may be tested include:
1. unrestricted submarine warfare
Underlying causes of European World War I
Causes for American introduction into World War I: the Lusitania and the Zimmermann Note, British propaganda, anti-German sentiment
Events-Battle of the Somme, Battle of the Marne and Argonne Forest, Russian Revolution Individuals – Sergeant York, Eddie Rickenbaker, JJ Pershing, Kaiser Wilhelm, Yanks, Lenin, Woodrow Wilson
Tested major issues may include:
1. U.S. involvement in World War I,
2. Wilson’s Fourteen Points,
3. Treaty of Versailles.
isolation v. internationalism, self-determination of all peoples, US relations to communist Russia/USSR and changes in morality
Issues-Mobilization for war, Home front- volunteer, League of Nations and it’s defeat in US, fear of entangling alliances, failure of Fourteen Points, cruel treatment of Germans in Treaty of Versailles
Conferences and major treaties between the wars and the role isolationism played in US positions
(12)(11)(9) Geography. The student understands the impact of geographic factors on major events. The student is expected to:
(B) identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
(13)(12)(10) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States,
(14)(13)(11) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
(A) identify the effects of population growth and distribution and predict future effects on the physical environment;
(15)(14)(12) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
(D)(E) describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States. ; and
(E) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. / the First Great Migration,
patterns evolving from World War I
Growth of urban areas from industrialization;
Movement of Blacks to Northern cities;
Western migration;
· Growth of suburbs
WWI reoriented the priorities of the emerging world power and U.S. foreign policy makers returned to a goal of isolationism.
WW I led to great levels of industrialization in the US.
increased exports, increased agricultural production
Financing the war and debate on membership in League of Nations, (Neutrality Acts and the end of isolationism
Schenck vs. United States
Vocabulary
Unrestricted – Propaganda – Internationalism – Self determination Reparations – Bolshevik – Muckraker – Socialism – Anarchy – Anarchist
Recommended Lessons / Recommended Lessons - Primary Source Lesson – Women and the Great War: Opportunity or Setback?
United Streaming: From the Great War to the Great Depression (56:00)
Primary Source Lesson – The Great Migration
Differentiation / Special Education – all differentiation per SPED modifications and requirements
TAG - differentiation according to TAG mandates. To include:
independent study,
alternative projects in lieu of test
in depth reading
504 – All differentiation according to student needs as specified per 504 committee.
ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include:
small group instruction,
sentence stem activities,
HIS,
T-Chart-Pair and Defend.
Instructional Resources / Books or Readings- Wilson’s 14 Points, All’s Quiet on the Western Front
Videos - United Streaming: World War I and its Aftermath (54:00), the Great War by Ken Burns
Websites - http://firstworldwar.com/
College and Career Readiness Standards / I
A- 1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B
B- 1-AB 2-B 3-B
C- 1-AD 2-ABCEF 3-ABC
D- 1-A 2-AB
E- 1-A 2-AB 3-C
F- 1-A 2-A
II
A- 1AB 2-AB
B- 1-ABC 2-A 4-AC 5-ABC 6-ABC
III
A- 1-B 2-AB 3-AB
B- 1-B
IV
A- 1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB
B- 1-AB 2-AC 3-ABC 4-ABC
C- 1-ABC
D- 1-AB 2-AB
V
A- 1AB 2-AB
B- 1-ABCDEF
Essential Questions / Unit III
Chapter12,13,14
1. To justify their policies, the new American expansionists of the late 1800’s offered all of the following reasons except:
a) Strong nations were destined by natural law to dominate weak ones
b) The US had a duty to spread its superior institutions to less civilized people
c) The US should try to create a community of nations to guarantee world peace
d) A strong navy was the key to becoming a great nation and colonies would serve as bases for the navy
2. During the fighting of the Spanish American War,
a) American troops had experience commanders
b) More American fighting men died of disease than were killed in action
c) The US army conducted a competent and efficient mobilization
d) Spain won many battles to prolong the war
3. The Platt Amendment, incorporated into the Cuban constitution, gave Cuba:
a) Full independence
b) Economic independence
c) Partial independence
d) An American run government
4. The United States suggested the Open Door Policy for China to:
a) Keep the great powers from completely destroying China by dividing it up
b) Allow US merchants to trade in China without the interference of foreign government
c) Achieve a foreign policy victory without using military force
d) Promote the economic ideal of free markets
5. Jacob Riis’s 1890 book “How the Other Half Lives” shocked middleclass Americans with its sensational description of:
a) All of the answers below
b) Lower class slums
c) Middle class bigotry
d) Upper class decadence
6. The “Gospel of Wealth” promoted by Andrew Carnegie, said that people with wealth should:
a) Use their resources to help society
b) Give aid directly to the poor
c) Donate the bulk of their wealth to religious institutions
d) Subsidize the construction of Protestant churches
7. The Roosevelt Corollary to the Monroe Doctrine stated that:
a) European nations could use force to collect debts in Latin America
b) The US would not allow any new European investments in Latin America
c) European ships would have to pay for the privilege of using the Panama Canal
d) The US could intervene in the internal affairs of Latin American nations to preserve stability
8. President Teddy Roosevelt secured the Canal Zone in Panama by:
a) Engineering a revolt against Colombia
b) Threatening Panama with force
c) Negotiating a treaty with Colombia
d) Invading the capital of Colombia
9. Many Americans became outraged at Germany after it began to:
a) shell major cities like Paris
b) imprison European Jews
c) invade neutral countries like the Netherlands
d) Engage in submarine warfare
10. The Fourteen Points included:
a) Self determination for all people
b) A world bank to help rebuild Europe
c) Economic aid for former German colonies
d) The creation of the United Nations