Montgomery County SCHOOLS 2011-2012

montgomery County SCHOOLS 2011-2012

Instructional GUIDE

United States History

Standard
Focus / Curriculum Designation
(Essential/
Important) / Learning Targets
What do students need to learn? / Differentiation
Strategies
What will we do if they don’t learn it?
What will we do if they already know it? / Integration Ideas
How will they learn it? / Assessment Strategies
How will you know if they have learned it?
What will we do if they don’t learn it? / Suggested Resources /
Goal 1: The New Nation: 1789-1820
8.04% / I can determine the effectiveness of the new political, social, and economic institutions of the emerging republic in creating a democratic foundation in the U.S.
·  the Whiskey Rebellion
·  the Judiciary Act of 1789
·  the National Bank controversy
·  Native American conflict
·  Proclamation of Neutrality
·  Hamilton v. Jefferson
·  Assumption of state debts
·  Political rights of white male landowners, women, African Americans, and Native Americans
·  XYZ Affair
·  Alien & Sedition Acts
·  Kentucky & VA Resolutions
·  Nullification/states’ rights
·  Lewis and Clark
·  Impressment of U.S. sailors
·  Chesapeake-Leopard incident
·  Embargo Act of 1807
·  War of 1812
·  Growth of nationalism / Create a double bubble thinking map comparing & contrasting George Washington & John Adams
Tree Map: Administrations of Washington, Adams, Jefferson & Madison
Tic-Tac-Toe: The Young Republic- activity example-word graffiti / Video: National Geographic’s Lewis and Clark’s Great Journey West
Write a journal entry describing what you might see on the Lewis and Clark Expedition
Create a cause & effect map for the War of 1812
Create a power point describing the major foreign and domestic policies during the formative years of the Young Republic
Review Goal 1 objectives using clickers / Pre-assessment: KWL chart: George Washington’s Presidency
Ticket Out the Door: What were George Washington’s three major warnings in his Farewell Address?
Quizzes in EOC format
Admit slip: Why was Jefferson hesitant in buying the Louisiana Territory.
Review & Summative Assessment: Goal 1 /

Text: Prentice Hall: U.S. History

Primary documents: The U.S. Constitution
Video excerpts: History Channel: “The Presidents” Washington, Adams, Jefferson, Madison
Video excerpt: John Adams
Book excerpt: Founding Fathers
YouTube: Johnny Horton’s: The Battle of New Orleans
www.pbs.org
Goal 2: Expansion & Reform (1801-1850)
9.11%
Goal 3: Crisis, Civil War & Recon-struction
(1848-1877)
8.21% / I can analyze the conflicts between the forces of nationalism, sectionalism, expansion in shaping of the lives of Americans during the antebellum period.
·  Era of Good Feelings
·  Hudson River School
·  Marshall Court decisions
·  Erie Canal
·  Industrial Revolution
·  Missouri compromise
·  Monroe Doctrine
·  American System
·  Elections of 1824 & 1828
·  Expansion of democracy
·  Tariff of Abominations/nullification crisis
·  Webster-Hayne debate
·  Indian Removal Act
·  Trail of Tears
·  Jackson & the National Bank
·  Second Great Awakening
·  Reform movements: Women, abolition, temperance, prison, education
·  Nat Turner Rebellion
·  Transcendentalism
·  Utopias
·  Manifest Destiny
·  Trails West
·  Texas annexation
·  Mexican American War
I can understand the causes and effects of the Civil War.
I can understand the Civil War and Reconstruction periods and how they shaped the political, social, and economic character of the nation in the 19th century.
·  Mexican Cession
·  Wilmot Proviso
·  Gold Rush
·  Compromise of 1850
·  Fugitive Slave Law
·  Uncle Tom’s Cabin
·  Kansas Nebraska Act
·  Republican Party
·  Bleeding Kansas
·  Dred Scott decision
·  Lincoln-Douglas debates
·  John Brown’s raid
·  1860 election
·  Secession
·  Fort Sumter
·  Confederate & Union advantages/disadvantages
·  Antietam
·  Turning points; Gettysburg & Vicksburg
·  Sherman’s March to the Sea
·  Appomattox
·  Freedmen’s Bureau
·  Civil Rights Act of 1866
·  Black code
·  sharecropping
·  Civil War Amendments: 13th. 14th, 15th.
·  10% plan/Radical Republicans Plan.
·  Tenure of Office Act
·  Impeachment of Andrew Johnson
·  Compromise of 1877 / In pairs, create a circle map defining nationalism during the Era of Good Feelings
Create a multi-flow map on the causes & effects on the independence & U.S. annexation of Texas
-Label a map of the trails west of the Mississippi River and the people who traveled the trails.
-Create a tree map on the Northeast & Daniel Webster, the South & John C. Calhoun, & the West & Henry Clay. Using the map information write an essay discussing the three distinct regions that had developed by the mid-1800s and the sectional conflicts that evolved
On a map of the U.S. draw and explain the Union’s Anaconda Plan. On the same map identify the “turning point” battles
In groups, compare & contrast the advantages & disadvantages of the Union & the Confederacy at the start of the Civil War
On a map of the U.S., identify the following
areas: Slave and Free States, Kansas and Nebraska Territories, areas open to slavery
under the terms of the Missouri Compromise, Compromise of 1850, and proposed routes of the trans-continental
railroad. Discuss how each of these contributed to outbreak of the Civil
War / Begin an ongoing timeline on innovations and inventions in U.S. technology and transportation
Create a circle map defining the transcendentalists and romantic writers & artists. Use the information to write an informative essay on the transcendentalists & romanticists focusing on nationalism & reform(H)
Research the problems associated with American society and the reformers and reform movements that helped to improve society in the mid-1800s
Create a thinking map or write an essay discussing the causes & effects of the reform movements during this era
Create a tree map: “Aftermath of Civil War, Radical Reconstruction & the Solid South / Segregation.” Imagine that you are either a newly freed slave, a plantation owner, a carpetbagger, or a scalawag. Write a letter to a relative or friend outside the South describing your view of Radical Reconstruction
In an essay, respond to the following statement: “ The North won the Civil War, but the South won Reconstruction” (H)
/ Create an acrostic poem entitled “Manifest Destiny”
Create a multi-flow map on the causes & effects of the U.S. Mexican War
Daily Quizzes in EOC format
Review Jeopardy: Goal 2 using clickers
Review and Summative assessment: Goal 2
Listen-Think-Pair-Share: KWL chart on the Civil War
Directed Questioning
Daily Quizzes in EOC Format
Jeopardy game using clickers on Goal 3
Review & Summative Assessment: Goal 3 /

Text: Prentice Hall: U.S. History

Video: The Jackson Years: Toward the Civil War
Schlessinger’s: Democracy & Reform
Primary documents: “Women’s Rights,” by Sojourner Truth,
The Lewis & Clark Journals, President Polk’s War Message to Congress
Drama: Seneca Falls Convention
Video excerpts: History Channel’s: “The Presidents” Monroe, Adams,
Websites:
www.thehistorycalendar.com

Text: Prentice Hall: U.S. History

Excerpts from Ken Burns video “Civil War”
Primary documents: Slave Narratives” “Lincoln’s First Inaugural Address,” “The Emancipation Proclamation”
Video: Schlessinger’s “The Civil War” & Reconstruction & Segregation
Video excerpts: History Channel’s: “The Presidents” Buchanan, Lincoln, Johnson, Grant, Hayes
Goal 4: The Great West and the Rise of the Debtor
(1860-1896)
6.43% / I can understand how westward migration of people during the late 19th century changed America politically, socially, and economically.
I can compare and contrast the different groups of people who migrated west.
I can analyze the impact that settlement had upon different groups of people and the environment.
I can identify the causes & effects of the financial difficulties that faced the American farmer and trace the rise & decline of the Populist movement.
I can describe agricultural & technological innovations and their impact on the West.
·  Open range ranching
·  Barbed wire
·  Refrigerated railroad cars
·  Windmill
·  Dry farming
·  Chisholm Trail
·  Wounded Knee
·  “A Century of Dishonor”
·  Dawes Act
·  assimilation
·  populism
·  Grange
·  Bimetallism
·  Cross of Gold Speech
·  Cooperatives
·  Wabash v. Illinois
·  Munn v. Illinois
·  Interstate Commerce Act
·  Pendleton Act / In pairs, create a tree map listing the factors that promoted the settlement of the West
Create a poster encouraging people to establish
homesteads in the West
Create a multi-flow map on the causes & effects of populism / Update the timeline on innovations in technology and transportation that was started during the study of Goal 2
Assume the role of a Plains Indian affected by the assimilation policy of the Dawes Act. Write a journal entry describing how you feel about the policy and how it has affected your life
In an essay, evaluate the government’s response to the farmers’ complaints with Munn .v Illinois , Wabash v. Illinois and the Interstate Commerce Act (H)
Journal Writing: Students will imagine they are seeking a federal job during the Arthur presidency. Write a letter to your Congressman urging him to support or oppose the Pendleton Act / Five “I learned” statements on Westward expansion
Wraparounds: Students create a circle and give one learning response of Westward expansion
#1 and #2 partners: tell each other facts and/or other activity such as draw a picture and the other partner guesses the concept
Daily Quizzes in EOC Format
Review & Summative Assessment: Goal 4 /

Text: Prentice Hall: U.S. History

History Channel’s “The Presidents” Garfield, Arthur, Cleveland, Harrison, Cleveland, McKinley
Video: Schlessinger’s “A Nation in Turmoil”
Primary Documents: Mark Twain’s “Roughing It,” Bury my Heart At Wounded Knee(book and video excerpt)
“The West”: PBS series
Websites:
www.pbs.org
www.linecamp.com/museums/american west/
Goal 5: Immigration & Urbanization
(1877-1900)
7.68% / I can evaluate the influences of immigration & rapid industrialization on urban life.
I can explain how businesses & industrial leaders accumulated wealth & wielded political & economic power.
I can describe the changing role of government in economic & political affairs.
I can assess the impact of labor unions on the government and in the lives of the workers.
·  Robber barons
·  Captains of industry
·  Rockefeller, Carnegie, Vanderbilt, Morgan
·  Laissez faire
·  Political machines
·  Tammany Hall
·  Vertical/horizontal integration
·  2nd Industrial Revolution
·  Federal land grants
·  Monopolies/trusts
·  Knights of Labor
·  Haymarket Square Riot
·  Dumbbell tenements
·  Chinese Exclusion Act
·  Nativism
·  Transcontinental Railroad
·  Skyscrapers
·  Ellis Island
·  Angel Island / Using a double map, compare and contrast the “New Immigrants” of the late 1800s with the “Old Immigrants” of the early 1800s
In small groups create a circle map defining the era of robbers and captains of industry / Review the political cartoons of Thomas Nast & create new cartoons to address the problems of the era
Update the timeline on innovations in technology and transportation that was started during the study of Goal 2
Create a multi-flow map on the causes & effects of the development of labor unions in the late 1800s / Draw a donut shape:
-On the outside, write "I am learning."
-On the inside, write "I know."
Portfolio of work from Goal 5
Before, During, and After Before reading to activate prior knowledge, monitor comprehension during reading on immigration and urbanization, and summarize the reading in daily journal log.
Daily Quizzes in EOC format.
Review & Summative Assessment: Goal 5 /

Text: Prentice Hall: U.S. History

Schlessinger Video: “Industrialization & Immigration”

Primary Sources:
Raz Rosenzweig, Eight Hours
For What We Will
Jacob Riis, How the Other Half
Lives
Emma Lazarus, “The New
Colossus”
Horatio Alger, “Rags to
Riches” books
Web Sites:
http://edison.rutgers.edu/biolong.
htm
http://www.crfusa.
org/immigration/immigration_hist
ory.htm
http://www.nps.gov/archive/stli/pro
d02.htm
http://xroads.virginia.edu/~CAP/LIB
ERTY/lazarus.html
http://www.tenement.org/encycloped
ia.pdf
http://www.bergen.org/AAST/Project
s/Immigration
Goal 6: The Emergence of the U.S. in World Affairs
(1890-1914)
6.96% / I can identify the factors led to U.S. involvement in the world arena in the late 19th and early 20th centuries.
I can analyze the role of the media in shaping foreign policy during the late 19th century.
I can understand how economic and political aims led to U.S. involvement in the4 Spanish American War.
·  Imperialism
·  Open Door policy
·  Yellow journalism
·  Protectorate
·  Sphere of influence
·  Platt Amendment
·  Insular cases
·  Foraker Act
·  Great White Fleet
·  Roosevelt corollary
·  Big Stick diplomacy
·  Dollar Diplomacy
·  Moral Diplomacy
·  Pan-Americanism
·  Panama Canal / In pairs, construct a multi-flow map showing the causes & effects of the Spanish American War
Discussion Blog: Causes and effects of U.S. Imperialism / Examine or draw political cartoons that represent supporting and opposing views of imperialism
Map the pattern of imperialist activities around the world
Analyze & discuss some examples of yellow journalism from the period and from today
In a well-written & thoughtful essay, compare & contrast the imperialists & anti-imperialists arguments for & against U.S. imperialism during the late 1800s & early 1900s
Students will write responses to Kipling’s, White Man’s Burden. (H) / Ticket Out the Door: Name a new area in the world where the U.S. was expanding its influence in the late 1800s.
Create a circle map defining imperialism using the following in the frame of reference: 1. definition in own words 2. related words, 3. illustration, 4. Examples
Daily Quizzes in EOC Format
Review & Summative Assessment: Goal 6 /

Text: Prentice Hall U.S. History

Schlessinger Video: Imperialism

Primary Documents: The New York World/The New York Journal
The White Man’s Burden
de Lôme Letter
Teller Resolution
Platt Amendment
Alfred Thayer Mahan, The Influence of
Sea Power on World History:
1660-1783
Goal 7: The Progressive Movement
(1890-1914)
8.39% / I can understand how the economic, political, and social changes in the U.S. during the late 19th century created the need for the Progressive Movement.
I can explain how journalists and leaders advocated for social justice in the early 20th century.
I can analyze the effects of the Progressive Movement on different segments of the population.
·  Muckrakers
·  Settlement house movement
·  Child labor
·  Temperance
·  Women’s suffrage
·  Washington v. Du Bois
·  State/city government reforms
·  Progressive Amendments: 16th, 17th,18th, 19th
·  Meat Inspection Act
·  Pure Food & Drug Act
·  NAACP
·  Atlanta Compromise
·  Federal Reserve
·  Children’s Bureau
·  Federal Trade Commission
·  Conservation / In pairs, construct a tree map of the political, social, and economic gains of the Progressive period
Create a multi-flow map on the causes and effects of Progressivism
Create a tree map identifying the Progressive reforms achieved by T. Roosevelt, W.H. Taft, and Woodrow Wilson / Review the philosophies of Booker T. Washington and W.E.B. Du Bois. Design a double bubble map to compare & contrast the two
Read excerpt from Sinclair’s The Jungle in the text (p. 424),
Construct a tree map on the domestic & foreign policies of the 3 Progressive Presidents: T. Roosevelt, Taft, & Wilson
In small groups: Each group will solve a problem in the Progressive era from their own perspective and chart their solutions, illustrating all views from far right to far left. (H) Groups include:
1. Presidential Cabinet,
2. state government,
3. Women,
4. African Americans / Cheat Notes
Students prepare a single note card of information they believe will be on test. Students are allowed to bring these notes to test.
Daily Quizzes in EOC format
Review & Summative assessment: Goal 7 /

Text: Prentice Hall: U.S. History