Course Description/Overview/Welcome Statement
US History II is a two trimester course required for graduation.
United States History II addresses the making of modern America, highlighting the events and issues in United States history from the late Industrial Revolution to modern times. Topics include, but are not limited to, the Industrial Revolution, the Progressive movement, imperialism and foreign affairs, the World Wars, the Great Depression, the Cold War, the civil rights movements, the rise of terrorism, and modern social and political history. The standards can be taught either chronologically or thematically, but are organized into chronological periods. Periodization is an organizational tool historians use to make connections and draw distinctions. Periods are flexible ways of making meaning, and sometimes overlap chronologically. Effort should be made to help students make connections between the events and ideas of the past and their lives today. Contextualizing the study of modern America by helping students make connections across the span of U.S. history can enrich and deepen their understanding of their own place in the American story.
Civic Preparation One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The future progress of our communities, state, nation, and world rests upon the preparation of young people to collaboratively and deliberately address problems, to defend their own rights and the rights of others, and to balance personal preferences with the common good. Social studies and history classrooms are the ideal venues to nurture civic virtue, consider current issues, learn how to act civilly toward others, build a civic identity, and nurture global awareness. These skills, habits, and qualities of character will better prepare students to recognize and accept responsibility for preserving and defending their liberties. To that end, throughout this course, students should have ample opportunities to: ] Engage in deliberative, collaborative, and civil dialogue regarding historical and current issues. ] Apply knowledge of governmental structure, historical concepts, geographic interrelationships, and economic principles to analyze and explain current events. ] Identify local, state, national, or international problems; consider solutions to these problems; and share their ideas with appropriate public and/or private stakeholders. ] Develop and demonstrate the values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation. Engage in dialogue regarding American exceptionalism, in the sense of the special character of the United States as a uniquely free nation based on democratic ideals and personal liberty.
Foundational Skills of the Social Studies Disciplines
Students should develop skills associated with the disciplines of history, geography, political science, and economics, most notably the ability to construct arguments using the evidence, texts, and tools valued within each discipline. Of particular importance in a United States history course is developing the reading, thinking, and writing skills of historians. These historical thinking skills include the ability to think critically about diverse forms of evidence, use evidence to construct interpretations, and defend these interpretations through argumentative historical writing. Students will corroborate their sources of evidence, and place their interpretations within historical contexts. Among other elements of historical thinking, students should have opportunities to consider the concept of historical significance. Out of all the events that have happened in the past, historians must determine those that are significant enough for study. Led by their teachers, students should have opportunities to consider and discuss the relative significance of diverse events. These skills are embedded within the standards in places that seem particularly appropriate. However, local educational agencies and/or teachers may use their discretion to integrate skill instruction in a manner that meets local needs
A Note on the Organization of the Utah Standards in All Core Areas
Utah standards are organized into strands, which represent significant areas of learning within content areas. Depending on the core area, these strands may be designated by time periods, thematic principles, modes of practice, or other organizing principles.
Within each strand are standards. A standard is an articulation of the demonstrated proficiency to be obtained. A standard represents an essential element of the learning that is expected. While some standards within a strand may be more comprehensive than others, all standards are essential for mastery.
US II Strand 1: Industrialism
(Ca. 1880–1920) The Industrial Revolution radically changed the daily lives of Americans. The immense industrial growth in the 19th century was fueled by technological innovations, abundant natural resources, and a large unskilled labor force. Migration, urbanization, and immigration are trends that continue into contemporary times.
Possible Guiding Questions to Consider:
- How did daily life change for Americans as industrialism developed?
- What role does industrialism play in the United States today?
What role does industrialization play in the United States today? ] What key events laid the framework for the growth of industry, mining, agriculture, and human movement? ] How did employment opportunities influence immigration and internal migration patterns? ] What were the major “push” and “pull” factors influencing migration to and within the United States, and how did immigrants change culture and politics? ] What challenges in employment did immigrants face? ] What is the relationship between industrialism and the rise of consumerism in the U.S.? ] Why is the Industrial Revolution sometimes considered to be two events? What was distinct about the “Second Industrial Revolution”? ] How could industrial leaders be considered both ”captains of industry” and “robber barons”?
US II Standard 1.1: Students will assess how innovations in transportation, science, agriculture, manufacturing, communication, and marketing transformed America in the 19th and early 20th centuries.
- What factors facilitated the transformation of the United States from an agricultural to an increasingly industrialized and urbanized society?
- What was the impact of industrialization on Women?
- John Green’s Crash Course US History: the Market Revolution – https://www.youtube.com/watch?v=RNftCCwAol0. The John Green Market Revolution video does a great job explaining how innovations in transportation and communication led to the Market Revolution. But more importantly, he explains how the lives of everyday Americans were transformed because of the Market Revolution.
- The following PDF has a list of tecnological advancements that contributed to, and made westward expansion possible: http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/12533/Advancements%20Filled%20In.pdf.
- http://www.toptenz.net/top-10-greatest-inventions-of-the-19th-century.php. In no particular order here is a list of the top 10 inventions of the 19th century
- http://www.historylearningsite.co.uk/inventions-and-discoveries-of-the-twentieth-century/inventions-1900-to-1990/. A listing of inventions chronologically from 1900-1990
- http://industrialdevelopement.weebly.com/ good information on the working conditions, people and corporations of the Industrial Revolutions
- http://www.gilderlehrman.org/history-by-era/gilded-age/essays/robber-barons-or-captains-industry Wonderful introduction to what a Robber Baron or Captain of Industry is, and gives a overview of the big 4. It also has lots of links to essays on the subject that could help in your research. (ja)
- Working women/Women During Industrialization: the following links are primary & secondary sources describing working women during the industrial age.
Have students read some of the various docs and answer some questions
- As you read the docs, make a list of recurring themes.
- What insight can we gain from these docs about women during this time period?
- How did industrialization change/impact the lives of women in the United States?
- What role did women play in labor reform?
- How did their role in the labor reform movement spearhead their role in other reform movements?
- You could finish with some sort of art project that asks the students to demonstrate artistically how the lives of women changed during industrialization – a book, snap story, poster, etc.
- You could also break students into groups and have each group write and then perform a speech/rally encouraging labor reform.
- The attached website and lesson looks at America’s First Industrial Revolution and asks the question, “What changes occurred in the United States during the period of industrialization before the Civil War? What facts indicate whether early industrialization was a revolutionary or evolutionary process?” http://edsitement.neh.gov/lesson-plan/was-there-industrial-revolution-new-workplace-new-technology-new-consumers#sect-introduction.
- Here is a second lesson plan that may be taught as a stand-alone lesson or in combination with the complementary EDSITEment lesson plan Was There an Industrial Revolution? Americans at Work Before the Civil War. http://edsitement.neh.gov/lesson-plan/was-there-industrial-revolution-americans-work-civil-war#sect-objectives.
- Transportation: Display the painting “American Progress” by John Gast. Have students explain how and why the transportation methods displayed in the painting changed the west. (HH)
- Inventions: Have students choose from a list of inventions on the late 1800s and explain which invention which invention was the greatest and why it had a greater impact than the others. Inventions should include those talked about in class but may include: Otis elevator brake, electric light, typewriter, airplane, automobile, gasoline engine, refrigerator, washing machine, skyscraper, Bessemer process. (HH)
- Industrial Revolution: The FBLA club at school wants to honor one of the Industrial Capitalists from the second industrial revolution. Decide who should be honored and then explain in a page long speech how your chosen industrialist changed business for good and ill. Choose from: Carnegie, Rockefeller, Ford, Vanderbilt, or Morgan.
- Have the students write two separate journal entries, from two different individuals. The author in each journal entry would describe his/her daily activities. The first journal entry would be from someone living before the Market/Industrial Revolution. The second journal entry would be someone who lived during the time of change. In the directions you could set up a made up scenario that gives little detail about the individual’s life but allows for the same parameters and storyline that would be the same for each individual.
- Ex: Henry is a sixteen year old boy. He lives during the ________ time period. He has expectations of being helpful to provide for the family. A family member has come to visit from a neighboring state and his family knew that they would be arriving on that day.
- Students would then be asked to use their knowledge to write up the specifics of the individual’s life based on communication, transportation, science, agriculture, manufacturing (or lack thereof).
- Or you could give less direction and ask them to describe the daily life of two individuals, one pre industrial revolution, and one during, and describe how 2-3 of the above mentioned items affected their daily life.
- The Robber Barons by Matthew Josephson (HH)
US II Standard 1.2: Students will explain the connections between the growth of industry, mining, and agriculture and the movement of people into and within the United States.
- How did westward migration, new systems of farming and transportation, and economic instability lead to political and popular conflicts in the late 19th century?
- How did the Railroad increase the growth of industry, mining, and agriculture? (ja)
- Why is building up a nation’s infrastructure such as roads, railroads, seaports, and airports so important to creating and sustaining economic growth? Can economic growth be sustained without government intervention to build infrastructure? (ja)
- The following PDF is a special focus document put out by the College Board (AP US History) on Urbanization. Pages 1-18 have a lot of good background information for teachers on urbanization during the Gilded Age and Progressive Era. http://apcentral.collegeboard.com/apc/public/repository/US_History_Urbanization_SF.pdf
- The Harvard University Library Open Collections Program has a resource page/website on Immigration to the United States from 1789-1930. http://ocp.hul.harvard.edu/immigration/. From their website: “Immigration to the United States, 1789-1930, is a web-based collection of historical materials from Harvard’s libraries, archives, and museums that documents voluntary immigration to the United States from the signing of the Constitution to the onset of the Great Depression. Concentrating heavily on the 19th century, Immigration to the US includes over 400,000 pages from more than 2,200 books, pamphlets, and serials, over 9,600 pages from manuscript and archival collections, and more than 7,800 photographs. By incorporating diaries, biographies, and other writings capturing diverse experiences, the collected material provides a window into the lives of ordinary immigrants. In addition to thousands of items that are now accessible to any Internet user, the collection includes contextual information on voluntary immigration and quantitative data. The site offers additional links to related digital resources on immigration to the US, including vital materials on the African diaspora.”
- http://www.epi.org/publication/impact-of-infrastructure-investments/ Great website about infrastucture and economic growth. Could be used for students to do research on their own time. You could also bring in other research for students to answer the guiding question. http://www.brookings.edu/research/papers/2010/06/04-infrastructure-economics-mckibbin, http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/0,,contentMDK:22629797~pagePK:64165401~piPK:64165026~theSitePK:469382~isCURL:Y,00.html (ja)
- Transcontinental Railroad: Show two images of Transcontinental Railroad. One image of the construction and one image of the driving of the spike. Using a worksheet such as OPTIC, SPRITE, or image analysis from the National Archives, have students determine how the transcontinental railroad moved people into the United States and within the United States. (HH)
- Document–The Homestead Act, 1862: Use the website, www.ourdocuments.gov. Display an image of the actual document to the class and then hand students a transcript of the first section of act. Annotate the document together to find out who is eligible for land and how much land they would receive. Why would this opportunity entice people to move west? However, who ended up getting most of the available land? (speculators)
- Immigration: The library of Congress has two lesson plans that include readings about how the Industrial Revolution changes America and why Immigrants come to America during the Industrial revolution. The lesson plans also include links to primary source documents and images. In addition, there are ideas for additional activities about the topics. Immigration: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/teacher_guide.pdf industrial revolution link: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/pdf/teacher_guide.pdf (HH)
- Chart: http://blogs.census.gov/2014/02/26/the-second-great-wave-of-immigration-growth-of-the-foreign-born-population-since-1970/ Give stuents a coy of the chart on this site. The chart displays the number of foreign born people who came to the United States and the percentage of foreign born persons in the United States at the time. The data is taken from the U.S. census. In groups, have students analyze the chart to explain the trends in foreign immigration. As a group have them determine the pull factors that brought immigrants to the east and west. (HH)
- Have the students research the difference between economic growth and infrastructure. Create a presentation answering this question, and developing a government economic growth plan that includes infrastructure, and what should be done to help economic growth today. (ja)
- Imagine you are a new immigrant to the United States, would you choose to go to Nevada to mine silver, farm in Texas, or move to Pittsburgh to work in the steel mills? What would be the benefit and detriments of the option you choose? (HH)
US II Standard 1.3: Students will analyze the causal relationships between industrialization and the challenges faced by the growing working classes in urban settings.
- How did both industrialization and the development of labor systems that accompanied industrialization in the late 19th century shape U.S. society and workers’ lives?
- The Gilder Lehrman Institute of American History has a great section on the Rise of industrial America. They have lots of primary sources on immigration and the conflicts between the working class and big business. http://www.gilderlehrman.org/.
- Triangle Shirtwaist factory website: http://www.pbs.org/wgbh/americanexperience/films/triangle/player/
- NY tenement museum website: https://www.tenement.org/research.html Students can take a virtual tour of a tenement from the turn of the century
- Have students analyze photographs by Jacob Riis. Riis’ photographs show the horrible living and working conditions of the immigrants/poor. You can find his photographs all over the internet, including on the National Archives website. You can use a photo analysis worksheet to help students make inferences and gain meaning. A photo analysis worksheet can be found on the Library of Congress’ website. https://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf.
- Library of Congress lesson plan: Labor Unions and Working Conditions: United We Stand. Lesson overview : Think about your work environment…are you allowed to rest periodically? Do you earn a decent wage? Can you voice your concerns without losing your job? There was a time when workers in the United States did not have basic rights such as a minimum wage or time for a break. Work with primary source documents from American Memory to study the working conditions of U.S. laborers at the turn of the century. Answer the question, “Was there a need for organized labor unions?” http://www.loc.gov/teachers/classroommaterials/lessons/labor/.
- EDSITEment Lesson Plan: The Industrial Age in America: Sweatshops, Steel Mills, and Factories. “Where do we draw the line between acceptable business practices and unacceptable working conditions? Can an industrial—and indeed a post-industrial—economy succeed without taking advantage of those who do the work?”http://edsitement.neh.gov/lesson-plan/industrial-age-america-sweatshops-steel-mills-and-factories.
Note: This lesson may be taught either as a stand-alone lesson or as a complement to another EDSITEment lesson The Industrial Age in America: Robber Barons and Captains of Industry. http://edsitement.neh.gov/lesson-plan/industrial-age-america-robber-barons-and-captains-industry.
- REad an excerpt from The Jungle to discover the working conditions in the turn of the century capitalists. Have students compare that environment to their own work environments today. (HH)
- Music: Listen to Tennessee Ernie Ford’s version of “Sixteen Tons”. While the song plays, have students read the lyrics. At the end, have students work in groups to find what were the problems noted by Ford about living and working in a company town. (HH)
- Use a matrix to have student research and compare historical epidemics/diseases: 1793 Yellow Fever in NY, 1918 Spanish Flu, 1980s AIDS, 1890 Chicago tuberculosis.
Great video on Triangle shirtwaist factory on YouTube. It is about 23 minutes. Produced in 2013. Excellent to engage students in a discussion on labor practices of the time period. MW
- Show a picture of a tenement building from the Jacob Riis or Lewis Hine collections: Ask students to explain three hazards of city living at the turn of the century. (HH)
- 3-2-1: Students need to do the following: (HH)
- Name and explain three hazards of city living at the turn of the century
- Name and explain 2 problems of working in factories at the turn of the century
- Explain why many people moved to the cities at the turn of the century
- Draw pictures to that could symbolize the difficulties workers faced while working in the turn of the century factories. (HH)
- Image prompt: These questions from Stanford help students show that they can determine source bias and reliability (HH)https://beyondthebubble.stanford.edu/assessments/photographs-working-children
How the Other Half Lives by Jacob Riis, 1890
Uprising by Margaret Haddix (fiction)
US II Standard 1.4:
Students will use historical evidence to compare how industrial capitalist leaders used entrepreneurship, free markets, and strategies to build their businesses.
- What various practices of industrialists/financiers led to their being labeled “robber barons”? “Captains of industry”?
- In what ways did such industrialists/financiers harm and/or benefit the U.S. economy and the quality of life of its citizens?
- What new technologies enabled the boom of industrialists from the second industrial revolution and the modern era?
- How did industrial capitalists build their empires?
Websites: http://edsitement.neh.gov/lesson-plan/industrial-age-america-robber-barons-and-captains-industry. A good overview and lesson plan
- EDSITEment lesson – The Industrial Age in America: Robber Barons and Captains of Industry. Introduction: Though a century has passed since the heyday of the great industrialists and financiers, debate continues: were these men captains of industry, without whom this country could not have taken its place as a great industrial power, or were they robber barons, limiting healthy competition and robbing from the poor to benefit the rich? Where do we draw the line between unfair business practices and competition that leads to innovation, investment, and improvement in the standard of living for everyone? Would the industrial economy have succeeded without entrepreneurs willing to take competition to its extremes?
It has been argued that we are now in a comparable economic period, the formative years of the Information Age. Certainly we continue to struggle with similar kinds of questions about fair and unfair business practices and the benefits and costs of competition. Does the industrialization of America at the end of the nineteenth and beginning of the twentieth century hold any lessons for us today? Can market forces exert sufficient influence to rein in potentially harmful practices or does government have to intervene? http://edsitement.neh.gov/lesson-plan/industrial-age-america-robber-barons-and-captains-industry#sect-introduction.
- https://prezi.com/hxsjeou7o_qb/men-of-innovation-the-major-industrialists-of-the-late-19th-century/ Use this presentation for an example. Have students create a presentation of a timeline of Industrialists through the 19th and 20th century. It should highlight the contributions of each one, and compare them to each other. (ja)
Texts/Books: Howard Zinn’s work, “A People’s History of the United States.” Of specific mention would be the chapter entitled “Robber Barons and Rebels.
- “The Men Who Built America” documentary from PBS. Awesome documentary about the big 4 industrialists who built the United States and what contributions they made to the U.S. (ja)
US II Strand 2: Reform Movements
Industrialization and urbanization changed American society in fundamental ways. Reform movements grew in response to these new realities. Urban settings made it easier for people to organize reform movements and recruit new members. The women’s suffrage movement, the Progressive movement, the rise of the temperance movement, and the growth of a number of additional labor, health, and educational reform movements developed as individuals and groups worked to solve society’s new challenges.
Possible Guiding Questions to Consider:
- Why do people turn to reform movements?
- What conditions must exist for a reform movement to begin?
- Were there methods used to bring about change that were more successful than others?
- How have today’s social and political reforms been impacted by those that took place from the 1840s to the 1920s?
- Is daily life today influenced by earlier social and political reform movements?
- What is the process required to amend the US Constitution? What inferences can we make about U.S. history by studying amendments to the Constitution?
US II Standard 2.1: Students will use primary and secondary sources to identify and explain the conditions that led to the rise of reform movements, such as abolition, suffrage, temperance, and labor.
Websites: http://teachinghistory.org/history-content/ask-a-historian/24100. Good overview of reform movements–the how and why. Also has a good bibliography for reference.
http://www.teachushistory.org/second-great-awakening-age-reform/overview. This is mostly pre Civil war but good information to build on.
http://www.history.com/topics/womens-history/the-fight-for-womens-suffrage. Interesting video on Lucy Burns
http://www.teachushistory.org/Temperance/forstudents.htm. Good overview with resources for teachers and students
- The following lesson provides several primary sources dealing directly with women’s suffrage. This lesson could be taught as is, or as a source to gather primary sources for class discussion or further use.
- The Gilder Lehrman Institute of American History provides a lesson plan that asks students to compare the US Declaration of Independence and the Seneca Falls Declaration of Sentiments and Resolutions. It is written as a two day lesson, but could easily be condensed into a smaller lesson or even just highlight as part of another lesson on the Woman’s suffrage movement, or reform movements in general. http://www.gilderlehrman.org/history-by-era/first-age-reform/resources/declarations-independence-womens-rights-and-seneca-falls-d
US II Standard 2.2: Students will explain how social reform movements influenced Constitutional amendments and changes to laws and democratic processes.
How does the average American have influence in changing laws in the United States? (ja)
What can students do today to have influence in the democratic process? (ja)
- America in Class provides a site devoted to “wets & drys.” One of the links goes to good quality political cartoons from the era detailing some of the issues surrounding prohibition. They deal with both the initial passing of the 18th amendment as well as the repeal of prohibition. There are also other references regarding prohibition. The end of page has a list of potential questions for discussion that go along with each set of resources discussed on the site. I don’t think that I would make an entire lesson out of this site, but it would provide a quick use of historical skills to teach about the methods used to pass prohibition and then repeal it.
- The following lesson plan provides primary sources to allow students to develop arguments for or against women’s suffrage. It allows students to analyze several different media types as they describe how views on suffrage were depicted. http://edsitement.neh.gov/lesson-plan/voting-rights-women-pro-and-anti-suffrage#sect-introduction
Is there a parallel between prohibition in the 30’s and the argument for legalization of substances today? http://www.latinpost.com/articles/7101/20140210/marijuana-legalization-medical-california-florida-new-mexico-colorado-washington-alcohol.htm
- This website is awesome primary document analysis for helping people understand the how and why prohibition was put into place. I use it as a way to help students understand the process of changing the constitution, and that the constitution is a living document that can be changed based on the will of the people. https://sheg.stanford.edu/prohibition (ja)
- Students will pick one of the changes in constitutional amendments and present the Social movement that influenced this change answering the who, what, why, when, how? (ja)
US II Standard 2.3: Students will evaluate the methods reformers used to bring about change, such as imagery, unions, associations, writings, initiative, recall, and referendum.
- The following websites provides several articles written by women in the 1920’s about why they bobbed their hair. When analyzed, these sources allow students to see that cutting their hair short, was much more than a fashion statement during the time period. The articles can also be found by doing a google search for “to bob or not to bob” and “1920 woman.” http://historymatters.gmu.edu/d/5117/. There is also a document that can be found by searching for “1920 teacher contract.” It can be found on several websites, but I have yet to find a legitimate source for the document. When reading this document, students are often surprised by the societal expectations of women –especially those employed as teachers during the 1920s.
- Brown University offers an article titled, “Alcohol, Temperance, and Prohibition” by Leah Rae Berk. It can be found at http://library.brown.edu/cds/temperance/essay.html. The article gives an overview of the Temperance Movement and the different types of propaganda pamphlets that were used to persuade others to join the movement. While the majority of the article would just be background information for the teacher, there are a few quotes that come directly from different pamphlets that could be given to students to interpret. For example:
Physical fitness is a farce without self-control, judgment, and discretion, which are the three qualities of
mind first to be dulled by and made incompetent by the use of alcohol. – Dr. Haven Emerson
One of the effects of alcohol is to interfere with the coordination of nerve and muscle. It has been repeatedly found that moderate amounts of alcohol interfere with skilled actions which depend on this co-ordination, such as rifle shooting and typing speed. – Dr. E. H. Derrick, M.D.
Experiment shows that drinking but one small bottle of beer or one glass of wine may impair a man’s driving capacity… Practically all the hit-run fatal accidents are caused by drunken drivers, says Frank A. Goodwin, Massachusetts Registrar of Motor Vehicles.
- This lesson is taken from Stanford Reading Like a Historian. In the aftermath of the Civil War, African-American leaders debated different plans for achieving racial equality. Booker T. Washington believed the initial focus should be on educating African Americans. W.E.B. Du Bois insisted that achieving equal rights was essential. In this lesson, students read a speech of Washington’s and a selection from Du Bois’s The Souls of Black Folk to consider who was a stronger advocate for African Americans.
- Teachers could use this lesson as is, or take excerpts from the speeches and use them for discussion of different views among African Americans on how to best serve the African American population after the Civil War.
- Students could discuss the reasons why initiative, referendum, and recall were deemed as necessary at this time. Icivics.com lesson called “Got Ballot” has a quick explanation of them and how they are used. This could then tie into a discussion on why they came about in the early 20th century.
US II Standard 2.4: Students will evaluate the short- and long-term accomplishments and effectiveness of social and political reform movements.
- Why were reforms needed?
- Did reformers accomplish what they wanted?
Websites: news program on the effects and fall of prohibition: http://www.cbsnews.com/news/./.
http://www.gilderlehrman.org/history-now/2012-01/from-editor. Articles about reform movements.
- Women’s rights: Compare the Declaration of Sentiments and the 19th Amendment to see what was accomplished (MW)
- Political cartoon: Have students analyze the cartoon “Prohibition 5 years old” from the Washington Post, Jan 16, 1925. Have students determine if prohibition was successful or not while noting the bias of the author (HH)
- Group: In the classroom, place eight poster sized papers around the room. At the top of each poster, write the title of a reform movement. Small Student groups should be assigned to a poster. Each group should write on the poster if the movement was successful or not and give two reasons to support their opinion. All groups should move counter clockwise to the next poster and then write one reason that supports the opposing view of what the original group designated. Groups move back to their original poster and write a rebuttal to the opposing view. Groups should then share their poster with the class. The teacher may need to double the number of posters for large classes. Movements could include: Abolition, Temperance, Women’s rights, education, environment, urban dwelling, labor movement, Reconstruction (HH)
- Abolition: Were African Americans really free after abolition? Positive outcomes for African Americans can be found in Part two documents from the following website https://memory.loc.gov/ammem/aaohtml/exhibit/aopart5b.html
Documents and examples of how African Americans were NOT free can be found at http://brooksreconstruction.weebly.com/evidence-that-african-american-were-not-free.html (HH)
- Temperance: Primary sources on temperance movement: Ask students to analyze one of the images at http://www-tc.pbs.org/opb/historydetectives/static/media/downloads/2013-01-22/bootleggers-slideshow.pdf . Use the anlysis document at http://www-tc.pbs.org/opb/historydetectives/static/media/downloads/2013-01-22/analyzing-primary-sources.pdf
Ask questions such as: (HH)
- Examine: How does this image portray the drinking of alcohol?
- Think: Who made this image? What were they hoping to accomplish?
- Think: Does it support the goals of the Temperance Movement?
- Think: Why do you think the 18th amendment was finally passed?
- Are all Americans “equally” even after all the reforms. How does poverty affect one’s equality. Can anyone achieve the “American Dream”? Is immigration the “new” reform movement ? Has reform divided rather than United ?
Consider this statement: In general, we want the playing field to be equal for everyone — that no one has more rights than others, and effort and contributions will be rewarded. It is Mom and apple pie, and who can be against these notions? Is this where reform has gotten us to? Or do we still need reform? mw
- Included in the resources folder is a worksheet/chart that asks students to list reform movements, describe them, and then evaluate their effectiveness based on evidence.
US II Strand 3: America on the Global Stage
(ca. 1890 A.D./C.E. – 1920 A.D./C.E.)
By the end of the 19th century, global and domestic events led the U.S. to reconsider the advantages of isolation or intervention in world affairs. As an imperialist power, the U.S. increased its role in the world and became enmeshed in global conflicts. Decisions related to isolationism or interventionism continue to be made today.
Possible Guiding Questions to Consider:
- How does the US decide when or why to intervene in world affairs?
- What were the arguments made for the United States expansion into territories?
- What are examples of unintended consequences that result from isolationism and interventionism?
- What are the cases made for isolationism and for interventionism?
US II Standard 3.1: Students will trace America’s role in foreign affairs from the American Revolution through the end of the 20th century, such as traditional alliances, Monroe Doctrine, Mexican-American War, treaties, and trade relations.
Guiding Questions: What causes the changes in American foreign policy? Or What are the rationales behind major decisions in american foreign policy.
- What fears influence american foreign policy? How are these fears created, and how are they solved or fixed in the mind of the American people? (ja)
- Monroe doctrine primary source: https://www.ourdocuments.gov/print_friendly.php?page=transcript&doc=23&title=Transcript+of+Monroe+Doctrine+%281823%29
- http://irosteveperry.pbworks.com/f/History%20of%20US%20Foreign%20Policy%202009%20IRC%20BARCELONA%20INFOPACK.pdf – Good timeline of major events from 1899-now. Probably more beneficial for teachers.
- Have students track the changing rationales/goals of american foriegn policy with the timeline below – students could color code for expansion, intervention, imperialism, cold war, trade, etc. http://www.methacton.org/cms/lib/PA01000176/Centricity/Domain/121/American%20Foreign%20Policy%20Timeline.pdf
US II Standard 3.2: Students will describe how the role of the US in world affairs changed at the turn of the 20th century and evaluate the arguments used to promote or discourage involvement in world affairs, such as “Big Stick,” Mahan, and Anti-imperialist League.
- Edsitement lesson plan: http://edsitement.neh.gov/curriculum-unit/birth-american-empire#sect-thelessons – each lesson plan focuses on a historical skill. The PDFs for each lesson have worksheets with primary sources and activities. Some lessons would work for Standard 3.4
- http://teachingamericanhistory.org/pdf/churchill/lessonplans/weisbrod.doc American Imperialism: 1880 – 1914 and Winston Churchill Learning Objectives
Upon completion of this lesson, students should be able to:
A. explain the reasons for American imperialism
B. explain the reasons against American imperialism
C. explain Winston Churchill’s beliefs on British imperialism
D. explain how Churchill’s views on imperialism may be used to support either pro- or anti-imperialism in American history from 1880 – 1918
E. explain the common principles of Anglo-American society that were later stressed by Churchill from 1920 – 1955.
F. Define “empire building” and explain the tension that exists when a democracy or republic engages in “empire building”
- Stanford’s Reading Like a Historian website has a great lesson using Philippine-American War political cartoons. The lesson plans asks students to analyze pro-imperialism and anti-imperialism cartoons. https://sheg.stanford.edu/philippine-war-political-cartoons
Assessments: http://www.allenisd.org/cms/lib8/TX01001197/Centricity/Domain/1919/HISTORICAL%20ANALYSIS%20unit%206%20comparison%20imperialists%20and%20antiimperialists.pdf. Very comprehensive assessment. Covers a great deal of information.
US II Standard 3.3: Students will examine and evaluate the role of the media and propaganda in promoting involvement in foreign affairs, using events such as the Spanish American War and World War I.
Guiding Questions: What is “Yellow Journalism?” How did it affect public sentiment promoting the Spanish American War?
- British library article with pictures and videos about the use of Propaganda during WWI. Could relate to arguments against the US joining (“Tricky british”) http://www.bl.uk/world-war-one/articles/propaganda-as-a-weapon
- http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3160 East to understand explanation of Spanish American War
- SHEG: USS sets Maine explosion: http://sheg.stanford.edu/maine-explosion
- SHEG: Spanish American War: http://sheg.stanford.edu/spanish-american-war
Assessments: http://historicalthinkingmatters.org/spanishamericanwar/1/resources/interpretation2/. Have students see and understand different points of view.
US II Standard 3.4: Students will evaluate the positive and negative impacts of imperialism on the U.S. and the U.S. territorial interests, such as the Philippines, Guam, Hawaii, Panama, and Puerto Rico.
Guiding Questions: What impacts did American imperialism have on _______________ (Hawaii, Cuba, Puerto Rico, Panamá, Guam, Philippines, etc)
Websites: Google search “american imperialism political cartoons” pick your favorite. Use them to look at POV.
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3159 This will help students understand how Hawaii became a territory and how and why the US government failed to help Queen Liliuokalani
https://sites.google.com/a/hawaii.edu/ndnp-hawaii/Home/historical-feature-articles/political-cartoons Good site to see how editorial cartoons depicted the native Hawaiians and Uncle Sam
http://www.huffingtonpost.com/entry/puerto-rico-debt-crisis-may-deadline_us_57228dc8e4b0f309baf06905 Today, Puerto Rico faces major financial crisies that can be traced way back. Students may find relationships between today’s crisis and the impact of imperialism by the US.
http://www.historyguy.com/PhilipineAmericanwar.html#.V08YwpErKUn Good evaluation of why there was a Philippine American War and what the influence of imperialism was on the Philippines
http://www.history.com/this-day-in-history/panama-declares-independence This is a great site to help understand the background of the Panama Canal and and why Panama gained its independence from Columbia.
Lesson Ideas: See edsitement lesson plan under standard 3.2 above
US II Standard 3.5: Students will explain the causes for U.S. involvement in World War I and the effects of the war on the home front, such as migration, trade, sedition act, shortages, voluntary rationing, and the Spanish Flu.
Websites: Graph of Kansas Mortality during spanish Flu, and contemporary map: https://virus.stanford.edu/uda/flustat.html
- This lesson is intended to help students understand the factors that pulled the United States into World War I. The lesson is modeled after the “Reading Like a Historian” curriculum developed by Sam Wineburg and the Stanford History Education Group. It is plenty long, and I would definitely pick and choose the elements that I liked, but I really like the way this lesson uses great primary sources to ask the students to be detectives. Sources used:
- Editorial in the New York Times, May 8, 1915 http://select.nytimes.com/gst/abstract.html?res=F30E17FD385C13738DDDA10894DD40 5B858DF1D3
- Zimmermann Telegram, 1917 Decoded Zimmermann Telegram, 1917 http://www.ourdocuments.gov/doc.php?flash=true&doc=60 President
- Wilson’s Declaration of War Message to Congress, April 2, 1917 http://www.ourdocuments.gov/doc.php?doc=61
- Dr. William A. Quayle, Northwestern Christian Advocate, page 28 https://archive.org/details/literarydigest59newy
- Secondary Source: Video clip – “WWI Firsts” http://www.history.com/topics/world-war-i/videos#wwi-firsts
US II Strand 4: Traditions and Social Change.
(ca. 1920 A.D./C.E. – 1970 A.D./C.E.)
Traditions and cultural norms help bind people and nations together; sometimes, those holding fast to traditions find themselves in tension with others who push for reform. The twentieth century was a time when these tensions were evident in many aspects of American culture, including the changes in social mores in the Roaring 20s, and the emergence and ascendency of social change and civil rights movements. Various counter-cultural movements have similarly questioned traditional values and governmental policies. Balancing tradition and reform continues to challenge Americans into the 21st century.
Possible Guiding Questions to Consider:
- How have opportunities and personal freedoms changed over time for different groups of Americans?
- How do historians determine causal factors that lead to social changes?
- What functions do traditions serve in communities and cultures?
- Why do historians refer to the 1920s as “roaring”?
http://edsitement.neh.gov/feature/chronicling-america. Digitized newspapers of the era
US II Standard 4.1: Students will develop and defend an interpretation of why cultural clashes occurred in the 1920s, citing examples such as science vs. religion, rural vs. urban, Prohibition proponents vs. opponents, and nativism vs. immigration.
Guiding Questions: Are science and religion always opposed? Can they be in agreement? Was Prohibition a “war related” issue?j
Websites: http://americainclass.org/sources/becomingmodern/divisions/text5/text5.htm website devoted to becoming modern in the 1920’s. It also includes women, democracy, art, and other considerations regarding the 1920’s. The website has both primary and secondary sources, lesson plans, pictures, etc.
https://bu.digication.com/chase_gorland_boston_university/A_Public_Clash_of_Science_and_Religion. This website can be used for background information on the 1925 Scopes (Monkey Trial).
There are some good videos on YouTube about the Scopes trial.
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3383. Great overview of the two sides of the debate over Prohibition. It also has lots of information about the 20’s
http://www.slate.com/articles/health_and_science/medical_examiner/2010/02/the_chemists_war.html. Fascinating article about one way the government tried to stop the consumption of alcohol during prohibition.. (Spoiler Alert: poison)
http://lukeanddanthe20s.weebly.com/nativismimmigration.html. Resource for immigration in the twenties. Good pictures and overview of important people and events.
Short congressional testimony of Yale student discussing ease of obtaining alcohol: http://prohibition.osu.edu/american-prohibition-1920/student-testimony-against-prohibition
Cartoons used by the prohibition party to analyze: http://prohibition.osu.edu/prohibition-party-cartoons
Texts/books: Winnie_the_Pooh came out in the twenties (as well as The Great Gatsby)
US II Standard 4.2: Students will use case studies involving African-American Civil Rights leaders and events to compare, contrast, and evaluate the effectiveness of various methods used to achieve reform, such as civil disobedience, legal strategies, and political organizing.
Websites: http://www.crmvet.org/docs/64_cofo_intimidation.pdf. Typewritten document of case studies of violence against African-Americans in Mississippi. Signed affidavits.
http://www.history.com/topics/black-history/civil-rights-movement. History channel videos about the civil rights movement.
http://www.georgiaencyclopedia.org/articles/history-archaeology/martin-luther-king-jr-1929-1968. Biography of Martin Luther King. His role in political organizing and the movement.
- Activity comparing Dr. King and Malcolm X regarding biography, goals, methods, role of Whites, etc, http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit11_6.pdf
Texts/Books: Southern Poverty Law center videos on Selma, Rosa Parks are great. Order for free from teachingtolerance.org
US II Standard 4.3: Students will identify the civil rights objectives held by various groups, assess the strategies used, and evaluate the success of the various civil rights movements in reaching their objectives, paying specific attention to American Indian, women, and other racial and ethnic minorities.
Websites: http://www.civilrights.org/resources/civilrights101/native.html. Interesting information on civil rights for native Americans. Includes a comprehensive timeline of all important dates in civil rights. It includes all minorities in the movement.
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3348. Overview of Native American power movement.
http://www.infoplease.com/spot/womenstimeline1.html. Timeline of women’s rights movement.
Create a “traveling civil rights museum exhibit” that discusses several of the major civil rights groups during the civil rights movements. Include their objectives and goals, success (or lack thereof), strategies used, as well as primary sources such as writings and images. This could be done in groups where each group produces their own exhibit with several groups, or as a class where each group produces 1-2. It would be fun to collaborate with other classes and have each class create an in depth exhibit on one or two of the groups and have the classes travel through each room to observe the displays.
Texts/Books: Viva La Causa from teachingtolerance.org is a great intro video for Cesar Chavez and the Mexican-Americans. Also has an activity to compare/contrast King, Chavez, and Gandhi.
US II Standard 4.4: Students will identify significant counter-cultural movements of the 20th century as well as the reactions and counter-arguments to those movements, using examples such as the Beatniks, hippies, and the anti-war movement.
Websites: http://www.beatdom.com/the-beats-sixties-counterculture/. This is an interesting article comparing the “beat” movement to the “hippie” movement. Gives comparisons and details about the two groups.
http://grammar.yourdictionary.com/slang/beat-slang-1950s.html. This site gives examples of “beat” slang words. Many of the terms coined in the 50’s are still around. A cool site man.
http://all-that-is-interesting.com/a-brief-history-of-hippies. This site has pictures and videos of the counter culture. Not a perfect history but good resource.
http://www.ushistory.org/us/55d.asp. This gives a great overall view of the anti-war movement of the sixties. It includes the 26th amendment and the draft issues of the time.
https://www.sss.gov/About/History-And-Records/lotter1. An explanation of the first draft lottery since 1942 which happened in 1969. Probably one of the most important events for draftable age young men in the late 60’s and early 70’s. Anyone now over 64 can still remember their draft number.
http://blogs.cfr.org/lindsay/2015/03/05/the-twenty-best-vietnam-protest-songs/. This gives an interesting overview of the 10 best anti-war songs. Although there are many others these represent a great list. Remember there were also some pro-war songs from the era. Barry Sadler’s “Ballad of the Green Beret” was the number one billboard hit in 1966.
The website http://blogs.cfr.org/lindsay/2015/03/05/the-twenty-best-vietnam-protest-songs/ provides a list of antiwar songs.
- Read the introduction of the article together as a class.
- Discuss the following questions:
- Why was war a topic of popular songs of this era?
- Who was their intended audience?
- Why do you think that anti-war poetry was popular during WWI and music was the prefered format in later years? (You could possibly look at a WWI poem at this point. –There is one referenced in the article)
- Assign small groups (2-3 students) one of the songs listed in the article. As them to create a multimedia presentation that includes the following information:
- Background information about the song
- Information about the lyrics and what their relevance to the era was. (this may require some research on their part.)
- Discussion of current events found in the lyrics of the song.
- Powerful lyrics found in the song and an explanation of what the lyrics mean.
- A recording or music video of the song.
Texts/Books: http://www.loc.gov/exhibits/civil-rights-act/images/ActTitles-TitleII.jpg an explanation of the different pieces of the civil rights act of 1964.
US II Strand 5: Economic Boom and Bust and the Role of the Government
(ca. 1920 A.D./C.E. – 1940 A.D./C.E.)
Economic cycles of expansion and contraction have had a profound impact on the lives of Americans. There have been a number of economic crises throughout U.S. history, but the Great Depression and the New Deal have had the most significant impact on redefining the role of the government in economic and social policy. The arguments for and against intervention continue to reverberate to the current day.
Possible Guiding Questions to Consider:
- What are the pros and cons of government involvement during economic crises?
- How and why are segments of a population affected differently by periods of economic boom and bust?
- What was the impact of New Deal policies on the Great Depression?
- What is the relationship between economic factors and international conflicts?
US II Standard 5.1: Students will investigate how individual and institutional decisions made during the 1920s, such as over-production, buying on credit, poor banking policies, and stock market speculation, helped lead to the Great Depression.
Should the government limit the production of goods and services? (ja)
How does consumerism lead to buying on credit? (ja)
Should the government intervene in regulating banking? (ja)
https://www.youtube.com/watch?v=GCQfMWAikyU: This is a John Green film about the Great Depression. I would use it to give a brief overview of the Great Depression, and how what caused it. (ja)
http://www.softschools.com/timelines/great_depression/timeline_13/: This is a fantastic timeline of the Great Depression. It can be used as an overview. Students could build their own timelines as well. (ja)
http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/usa19101929/2riseandfall6.shtml: This is a great resource to give a short, but easy understanding of the Rise and Fall of American economics in the 1920’s. At the end of the page there is a great chart with a simplified explanation of the Causes of the Stock Market Crash. (ja)
http://learning.blogs.nytimes.com/2008/10/06/a-tale-of-two-economies/?scp=4&sq=taking%20stock%20in%20the%20past&st=cse&_r=0: Examining the Causes and Effects of the 1929 Stock Market Crash Through News Coverage in The New York Times. (ja)
http://www.tpsnva.org/teach/lq/015/pdfs/depression.pdf: This pdf is a visual summary of the causes and effects of the Great Depression. You could develop a cause and effect chart in conjunction with this handout. You could also give the handout for IEP students to help them understand cause and effect. (ja)
https://brown.digication.com/sally_patton/Artifact_Simulation_of_the_Stock_Market_Crash_PPT: This website is a fun way of teaching the Stock Market and the crash. Students will learn what stock is, how to play the Stock Market, and then go through what it would have been like to have the Stock Market crash. You can then go into more detail about why the Stock Market crashed after playing the game. (ja)
http://www.hoover.archives.gov/education/curriculumguides/2012/covino/Covino%20Hoover%20Lesson%20Plan.htm: Full Lesson plan on the President Herbert Hoover’s response to the Great Depression. Great primary and secondary sources available. Teaches students how to make history for themselves. It provides opportunity to use primary documents to evaluate how well Hoover’s policies helped the American people during the Great Depression. (ja)
http://www.iptv.org/iowapathways/default.cfm: Type in the Search tab The Great Depression Begins. Click on the Second link which is titled Video the Great Depression begins. Video discussing the overproduction of Farming in Iowa, and why prices suddenly dropped. This could lead into a great discussion about overproduction and its effects on the economy. (ja)
http://www.hoover.archives.gov/education/curriculumguides/2012/covino/Covino%20Hoover%20Lesson%20Plan.htm: Wonderful assessment at the end of the lesson with supporting rubric. This would assess their understanding on how Government Institutional Decisions helped lead to the Great Depression. (ja)
US II Standard 5.2: Students will use evidence to investigate the effectiveness of the New Deal as a response to economic crises.
Did the New Deal policies of Franklin D. Roosevelt Create a Welfare nation? (ja)
How effective was the New Deal for helping out the poor class? (ja)
How did FDR change the role of the Presidency?(ja)
Were the New Deal policies a federal overreach of power. (ja)
http://www.southallegheny.org/webpages/jmccay/ushg2_classroom_res.cfm?subpage=1686523: Awesome activity called Alphabet soup at the bottom of the page. This is a great resource for helping students learn about the New Deal programs. (ja)
http://newdeal.feri.org/index.htm: Click on the photo gallery to get amazing photos of the New Deal programs, and how they helped the American people. Great way of using visual primary documents to learn about the New Deal. (ja)
http://newdeal.feri.org/index.htm: Click on the New Deal Document Library and you can search over 900 articles about the New Deal. This can be a great place to have students do research for an essay on the New Deal’s effectiveness (ja)
http://100days.blogs.nytimes.com/2009/01/16/how-fdr-made-the-presidency-matter/: Wonderful article in the nytimes about the Importance of how FDR made the presidency matter. (ja)
. Lesson Ideas:
Pick the top ten New Deal policies. Build a paper that explains those New Deal Policies. Each policy should have its own paper. Have students learn about these policies in a jigsaw learning method. After learning about each policy have students make a guess at how effective the policy was at responding to economic crises. (ja)
Have students take on the role of President. They have to decide which policies to keep and which policies to get rid of. (ja)
Students should write an essay with the prompt: Were the New Deal policies of FDR a federal government overreach or did it help bring the American people out of the Great Depression? Give specific evidence and examples supporting your claim. (ja)
Students are now the president of the United States. They have to come up with a policy that will be effective at fixing the economic crises of the Great Depression. Develop a policy, create a budget for the policy, how will it be effective, what concern is it addressing, who will it help the most, create an argument convincing congress to pass it, make sure it does not go against the Constitution, how long will it be implemented for? Answer all these questions and present it to the “Congress” of the class. (ja)
US II Standard 5.3: Students will explain how economic and environmental conditions, including the Dust Bowl, impacted daily life and demographic trends during the Great Depression.
How did overproduction of crops lead to the dust bowl? (ja)
Should the Federal government pay farm subsidies? (ja)
What was most important to American’s during this time? Was it taking care of their family or just making sure they as an individual had something to eat, and shelter? (ja)
What was the migration pattern for U.S. citizens during the Great Depression? (ja)
Was migration the theme of the Great Depression? (ja)
http://www.history.com/topics/great-depression/pictures: Wonderful resource for getting pictures that depict the life of American Citizens during the Great Depression. (ja)
http://www.pbs.org/wgbh/americanexperience/features/general-article/dustbowl-mass-exodus-plains/: General article about the mass migration from the Plains to California from the American Experience on PBS. (ja)
http://www.slate.com/blogs/moneybox/2012/04/03/depression_migration_map_.html: Map on population shifts by county in the United States during the Great Depression.(ja)
http://depts.washington.edu/moving1/map_intro.shtml: There is an interactive map of the Dust Bowl Migration at the bottom of the page. There are some other great interactive maps on the page as well. (ja)
http://www.loc.gov/teachers/classroommaterials/themes/great-depression/set.html: The Dust Bowl Migration link has some great primary document resources depicting life in the Great Depression. (ja)
Have pictures depicting daily life in the Great Depression. Students can analyze those picture and create a story of daily life in the Great Depression. (ja)
Write a journal. Students can write a fictional journal detailing their life in the Great Depression. They should pick what type of person they would be, and then write at least 5-10 journal entries about what they are experiencing in the Great Depression. (ja)
Out of the Dust by Karen Hesse: Students read the book on their own and completed a writing assignment. They could make a timeline of events in the novel, Write a journal, Write newspaper articles, write an essay, or make a chart all depicting the life of Karen Hesse and the people who lived in the Dust Bowl. In class while discussing the Dust Bowl, I referenced experiences the heroine had. The book was excellent about the imagery of the dust all over the plates at dinner, the discouragement of the people, and the hopelessness. Generally, students really liked the book. (ja)
US II Standard 5.4: Students will craft an argument regarding the most effective role of government in responding to economic conditions after learning about capitalism and other economic systems, historic cycles of boom and bust, the New Deal, the Great Society, and supply-side economics.
Does laissez-faire economic policy hinder or facilitate growth? (ja)
Does laissez-faire depend on the exploitation of the lower classes? (ja)
Has there been a proven method of effective role of the government in responding to economic conditions? (ja)
http://economics.about.com/cs/studentresources/f/business_cycle.htm: This website is an article about the phases of the business cycle. Students need to understand how the business cycle works. Only then can they begin to see how the cycle went off course. There are also many other great articles at the end of this one that can provide background information to economics, and the business cycle. (ja)
https://blog.udemy.com/types-of-economic-systems/: Wonderful resource for easy understanding of the four core economic systems. (ja)
https://fee.org/articles/supply-side-economics-in-one-lesson/: Awesome article about supply side economics. (ja)
https://www.youtube.com/watch?v=eGbAXSV9E-k: Video on the booms and bust of economy, and an argument of why it happens. (ja)
http://www.eristical.com/?q=4: short essays about two paragraphs for each, about the effective role of government. They are from different professionals and give a wide range of thoughts about the topic. (ja)
Lesson Ideas: Debate between Adam Smith and Karl Marx – Each student/group is Smith or Marx, have them research each ideas and debate. Wigs optional.
Develop a timeline of historic booms and bust cycles, and discuss what the role of government was in each one, and how this either helped or hurt the economy more.
Group projects. Students will argue for the most effective role of government. They should be able to present to the class what they think the most effective role of government is in responding to economic crises. They should have evidence from class material and research supporting how and why their decision is the best. They should be able to use historical evidence of when their role of government had been used, and what the end result was for the economy. (ja)
US II Strand 6: Another Global Conflict and the Beginnings of the Cold War
(ca. 1940 A.D./C.E. – 1950 A.D./C.E.)
World War II transformed American society and redefined the United States’ role in global affairs. The war produced unprecedented levels of violence and human suffering. On the home front, trends both during and after the war would shape American society into the 21st century. The post-war era saw America emerge as one of two superpowers, engaged in a global “cold war” with the Soviet Union. This cold war had implications for America both at home and abroad.
Possible Guiding Questions to Consider:
- How did decisions that leaders made in WWII change the rules of warfare?
- What were the arguments made for entering into a tactic of “total war”?
- How do conflicts escalate to become global conflicts?
- What were the interests and primary objectives of the US in entering into WWII?
- How was the impact of World War II reflected in the culture of the United States home front?
US II Standard 6.1: Students will assess the causes and consequences of America’s shift from isolationism to interventionism in the years leading up to World War II.
- http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&prodId=UHIC&windowstate=normal&contentModules=&display-query=&mode=view&displayGroupName=Reference&dviSelectedPage=&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&zid=&search_within_results=&p=UHIC%3AWHIC&action=e&catId=&activityType=&scanId=&documentId=GALE%7CCX2876500047&source=Bookmark&u=imgacademy&jsid=c1b63883e4fa44f488e3cf929f8aabdc Articles expressing two viewpoints about US isolationism and how did it contributed to the causes of WWII. (HH & TM)
- The attached article gives background into American isolation during the 1930s. It follows the change of war involvement and public opinion during the decade (HH) https://history.state.gov/milestones/1937-1945/american-isolationism
- Edsitement has a solid unit on this:
In this lesson students will be introduced to the main arguments used by both sides in this great debate. Through the use of an interactive map and primary source documents they will trace the events of 1941, and think critically about what foreign policy would have best served national interests. (HH & TM)
- Make a list of events that led the U.S. from isolation to intervention. The list might include: Stock Market Crash, Neutrality Act 1936, Nye Report, Cash and Carry, Quarantine speech, Destroyer for Bases deal, Lend-Lease, Atlantic Charter, Declaration of War. Cut the list into strips that have one term per strip. Student groups could organize the strips chronologically and then write a short description about why each event came about. In other words, what has happening to influence the move from isolation to intervention. With more time, an illustration could be made for each strip. (HH)
- Audio file: from PBS American Experience 2 minute excerpt on FDRs speech explaining Lend-Lease. Have students write, in 25 words, the purpose of Lend Lease and why FDR chose to proceed with it. (HH) https://www.youtube.com/watch?v=1RPcXmUBSXU
- Assign student groups a policy or event leading to U.S. involvement in WWII. Examples might include: Nazi invasion of Poland, Nye Report, cash and carry, lend-lease, Atlantic charter. Have them research the policy or event: the date, specific details, and purpose. Write the items on large pieces of poster board. After students are finished with the research, work as a class to arrange the papers on a long timeline on the wall. Each group should present what they learned about the policy.
- Maus I and II, Art Speigelman (graphic novels on the Holocaust)
- The Making of the Atomic Bomb by Richard Rhodes
- Hotel on the corner of Bitter and Sweet by Jamie Ford (about Japanese internment)
US II Standard 6.2: Students will use primary sources to describe the impact of World War II on the home front and (the long-term social changes that resulted from the war, such as the baby boom, women in the workplace, and teenage culture.) HH —can this be placed in the next strand as part of post war society?
- The creation of teenagers: http://www.ushistory.org/us/46c.asp delves into causes and effects, and the impact of the automobile on education.
- Explanation of the WWII American homefront including workers, Japanese, movies, music, and baseball (HH). http://www.history.com/topics/world-war-ii/us-home-front-during-world-war-ii
- The National WWII Museum’s website includes many lessons about the home front and other aspects of the war. Full lesson plans are available and some incorporate cross curricular topics with STEM resources. There are also a number of home front fact sheets on topics such as rationing, victory gardens, Pearl Harbor, Christmas, Japanese internment, and the GI Bill (HH)
- This lesson asks students to analyze propaganda posters including recognizing different types of propaganda (HH). http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/ww2-propaganda-posters.html
- Those were the days my friend. A lesson comparing prices and percentages from 1942 and today by using a percentage formula and then determine the relevant buying power of the dollar over time. http://www.nationalww2museum.org/learn/education/for-teachers/lesson-plans/those-were-the-days.html
- http://edsitement.neh.gov/lesson-plan/home-front#section-20458 activity 2 focuses on WWII posters and how Americans were able to help with the war effort. (TM)
- https://dp.la/primary-source-sets/guides/teaching-guide-exploring-women-on-the-home-front-during-world-war-ii lesson activity focused on roles of women on the homefront. (HH & TM)
- http://www.montgomeryschoolsmd.org/schools/blakehs/staff/wagnerm/NetInv/babyboom activ.htm#steps baby boom activity that demonstrates how statisticians calculate the birth rate statistics. Students will discover how the population in the U.S. in the 20th century resulted in a baby boom in the 1940s and 1950s, and a boom “echo” in the 1980s and 1990s. (TM)
- https://dp.la/primary-source-sets/guides/teaching-guide-exploring-japanese-american-internment-during-world-war-ii lesson ideas using primary sources documents related to Japanese internment. (HH & TM)
- http://www.archives.gov/boston/exhibits/homefront/ a series of activities and primary sources related to rationing and controlling prices, defending the homefront, wartime research and development, war work & the role of women, (HH & TM)
- PDF magazine lesson from Smithsonian about the use of propaganda on the Home front. The issues focuses on three primary reasons for propaganda: Investment, production, and conservation. Student reading segments and posters are part of the document. (HH) http://www.smithsonianeducation.org/educators/lesson_plans/civic_responsibility/smithsonian_siyc_fall07.pdf
- Freedom from Fear David M. Kennedy
US II Standard 6.3: Students will cite and compare historical arguments from multiple perspectives regarding the use of “total war” in World War II, focusing on the changing objectives, weapons, tactics, and rules of war, such as carpet bombing, civilian targets, the Holocaust, and the development and use of the atom bomb.
- NYT ran a poll in 2015 about the use of nuclear weapons against Japan for the 70th anniversary. Interesting to see the divide still exists. Could be used for the intro to your own classroom debate. http://www.nytimes.com/2015/08/06/world/asia/did-us-have-to-drop-atomic-bombs-on-hiroshima-and-nagasaki.html?_r=0
- Ethical questions regarding total war, with multiple roles for students to play and justify their choices on the use of chemical weapons or other harsh choices. http://www.nationalww2museum.org/assets/pdfs/lesson-plan6.pdf
- Academic Controversy: Atomic bomb: Why did Harry S Truman Order the Atomic Bombings of Hiroshima and Nagasaki? Two differing points of view are presented on this site. It includes a section on how interpretation by historians has changed over time. (HH) http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/DocumentToolsPortletWindow?displayGroupName=Reference&u=oak30216&u=oak30216&jsid=885fa2cddb280d23cd06bf9c5ed436a5&p=UHIC%3AWHIC&action=2&catId=&documentId=GALE%7CCX2876300010&zid=4a6103da6d025e4543bf83800209eb8f
- Define precision bombing vs. firebombing. Have students compare three bombing campaigns: Dresden, Tokyo, and the atomic bomb on Hiroshima. Have them compare why it was bombed, how it was bombed, and the results. After the students have researched, discuss as a class why the bombing in each place was so controversial and why it was done. How do students feel about these bombings? Were they essential to the war effort? (HH) Short videos about the bombing of Dresden and Japan can be found at http://ww2history.com/videos/Western/The_bombing_of_Dresden
- History in the Making: An absorbing look at how American History has changed in the telling over the last 200 years. By Kyle Ward (This book shows how US textbooks over the past 200 years have described the same historical events in completely different ways. It reveals bias and how society changes in the way they view historical events.)
US II Standard 6.4: Students will research and prioritize the most significant events in the US and USSR’s transition from World War II allies to Cold War enemies and superpowers.
- UC Davis’ lesson plans History blueprints: http://chssp.ucdavis.edu/programs/historyblueprint/coldwar
- Make a thermometer on the board and have students rate how “hot” incidences were in increasing tension between USSR and US (HH)
- Have students research the following key Cold War events. The information they find should be recorded in a matrix/chart that compares the details of event, the outcome of the event, and if the event increased tension, decreased tension, or it remained the same. The Marshall Plan, Berlin Blockade,Sputnik, U-2 spy plane incident, Cuban Missile Crisis. After researching, have students categorize the the events from most significant to least significant and explain why. (HH)
- Edsitement lesson: “Sources of Discord, 1945-1946,” Using a jigsaw activity format, divide the two articles in activity #3 to two small groups. Have each group analyze their document and then partner with members from the other group to learn about the alternate document. Students should fill in the accompanying worksheet for this activity. The documents are long and the teacher might choose to have students read a small excerpt based on his/her class. (HH) http://edsitement.neh.gov/lesson-plan/sources-discord-1945-1946#sect-activities
US II Standard 6.5: Students will evaluate the impact of using international economic aid and diplomacy to secure national interests, specifically citing case studies of America’s investment in war-torn nations following the war, such as the Marshall Plan and the Berlin Airlift.
US II Strand 7: The Cold War Era (ca. 1950 A.D./C.E. – 2000 A.D./C.E.)
Competing Cold War ideologies have shaped American life since the middle of the 20th century. The Cold War influenced American foreign policy, American politics, and American culture. Cold War rivalries escalated into hot wars in Korea and Vietnam. Alliances led to proxy wars in a number of contested areas. An arms race escalated fears. Eventually, American and Soviet leaders eased Cold War tensions, and the Soviet Union dissolved, ushering in a period of uncertainty in global affairs.
Possible Guiding Questions to Consider:
- Was the Cold War inevitable?
- Was McCarthyism a reflection of Cold War tensions?
- How did the Cold War shape domestic policies, foreign policies, and popular culture?
- How did the wartime technologies lead to peacetime innovations, such as nuclear weapons/power, space, computers, and communication?
US II Standard 7.1: Students will compare the causes, major events, military tactics, and outcomes of the Korean and Vietnam Wars.
- How are the Korean and Vietnam wars an outgrowth of Containment and the Domino Theory?
- Why did the United States choose to fight in Korea and Vietnam?
- How did the outcomes of each war affect foreign policy moving forward?
- How did tactics in each war differ?
- Students will analyze the causes and consequences of both the Korean and Vietnam wars to identify if the United States accomplished their stated foreign policies.
- Overview of the Korean War: This encyclopedia Britannica website is a good resource to gather information on the causes, course and consequences of America’s involvement in the war.
- Overview of the Vietnam War: This encyclopedia Britannica website is a good resource to gather information on the causes, course and consequences of America’s involvement in the war.
- Compare and contrast Korea and Vietnam with a Graphic Organizer
- Create a timeline of major events
- Students could research the military tactics used in one or both wars and identify how those tactics were used to accomplish the Cold War policy being used during the war.
- Students can debate the actions the United States should take in the Vietnam War, from the perspective of a War Protester and defender of U.S. involvement in the war.
- http://www.discoveryeducation.com/teachers/free-lesson-plans/opposing-views-on-the-vietnam-war.cfm Vietnam war: opposing views
- http://cdn.history.com/sites/2/2013/04/Vietnam_Memorial_Infographic_FINAL.jpg interesting facts about the memorial itself. Great overview of stats for Vietnam.
- An essay comparing and contrasting the causes and outcomes of the Korean and Vietnam wars.
- Show a picture of a crop dusting planes spraying the jungle of Vietnam and have students 1) describe if this picture shows the Vietnam war or the Korean war 2) how do they know that 3) what was the aim of the U.S. government in using this tactic.
- Students should create a war memorial for the Korean War. On the memorial they must include something to illustrate the cause of the war and the outcome.
- Show a picture of a Vietnam war protest. Ask students to state which war involved significant public protests. Next students should explain three specific reasons why groups protested the war.
- Scholastic book: America at War
US II Standard 7.2: Students will use government documents and other primary sources to investigate the motives behind a specific Cold War policy, event, or foreign operation, such as Truman Doctrine, containment, the domino theory, Olympic boycotts, and the Bay of Pigs invasion.
Guiding Questions: How did the United States work to stem the growth of communism in its new position as a world power?
- The Long-Telegram (George Kennan’s, an American diplomat in Moscow, assessment that the U.S.S.R. should be taken as a serious threat.)
- Truman Doctrine: The Truman administration’s response to communist aggression in Greece and Turkey. These events set the precedent for the Containment doctrine.
- NSC-68 (NSC-68, founding document by the Truman administration guiding foreign policy about handling the issue of Communism)
- Marshall Plan (George Marshall’s plan for the economic recovery of Europe following WWII)
- Cuban Missile Crisis: National Security Archives photos that show the images taken by U-2v spy planes. Photos show Cuban areas prior to missile installment, surface- to- air missile sites under construction, Soviet ship Kasimov with bomber fuselages in crates.
- Domino theory: Eisenhower, 1954, statement to the press. The questions and answers address the construction of the hydrogen bomb and the significance of Indochina to the free world. Teaching suggestion: cut the dialogue to the critical questions and answer you would like to address in your classroom.
- Reagan’s “Tear Down This Wall”: The site includes a photo of Reagan in front of the Brandenburg Gate, an audio file of the speech, and a transcript of the speech.
- Nixon goes to China: Excerpt from the foreign service journal of Chas Freeman, a senior interpreter, on his interaction with Nixon on one of his speeches.
- The Cold War Museum: The site includes news articles about espionage and biographies of military men from the Cold War era.
- Group of three create presentations on foreign policy for Cold War presidents. Have students use government documents and other primary sources to explain the motives behind a specific Cold War Policy as well as an event where that policy was used.
- Students analyze photos from the U-2 spy planes over Cuba. Can they determine what is happening, why the U.S. is concerned, and suggest what President Kennedy should do about the situation. Follow up by with the actual decisions made by Kennedy and his speech to the nations about the events in Cuba.
- The Gilder Lehrman Institute of American History provides a lesson plan titled, “Bruised Egos, Battles, and Boycott: The 1980 Moscow Olympics.” The lesson is designed for two class periods, but could easily be shortened. The lesson provides periodicals from the time discussing arguments for or against boycotting the Olympics. The lesson plan as designed, sets up a debate. Students could do a silent debate in a half of a class period instead of the two days as designed in the original lesson.
- Intervene or Interfere? The Learning network suggests a lesson based on comparing U.S. intervention measures around the world from the Bay of Pigs to Iraq. Student groups will compare intervention in places like Vietnam, Bosnia, Libya, Chile, Grenada, Somalia, Sudan and Afghanistan
US II Standard 7.3: Students will develop interpretations of the impact of the Cold War on American society and culture using evidence such as cultural artifacts from the Cold War era, oral histories, and primary sources.
- How did the Cold War shape popular culture?
- Kennedy Moon Speech: Youtube speech start at minute 5
- Fear of the atomic bomb: Duck and cover drills in school, bomb shelters. Show a picture of a bomb shelter sign
- Comic books: characters and storylines in comic books change to match the time period with a fear of communists and the bomb.http://www.aischool.org/uploaded/Library/Secondary_School/SS_Library/General_Comic_Book_Proposal_no_budget.pdf
- Computers: military computers, early internet, ENIAC and service sector jobs
- National Defense Education Act
- Comic Books and the Cold War, 946-1962: Essays on Graphic Treatment of Communism, the Code and Social Concerns by Rafiel York and Chris York
US II Standard 7.4: Students will construct an argument regarding the most appropriate role for America to play in foreign affairs after the fall of the Soviet Union.
- Use the following prompt to begin a discussion and Secretary of State John Kerry described an “America that is more engaged in more parts of the world, with more initiatives to bring about change and more development efforts, than at any time in American history.” And yet, as always, America’s role in the world is the subject of debate, and no one is debating the topic more fiercely than Americans themselves. Should we continue as a world police force? Should we return to military isolationism? Should we only be involved in global humanitarian efforts?
- Debate suggestions can be found here
- George Washington’s Farewell Address: Washington urges all Americans to remember the value of the Union, to uphold the Constitution, to resist party politics, and to practice independent patriotism in their policy towards foreign nations
- Matthew Spalding, “America’s Founders and the Principles of Foreign Policy: Sovereign Independence, National Interests, and the Cause of Liberty in the World”. Matthew Spalding explains what America’s founding principles mean for understanding America’s place in the world today. In order to protect its constitutional system of government and pursue its national interests, the United States must continue to maintain its independence in world affairs.
- Were the Founders isolationists? Marion Smith sheds light on one of the most common myths about early U.S. foreign policy. The words and examples of the Founders make it clear that America was never intended to be isolated from the world. Indeed, America was to be a defender of freedom in the world.
US II Strand 8: The 21st Century United States
(ca. 2000 A.D./C.E. – present)
The United States continues to confront social, political, and economic changes. The “War on Terror,” new threats from old rivals, and international humanitarian needs dominate foreign affairs. Continuing political themes of economic inequalities, racial tensions, environmental issues, and immigration and social reforms dominate domestic concerns. In addition, emerging technologies and innovations hold great promise, and the creativity and civic engagement of Americans continues to thrive. The next chapter in the story of the United States awaits.
Possible Guiding Questions to Consider:
- How are newspapers the “rough drafts” of history?
- How do we know what events or trends are of historical significance when we’re in the middle of them?
- How has US foreign policy during the Cold War had an effect on the War on Terror?
- How does the US dependency on oil shape foreign policy decision making?
- In what ways has social media impacted the continuity and change of reform movements?
- How has global trade transformed local communities? (i.e. mom and pop store, jobs, manufacturing)
By 2025 when this curriculum is still being used, the early 2000s will be ancient history to high school students. Should our outline include more specific analysis and instruction be given to shifts such as global terrorism, the Great Recession, and political shifts like the 2008 election, Tea Party movement, and the 2016 election?
US II Standard 8.1: Students will select the most significant events in the 21st century and defend their selection.
- Students could research 5 events in the 21st century and make a historical argument for why they are the most significant based on their impact on American society, politics or the economy.
US II Standard 8.2: Students will apply historical perspective and historical thinking skills to propose a viable solution to a pressing economic, environmental, or social issue, such as failing social security, economic inequalities, the national debt, oil dependence, water shortages, global climate change, pandemics, pollution, global terrorism, poverty, and immigration.
- How are social trends of the last 30 years affecting American’s lives in the present?
- Economic issues: Pew research essays feature graphs and analysis in trends including: poverty by global standards and a shrinking middle clsss.
- Economic Inequality: U.S. News and World Report “The Rich and the Rest”
- Environmental history timeline: This site lists by year environmental issues that are prominent around the world. It notes key places and key people associated with the issues.
- Frontline Teacher Center – Roots of Terrorism Excellent PBS site with lots of classroom activities and links for background information on terrorism and its development. Content includes timelines, maps, facts, people, content on Islam, and more. High quality site with plenty of facts and data.
- A tremendous resource for first-hand accounts – audio, video, and still-clips – from the 9/11 tragedy. Huge collection from the Center for History and New Media sheds much light on the impact of 9/11, though there is not much background information on terrorism.
- Migration Policy Institute: This site shares current and historical numbers and trends in immigration to the United States
US II Standard 8.3: Students will use evidence from recent events and historical precedents to make a case for the most significant opportunities the country will have in the future.
- How do past events, historical precedents, affect the present policy decisions of America?
- News/Current event websites would be a great place to look when looking for recent events in America. Keep in mind that each news site does have their own political agenda so it is important to check stories on multiple sites and sources.
- Give students a list of 10 to 15 events or developments in America over the last 5 years and have students choose one. Students will then need to find out if there is a historical precedent for that event, if there is what is it and if not why not. To finish students will need to make a case for the course America should follow and why it is in America’s best interest to do so.
Assessment of Progress
For each “strand” students will be required to complete a project of their choice (from a list). Some projects will be individual, some small groups, and some large groups. Projects will be graded from 0-100 points by the student completing the project. There will be a rubric for each project from which the student will ascertain his/her score.
There will be a daily score of 1-10 points that each student will grade themselves as to their participation and engagement in class. Students will pick up a “grade form” at the beginning of class, complete it, and turn it end at the end of each class.
Feedback is very important in classwork and students will have opportunity to learn what feedback is and then give feedback to other students on a regular basis.
Rubric for projects:
History Project Rubric
Circle one: World US Civil War
Name: _____________________________Date: ____________Period:____________
Your project: Strand #______Title: ____________________________Description: _________________
Points: (Please total each section and then add each section for a total score.)
CREATIVITY: (25 possible points)
- 1-2 points: I copied my project from someone or somewhere else._______
- 3-14 points: I used my own ideas, but got most of it from somewhere else.________
- 15-24 Points: Over one half of the project was my own ideas.______
- 25 Points: My project was totally original—All my ideas._________
TOTAL CREATIVITY POINTS:________/25
HISTORICALLY ACCURATE: (20 possible points)
- 1-6 Points: I didn’t verify any or very little of my “facts.”__________
- 7-11 Points: I made sure most of my project was accurate. _________
- 12-20 Points: All information I used in my project was verified._________
TOTAL HISTORICALLY ACCURATE POINTS: ____________/20
OVERALL ASPECT OF PROJECT: (25 possible points)
- 1-7 Points: it wasn’t very good or effective—very little effort went into this project.___________
- 8-15 Points: Project was average (i.e. powerpoint or poster).__________
- 16-25 Points: Project was original and very well done (involved class)._____________
TOTAL OVERALL ASPECT POINTS: ______________/25
GROUP WORK: (15 possible points–if this was an individual project, give yourself 15 points)
- 1-5 Points: I let the group do most of the work–very little participation.___________
- 6-10 Points: I participated, but let others lead and do most of the work.___________
- 11-15 Points: I participated fully in the project–leading, giving ideas and working on the project.
TOTAL GROUP WORK POINTS:________________/15
PRESENTATION: (15 possible points)
- 0 Points: I didn’t present._____________
- 1-8 Points: I made a presentation to class ( or only to teacher). It was okay.___________
- 9-12 Points: My presentation was good and most of the class learned something new._______
- 13-15 Points: My Presentation was incredible and most to all the class were engaged.________
TOTAL PRESENTATION POINTS_______________/15
TOTAL POINTS FOR MY PROJECT:____________/100
Possible list of overall good sites to use for US History II:
- Avalon Project: collection of documents in law, history, and diplomacy from Yale Law School. These are the complete historical documents and they are listed alphabetically by century.
- Digital Public Library: This site contains 13 million primary sources from public libraries across the United states. Some of the sources are cataloged into sets of primary sources with accompanying teacher lesson plans, questions, and document analysis prompts. (HH)
- Office of the Historian : This site is staffed by professional historians who are experts in U.s. foreign policy and the Department of State. The site offers many short articles on key milestones in U.S. political history.
- Edsitement: Lesson plans and student resources created by the National Endowment for the Humanities. The lessons can be used in full or part. Each lesson begins guiding questions and objetives. Instructions are clear and the lessons are based on historical documents and images. Some lessons focus on structured academic controversy. Assessment suggestions are also attached.
- Best of History Websites : Best of History Web Sites, created by EdTechTeacher Inc, is an award-winning portal that contains annotated links to over 1200 history web sites as well as links to hundreds of quality K-12 history lesson plans, history teacher guides, history activities, history games, history quizzes, and more
- Teaching History.org: Teachinghistory.org is designed to help K–12 history teachers access resources and materials to improve U.S. history education in the classroom. The site can be search by topic and full lesson plans are suggested. http://teachinghistory.org/
- Stanford History Education Group: Lesson plans for US and World history that use primary sources. The site is set up by time periods and topics. Even if you don’t want to implement the entire lesson plan, the primary sources are great. Typically the lesson included several documents and required students to find differing perspectives or change over time in the documents. Charts, worksheets and powerpoints can be downloaded from the site. http://sheg.stanford.edu/
- Discovery Education: Lesson plans for Social Studies k-12 http://www.discoveryeducation.com/search/page/9-12/social-studies/lesson-plan/-/index.cfm
- Historyanimated.com: This site animates battles from the Revolution, Civil War, and WWII. Descriptions of troop movement and causes and effects are written on the screen. The animation is a bit older but does give a great visual sense to what was happening during the key battles of the wars.
- The National Archives Lesson Plans: Lesson plans arranged by periods and includes lots of primary sourcse. https://www.archives.gov/education/lessons/
- The Gilder Lehrman Institute of American History: Includes lesons, documents, and images http://www.gilderlehrman.org/teachers/index.html
- American Memory Timeline: This resource was developed to help teachers and students use the vast online collections of the Library of Congress. The primary source excerpts were chosen because they deal with important and interesting topics in U.S. history. Each excerpt is linked to the complete primary source in American Memory from which is has been drawn.
- Digital History: Enhances history teaching and research through primary sources, an online textbook, extensive reference resources, and interactive materials http://www.digitalhistory.uh.edu/
- Advanced Placement College Board:
- The Inflation calculator: Adjusts any given amount of money for inflation, according to the Consumer Price Index, from 1800 to 2013.
America in Class from the National Humanities Center: A great site to access engaging lessons involving close analysis of primary sources and authentic assessments
Annenberg Learner: Teacher Resources separated out by subject area and topic. Includes student lesson plans and teacher preparation for different units.
Teaching Tolerance: This organization is dedicated to reducing prejudice, improving intergroup relations and supporting equitable school experiences for our nation’s children. The site provides free educational materials to teachers. These lessons will help students learn respect for differences and bolster teacher practice.
History Detectives: This site is great for having students “do” history. It provides numerous lesson ideas based around the analysis of primary and secondary sources and using the evidence to solve a historical research question.
This class will follow the Socratic Method of learning. Each student will learn that method and we will practice that method each day.
The Five (5) major points of the Socratic Method are:
- Admit Ignorance
- Never Rely on Tradition
- Continuously Question
- Formulate your own opinion
- Test your opinions with others
On most days, we will sit in a “Socratic” circle and ask students to participate in class discussions and instruction. EVERY STUDENT’S OPINION MATTERS!
Each student will be treated as an adult and will act as an adult–common sense is foremost in class.
Calendar of Due Dates for Major Assignments
Independence High School is currently on a Trimester system. Each trimester has two “Hex” periods. There are 8 Strands that we will cover which means:
H1 — Strands 1-2
H2 — Strands 3-4
H3 — Strands 5-6
H4 — Stands 7-8
Projects will be due according to where they come within the Strand. (i.e. If a student’s project is on Standard 1-1 they will be at the beginning of the topic rather than last.) All students will be given class time to complete their projects.
Progress Reports and Report Cards
Please access Powerschool to see grades.
Grades will be based on the student’s daily grading, the student’s project grades as well as a few quiz and extra assignment grades.
Grades will be based on a percentage of the total:
A = 93-100; A- = 90-92; B+ = 87-89; B = 83-86; B- =80-82; C+ = 77-79; C =73-76; C- = 70-72; D+ = 67-69 ; D= 63-66; D- = 60-62 . All scores 59 or lower will receive a failing grade for the class.
If a student is absent he/she will receive a zero for that day. That grade cannot be made up. If the student has a school excused absence they will receive a no grade for that day (won’t hurt or help their total grade).
Connecting Home to School
Address: 636 North Independence Ave.
Phone: 801 374-4920
Personal Statement and other items (optional)
This history class will be very different from any that the students have been exposed to in the past. The student determine’s her/his own learning expectations and grading. Instead of memorization of dates and events, we will concentrate on concepts and connections between the past and the present. This is sometimes a difficult transition for many students. There won’t be “worksheets” and quizzes. Students are responsible for their own learning experience. As a teacher, I will be the facilitator to help them with their educational experience.