American History II curriculum Map 2015-2016



Download 31.47 Kb.
Date15.05.2016
Size31.47 Kb.

na00417_

American History II Curriculum Map 2015-2016




Unit 1: Social Studies Skills/Migration and Industrialization 1877-1917 (10 Days)

Key Concepts: Settlement, Movement, Expansion Conflict, Compromise Turning Points, Historical Thinking, Power

Students will Understand

  • There are various reasons for population movements, and these migrations can have both positive and negative impacts.

  • Cultural diversity can create conflicts.

  • The arts can reflect a nation's interests and values

  • Cultural differences can lead to war

  • National ideals often influence an individual or group's perceptions of themselves, their country, and their place within society.

  • Individual risk and effort can lead to innovation, economic development, and progress.

  • Governments create policies that encourage economic growth and development.

  • While innovations can solve problems, they can sometimes create new ones.

  • The development of industry encourages immigration, urbanization, and ethnic diversity.

  • Immigrants face economic struggles, poor living conditions, and discrimination.

  • Public reactions to immigration can influence government policies.

  • Diverse groups of immigrants contribute to the cultural, social, economic, and political development of a nation.

  • The desire for self-improvement can influence people to reform themselves and society.

  • The strategies used to achieve reform produce varied degrees of success and are met with opposition.

  • Movements for reform occur when the relationship between a nation and its ideals are conflicting.

  • Political relationships can change and impact domestic policy.

  • A leader's response to contemporary issues can result in political conflict or compromise.

Students will Know (Critical Content)

  • How American Indians were pushed to the Great Plains and forced onto reservations

  • Impact of westward expansion and settlement on various ethnic groups during the 19th Century?

  • Key turning points in the relationship between the Plains Indians and the US government

  • Why and how the federal government adopted a policy of assimilation of American Indians and the impact thereof

  • How Americanization of the American Indian leads to the
break-up of the reservation system and the disintegration of American Indian culture?

  • How westward settlement and expansion lead to the Indian Wars of the Great Plains, culminating in the conflict at Wounded Knee

  • How American Indians viewed westward migration and its effects on their lives

  • How the birth of the cattle industry lead to the era of the American cowboy and new patterns of migration and settlement in the West

  • Why aridity, the availability of land, and new land laws influenced westward migration

  • How conflicting claims over land and water rights lead to violent “range wars” between farmers and ranchers

  • Why southern African Americans, or “Exodusters,” moved westward after the end of Reconstruction

  • How westward expansion impacted the roles of women and their contributions to society

  • How and why the federal government encouraged the growth of the railroad industry and how its growth impacted the settlement and daily lives of various groups

  • How westward migration impacted the perceptions of the frontier and the American Dream

  • How the platform and leaders of the Populist Party influenced the presidential election of 1896 and early 20th Century American politics

  • How the collapse of the railroad industry factored into the Panics of 1873 and 1893

  • How the Panics of 1873 and 1893 impacted the political and social development of the United States, such as the Grange movement

  • Why communities in the South and West developed agrarian political movements

Essential Questions

  1. How did the rapid industrialization of the Gilded Age create economic, social, and political change in the U.S.?

  2. What characteristics were vital to the success of industrial leaders of the Gilded Age?

  3. What social, economic, and political factors led to the need for the formation of labor unions?

  4. To what extent were labor unions effective in meeting the political, economic, and social needs of laborers?

  5. How did the government’s role in economic and political affairs change during this era?

  6. To what extent did industrialization affect the relationships between government, business, and the worker?

  7. How could a government and society’s failure to treat all citizens equally lead to conflict and/or migration?

  8. How can progress and the “American Dream” influence migration and settlement?

  9. Why do people form new political parties when facing continuous economic difficulty?

Priority Standards

Learning Outcomes (DO)


Materials/Resources

Critical Content & Vocabulary by Strand

AH2.H.1 Apply the four interconnected dimensions of historical thinking to the American History Essential Standards in order to understand the creation and development of the United States over time.
Clarifying Objectives:

USH2.H.1.1 Use Chronological Thinking to:

1. Identify the structure of a historical narrative or story: (its beginning, middle and end)

2. Interpret data presented in time lines and create time lines


USH2.H.1.2 Use Historical Comprehension to:

1. Reconstruct the literal meaning of a historical passage

2. Differentiate between historical facts and historical interpretations

3. Analyze data in historical maps

4. Analyze visual, literary and musical the expansion of American industry in sources
USH2.H.1.3 Use Historical Analysis and

Interpretation to:

1. Identify issues and problems in the past

2. Consider multiple perspectives of various peoples in the past.

3. Analyze cause-and-effect relationships and multiple causation.

4. Evaluate competing historical narratives and debates among historians.



5. Evaluate the influence of the past on contemporary issues.
AH2.H.2 Analyze key political, economic, and social turning points in American History using historical thinking.
AH2.H.3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time.
AH2.H.4 Analyze how conflict and compromise have shaped politics, economics, and culture in the U.S.
AH2.H.5 Understand how tensions between freedom, equality, and power, have shaped the political, economic, and social development of the U.S.
AH2.H.8 Analyze the relationship between progress, crisis and the "American Dream" within the U.S.

  • I will interpret data on a timeline, maps, charts, and graphs.

  • I will interpret the literal meanings of a historical passage and differentiate between facts and opinion.

  • I will comprehend the historical significance of visual, literary, and musical sources.

  • I will identify key historical conflicts and the possible multiple perspectives on each.

  • I will analyze data in historical maps.

  • I will analyze visual, literary and musical sources.

  • I will be able to analyze the motivations for westward expansion and its impact on the cultures of both

  • Native Americans and Asian Immigrants

  • I will be able to explain the reasons for the expansion of American industry in the late 1800's and to justify the claims of those who labeled industrialists as "Robber Barons" or "Captains of Industry

  • I will be able to draw conclusions as to the causes and effects of political corruption in the U.S.

  • I will be able to analyze the motivations for union organization and judge the effectiveness of their tactics.

  • I will be able to analyze the competing philosophies regarding society during the "Gilded Age".

Westward Movement:

  • Students will chose one of the three occupations of people living on the Great Plains and write a letter reflecting the causes for their movement west, the difficulties they face and the steps taken to overcome those difficulties.

  • Students will create a Photostory outlining the lives of Native Americans on the Great Plains and the impact of changes on American policy towards them.

  • Students will read excerpts from the “Cross of Gold Speech” by William J. Bryan and determine how it matches up with the platform of the Populist Party.

Gilded Age:

  • After viewing clips from “Far and Away” compare how the conditions in the movie relate to the actual conditions during the Gilded Age.

  • From the perspective of an Immigrant write a letter home describing life in America during the Gilded Age.

  • Review political cartoons by Thomas Nast and create new cartoons to address issues from the industrial era.

  • Research the business practices of a big business leader such as Carnegie or Rockefeller. Write a paper that argues if they are Captains of Industry or Robber Barons.

  • Using a graphic organizer, examine present-day union organizers tactics. Compare modern tactics to those practiced during the 1800’s.

  • Students create a “Voki” avatar, which summarizes the impact of a key figure of the Gilded Age.



History

  • Transcontinental Railroad

  • Buffalo soldiers

  • Sand Creek Massacre

  • Battle of Little Big Horn

  • Sitting Bull

  • Chief Joseph Nez Perce

  • Wounded Knee

  • Assimilation

  • Edwin Drake

  • Bessemer Process

  • Andrew Carnegie

  • Gospel of Wealth


  • J. P. Morgan

  • U. S. Steel

  • John D. Rockefeller

  • Standard Oil Company

  • Vanderbilt family

  • George Westinghouse

  • Political machines

  • Boss Tweed

  • Tammany Hall

  • Thomas Nast Graft

  • Child labor

  • Craft unions

  • Trade unions

  • Knights of Labor

  • Eugene Debs

  • “New” Immigrants vs. “Old” Immigrants

  • Jacob Riis

  • Herbert Spencer

  • Ellis Island


Civics and Government

  • Homestead Act

  • Reservation system

  • Dawes Severalty Act

  • Laissez-Faire

  • Corporation

  • Industrialization

  • Civil Service

  • System Sherman Antitrust Act

  • Collective bargaining

  • Haymarket Riot

  • American Federation of Labor

  • Sherman Antitrust Act

  • The Great Strike (1877) Homestead Strike

  • Pullman Strike

  • Gilded Age


Economics

  • “Captains of industry” vs. “Robber barons”

  • National economy

  • Vertical Integration

  • Horizontal Integration

  • Credit Mobilier scandal

  • Whiskey Ring scandal


Geography

Culture

  • Citizenship

  • Ethnicity

  • Gold Rush

  • Sod houses

  • Helen Hunt Jackson’s A Century of Dishonor

  • Yellow-dog contract

  • Nativism

  • Industrialization

  • Immigration

  • Urbanization

  • Nativism

  • Cultural pluralism

  • Melting pot

  • Culture shock








Share with your friends:




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page