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United StatesHistory

Guidebook

A Product of

TORCHTeaching Others to Research & Comprehend History

United States HistoryInteractive Guidebook

Partnerships for Teaching American History Grant ProjectPitt County Schools

2004

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PREFACE ERROR! BOOKMARK NOT DEFINED.

WHAT IS TORCH? VTORCH TRAINING VWHAT IS AN INTERACTIVE GUIDEBOOK? VTORCH MEMBERS VI

GOAL 1 1

GOAL 1 OPENER 1LESSON FOR 1.01 1LESSON FOR 1.02 2LESSON FOR 1.03 4GOAL 1 PROJECT 4GOAL 1 DBQ 6GOAL 1 MULTIPLE CHOICE 7

GOAL 2 9

GOAL 2 OPENER 9LESSON FOR 2.01 9LESSON FOR 2.02 10LESSON FOR 2.03 11LESSON FOR 2.04 12LESSON FOR 2.05 13LESSON FOR 2.06 14GOAL 2 PROJECT 15GOAL 2 DBQ 18GOAL 2 MULTIPLE CHOICE 18

GOAL 3 22

GOAL 3 OPENER 22LESSON FOR 3.01 22LESSON 3.02 24LESSON 3.03 25LESSON 3.04 27GOAL 3 PROJECT 29GOAL 3 DBQ 29GOAL 3 MULTIPLE CHOICE 30

GOAL 4 33

GOAL 4 OPENER 33

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LESSON FOR 4.01 33LESSON FOR 4.02 34LESSON FOR 4.03 35LESSON FOR 4.04 36GOAL 4 PROJECT 36GOAL 4 DBQ 37GOAL 4 MULTIPLE CHOICE 38

GOAL 5 40

GOAL 5 OPENER 40LESSON FOR 5.01 40LESSON FOR 5.02 41LESSON FOR GOAL 5.03 42LESSON FOR 5.04 43GOAL 5 PROJECT 45GOAL 5 DBQ 46GOAL 5 MULTIPLE CHOICE 47

GOAL 6 49

GOAL 6 OPENER 49LESSON FOR 6.01 49LESSON FOR 6.02 50LESSON FOR 6.03 51GOAL 6 PROJECT 52GOAL 6 DBQ 52GOAL 6 MULTIPLE CHOICE 53

GOAL 7 55

GOAL 7 OPENER 55LESSON FOR 7.01 55LESSON FOR 7.02 56LESSON FOR 7.03 58LESSON FOR 7.04 59GOAL 7 PROJECT 60GOAL 7 DBQ 61GOAL 7 MULTIPLE CHOICE 62

GOAL 8 64

GOAL 8 OPENER 64LESSON FOR 8.01 64LESSON FOR 8.02 65LESSON FOR 8.03 66

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GOAL 8 PROJECT 67GOAL 8 DBQ 68GOAL 8 MULTIPLE CHOICE 69

GOAL 9 71

GOAL 9 OPENER 71LESSON FOR 9.01 71LESSON FOR 9.02 73LESSON FOR 9.03 74LESSON FOR 9.04 75LESSON FOR 9.05 76GOAL 9 PROJECT 79GOAL 9 DBQ 80GOAL 9 MULTIPLE CHOICE 84

GOAL 10 87

GOAL 10 OPENER 87LESSON FOR GOAL 10.01 87LESSON FOR 10.02 88LESSON FOR GOAL 10.03 88LESSON FOR 10.04 89LESSON FOR 10.05 90GOAL 10 PROJECT 90GOAL 10 DBQ 91GOAL 10 MULTIPLE CHOICE 92

GOAL 11 95

GOAL 11 OPENER 95LESSON FOR 11.01 95LESSON FOR 11.02 97LESSON 11.03 (AVAILABLE IN 2005 EDITION) 98LESSON FOR 11.04 98LESSON FOR 11.05 99GOAL 11 PROJECT 101GOAL 11 DBQ 101GOAL 11 MULTIPLE CHOICE 102

GOAL 12 104

GOAL 12 OPENER 104LESSON FOR 12.01 104LESSON FOR 12.02 105LESSON FOR 12.03 106

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LESSON FOR 12.04 107LESSON FOR 12.05 108LESSON FOR 12.06 109GOAL 12 PROJECT 110GOAL 12 DBQ 111Goal 12 Multiple Choice 112

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Chapter 1 PREFACE

In 2001, Senator Robert S. Byrd, West Virginia, sponsored legislation to fund a series of grants designed to invest in American History teachers. The spirit of the grant was to inspire new generations of teachers and students to learn from the invaluable lessons of the history of our great nation. For more information go to http://www.ed.gov/programs/teachinghistory/index.html. What is TORCH?As a 2002 recipient of the Teaching American History Grant Program, Pitt County Schools, in partnership with Beaufort, Martin, and Lenoir County Schools, embarked on an intensive professional development series for social studies teachers called TORCH – Teaching Others to Research & Comprehend History. In association with the Department of History at East Carolina University, the Organization of American Historians (OAH), the National Council for History Education (NCHE), and the Teachers’ Curriculum Institute (TCI), 24 dedicated teachers committed to expand their content knowledge of American History and improve their delivery and pedagogical practice with the ultimate goal of increasing student appreciation and comprehension of American History. Participating teachers are required by the grant to engage in a study of particular topics in American History and to share their knowledge with their colleagues through Focus Group activities. This Interactive Guidebook filled with lesson ideas and resource links for teaching American History represents the first step in sharing activities of the grant with non-participating teachers.TORCH Training

Small Group seminars with ECU History Faculty for in-depth discussions about the most current research and essential topics of American History

Tuition scholarships for Graduate Level coursework in US History Summer Institutes with 2 levels of History Alive training from the Teachers’

Curriculum Institute Technology Development to support the 21st century teacher Paid Membership in professional organizations Travel scholarships and encouragement to attend and present at state and national

conventions Intensive investigations and research of North Carolina American History

Standards Networking opportunities and structured planning sessions with colleagues

What is an Interactive Guidebook?During the 2004 Summer Institute, lesson plans were created that correlated to the North Carolina U.S. History Standard Course of Study Support Document and modeled teaching to multiple intelligences. These lessons encourage teachers to create “History Laboratories” in their classrooms. Much like the science lab, the teacher must set up the resources needed for students to conduct the lab experiments and research in advance of the class. However, the learning experience should become more student-centered as the class begins. Students will become engaged learners through a variety of hands-on content rich activities. The end result: a greater understanding and appreciation for American History. The Guidebook is available on CDROM or in regular hardcopy format. Teachers previewing these lessons are encouraged to try these fresh approaches while adopting the ideas to fit their classroom needs.

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http://www.ed.gov/programs/teachinghistory/index.html


TORCH Members1. Anderson, Kimberly Farmville Central 2. Byrd, Mandy JH Rose3. Callahan, Brian M. JH Rose4. Connor, Teri Kinston 5. Crane, Tom South Central6. Frank, Kathleen W. North Pitt7. Gardner, Paul J DH Conley8. Knight, Liza JH Rose9. Guidry, Allen JH Rose10. Harris, Benjamin Farmville Central11. Hill, Steven A. JH Rose12. Hilliard, Amy Kinston 13. Hodges, Ed Washington14. Jester, Jay JH Rose15. Leggett, Stacy Williamston16. Pearce, Susan DH Conley17. Rowe, Amity JH Rose18. Sawyer, Eric DH Conley19. Sayblack, Joseph D. North Pitt20. Smith, Cynthia Farmville Central21. Wiberg, Will JH Rose22. Woolard, Phillip M . JR North Pitt

*Brad Palmer, an original grant member from Beargrass High School in Martin County, was called to active military duty and was deployed to Iraq in 2004.

Administrative SupportMargaret Ryan, Grant DirectorK-12 Curriculum Coordinator for Language Arts & Social StudiesPitt County Schools

Dr. John A. Tilley, Grant LiaisonDepartment of HistoryEast Carolina University

Preston Bowers, Grant Lead TeacherPitt County Schools

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Goal 1The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.

Goal 1 OpenerThis activity encourages students to activate prior knowledge and come to an understanding of “loose constructionists” and “strict constructionists” and to decipher the terms “necessary and proper” before encountering the terms in their reading. In this activity, the teacher does not assist the students in any way. Groups are assigned to do the following: Complete a T-chart detailing positions of “loose constructionists versus strict constructionists using any means necessary and proper.” Write the directions along with the terms “necessary and proper” on the overhead and do NOT verbalize them. Students should come to the realization on their own that looking in the textbook for information on “loose constructionists versus strict constructionists” is a “means” that is “necessary and proper.” Lesson for 1.01Preview1. Have the students refer to their completed T-charts from the Goal 1 Opener. 2. Question the students about how they read the words “necessary and proper” in their

assignment. a. What does that mean to you? b. Did it make a difference that you read them that way?

3. Discuss student responses

Resources1. The U.S. Constitution2. Quotations from Alexander Hamilton

a. “Even to observe neutrality you must have a strong government.”b. “A national debt, if it is not excessive, will be to us a national blessing.”c. “Constitutions should consist only of general provisions; the reason is that

they must necessarily be permanent, and that they cannot calculate for the possible change of things.”

3. Quotations from Thomas Jeffersona. “A democracy [is] the only pure republic, but impracticable beyond the limits

of a town.”b. “Every man, and every body of men on earth, possesses the right of self-

government.”c. “We hold these truths to be self evident that all men are created equal and that

they are endowed by their creator with certain inalienable rights….”

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Content Delivery1. Create a Venn diagram comparing and contrasting Jefferson and Hamilton.

a. background and educationb. vocationc. regionalityd. philosophye. supporters

2. Use selected quotations from primary sources authored by both Hamilton and Jefferson. Then ask the students to identify the author.

Process1. Create a customized rubric for this activity at www.4teachers.org and distribute prior

to this activity.2. Assign class into 2 groups – Federalists vs. Democratic-Republicans.3. Each group should complete the following items for their party:

a. Campaign posters/bumper stickersb. Campaign buttonsc. Campaign songs/rapsd. Campaign speechese. Campaign mascot

Lesson for 1.02Before the lesson, assign students readings for background information about Indians, slaves, women, and class disparity in the years of the New Republic. Teacher-created worksheet should be use to gauge student understanding.

Preview (Purpose is to produce feelings of injustice.)1. Ask 4 students to collect their materials and move to another area in the classroom

previously occupied by other students (i.e. desks).2. Ask students to command their classmates to get up so they can sit. This will likely

elicit protest.3. Have students return to their original desks and write a 1 minute journal entry about

how they felt or would have felt if they were forced to move from their seat to another.

ResourcesProvided

Content DeliveryActivity 11. Show Transparency 14H from Bring Learning Alive p.485 on overhead. 2. Use spiral questioning techniques to prepare for an in-class writing assignment. 3. Students will then take part in a teacher-initiated discussion of the political freedoms

the Indians were denied. 4. Allow students to share some of their writings with class. 5. Teacher will segue into brief lecture on the political freedoms of various groups

(women, African Americans, wage earners, landless farmers, American Indians) during the era.

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http://www.4teachers.org/


Activity 21. Divide the students into 6 groups. 2. Give each an identity from categories in Activity 1 Step 5. (see above) 3. Allow students 10-12 minutes only for research on the topic of status, conflict and

political rights. Make page numbers from the book available. (See reference pages above)

4. As each group reports to the class, place their information on a graphic organizer on the overhead/board (see next page for sample).

5. Assign 7 terms for homework.

Process 1. Directions and rubrics should be provided to students at the beginning of the

assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students will write a position paper to develop an alternative policy for 3 of the

groups listed above. 4. They should focus their perspective in terms of political freedom and equal rights. 5. In their paper, they are to speculate as to their perceived consequences of these “new”

polices on the groups and on US History.

Lesson for 1.03Before the lesson, assign student readings for background information to complete a teacher created reading guide to include: Washington’s Proclamation of Neutrality, Peaceful Coercion, Freedom of the Seas, Chesapeake/Leopard Affair, Impressment, Embargo.

Women

African America

ns

American Indians

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Preview 1. Have students view slide 4.3F in HA! Notebook 8-3 (Political cartoon of Embargo

Act). Conduct class discussion with spiraling questions a. What is happening in this cartoon? b. What does each character represent?c. What is the cartoonist’s message?

2. Have students respond to questions by writing answers in their notebooks. 3. Discuss answers and introduce lesson concepts and vocabulary terms.

Resources1. HA! Notebook 8-3 Slide 4.3F

Content DeliveryActivity 1 1. Have students create a timeline their notebook entitled Foreign Policy from

Washington to Monroe(1789-1820). 2. Provide terms on overhead or board and ask them to place them on the continuum. 3. Use brief lecture to explain terms and foreign affairs while completing time line.

Activity 21. Divide students into groups. 2. Each group is to produce 2 bumper stickers. One will be from the perspective of the

War Hawks; the other bumper sticker will show how New England Federalists feel about the impending War of 1812.

3. Have each group present their finished products to the class. 4. Use a T chart to show reasons for and against war. Process1. Directions and rubrics should be provided to students at the beginning of the

assignment.2. Create a customized rubric for this activity at www.4teachers.org 3. Journal entry: From either perspective used in Activity 2, write a letter to US

Congressmen of 1812, assessing whether or not the US should become involved in the war.

Goal 1 ProjectObjectiveStudents will create an illustrated four-part quilt to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the emergence of institutions in the new republic.

Procedure1. Students will work in pairs to create the quilt; 2. Quilt panels should answer this question: How can we view life in the New Republic

from different perspectives? 3. Perspectives should include but not be limited to

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a. Federalists b. Democratic-Republicans c. women d. Native Americans e. African Americans (both free and slave) f. yeoman farmers g. landed gentry h. merchants

4. A quilt need not represent all perspectives but at least 2-4 of those mentioned above.5. The quilt should incorporate a variety of elements that they have accumulated

throughout the unit to represent different perspectives on life in the New Republic.a. symbols b. illustrations c. mapsd. timelinese. quotations

6. Students will also write a two page paper describing their project. AssessmentSample Quilt Rubric 10 7 4 2 0 (Points)

Timeline5 or more imagesMap2 or more quotesUse of Symbols Overall creativity Descriptive essayDifferent perspectives Presentation Turned in on timeTOTAL = __________________________________________________________Comments:

1. Directions and rubrics should be provided to students at the beginning of the goal unit(s).

2. Create a customized rubric for this activity at www.4teachers.org 3. Suggested rubric categories are:

a. Use of all sections of contentb. Accuracy of historical contentc. Clear and concise written commentaryd. Neatnesse. Selection and placement of graphicsf. Full use of resources available

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Goal 1 DBQFrom a selected set of documents, describe what led to the rise of political parties in the 1790’s. (Document-Based Assessment Activities for US History Classes by Kenneth Hilton, pp23-24.

Documents1. Memo written by Thomas Jefferson in 17902. Letter written by Alexander Hamilton in 17924. Farewell Address by George Washington7. An Essay on the Liberty of the Press by George Hay

Honors and APSuggested Responses-Students should include the following ideas in an essay.

Jefferson’s negative assessment of Hamilton and his supporters Hamilton’s equally dark beliefs about Jefferson’s ideas which he thought were

dangerous to the nation (especially Jefferson’s opposition to funding the national debt as well as pro-French and anti-British sentiments

Washington’s warning against political parties Hay’s opposition to the Sedition Bill as it was “against freedom of speech”

StandardCompile a list of factors from the documents that contributed to the rise of political parties. Choose the 3 most important factors and justify your choices in an essay.

Suggested responses-Students should include these factors in their essay. The obvious ill will between Hamilton and Jefferson The conflict between their ideas Washington’s negative view about political parties Opposition to the Sedition Bill

Goal 1 Multiple Choice1.01While Thomas Jefferson advocated protection of the rights of man and appealed to the “common man,” Alexander Hamilton believed government should be controlled by which of the following?A. The well-educated wealthy classB. The agrarian interestsC. The disenfranchisedD. The recent ImmigrantsAnswer A

“Even to observe neutrality you must have a strong government.” This quote would be most likely attributed to which of the following?

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A. Democratic RepublicanB. FederalistC. Anti-FederalistD. CommunistAnswer B

1.02What did Native American leader Tecumseh encourage his followers to do when dealing with the United States?A. To accept white culture and live in peace.B. To blend Native American and American culture.C. To return to Indian economic traditions.D. To take military action against the expansion of the United States.Answer D

Which of the following was the main objective of the United States FederalIndian policy in the early 1800s?A. protection of Native American rights and traditionsB. acquisition of Native American landC. regulation of the fur tradeD. assimilation of Native Americans into white societyAnswer B

1.03Freedom of the seas, impressments, and the Chesapeake incident are terms applied to which war?A. War of 1812B. French and Indian WarC. The Revolutionary WarD. Civil WarAnswer A

Which best explains why the United States adopted an isolationist foreign policy during the period immediately following 1789?A. Government leaders lacked experience in foreign affairs.B. The President lacked the power to negotiate treaties.C. The nation was militarily weak.D. A permanent constitution had not been approvedAnswer C

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Goal 2Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism.2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.2.05 Identify the major reform movements and evaluate their effectiveness.2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues.

Goal 2 Opener 1. Have students list differences between their:

a. class (juniors vs. all others)b. High School and an opposing county high school, c. county, state, nation vs. others

2. Use this to explain how sectionalism and nationalism can exist side by side. Make sure students have a clear definition of both terms.

Lesson for 2.01Essential questions1. How did nationalism affect territorial expansion in the first half of the 19th century? 2. Why would Americans leave the East and move west? 3. Why did people believe our Manifest Destiny was to reach the Pacific?

Preview 1. Students brainstorm reasons people might move west. 2. Create a travel poster designed to lure people to the West.

Resources1. Textbook2. Schlesinger video –“Expansionism”3. Land acquisitions map of the United States

Content Delivery1. NCDPI USH Support Document Activity 2.01a p.212. Divide the class into groups. One group for each territorial acquisition: East Florida,

West Florida, Louisiana, Texas, Oregon Country, Mexican Cession, Gadsden Purchase.

3. Prior to class draw a large map of the US cut each acquisition out creating a jigsaw puzzle.

4. Assign each group an acquisition.5. Each group will research its acquisition finding the following information: brief

history, how acquired by the US, when acquired, from whom, and the states created from the acquisition.

6. Each group records the information on the back of their acquisition cut-out.7. Each group shares its information with the class and places its acquisition at the

proper place on the map.

Process1. Directions and rubrics should be provided to students at the beginning of the

assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Create a graphic organizer entitled US Territorial Acquisitions. 4. The chart should have 5 columns: Acquisition, How acquired, Year acquired, From

Whom, States formed. 5. Students complete the graphic organizer.

Lesson for 2.02Essential Questions1. Who were the Transcendentalists? 2. What was the Hudson River school? 3. What “Great American” novels and authors were created during this time? 4. Who are Noah Webster, Edgar Allen Poe, Nathaniel Hawthorne and James

Fennimore Cooper? 5. What was the focus and theme of The Scarlet Letter and The Last of the Mohicans? 6. What was the major objective of Democracy in America?

Preview 1. Show slide 1.1E from HA! Notebook 8-4. 2. Have students answer the following questions in their notebooks or journal.

a. What do you see? b. Which way is the group going? c. Which way is the lady going? d. Who is the lady? e. Why is painting darker in the foreground and lighter in the background? f. What does this painting represent? g. Where do you think this was painted?

3. After answering individually, have students think-pair-share4. Discuss answers with class.

Resources1. HA! Notebook 8-4

Content DeliveryActivity 11. Prepare a Visual Discovery presentation using slides from HA! Notebook 8-4.


1.1E, 1.2 F, 1.3 C-D, 2.2 A-3.1A, 3.3 A-H and 4.2 A-E. 2. Add teacher content notes concerning Hudson River School and Neoclassical

Architecture as well as any other information about authors of the period.

Activity 21. Have students read transcendental selections from The Americans pp. 246-247 2. Answer the following questions in student notebooks

a. What 3 authors are used? b. What women’s periodical did Margaret Fuller publish? c. What did this publication call for? d. What is the main idea of her selection? e. What was Thoreau’s belief(s)? f. What is the main idea of the Walden selection? g. What is the main idea of Emerson’s selection? h. What general beliefs do the transendentalists hold?

Activity 3 1. Have students create a web concept/bubble map of the people, events, ideas and

communities related to the transendentalist movement.

Activity 4 1. Have students create a “triple” T-chart of authors of the period, major works and

philosophies of these artists.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Have students create their own “Walden” by writing a brief essay relating a personal

experience with nature (going to the zoo counts).4. Students should try to implement Thoreau’s ideals and philosophies yet retain their

voice and perspective. 5. Have students peer edit papers using a checklist that looks for the above mentioned

qualities. 6. Allow students to revise their papers for homework. 7. If possible, have students read their work to class in a natural setting (school

courtyard).

Lesson for 2.03Essential Questions1. What were the major inventions of the early industrial revolution? 2. How did these inventions transform American life? 3. Which section of the country benefited the most from each invention? 4. Assess the contribution these inventions made to nationalism and sectionalism?


Preview 1. Students write a journal entry about what their lives would be like if suddenly all

computers were taken away. 2. Tie the impact of computers to our lives to the development of inventions in the early

1800s to early American life.

Resources1. “A Trip to Texas”, Jose Maria Sanchez, Southwestern Historical Quarterly, Vol. 29,

No. 4. April 1926, 270-273.2. “The Letters to Mary Paul, 1845-1849”, in Vermont History 28, ed. Thomas Dublin.3. Large blank map of US.

Content Delivery1. Inventors and terms to be covered: Samuel Slater, Eli Whitney, Samuel F. B. Morse,

John Deere, Cyrus McCormick, Robert Fulton, John Fitch, Francis Cabot Lowell, Peter Cooper, Industrial Revolution.

2. Assign research groups of two or three students to compile information about an invention of the early industrial revolution.

a. Inventor b. when invented c. description of invention d. How did it change American life?

3. After students have completed the research, they should draw a picture of their invention on a sticky note.

4. Have students place their sticky note icon on the section of the country that benefited the most from the invention.

5. Each student should complete a graphic organizer filling in the major information from each invention.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Have students choose the top invention for each geographic section of the US and

draw it on a map in their notes. 4. Below the map, have students explain how each invention contributed to a different

lifestyle that developed in that section.

Lesson for 2.04Essential Questions1. Analyze the major issues of the Jackson administration and their impact on the nation.2. Was the term King Andrew a valid name for Jackson?

Preview 1. Think about the current election.


2. What would a campaign poster contain that would persuade you to vote for a certain candidate?

3. List the essentials for a political campaign poster.

Resources1. “Democracy and Reform” Schlesinger Video Series2. “The Jackson Years – Toward Civil War” – Learning Corporation of America3. HA! Notebook 8-4

Content Delivery1. Teacher lecture includes these items: Election of 1824, corrupt bargain, Election of

1828, King Andrew, states’ rights, Trail of Tears, Sequoyah, Second National Bank, South Carolina Nullification Crisis, Tariff of Abominations, SC Exposition and Protest, spoils system, Indian Removal, Worcester v. Georgia, Trail of Tears, Election of 1832.

2. Use HA! Notebook 8-4, Activity 1.3 to create a campaign poster for Andrew Jackson in the election of 1824 or 1828.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Create a front page newspaper for the Jackson Administration.

a. Highlight the major issues of his administration. b. Create catchy headlines. c. Pick one issue and develop a political cartoon.

Lesson for 2.05Prior to this lesson, students should read about the Era of Reform and complete the following Essential Questions in their notebooks.

Essential Questions 1. Identify the significance of these people: Dorothea Dix, Horace Mann, Lucretia Mott,

Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton?2. What happened at Seneca Falls New York in 1848? 3. What is a “Declaration of Sentiments”? 4. What is a utopia?5. What were Brook Farm and Oneida? 6. Where were these communities located?

Preview1. In small groups, have students create a proposal for a utopian school including:

a. A list of common goals and philosophies that they believe a utopian school should exhibit.

b. An evaluation process for judging the effectiveness of the school.c. An advertisement to boost student enrollment.


Resources1. HA! Notebook 8-4, Activity 5.1

Content DeliveryActivity 1 1. Give students the 5 minute quiz on Women’s Rights located in the HA! Notebook 8-

4, Handout 5.1A2. Complete the History Alive Activity 5.1 located in the HA! Notebook 8-43. Have students compile another T-chart of characteristics of women’s reformers and

abolitionists.

Activity 2 1. Web concept/bubble map of events and activities relating to and affecting the

workplace from 1800-1850.

Process 1. Create a customized rubric for this activity at www.4teachers.org and distribute prior

to this activity.2. In small groups (3-4), have students select a reform movement of the period as a

model for their own modern reform ideas (better food in the cafeteria)3. Create a program to highlight the site, speakers, and events of their convention.4. Create a “Declaration of Sentiments” for their reform.

Lesson for 2.06Essential Questions1. Who published “The Liberator”? 2. What was it? 3. What did it call for?4. What was the “second great awakening”? 5. What did they believe? 6. Who was Fredrick Douglass? 7. What does A.M.E. stand for?

Preview1. Set the mood of a revival by leading a discussion of a fictional but emotional topic

appropriate for the class. 2. Try to get the students so involved that when you say, i.e. “hallelujah!”, they respond. 3. Ask them to write down their feelings about this class incident.4. Discuss the relevance and connection between North Carolina Standard Course of

Study United States History Objectives 2.05 & 2.06

Resources1. America Through The Eyes Of Its People: Primary Sources in American History 2nd

edition Addision Wesley Longman copyright 1997.


Content DeliveryActivity 11. Create a web concept/bubble map of religious influences.

Activity 2 1. Have students read an excerpt from The Liberator taken from America Through The

Eyes Of Its People p. 114. 2. Answer the following questions

a. What historic document does Garrison quote? b. What quote does he use?c. Where does this quote and document claim that “rights” come from? d. Who does Garrison believe that these rights are guaranteed to?

Activity 3 1. Create a T-Chart of the pro-slavery and anti-slavery actions that occurred between

1820 and 1850.

Activity 41. Complete HA! Notebook 8-5 Activities 1.3 and 1.4


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Have students create a 1 page (front & back) newspaper that models the “look and

feel” of The Liberator. 4. It should have multiple entries which could include articles, editorials, classified

advertisements (help wanted), regular advertisements and Wanted posters that show religious influence over the cause of slavery.

Goal 2 ProjectOption 1 “THE DINNER PARTY” ObjectiveStudents will research and portray Historical Figures at a dinner party to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the Era of Expansion and Reform.

ProcedurePre Dinner Party1. Teacher assigned groups of 4 to 5 students will randomly choose 2 to 3 of the key

historical figures to research.


2. Goal 2 suggested categories and guests:

Political Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, and John TylerWriters Henry David Thoreau, Ralph Waldo Emerson and Edgar Allen PoeReform Horace Mann and Dorothea DixAbolition Sojourner Truth, Fredrick Douglass, and William Lloyd GarrisonWomen’s Rights Elizabeth Cady Staton, Susan B. Anthony, and Lucretia MottReligion Charles Grandison Finney or other religious figure from 2nd gr. AwakeningUtopian Society George Ripley or other UtopianAverage person a Lowell Girl

3. Each group should “elect” two people to portray the historical figures at the dinner party.

4. Other group members are their “research assistants”. Researchers will: a. Write a brief biography of their historical figures to be used when they arrive

at the dinner party.b. Rehearse with the actors/actresses for any questions about their character.

Character preparation should concentrate on political views as well as views on expansion, slavery, women’s rights, worker’s rights, philosophies, religious views, education, and other topics appropriate to the time.

c. Develop 2 to 3 questions to ask each character at the dinner party. These questions need to be submitted to the teacher for prior approval. The teacher will distribute the questions to the appropriate historical figures to assist their research.

d. Create and display paper dolls of their historical figures in appropriate dress for the time period.

5. Each group should select 1 representative to work with the dinner party committee. This committee will:

a. Draw the table diagram and seating chart. b. Create the menu and have menus on the table for each person invited to the

party. Menus should have appropriate food, language and artwork of the time period.

c. Create and deliver invitations that utilize language and art of the period.

@ the Dinner Party1. Food is an important part of this activity and serves as the big motivator. A

complete meal does not have to be presented but small snack type food such as popcorn, candy, chips and soda is recommended. Assign period names to modern foods for fun. For example, beef jerky could be buffalo meat.

2. Provide some sort of period music to be played while the figures are “dining”. 3. The character questions will be randomly distributed at the dinner party to each

actor. Allow each person to ask 1 question and then move on to the next. This continues until either time is out or questions are out. If questions run out, then have each figure briefly give their view on a controversial topic of the period such as Andrew Jackson’s views on slavery or Fredrick Douglass’ views on women’s rights.

Assessment1. Directions and rubrics should be provided to students at the beginning of the goal

unit(s).2. Create a customized rubric for this activity at www.4teachers.org . 3. Suggested rubric categories are:


Option 2 “THE MUSEUM EXHIBIT”

ObjectiveStudents will create a museum exhibit to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the Era of Expansion and Reform. Procedure

1. Have students preview online exhibits or websites to a variety of museums. 2. Pre-select student groups of 5 to handle compiling exhibit items.3. Groups must determine what items to include in their exhibit. Suggested

historical items for this time period could include but are not limited to:a. Prints of famous Art work b. Copies of books, poems or excerpts from prominent writers c. 2 to 3 pictures of popular architecture d. front pages of key newspaperse. pictures of or artifact replicasf. a sampling of popular music, either recorded, sheet music, or lyricsg. A copy of a sermon from a famous religious figureh. A sample menu for popular foodi. An advertisement for a popular product

4. Each group should develop caption cards to go with each item. The cards should explain who?, what?, when?, etc.

5. Display ideas for use in classroom, on a bulletin board or in the media center.a. Poster boardb. 3-panel project boardc. PowerPoint or HyperStudio presentation d. Create a classroom museum website e. Combination of ideas

Assessment1. See page 49—55 of History Alive Culminating Project teacher handbook2. Create a customized rubric for this activity at www.4teachers.org



3. This would be a great cross-curriculum project with an Art, Literature, and/or Computer teacher.

Goal 2 DBQHonors and APFrom a selected set of documents (Advanced Placement US History 1 The Evolving American Nation-State 1607-1914, the Center for Learning pp 96-99), assess the relative importance in promoting the early Industrial Revolution in the United States.

Suggested Response – Students elaborate on the following thesis: In the early years of the nineteenth century, government policies disrupted commerce with other nations; however, the government at the same time, created a climate that served as a catalyst for early industrialization.

Standard Compile a list of factors from the documents that contributed to the development of the early Industrial Revolution in the United States. Choose the 3 most important factors and justify your choices in an essay.

Suggested response – Factors and choices may vary but could include: government protection of rights to inventions, government support for crucial developments in transportation; tariffs; development of corporations with limited liability; an improved educational system; improved markets and cheap labor with the move from farm to city; the Embargo and War of 1812 stimulated a need for domestic manufacturers; Whitney’s concept of interchangeable parts; Slater’s mill; Evan’s steam engine; increased immigration to provide markets and cheap labor; government control over interstate commerce and government protection of the sanctity of contracts (or corporate charters); new sources of investment capital during the War of 1812; stable currency under the Second Bank of the United States.

Goal 2 Multiple Choice2.01Which of the following territorial acquisitions were at one time possessions of Britain? 1) Texas 2) Oregon 3) East Florida 4) Mexican Cession. A. 2 and 3 B. 1 only C. all of these D. none of these.Answer D

Which of the following territorial acquisitions were explored in the Lewis and Clark Expedition? 1) Texas 2) Oregon 3) Louisiana 4) Mexican Cession.A. 3 only B. 1 and 2 C. 2 and 3 D. all were included.

Answer C

2.02James Fennimore Cooper is an example of “Americans writing as Americans” instead of copying European authors. This philosophy is best represented by which of the following ideals? A. NationalismB. SectionalismC. Anti-FederalismD. UtopianismAnswer A

“I learned this, at least, by my experiment; that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with success unexpected in common hours…If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundation under them.”—WaldenWhat transcendental idea(s) is Thoreau best expressing in this caption?A. Pessimism and oppressionB. Self-reliance and freedomC. Revolution and civil disobedienceD. Socialism and workers rightsAnswer B

2.03“At seven the girls are allowed thirty minutes for breakfast, and at noon thirty minutes more for dinner, except during the first quarter of the year, when the time is extended to forty-five minutes. But within this time they must hurry to their boardinghouses and return to the factory, and that through the hot sun or the rain or the cold. A meal eaten under such circumstances must be quite unfavorable to digestion and health, as any medical man will inform us. After seven o’clock in the evening the factory bell sounds the close of the day’s work.”

From The Harbinger, Nov 14, 1836.

What section of the US is most likely being described in the above passage? A. Northeast B. Upper South C. Lower South D. WestAnswer A

Midwestern agriculture received a boost from both the plow and an invention patented by Cyrus McCormick called the A. six-row planter B. mechanical hay baler C. mechanical reaper

D. combine.Answer C

2.04Which of the following issues in the Jackson administration was a consequence of the Supreme Court case of Worcester v. Georgia? A. nullification B. Indian Removal C. national bank D. spoils system.Answer B

Which of the following issues most involved Jackson’s Vice-President John C. Calhoun? A. nullification B. Indian Removal C. national bank D. spoils system.Answer A

Using the political cartoon of Jackson as King Andrew the First. (found in most texts)How does the cartoon portray Jackson’s view of the Constitution?A. a strong supporter of the Constitution B. a supporter of checks and balances C. would destroy the Constitution to suit his desires D. he liked to wear formal clothing.Answer C

2.05“We affirm that while women are liable to punishment for acts, which the laws call criminal or while they are taxed in their labor or property for the support of government, they have a self-evident and indisputable right to a direct voice in the enactment of those laws and the formation of that government…Who are citizens? Why males? Why foreigners? Because they pay a poll tax—the intemperate, the vicious, the ignorant, anybody and everybody who has the wit to elude pauperism and guardianship, if they are only males. And yet women are to live under this city charter, obey, be taxed to support, and no pauper establishment or guardianship is thought necessary for them…How inconsistent is all this?”—Harriot Kezia Hunt, an early 19th century feminist in a letter to the city of Boston, November 15, 1854

In this passage, Dr. Harriot Kezia Hunt is asking which of the following?A. Women be entitled to voteB. Women pay their share of taxesC. Immigrants be subject to taxationD. Only intelligent people be allowed to voteAnswer A

What term refers to the 19th century belief that married women’s activities should be limited to housework and family?A. FeminismB. TemperanceC. The cult of sentimentsD. The cult of domesticityAnswer D

2.06“In know this is all so much algebra to those who have never felt it. But to those who have experienced the agony of wrestling, prevailing, prayer, for the conversion of a soul, you may depend upon it, that soul…appears as dear as a child is to the mother who brought it forth with pain.”—Lectures on Revivals of Religions by Charles Grandison Finney.According to Finney, what is “algebra to those who have never felt it”?A. salvationB. damnationC. reformationD. industrializationAnswer A

Which of the following best exemplifies the ideals of the “Second Great Awakening”? A. Predetermination of salvation B. Confession is good for the soulC. Cleanliness is next to godlinessD. Individuals are responsible for their own salvation Answer D

Goal 3Crisis, Civil War, and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.3.02 Analyze and assess the causes of the Civil War.3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.

Goal 3 OpenerUtilize HA! Notebook 8-5, Activity 1.1

Lesson for 3.01Essential Questions1. What conditions and events contributed to the growth of sectionalism prior to the

Civil War?2. Why were various compromises unsuccessful in resolving the slavery issue?3. How did the rise of the Republican party escalate sectional tensions?4. What role did weak presidential leadership of the 1850’s play in the outbreak of the

Civil War?

Preview1. Scenario: You and your family are taking a long trip for vacation. You like rap music

and your sister says you have to listen to country music. How are you going to resolve this conflict?

2. Discuss the process of compromise and why it might be difficult in this context.

Resources1. Excerpts from Uncle Tom’s Cabin by Harriet Beecher Stowe found at http://Jefferson.village.virginia.edu/utc/sitemap.html3. Text of Missouri Compromise, Fugitive Slave Act, and Compromise of 1850

a. http://www.pbs.org/wgbh/aia/part3/3h511t.html b. http://www.pbs.org/wgbh/aia/part4/4p2951.html

4. Decision from Dred Scott v. Sanford found at http://www.library.wuslt.edu/vlib/dredscott

http://www.library.wuslt.edu/vlib/dredscott

http://www.pbs.org/wgbh/aia/part4/4p2951.html

http://www.pbs.org/wgbh/aia/part3/3h511t.html

http://Jefferson.village.virginia.edu/utc/sitemap.html

ContentIn the following activities, be sure to include: Missouri CompromiseWilmot Proviso Anti-Slavery Movement Abolition Slave CodesCompromise of 1850Underground RailroadHarriet TubmanFugitive Slave LawUncle Tom’s CabinHarriet Beecher Stowe

Popular SovereigntyKansas-Nebraska ActBleeding KansasSummer-Brooks IncidentJohn BrownHarper’s Ferry VirginiaDred Scott v. SanfordLincoln-Douglass DebatesRepublican Party Freeport Doctrine Free Soil Party

Activity 11. Divide the class into small groups (2-3)2. Give each group of students a set of cards containing the terms. 3. The group members should identify the date and the significance of each term.4. Each student should create an illustrated timeline of the events and their significance

in their Interactive Student Notebook. 5. Terms that are not events should be written on the timeline next to events with which

they are connected.

Activity 21. Prepare a Visual Discovery Interactive Slide Lecture from HA! Notebook 8-5 with

slides from Activity 2.1. 2. Notes should be taken in a timeline form that traces the events from the Mexican War

to the outbreak of the Civil War. 3. Utilize spiraling questions and occasional “Act-it-Out” activities during the

presentation. Spiral Questions

a. What ties these events together?b. What are two themes that we can use to describe this timeline?c. Why did residents of North Carolina care if Kansas was a free state or a slave

state?d. What type of laws would free and slave states disagree over?e. What would have happened if slavery were outlawed in all the new states?f. If you were a southern politician how would you have felt? Northern

politician?

Activity 3 1. NCDPI USH Support Document 3.01c p.352. On a blank map of the United States, identify

a. slave statesb. free states c. territories

d. proposed routes of the Transcontinental Railroad.


assignment.2. Create a customized rubric for this activity at www.4teachers.org .3. Utilize HA! Notebook 8-5 Activities 1.3 & 1.4 to create a spectrum of perspectives on

the issue of slavery. Be sure to reference all of the terms from the content delivery.

Lesson 3.02Essential Questions1. What role did slavery play in the coming of the Civil War?2. What were immediate causes of the Civil War?3. How did economic differences and territorial expansion lead to the Civil War?4. How did differing interpretations of the 10th Amendment add to sectional differences?

Preview1. Discuss what your students would be willing to fight for in modern society.2. Handout to students, Killer Angels, Michael Shaara, Ballantine Books, 2003 (pp 29-

32) This is the script of the clip they will view.3. Show the clip “That’s what we are fighting for” – from Gettysburg

Resources1. Killer Angels by Michael Shaara2. Video clip from Gettysburg3. South Carolina Ordinance of Secession found at

http://www.civilwarhome.com/scordinance.htm4. Lincoln’s First Inaugural Address found at

http://www.bartleby.com/124/pres31.html5. The Political Party Platforms for the Election of 1860 found at

http://members.aol.com/jfepperson/plat.html6. HA! Notebook 8-5

Content DeliveryActivity 11. Review events from North Carolina Standard Course of Study United States History

Objective 3.01 and compare to the preview assignment.

Activity 21. NCDPI USH Support Document 3.02a p.392. Election of 1860: Read platforms and create a map showing the results of the 1860

election. 3. Determine the reasons for Lincoln’s election and predict the implications of it.

http://members.aol.com/jfepperson/plat.html

http://www.bartleby.com/124/pres31.html

http://www.civilwarhome.com/scordinance.htm


Activity 31. Conduct a Socratic Seminar in which students will analyze the arguments for and

against secession.2. South Carolina Ordinance of Secession – Analyze the arguments for secession.

a. What document does this remind you of?b. Why would they choose this document to imitate?c. What reasons do they give for secession?d. Are these reasons valid?e. Are these reasons Constitutional?f. Did they have the right to secede?

4. Lincoln’s First Inaugural Address - Evaluate Lincoln’s plans to deal with the Confederate states.

a. What attitude does he have toward the Confederacy?b. Do you think Lincoln agrees or disagrees with secession?c. What steps does Lincoln suggest to deal with the Confederacy?d. Is he harsh or lenient?e. What changes in Lincoln’s plan would you make?

Activity 41. After the Socratic Seminar, a teacher created lecture is needed to clarify any

misconceptions from discussions on the immediate causes of the Civil War, focusing on

a. Fort Sumterb. Abraham Lincoln c. Jefferson Davisd. creation of the Confederacy.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. You are a North Carolina resident in 1860. Write a letter to the editor entitled “To go

to war or not”:a. Give 3 reasons for going to war and 3 reasons for not going to war.b. State and defend your position.

4. Create a Commemorative Marker for Fort Sumter, SC5. The plaque should include a drawing, a summary of events, and a brief explanation of

the historical significance.

Lesson 3.03Essential Questions1. What are the key turning points of the Civil War?2. How did new technology affect the casualty rate of the war?3. What strategies were used by the North and the South?4. What impact did the various military and political leaders have on the war?5. What types of resistance and support existed for the war?


Preview1. Students should infer the meanings of Civil War slang terms

(http://www.civilwar.org) 2. Discuss the true meaning of each term and relate the terms to the Civil War.

Resources1. The Gettysburg Address exhibit http://www.loc.gov/exhibits/gadd2. The Battle of Gettysburg: http://www.nps.gov/gett/3. Civil War Slang words: Http://www.civilwar.org/pdfs/slang_chart.pdf4. HA! Notebook 8-55. The Hesitating Veteran, a poem by Ambrose Bierce on African American

involvement in the Civil War and other Civil War poetry. http://members.tripod.com/~prolificpains/upoetry.htm

6. Letters from North Carolina: http://library.wcu.edu/digitalcoll/default.asp

Content DeliveryBe sure to include the following: First Battle of Bull Run AntietamVicksburg GettysburgSherman’s March to SeaAppomattox Court HouseGettysburg Addresswrit of habeas corpusElection of 1864

Anaconda PlanEmancipation ProclamationAfrican-American ParticipationRobert E. LeeUlysses S. GrantGeorge McClellanThomas “Stonewall” Jacksonnew military technologies

Activity 11. Divide the class into 7 groups. 2. Assign each group a battle from the list above and one battle of their own choosing. 3. Groups should locate the battle on a map and identify the date, the major generals,

outcome, and the significance. 4. Analyze the map and offer teacher explanation of the Anaconda Plan5. Regroup and complete jigsaw so that all students have the same information.6. Continue jigsaw with the remaining words in the list.

Activity 21. History Alive lecture/slide show/activities: (HA! Notebook 8-5, Activity 3.2) 2. Focus on political and military turning points and their significance. 3. Spiraling questions are included in materials.

ProcessCivil War Portfolio1. Directions and rubrics should be provided to students at the beginning of the

assignment.

http://library.wcu.edu/digitalcoll/default.asp

http://members.tripod.com/~prolificpains/upoetry.htm

http://www.civilwar.org/pdfs/slang_chart.pdf

http://www.nps.gov/gett/

http://www.loc.gov/exhibits/gadd

http://www.civilwar.org/

2. Create a customized rubric for this activity at www.4teachers.org . 3. Poster to encourage African-Americans to join the Union army. (HA! Notebook 8-5,

Activity 3.2 page 12)4. Sensory figure of Abraham Lincoln showing what Lincoln saw, heard, felt, and

dreamed during the war. (HA! Notebook 8-5, Activity 3.2 page 23)5. Assign students one turning point of the Civil War

a. Students will write a 2 page newspaper article as if it is the day after the event. b. Students should explaining the event and speculating on the event’s

significance. 6. Have groups write a poem or develop a mnemonic device to remember the battles and

their significance in chronological order.

Lesson 3.04Essential Questions1. What were the effects of military occupation of the ex-Confederate states?2. What limits were placed on presidential and congressional power?3. How did southerners resist Reconstruction?4. In what ways did Reconstruction build the foundation for Civil Rights for African

Americans?5. How were the southern social, economic, and political systems reorganized?

Preview1. HA! Notebook 8-5, Activity 4.1 p. 2 Student Response

Resources1. HA! Notebook 8-52. Reconstruction political cartoons found at

http://www.impeach~andrewjohnson.com

Content DeliveryBe sure to include: Freedman’s Bureau Radical Republicans Reconstruction plans Thaddeus StevensAndrew JohnsonCompromise of 1877Tenure of Office Act, Johnson’s impeachmentScalawags

Carpetbaggersblack codesKu Klux KlanSharecropperstenant farmersJim Crow lawsThe Whiskey RingSolid South

Activity 11. NCDPI USH Support Document 3.04a p.43 Create a graphic organizer that compares

Presidential and Congressional Reconstruction. See sample charts on next page 2. Using the chart, write a brief essay to evaluate the effects of the various

Reconstruction plans on different groups or events.


Activity 21. Use a Venn diagram compare and contrast sharecropping and slavery.

Activity 31. Create an interactive slide lecture using HA! Notebook 8-5 and slides from Activity

4.2 Effects of ReconstructionGroup Affected Lincoln’s Plan Johnson’s Plan Radical Republican’s Plan

(Congress)FreedmenSouthern WhitesNorthernersEx-ConfederatesAmendmentsMilitary ActionYour Opinion:

Reconstruction AnalysisIdentify and place a check in the appropriate box.Terms Identify Aided

ReconstructionHindered Reconstruction

Supported by the Republicans

Supported by the Southerners

Benefited Black Americans

Radical Republicans10% PlanWade-Davis BillFreedmen’s BureauBlack Codes13th Amendment14th Amendment15th AmendmentScalawagsCarpetbaggersKKKRutherford B. Hayes


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Use HA! Notebook 8-5, Activity 4.1 to develop a report card on Reconstruction Plans


4. Create mosaic on Reconstruction a. Choose a minimum of 9 topics (examples: scalawags, 14th amendment,

Freedman’s Bureau, carpetbaggers, black codes, 10 percent plan, etc)b. Illustrate and describe each topic

Goal 3 ProjectObjectiveStudents will create a children’s story book to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the Civil War and Reconstruction.

Procedure1. This can be an individual or a group project.2. This storybook should be written for a 4th grade audience and should demonstrate a

clear understanding of historical issues. 3. Outline ideas4. The story book must have a minimum of 5 sections.

a. Causes of the Civil Warb. Outbreak of the Civil Warc. Major battles and Generalsd. Political leaders and their significant decisionse. Reconstruction

5. Write the text6. Draw illustrations and visual representations




Goal 3 DBQDebate over the balance of power between state and national government led up to and continued through the Civil War and Reconstruction. To what extent did the Civil War and Reconstruction prove to be a test of the supremacy of the national government?


The following are suggested documents and can be found at www.ourdocuments.gov1. The Constitution (in particular, any of the following)

Article I, Section 9, Clause 2Article VI, Clause 2

2. 10th Amendment3. Compromise of 18504. Kansas-Nebraska Act 5. Emancipation Proclamation6. Wade-Davis Bill (1864)7. Civil War Amendments 13, 14, 15

As well as1. The Freeport Doctrine2. South Carolina Ordinance of Secession3. Political Cartoon of the impeachment of Andrew Johnson

AP ClassesReference and analyze all documents in the DBQProduce an essay based on AP standards

Honors ClassesProduce a formal essayCorrectly reference all documents

General ClassesPrior to writing the essay, discuss each document with the class or scaffold questions throughout the documents.Produce a 3-5 paragraph essayCorrectly reference 3 documents

Goal 3 Multiple Choice3.01The issue of slavery was a major concern before the Civil War. Which of the following illustrates the spread of slavery? A. The demand for a fugitive slave law.B. Kansas’ application for admissions to the union.C. The creation of the Constitutional Union PartyD. The demand for the re-establishment of the African slave trade.Answer: D

http://www.ourdocuments.gov/

“If the people of Kansas want a slaveholding state, let them have it, and if they want a free state they have a right to it, and it is not for the people of Illinois, or Missouri, or New York, or Kentucky, to complain, whatever the decision of Kansas may be.” -Stephen A. Douglas

In the quote above, to which principle is Stephen A. Douglas referring?A. States’ RightsB. AbolitionC. FederalismD. Popular SovereigntyAnswer: D

3.02Which of the following is the most likely reason for the secession of South Carolina?A. Lincoln called for the immediate outlawing of slavery.B. Lincoln won the presidency with only northern electoral votes.C. Lincoln broke his campaign promises.D. Northern business began boycotting southern goods Answer: B

“Bombardment of Fort Sumter, Charleston Harbor”HA! Notebook 12 Slide 8-5 2.1R

What does the event depicted in the picture above represent? A. Lincoln’s desire to preserve the Union.B. Southern states’ constitutional right to secede.C. States’ right to nullify federal laws.D. The preservation of natural rights.Answer: A

3.03“As a result of the battle, Confederate Generals are now more confident of a short war and southern victory.”

The quotation above could have appeared in Southern newspapers during the war. Which battle matches this quotation?A. GettysburgB. VicksburgC. First Battle of Bull RunD. ChattanoogaAnswer: C

Which of the following turning points are correctly matched with their significance?A. Gettysburg – The Confederate victory hastened the end of the war B. Vicksburg – The Confederate loss split the ConfederacyC. Emancipation Proclamation – Lincoln freed all slavesD. Appomattox Court House – General Grant surrendered to General LeeAnswer: B

3.04Which of the following represents the most radical point of view on Reconstruction?A. LincolnB. JohnsonC. CongressD. LeeAnswer: C

“So it is with voting. We may not understand it at the start, but in time we shall learn to do our duty” - The trouble They Seen: Black People Tell the Story of Reconstruction

To what amendment is the quote above referring?A. 10th amendmentB. 13th amendmentC. 14th amendmentD. 15th amendmentAnswer: D

Goal 4The Great West and the Rise of the Debtor (1860s-1896) – The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation.4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced.4.02 Evaluate the impact that settlement in the West had upon different groups of people and the environment.4.03 Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.4.04 Describe innovations in agricultural technology and business practices and assess their impact on the West.

Goal 4 OpenerIntroduce the concept of Manifest Destiny with HA! Notebook 8-4 Slide 1.1E. Be sure to assign some students to view the slide from the perspective of the American Indians.

Lesson for 4.01Essential Questions1. Compare and contrast the groups or individuals who migrated to the West. 2. What were their reasons for going to the West? 3. What hardships did they face on the trail? 4. How did they overcome those hardships? 5. Assess challenges they faced upon arrival at their destination. 6. How did they overcome those challenges?

Preview1. Students will write journal entries to this prompt. “If you were going to leave home

for college and would not come back for at least 6 months, what 10 items would you take with you?”

2. Allow students to share their responses.

Resources1. HA! Notebook 8-4, Activity 3.12. Video clip from Far and Away

Content DeliveryActivity 11. Display HA! Notebook 8-4, Slide 3.1I Western Trails2. Teacher Lecture on various groups going to the West using applicable terms for Goal

4 of the North Carolina Standard Course of Study for United States History plus Cattle Kingdom, Mining, & Railroads.

Activity 21. Use HA! Notebook 8-4 Skill Builder Activity 3.1 to introduce the challenges of the

Oregon Trail.

Activity 31. View video clip of the land rush from Far and Away


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. NCDPI Activity 4-01A p.47 Write letters to your parents explaining your reasons for

moving west, the experiences along the way, and the conditions at your new location. Share with class.

4. NCDPI 4-01D p.48 Create a chart showing all the groups who went west; why, and the results of their quest.

Lesson for 4.02Essential Questions1. How did settlement in the West affect American Indians? 2. Evaluate how the changes in the environment affected American Indian culture?

Preview1. Use Bear’s Heart text to introduce changes in American Indian culture. 2. Students will respond to images and class discussion will focus on the differences in

the images from beginning of the Bear’s Heart to the end. 3. Students will construct a Venn diagram to compare and contrast American Indian

lifestyle from start to finish in Bear’s Heart. 4. Teachers can substitute Bear’s Heart with any American Indian Art text.

Resources 1. Bear’s Heart by Burton Supree, with Ann Ross2. HA! Notebook 8-43. Video Dances with Wolves

Content DeliveryActivity 11. Visual discovery interactive slide lecture for Notebook 8-4, Activity 4.2

Activity 21. Use HA! Notebook 8-4, Activity 4.3

Activity 31. Show excerpts of video Dances with Wolves


assignment.2. Create a customized rubric for this activity at www.4teachers.org .



3. Create a mosaic that illustrates at least 5 impacts that settlement had on the American Indians and their culture.

4. Each impact should be represented by a different color. 5. Can be written, illustrated, or represented by symbols.

Lesson for 4.03Essential Questions1. Describe 3 major contributing factors to the rise of the Populist Party? 2. What organizations and individuals laid roots for the rise of Populism and its

platform? 3. How did the issue of metal and its use in the nation’s monetary system contribute to

the rise and decline of Populism? 4. What were two powerful legacies that Populism left behind?

Preview1. Show a scene from The Wizard of Oz. 2. Through discussion, compare and contrast the characters and the setting of Kansas.

Resources1. “Cross of Gold Speech” by William Jennings Bryan 2. Video The Wizard of Oz3. Information on Populism/Wizard of OZ can be found at

http://www.halcyon.com/piglet/Populism.htm from http://www.a-s.clayton.edu/gah/

Content1. Use video and graphic organizer (t-chart) to identify symbols and metaphors for the

rise and decline (fall) of Populism. 2. The teacher will ask students to identify and express the relationships between key

Wizard of Oz characters and factors of the rise and decline (fall) of Populism. 3. Students will use teacher created graphic organizer to analyze and discuss the lesson’s

four essential questions.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students are to create a campaign poster and construct a 3-minute speech describing

their party’s platform from either the Republican or Democratic perspective for the 1896 election.

4. The students will display their campaign poster and deliver their speeches to the class. 5. Upon completion class will vote for a platform and support their selection in a class

debate monitored by teacher.


http://www.a-s.clayton.edu/gah/

http://www.halcyon.com/piglet/Populism.htm

Lesson for 4.04Essential Questions 1. Describe the major agricultural innovations for Western farming. 2. Who were the innovators? 3. How did these innovations make Western farming more efficient or practical? 4. Discuss the challenges faced by Western farmers. 5. What challenge was most difficult to overcome? 6. Which innovations seemed to be the most helpful? 7. Describe how railroads were essential for the expansion of the agricultural West.

Preview 1. Have students write their idea of the typical day of today’s modern farmer.

Resources1. Video The West by PBS and http://www.pbs.org/weta/thewest/

Content Delivery Activity 11. Teacher lecture on major agricultural developments. Be sure to include terms from

the NCDPI US History Support Documents p.57 plus mechanical reaper, climatic differences, problems caused between Eastern and Western styles of farming, sod house.

Activity 21. Create a chart listing the farming innovations, inventor, and impact on the West.

Process Farming portfolio1. Directions and rubrics should be provided to students at the beginning of the

assignment.2. Create a customized rubric for this activity at www.4teachers.org .3. Create a poster advertising the opportunities and benefits of moving to the West.

Include 5 of these: description of the area, water, land formations, climate, availability of land, size of farms, proximity of Railroad, proximity of neighbors/American Indians, etc.

4. Write a letter home describing your life as farmer in the West, detailing your lifestyle and tools used in an average days work.

5. Write a follow up letter to your parents about your plight in the West a year later.

Goal 4 ProjectObjectiveStudents will create an historical fiction writing that mirrors the look and feel of authentic primary resources to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the Great West and the Rise of the Debtor.


http://www.pbs.org/weta/thewest/

Procedure1. As a foundational document, student should begin by writing a “Goodbye” letter to

their parents. 2. The reflection can be, but not limited to, a personal diary, journal, or a physical

exhibit of multiple resources including maps, photos, drawings, news clippings etc. 3. Using the student created projects as primary resources, randomly assign students to

exchange their materials and write a fictional biography of the character’s life in the West.


unit(s).2. Create a customized rubric for this activity at www.4teachers.org . 3. Sample categories could include

a. Appropriate use of all Goal 4 objectivesb. Accuracy of historical contentc. Clear and concise written commentaryd. Neatnesse. Appropriate selection and placement of graphicsf. Full use of resources available

Goal 4 DBQSources1 - Cross of Gold speech by William Jennings Bryan at the 1896 Democratic National Convention. 2 - Political cartoon reaction to Bryan’s Cross of Gold speech3 - “Judge Magazine” cover September 1896- “the Sacrilegious Candidate”

AP/Honors What was the effect of the monetary debate on the election of 1896? What issues caused the farming community to support the expansion of the money supply?

StandardFor the documentWhat is the position on the money supply by the speaker? What type of US citizens would have supported this speech?

Question on the cartoonWho is holding the Cross of Gold? Why is he holding the cross of Gold? Describe the significance of a crown of thorns and a cross.


Goal 4 Multiple Choice4.01One of the most powerful attractions of the West was free land. This was greatly encouraged by what action?A. Discovery of goldB. Coming of the RailroadC. Passage of the Homestead ActD. Booming of the cattle marketAnswer C

The Morrill Land Grant Act of 1862 made possible which of the following institutions?A. The Federal Farm Loan CorporationB. The Department of the InteriorC. Bonanza farmsD. Agricultural collegesAnswer D

4.02Which of the following was an outcome of the settlement by whites of American Indian land?A. increased American Indian role in government.B. change/destruction of American Indian culture.C. Decrease of violence on Federal Government landD. American Indian migration to the East.Answer B Which of the following proved to be major conflicts between settlers and American Indians?A. Silver and gold standardsB. New lend lease actsC. Recording rights to tribal hymnsD. Land ownership and buffalo huntingAnswer D

4.03Which of the following had the least impact on the rise of Populism?A. The Dawes Severalty ActB. Economic distress (greenbacks)C. Metal and the monetary system D. Railroad’s control of shipping costsAnswer A

Which of the following factors most contributed to the decline of Populism?A. Fear of gold standards decreasingB. Fear of inflation and McKinley’s electionC. William Jennings Bryan and his fear of westward expansionD. Lack of Granger and Farmer Alliance supportAnswer B

Political cartoon on the struggles of American farmers during the late 19th century According to the cartoonist, who is responsible for the plight of the farmers?A. The National GrangeB. Big Business C. The National mediaD. Farmers’ apathyAnswer B

4.04The development of barbwire is most closely associated with which individual? A. Joseph GliddenB. John DeereC. Cyrus McCormickD. Samuel ColtAnswer A

The 19th century innovation of the steel windmill made possible which process? A. Electricity for the homeB. Irrigation for cropsC. Drilling for oilD. Calculating wind speedAnswer B

Map of Cattle trails and the Railroads, 1870s-1890s. Using the map, which of the following contributed to the growth of the cattle industry and loss of American Indian land?A. Improved river routesB. Improved trails and rail linesC. Assimilation of American IndiansD. Relocation of packing centers to the South Answer B

Goal 5Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.5.01 Evaluate the influence of immigration and rapid industrialization on urban life.5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power.5.03 Assess the impact of labor unions on industry and the lives of workers.5.04 Describe the changing role of government in economic and political affairs.

Goal 5 Opener1. Assign students to complete a family tree. They should go back as far as they can

on whichever side to determine their family origins. 2. This assignment will be discussed, on volunteer basis, in class at the beginning of

the goal.3. Ask students to define, heritage.

Lesson for 5.01Prior to this lesson have students read about the immigrant experience in moving to an industrializing United States.

Preview1. Ask class how many have moved here with their families in the past 5 to 10 years.2. What factors caused your family to move to this area? 3. What factors would cause your family to move away from this area? 4. Emphasize scope of immigration and idea that there are no true Native Americans.

Resources1. History Alive USH 08-06, Activity 2.2

Content DeliveryActivity 11. Use the Visual Discovery and analysis of immigration data from HA! Notebook 8-6,

Activity 2.2 pp 1-13

Activity 21. Teacher should cover the following terms and concepts during the lecture:Rise of

industry in Americaa. Sweat shopb. Economic, political, and social turmoil in Europec. Settlement houses

d. Melting pote. Dumbbell tenementsf. Ellis Island and Angel Islandg. Culture shock

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h. Chinese exclusion acti. Urban issues (housing, sanitation, and transportation)j. Factory systemk. Rise of ethnic neighborhoods (nativism and cultural pluralism)


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Write two to three generalizations using the following slides from HA! Notebook 8-6.

a. 1.2B b. 1.2Cc. 1.2Dd. 1.2F

4. Allow approximately one minute per slide.5. Using their generalizations, the students should write an editorial to the New York

Times evaluating (supporting or protesting) immigration quotas. Be sure generalizations are included.

Lesson for 5.02Prior to this lesson, assign students to read about the industrialization of America.

Preview1. Utilize Classroom Activity 6, “Business Ethics” from Kintisch and Cordero, Breaking

Away from the Textbook. Pg. 114. 2. Students will agree or disagree with statements by show of hands and then discuss

how they feel about those statements. 3. Sample questions to ask students

a. The object of business is to make as much money as possible.b. Anything that is legal in business is OK.c. When profits go down, companies have to lay off employees.d. Poor people are poor because of their own shortcomings.e. Workers should not do more than they are paid to do.

Resources1. Kintisch, Shelly and Cordero, Wilma. (1993). Breaking Away from the Textbook.

Lancaster, PA: Technomic Publishing Co.2. Carnegie, Andrew. The Gospel of Wealth.

http://xroads.virginia.edu/~DRBR/wealth.html

Content Delivery1. Divide class into 6 or 9 groups (groups should number between 3-4 students).2. Number groups from 1-3. You will need to duplicate.

a. Group 1 – Advisors for Andrew Carnegie of U.S. Steelb. Group 2 – Advisors for John D. Rockefeller of Standard Oilc. Group 3 – Advisors for Cornelius Vanderbilt of railroad industry

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http://xroads.virginia.edu/~DRBR/wealth.html


3. Each group will discuss and determine the following areas of advisement for their respective business leader;

a. Method for controlling marketb. Rationale for controlling marketc. Benefits for self and society of forming monopolyd. Problems for self and society of forming monopoly

4. Reporter from each group places results on board/overhead under appropriate heading in appropriate topic area utilizing graphic organizer below;

5. Teacher reviews student results, asking periodically for student clarificationand explanation.

6. In discussion, teacher should insert relevant content to include:Emergence of new industries – railroads, steel, oil“robber barons”Trusts, holding companies, cooperativesGilded AgeMonopoliesGospel of Wealth“captains of industry”Social Darwinism

Sample ChartOil Steel Railroads

MethodRationale/ReasonResultsBenefitsProblems


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Choose one of the business leaders discussed in this lesson and write a resume for

that person. 4. The resume should include the following elements

a. Statement of career objectiveb. Educationc. List of professional experienced. List of job related skills and talentse. Motto that includes description of self and philosophy of business.

5. Students should use notes, Andrew Carnegie’s “Gospel of Wealth,” text, and web resources.

Lesson for Goal 5.03Preview1. Have students view the image from History Alive 1.4C or any image of child labor.

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2. Have the students write a paragraph detailing who they think this person may be and what they might be thinking.

Resources1. HA! Notebook 8-6, Activity 1.42. Kintisch, Shelley and Cordero, William. (1993) Breaking Away from the Textbook.

Lancaster, PA: Technomic publishing Co.

Content Delivery1. Use Visual Discovery from HA! Notebook 8-6, Activity 1.4, pp 1-82. Teachers should cover the following terms and concepts during this activity:Abuses of industryKnights of LaborConditions Samuel GompersWages Eugene DebbsChild labor

Tactics (negotiation, mediation, and arbitration)Craft unions versus trade unionsHaymarket riotAFLPullman strikeCIO


assignment.2. Create a customized rubric for these activities at www.4teachers.org .

Activity 11. NCDPI USH Support Document Activity 5.03b page 652. Divide into small groups to form a student/class union. 3. Each group should develop

a. rules for membership b. goals c. plans to reach goalsd. expected results. e. Share with the class.

Activity 21. HA! Notebook 8-6, Activity 1.4 page 9

Activity 31. Activity 8 “Fair and Responsible” from Breaking Away from the Textbook, - create a

bill of rights and responsibilities for either a laborer or employer (page 116).

Lesson for 5.04Prior to this lesson, assign students to read about Politics in the Gilded Age

Preview1. Show political machine clips from An American Tail (1986).

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2. Start class discussion with “What is the significance of the portrayal of the characters in this scene?” as the guiding question.

Resources1. An American Tail. (1986). Universal Home Pictures. Available at local video stores,

public libraries, or www.netflicks.com.2. Mr. Smith Goes to Washington. (1939). Columbia Classics. Available at local video

stores, public libraries, or www.netflicks.com.3. From www.boondocksnet.com

a. “The Brains of Tammany” (Oct. 21, 1871),b. “Blindman’s Bluff” (April 12, 1873), c. “The Tammany Tiger in the Arena” (Nov. 11, 1871), d. “Wholesale and Retail” (Sept. 16, 1871), e. “The Tammany Ring”

4. www.pbs.org/.../topics6/images/1795_Bosstweed.jpg Photo of Boss Tweed5. www.polaris.edu/iltli/Tchrpgs/h5nast2.jpg “Let us prey” (Sept. 21, 1871).6. www.authentichistory.com/.../1871_boss_tweed.jpg “That’s What’s the Matter”

(1871).

Content DeliveryActivity 11. NCDPI USH Support Document Activity 5.04b p 682. Review the political cartoons of Thomas Nast and create new cartoons to address

issues of the era.3. Lesson content to cover:

a. Operation of political machinesb. William Marcy “Boss” Tweedc. Tammany Halld. Thomas Naste. Credit Mobilierf. Graftg. Whiskey Ringh. Impact of corruption and scandal in government.

Activity 21. Show graft clips from Mr. Smith Goes to Washington. (1939). Columbia Classics.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students will construct T-chart comparing public reaction to scandal in the Gilded

Age to scandals today. 4. They will then choose one Thomas Nast cartoon and substitute modern characters and

terminology from recent scandals.

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http://www.authentichistory.com/.../1871_boss_tweed.jpg

http://www.polaris.edu/iltli/Tchrpgs/h5nast2.jpg

http://www.pbs.org/.../topics6/images/1795_Bosstweed.jpg

http://www.boondocksnet.com/

http://www.netflicks.com/

http://www.netflicks.com/

Goal 5 ProjectOption 1Objective Students will simulate business competition in the Gilded Age by creating a business portfolio to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the tactics and ideas used by the “Captains of Industry”.

Procedure1. Teachers may want to share samples of modern financial portfolios or sample

templates for business plans found in Microsoft Word and PowerPoint.2. You are a “captain of industry.” Your job is to make as much money as possible by

establishing a monopoly. You are the sole individual responsible for the success of this business. Create a business portfolio (plan with elaboration) establishing a “Gilded Age” business. Be sure to include the following elements:

a. Choice of product or service and rationale for choiceb. Statement of means for gaining control of marketc. Your public relations pitch to gain widespread supportd. Identification and rationale for best location of businesse. Identification and rationale for potential employee poolf. Strategy for dealing with and meeting demands of laborg. Strategy for gaining political supporth. Strategy for philanthropic/charity activityi. Strategy for dealing with bad press




Option 2ObjectiveStudents will gain a greater understanding of vocabulary and terms by retrofitting the monopoly game to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the Gilded Age.

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ProcedureCreate your own monopoly board. Change game pieces, place names, and “chance/ community chest” cards to reflect terms discussed in class in this unit. Follow these suggestions, but do not limit your creativity only to these categories.

1. products/services2. captains of industry/robber barons 3. immigrant issues4. political structures/institutions5. labor demands



g. Use of all sections of contenth. Accuracy of historical contenti. Clear and concise written commentaryj. Neatnessk. Selection and placement of graphicsl. Full use of resources available

Goal 5 DBQSuggested Documents1 “The New Colossus”, by Emma Lazarus found at http://xroads.virginia.edu/~CAP/LIBERTY/lazaruspoem.html2 The Know-Nothing Party Platform3 The Chinese Exclusion Act of 1882 found athttp://www.ourdocuments.gov/doc.php?doc=47&page=transcript4 “The Great Fear of the Period” political cartoon from History Alive slide 1.3A in notebook 12-15 “Uncle Sam Parts the Atlantic” political cartoon from History Alive slide 1.3D in notebook 12-1

Honors and AP Based on the following documents as well as your own knowledge from the study of this unit, assess whether the “melting pot” theory is an accurate depiction of America from 1877-1900. In your response, be sure to describe the social, political, and economic factors that contribute to your position utilizing the images and passages provided.

StandardLook carefully at the following documents. How do these documents portray American attitudes toward immigration?Do you believe these attitudes are positive or negative?Explain your position utilizing specific evidence, symbols, or visuals from these documents.

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http://www.ourdocuments.gov/doc.php?doc=47&page=transcript

http://xroads.virginia.edu/~CAP/LIBERTY/lazaruspoem.html


Goal 5 Multiple Choice5.01Which of the following would least likely be an urban issue between 1877 and 1900?A. housingB. expansionismC. transportationD. sanitationAnswer B

Use HA! Notebook 8-6 Slide 2.2FWho do the men on the dock represent?A. immigrantsB. businessmenC. politiciansD. all of the aboveAnswer D

5.02How would Social Darwinists most likely view themselves?A. Captains of IndustryB. Robber baronsC. knights of laborD. political machinesAnswer A

“The price which society pays, for the law of competition, like the price it pays for cheap comforts and luxuries, it is also great; but the advantages of this law are also greater still than its cost for it is to this law that we owe our wonderful material development, ….”A. Uncle Tom’s CabinB. The JungleC. Gospel of WealthD. Common SenseAnswer C

5.03Which of the following would most be likely to oppose labor unions?A. mill workerB. coal minerC. business ownerD. laborer’s wifeAnswer C

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Broadside from 1886 - “Your masters sent out their bloodhounds – the police-; they killed six of your brothers at McCormicks this afternoon. They killed the poor wretches, because they, like you, had the courage to disobey the supreme will of your bosses. They killed them because they dared ask for the shortening of the hours of toil. They killed them to show you, ‘FREE AMERICAN CITIZENS, ‘ that you must be satisfied and contended [sic] with whatever your bosses condescend to allow you, or you will get killed!”

Which of the following is described in the quotation above?A. Great Strike of 1877B. Homestead StrikeC. Haymarket RiotD. Pullman StrikeAnswer C

5.04Who was the leader of the Tamany Hall political machine?A. Samuel GompersB. Eugene V. DebbsC. Robert M. LaFolletteD. William “Boss” TweedAnswer D

Which of the following is the best example of a political scandal that occurred between 1877 and 1900?A. Credit Mobilier ScandalB. Teapot Dome ScandalC. Iran-Contra AffairD. Chesapeake-Leopard AffairAnswer A

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Goal 6The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power.6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.6.02 Identify the areas of United States military, economic, and political involvement and influence.6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries.

Goal 6 Opener1. Display HA! Notebook 8-4, Slide 3.2A 2. Ask students to evaluate “U.S. Expansionism in the 1800’s”3. Review the following terms: Monroe Doctrine Manifest Destiny Territorial acquisitions through purchase, treaty, and war4. Have students answer, “What should happen next?” in a journal entry.

Lesson for 6.01Preview1. In a journal entry describe your feelings and how you would react to the following

scenario. You live in a 2-bedroom house and your parents are about to add another sibling to the family.

Resources1. HA! Notebook 12-1, Activity 32. Rudyard Kipling: White Man’s Burden found at

http://www.fordham.edu/halsall/mod/Kipling.html3. Josiah Strong: Our Century found at

http://alpha.furman.edu/~benson/docs/jstrongperils.htm

Content DeliveryActivity 11. Analyze the word Imperialism2. What’s the root word of imperialism?3. Define imperialism --the practice or policy of building empires

Activity 21. View slide 3.2H from HA! Notebook 12-1 2. Break into pairs and answer questions about the slide from Activity 3.2 of HA!

Notebook 12-1.

Activity 31. HA! Notebook 12-1, Activity 3.12. Additionally consider adding the following readings

http://alpha.furman.edu/~benson/docs/jstrongperils.htm

http://www.fordham.edu/halsall/mod/Kipling.html

a. Rudyard Kipling: White Man’s Burdenb. Josiah Strong: Our Century

3. Discuss generalizations

Activity 4

1. Teacher lecture to clarify American Foreign Policy – Past and Present. 2. Focus on the transition from continental expansion to international expansion.3. How would that change

a. American politics b. Economic policiesc. Foreign policies


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. As a U.S. citizen in the late 19th century, write a letter to the editor that debates the

role of the U.S. in the world by supporting or disagreeing with U.S. foreign policy

Lesson for 6.02Essential Questions1. What was the “splendid little war”? 2. What was the USS Maine? 3. What does the statement: “Remember the Maine mean”? 4. Who were Joseph Pulitzer and William Randolph Hearst? 5. What is “yellow journalism”? cite examples 6. Who was Commodore George Dewey? 7. Why are the Philippines important to American foreign policy? 8. Who were The Rough Riders? 9. Who was their most famous member?

Preview1. Obtain a copy of “National Enquirer” or other tabloid type of magazine2. Read several headlines to the class.3. Have the students answer the following questions in a journal entry.

a. What is a common theme among them? b. Why do people buy these papers?c. Give an example of outrageous tabloid headlines that you have read before. d. Is this tactic used by regular news media?

Resources1. HA! Notebook 12-1


Content DeliveryActivity 11. Using the Visual Discovery strategy , create an Interactive Slide Lecture about the

Spanish-American War with the slides from HA! Notebook 12-1, Activity 3.2

Activity 21. Create a T-chart graphic organizer to list the ways Teddy Roosevelt and Woodrow

Wilson used American power around the world during their presidencies.

Activity 31. Have students create a World Map that shows the United States territorial acquisitions

before, during and after the Spanish-American war.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Have students create two political cartoons showing the two sides of American policy

during this time period—ie. Imperialism and isolationism.4. Use Processing Activity from HA! Notebook 12-1, Activity 3.2 p. 16

Lesson for 6.03PreviewPrepare a journal entry describing how you, as a good citizen, could help those less fortunate around you. Make sure to include what long-range effects that could cause.

ResourcesHA! Notebook 12-1

Content DeliveryActivity 11. Create a chart comparing and contrasting Roosevelt, Taft, and Wilson’s foreign

policy.

Activity 21. Teacher Lecture.2. Be sure you have included the following terms: “Jingoism,” Dollar Diplomacy, Platt

Amendment, Roosevelt Corollary, Anti-Imperialism League, Missionary (Moral) Diplomacy, Open Door Policy, Annexation of Hawaii, Big Stick Diplomacy, Teller Amendment


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Divide into groups to research a role-play about and assigned leader of the period. 4. Jigsaw into new groups and hold mini-debates.



5. After debates have students prepare a persuasive essay picking one leader to support.

Goal 6 ProjectObjectiveStudents will create a Guide to the Museum for American Foreign Policy from 1890-1914 to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study the emergence of the U.S. in world affairs.

Procedure1. Your museum must consist of different themed rooms with a minimum of 6 pictures

or artifacts in each room. 2. Each guide will consist of:

a. a museum room layout with the direction for patrons to follow and where artifacts, pictures, etc. will be placed. (Like an architectural blueprint)

b. Each exhibit piece within the museum will have a handout with an illustration of the piece and an explanation for patrons that will put the piece in historical context and explain the relevance in the museum.

3. Each Guide should convey the following basic ideas. a. Analyze how and why the US became an increasing figure in world affairs at

this time.b. Identify areas of US military, economic, and political involvement/influence.c. Evaluate how US foreign policy objectives impacted other countries around

the world?




7. Differentiationa. 3 rooms standard b. 6 rooms honors

Goal 6 DBQResource: US History 1, The Evolving American Nation-State 1607-1914

The Center for Learning

Documents: Washington’s Farewell AddressMonroe’s Seventh Annual Speech to CongressSenator Daniel S. Dickinson of NY, January 1848 Speech


By the last quarter of the nineteenth century, the ideas expressed in the documents above had become integral parts of American foreign policy. Do they accurately reflect the foreign policy of the times? With your prior knowledge and the documents provided analyze American foreign policy in the nineteenth century.

Goal 6 Multiple Choice6.01Refer to the political cartoon, HA! Notebook 12-1 Slide 3.2H The Uncle Sam character in this cartoon best represents the idea for the need to follow what type of foreign policy?A. IsolationismB. ImperialismC. Collective SecurityD. InternationalismAnswer A

Which of the following would be least likely to be a factor that fueled American Imperialism?A. Desire for military strengthB. Thirst for new marketsC. Belief in cultural superiorityD. The need for political reformAnswer D

6.02One civilian who pushed for war with Spain was which of the following?A. Teddy RooseveltB. William HearstC. William McKinleyD. Valereano WeylerAnswer B

A newspaper publisher is quoted as telling Fredrick Remington, a sketch artist, “You furnish the pictures and I’ll furnish the war”. Which of the following BEST describes the quote?A. Forced aggressionB. SensationalismC. Biased journalismD. Yellow JournalismAnswer D

6.03Refer to a political cartoon on T Roosevelt’s Big Stick mottoAccording to the cartoon, what action would Roosevelt be least likely to take?A. Settle controversyB. Intervene in countries if neededC. Ignore neighboring countries problemsD. Settle disputes between nationsAnswer C

Using money to influence other events in other countries would best describe President ___________’s foreign policy. A. Theodore RooseveltB. William TaftC. Woodrow WilsonD. Warren HardingAnswer B

Goal 7The Progressive Movement in the United States (1890-1914) –The learner will analyze the economic, political, and social reforms of the Progressive Period.7.01 Explain the conditions that led to the rise of Progressivism.7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period.7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society.7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States.

Goal 7 Opener1. Divide students into groups (3 students max). 2. Groups are entering a contest to develop a flow chart to demonstrate or define the

concept progress. 3. Have groups share their flow charts on the board or on an overhead projector. 4. Lead the class to identify consistent trends in their flow charts to develop a class

flow chart. 5. After creating a class flow chart by combining elements from each group, state

that certain groups are disqualified from the contest and strike their ideas from the class flow chart.

6. Apologize, smile, and have students express their thoughts in a journal entry.

Sample flow chartNew Technological innovations + Increased standard of living + Improved health care + high standards in schools for good public education + better job markets + efficient production and competition keeps prices low + higher wages + affordable housing=progress

This activity will require students to consider how society measures progress – socially, politically, and economically. The disqualification requires students to consider the harm caused to progress caused by excluding certain groups from progress.

Lesson for 7.01Essential Questions1. How did corruption and ineffectiveness impact government?2. How did the plight of immigrants, the urban poor, poor working conditions, and an

unequal distribution of wealth inspire the Progressive Movement?

Preview1. In your journal, identify and describe a problem that exists in today’s society. 2. How would you make the public aware of the problem and arrive at a solution to this

problem?3. Teacher led discussion after the journal assignment.

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Resources1. HA! Notebook 8-62. http://www.swarthmore.edu/SocSci/rbannis1/Progs/Progsprim.html

Content DeliveryActivity 11. To introduce the basis of Progressive Response, use the Visual Discovery strategy to

create an Interactive Slide Lecture from HA! Notebook 8-6 slides in Activity 3.1.2. Group students together to create a graphic organizer that address the concepts and

terms discussed in the slide show. 3. Be sure to cover the following:Government Corruption ineffectiveness of governmentImmigration urban poor working conditions emergence of social gospel unequal distribution of wealth MuckrakingIda Tarbell Lincoln Steffens Jacob Riis urban slums Triangle Shirtwaist Factory Fire radical (extremist)

Activity 21. NCDPI USH Support Document Activity 7.01b p. 762. Define the term “radical”. 3. Evaluate excerpts of muckraking articles based on the definition.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. NCDPI USH Support Document Activity 7.01a p. 764. Divide the class into sample groups (i.e. presidential cabinet, state governors,

women’s clubs, and selected ethnic groups). 5. Give each group a problem to resolve from their assigned perspective. 6. After group presentations, students will chart each solution on a graph line illustrating

all views from far right to far left.

Lesson for 7.02Prior to this lesson, assign students to read in the text the sections on Presidents Roosevelt, Taft, and Wilson

Essential Questions1. How did the Progressive presidents, Roosevelt, Taft, and Wilson, produce economic,

political, and social reforms? What was their impact on the American people?2. How and why did the political scene change during the Progressive Era?

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http://www.swarthmore.edu/SocSci/rbannis1/Progs/Progsprim.html

Preview 1. Students break into groups of four and produce a list of at least ten attributes of a

great leader. 2. All students will come back together and produce one list of attributes containing at

least ten attributes.

Resources1. www.americanpresident.org 2. www.loc.gov

Content Delivery1. Teacher will lecture on key terms and issues related to the Progressive Presidents.2. Students will utilize a chart to take notes. (see sample on page 2)3. Be sure to include the following information in the presentationAmendments 16, 17, 18, and 19 Anthracite Coal Strike (strike of 1901-1902) Sherman Anti-trust ActNorthern Securities vs. US American Tobacco vs. US US vs. EC Knight

Mann-Elkins ActFederal Reserve Act Payne Aldrich Tariff Bull Moose Party Election of 1912 Carrie Nation Robert Lafollete

Presidential Comparison ChartT. Roosevelt Taft Wilson

Term of officeparty affiliationPlatformKey advisors & adversariesOpponentsopponents platformsignificant legislationKey events during termgroups impactedtype of impactSuccess of administration


assignment. (see sample rubric below)2. Create a customized rubric for this activity at www.4teachers.org . 3. Write a persuasive paper that determines who was the most effective leader between

Roosevelt, Taft, and Wilson. 4. Utilize your leadership attributes chart and the presidential comparison chart to

formulate your arguments.

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http://www.loc.gov/

http://www.americanpresident.org/

5. Analyze ways in which groups such as workers, women, consumers, and producers were affected by progressive legislation.

6. Use the following rubric as a guide for evaluation.

Sample RubricYour paper will include:-An introduction that states who was the most effective leader and has a brief summary of three supporting reasons.-At least three body paragraphs that analyze the supporting reasons with historically accurate evidence.-At least two historically supported reasons why each of the other two presidents were not as successful a leader as the other one.-A conclusion that restates your position and summarizes the supporting evidence. -At least six specific references to your Presidents table chart.-At least three specific references to your qualities of a good leader chart.

Lesson for 7.03Prior to this lesson, assign students to read about Civil Rights (in)activity during the Progressive Era.

Essential Questions1. How did the African American community respond to the Jim Crow Laws?2. How did racial segregation affect the different regions and segments of United States

society?

Preview 1. Journal Topic: Its 1912, you are an African American man or woman. 2. Write a letter to a friend describing what life is like for you.3. Discuss student responses.

Resources1. http://memory.loc.gov/ammem/aap/aaphome.html 2. http://www.lib.virginia.edu/speccol/exhibits/music/overview.html 3. http://www.vcdh.virginia.edu/afam/raceandplace/ 4. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/

worksheets.html5. HA! Notebook 8-5, Activity 4.3, selected slides

Content DeliveryActivity 1Using the Visual Discovery strategy, create an interactive slide lecture utilizing HA! Notebook 8-5 with selected slides from Activity 4.3.

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http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html


http://www.vcdh.virginia.edu/afam/raceandplace/

http://www.lib.virginia.edu/speccol/exhibits/music/overview.html

http://memory.loc.gov/ammem/aap/aaphome.html

Teacher developed lecture notes should focus on the state of Civil Rights in 1914 and include:Booker T. Washington W.E.B. DuboisIda Wells-Barnett Niagara Movement Atlanta Compromise Speech The NAACP Nationwide lynching Disenfranchisementliteracy tests poll taxesGrandfather Clause Plessy vs. Ferguson

Activity 21. NCDPI USH Support Document Activity 7.03b p. 80 2. In student notebooks, create separate graphic organizers to research and compare the

lives of Booker T. Washington and W.E.B. Dubois3. Focus on how they turned adversity into triumph

Activity 31. NCDPI USH Support Document Activity 7.03a p. 80 2. Analyze James Weldon Johnson’s “Lift Every Voice and Sing”

http://www.lib.virginia.edu/speccol/exhibits/music/overview.html3. Explain why it became the Negro National Anthem.4. Utilize the document/song analysis worksheet available at



assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Research one of the following websites

a. http://memory.loc.gov/ammem/aap/aaphome.html b. http://www.vcdh.virginia.edu/afam/raceandplace/

4. Develop a report to show examples of cause and effect as it related to Civil Rights during the Progressive Era.

Lesson for 7.04Essential Questions1. What were the major technological and industrial innovations of this period and how

did they impact the economic, social, and cultural life of Americans?2. How did advertising and consumerism emerge as major factors in American life

during this period?

Preview1. Think for a minute about modern conveniences. 2. What would your life be like without technologies we use on a daily basis? 3. Discuss as a class.

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http://www.vcdh.virginia.edu/afam/raceandplace/

http://memory.loc.gov/ammem/aap/aaphome.html




http://www.lib.virginia.edu/speccol/exhibits/music/overview.html

Resources1. www.enchantedlearning.com/inventors/ 2. www.150.si.edu/150trav/remember/amerinv.htm 3. www.edli.ca/CITE/inventors.htm 4. www.cln.org/themes/inventors.htm 5. HA! Notebook 8-6

Content DeliveryActivity 11. Divide students into small groups and assign an invention from the following list:

a. motor vehicles and the assembly line b. sewing machine c. air travel d. camerase. skyscrapersf. electricityg. catalogsh. coca cola.

2. Utilize the computer lab for research.3. While examining this information include inventor, date of invention, how invention

came to light, process behind production, purpose of invention.4. Student groups will then present their findings to their classmates and produce a

master copy of inventions.

Activity 21. Use HA! Notebook 8-6, Activity 1.3


assignment.8. Create a customized rubric for this activity at www.4teachers.org . 9. Select an innovation that we’ve not studied from this period. 10. Create a series of pictures or multimedia presentation that depicts how an innovation

changed daily life during the time period.11. Research and identify early forms of advertisements for this product and compare and

contrast them with current advertisement techniques for similar or the same products.

Goal 7 ProjectObjectiveCreate a magazine to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the Progressive Era.

Procedure1. As a class develop an appropriate title for your magazine

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http://www.cln.org/themes/inventors.htm

http://www.edli.ca/CITE/inventors.htm

http://www.150.si.edu/150trav/remember/amerinv.htm

http://www.enchantedlearning.com/inventors/

2. The magazine’s publication date is 1912. As you write and produce your section, remember how life has been and what life will or could be like under the Wilson Administration.

3. Students will be divided into groups in order to research and develop the following sections of the magazine:

a. Immigrantsb. Technological Advancementsc. Social Issues and Reform movementsd. Life in America: North, South, East, West-Urban and rurale. American minorities

4. Your section should include appropriate pictures, graphs, charts, cartoons and advertisements.

5. Include relevant and significant individuals wherever possible. 6. Your sources need to be listed at the end of each section




Goal 7 DBQSuggested Documents:Pure Food and Drug ActAntiquities ActVotes for Women (Susan B. Anthony)Pledge for Temperance (National Women’s Christian Temperance)Child Labor (Florence Kelley)Civil Rights for African Americans (Niagara Movement)

Based on the documents and your knowledge of the period, write an essay on the following question:

To what extent did the Progressive movement represent a unified effort by all groups in society against corrupt abuses in society and government?

RubricAdvanced PlacementReference all documents in your paper AP DBQ will meet all AP testing requirements of a successful DBQAnalyze the documents and interpret how they impacted society and government

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Identify long and short-term effects of the documents on society and government HonorsReference all documentsCorrectly reference all documents in a well-organized formal essayBe able to respond correctly to the question utilizing the documents in an accurate manner.Attempt to correctly analyze documents and interpret how they impacted society and government.

StandardAccurately reference three documents and produce an organized structured response.Students should be able to apply one document reference to each aspect of the question.

Goal 7 Multiple Choice7.01“There was never the least attention paid to what was cut up for sausage; there would come all the way back from Europe old sausage that had been rejected, and that was moldy and white-it would be dosed with borax and glycerine, and …made over again for consumption.”This passage was written byA. Ida M. TarbellB. Lincoln SteffensC. Upton SinclairD. Theodore RooseveltAnswer C

Which of the following would you include in the empty box of the graphic organizer above?A. populismB. women’s rightsC. progressivismD. welfare stateAnswer B

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Problems exposed by muckrakers

Alcohol abuse

Poor working conditions

monopoliesChild labor

conservation

7.02Which amendment gave women the right to vote?A. 16B. 17C. 18D. 19Answer D

Political Cartoon of T Roosevelt and Bears “Bad Trusts”According to the cartoon above, what political stance does Roosevelt take on trusts?A. keep all trustsB. do away with all trustsC. keep trusts that are beneficial to the publicD. government should not get involved in businessAnswer C

7.03Who founded the NAACP?A. Marcus GarveyB. W.E.B. DuboisC. Woodrow WilsonD. Malcolm XAnswer B

What did Plessy vs. Ferguson, Jim Crow Laws, and disenfranchisement led toA. a segregated societyB. the NAACPC. The Atlanta Compromise SpeechD. All of the aboveAnswer D

7.04Who invented the sewing machine?A. Ellias HoweB. Bill GatesC. Samuel MorseD. Orville WrightAnswers A

“Everybody will be able to afford [a car], and about everyone will have one…” was stated byA. Rudolph DieselB. Andrew CarnegieC. Herbert SpencerD. Henry Ford

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Answer D

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Goal 8The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920's.8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved.8.02 Identify political and military turning points of the war and determine their significance to the outcome of the conflict.8.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations.

Goal 8 OpenerWrite a journal entry to respond to the following questions. Who are your “true friends” and what criteria do you use to make that judgment? What does it mean to “watch someone’s back”? What do you do when one of your friends is being “put down” by someone you know

but isn’t necessarily your friend? How do you pick a side when 2 people you know are having a major disagreement?

Ask a few students to share responses. Most students will identify with the terms neutrality and friendship as an alliance system. Personal pride is another concept that should emerge in discussions. All of these topics should easily bridge into the factors that caused World War I – Militarism, Alliances, Imperialism and Nationalism (MAIN)

Lesson for 8.01Essential Questions 1. Examine the reasons why WW1 began in Europe. 2. What cultural factors caused Americans to favor either the Allied or Entente powers?

Explain how Germany’s actions undermined American Neutrality. 3. Examine the elements of American society that did resist involvement in the war. 4. How did propaganda from Europe sway American opinions?

Preview1. HA! Notebook 12-1, Activity 3.1 Student Response on p. 2

Resources1. Declaration of Neutrality- www.lib.byu.edu/~rdh/ww1/1914/wilsonneut.html2. HA! Notebook 12-1

Content Delivery1. Using HA! Notebook 12-1 and the Visual Discovery strategy, create an interactive

slide lecture with slides from Activity 4.12. Have students organize their notes into a graphic organizer (ex. T chart)

why the US remained neutral vs. why the US joined the war effort.

Process

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http://www.lib.byu.edu/~rdh/ww1/1914/wilsonneut.html

1. Directions and rubrics should be provided to students at the beginning of the assignment.

2. Create a customized rubric for this activity at www.4teachers.org . 3. Create a wanted poster for Kaiser Wilhelm II explaining his “crimes” that led to the

US involvement in WW1.4. Create a perspectives poster examining American neutrality from the perspective of

two of the following: a business man, Irish immigrant, socialist, or German citizen.

Lesson for 8.02Essential Questions 1. Identify the reasons why the US failed to ratify the Treaty of Versailles. 2. Determine the significance of the failure to ratify the Treaty of Versailles.

PreviewActivity 11. Write a 1-2 paragraph journal response:2. “To ensure that war does not break out again, which of the following should be a

priority after a war has ended?”a. Punish the losers.b. Address the issues that caused the war.

Activity 21. Discuss the best method for handling punishment of teenagers. 2. Students should be assigned the following perspectives on which to base their

argumentsa. school’s administratorsb. parent’sc. boss’s d. teenagers

Resources1. HA! Notebook 12-12. Treaty of Versailles and picture images from the Paris Peace conferencehttp://history.acusd.edu/gen/text/versaillestreaty/vercontents.html3. Wilson’s 14 pointshttp://www.yale.edu/lawweb/avalon/wilson14.htm 4. Political cartoons

a. Muzzledhttp://history.acusd.edu/gen/WW2Pics/81484.GIF

b. Touch not a single bough http://history.acusd.edu/gen/WW2Pics/81481.GIF

c. Can it survive?http://history.acusd.edu/gen/WW1Pics/81479.GIF

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http://history.acusd.edu/gen/WW1Pics/81479.GIF



http://www.yale.edu/lawweb/avalon/wilson14.htm

http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html


Content DeliveryActivity 1Using the Visual Discovery strategy, create an interactive slide lecture to include the following contentParis Peace ConferenceArmistice 14 PointsBig 4Treaty of VersaillesLeague of Nations

Activity 2HA! Notebook 12-1, Activity 4.4

Activity 3 1. Complete a T-chart analyzing Woodrow Wilson and Henry Cabot Lodge’s views on

the Treaty.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Write a letter to your US Senator (research back to 1919) encouraging him to support

or not support the Treaty of Versailles. 4. Your letter should be 1 page minimum and include at least 3 specific details/terms to

support your argument.

Lesson for 8.03Essential questions 1. Assess how the US economy changed during the effort to support the war. 2. How did the role of the government expand the US economy? 3. In what ways did the government gain support for the war and silence critics of the

war? 4. Assess how the years after the war reflected the tensions and uncertainties brought on

by the war’s less than satisfactory ending.

Preview1. HA! Notebook 12-4, Activity 1.32. Given a war situation, “Would it be appropriate for the government and citizens to

monitor recent immigrants, political radicals, divergent religious groups, and anti-American groups inside the US?”

Resources 1. HA! Notebook 12-42. Bringing Learning Alive from TCI

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3. Search for Schenck vs. US case excerptshttp://www.law.cornell.edu/index.html

Content Delivery1. Have students graphically organize notes from a teacher created lecture including:Industrial Workers of the WorldSelf-determinationCommittee on Public InformationGeorge Creel Food AdministrationHerbert HooverWar Industries Board/Bernard BaruchKu Klux PlanPalmer/Palmer RaidsEspionage and Sedition ActsEugene V. DebsSchenck v United States, 1919Sacco and VanzettiJohn L. Lewis (United Mine Workers)Washington Naval ConferenceDawes PlanGreat Migration mobilizationdemobilization suppressing dissent volunteerism.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students will create a Janus head (ex found p.113 Bringing Learning Alive). 4. Left side anti-war socialist Eugene V. Debs 5. right side Attorney General Mitchell Palmer. 6. Use bullets to analyze each person’s ideas on the other’s ideology.

Goal 8 ProjectObjectiveStudents will create a War Scrapbook (or Magazine, Newspaper) to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of World War I.

Procedure1. Written products should include:

a. causes of the warb. neutrality issuesc. propagandad. German aggression

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http://www.law.cornell.edu/index.html

e. battle scene(s)f. end of the warg. eulogy for one of these: the League of Nations, Woodrow Wilson, European

Empires, American Isolationism, etc… h. a political cartoon from the era.

2. Images can be drawn, cutout, computer designed, etc., and need to have a brief caption of information supporting each of them.




Goal 8 DBQAnalyze why the US abandoned its neutrality and choose to enter WW1 on the side of the Allies. Explain.

Documents/Sources 1. Zimmerman Telegramhttp://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/images/decoded_message.jpg2. Lusitania Newspaper www.historybuff.com/archives/thumbs/05-07-1915-t-ca.jpg3. Unrestricted Submarine warfare cartoon: http://rutlandhs.k12.vt.us/jpeterso/Fcart5.jpg4. Warning Ad from German Embassy for Lusitania travelers5. US exports 1912-1917chart 6. US Propaganda publications7. Woodrow Wilson’s War Declaration Speech 8. Jeanette Rankin Anti-War quote

AP/HonorsUtilize as many references as possible and include outside knowledge.

Standard Concepts, people, and events that should be included:PropagandaUnrestricted submarine warfareFreedom of the seasZimmerman telegramLusitaniaFree tradeWoodrow Wilson74

http://rutlandhs.k12.vt.us/jpeterso/Fcart5.jpg

http://www.historybuff.com/archives/thumbs/05-07-1915-t-ca.jpg

http://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/images/decoded_message.jpg

http://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/images/decoded_message.jpg


Goal 8 Multiple Choice8.01Which of these reasons would best summarize the main reason that the US entered the war?A. Freedom of the seasB. Make the world safe for democracyC. Zimmerman telegramD. Invasion of Belgium by GermanyAnswer A

Map of Europe showing the Entente and Allies, 1914 Which of these areas would gain US support in 1917 for its war effort?A. ItalyB. RussiaC. FranceD. GermanyAnswer C

8.02Why was Henry Cabot Lodge most opposed to the Treaty of Versailles?A. Because of its harsh treatments of GermanyB. Because the Russians had not been included in the Paris Peace Conference

negotiationsC. Because he feared losing the constitutional right of Congress to declare warD. Because he was a Republican and Wilson was a Democrat Answer C

Which of the following countries declined to join the League of Nations?(use a Post WWI map to modify this question)A. Great Britain B. USAC. FranceD. ItalyAnswer B

8.03Using an excerpt from Schenck v. United States, 1919 Select the amendment the Supreme Court Justices considered in making their decision:A. Amendment 1B. Amendment 2C. Amendment 14D. Amendment 19Answer A

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During WW1, public support could best be characterized as which of the following?A. Often violentB. Compelled by pressureC. Voluntary D. NonexistentAnswer C

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Goal 9Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and political changes of the decades of "The Twenties" and "The Thirties."9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's.9.02 Analyze the extent of prosperity for different segments of society during this period.9.03 Analyze the significance of social, intellectual, and technological changes of lifestyles in the United States.9.04 Describe challenges to traditional practices in religion, race, and gender.9.05 Assess the impact of New Deal reforms in enlarging the role of the federal government in American life.

Goal 9 OpenerUse this activity to check for Prior Knowledge

The Time is Right Game Show1. Place key dates of a timeline for Goal 9 on the board2. Hand selected students a 3x5 note-card of information for each key item.3. Have students read the card to the class and place it under the appropriate date on the

blank timeline written on board.4. Discuss with the class and make any corrections.5. Allow students to copy correct timeline in their notebook.6. Students should then illustrate each item with an appropriate icon. 7. Use this same activity later as a review with candy rewards for correct responses.

Sample Events and Timeline for Goal 91918 1923 1929 1939 WWI Ends Roaring 20s

Automobile mass production

Stock Market Crash

End of the Jazz Age

WWII in Europe USA factories

make $$ as the Great

Depression Ends

Lesson for 9.01Prior to this lesson, assign students background reading on the “Roaring 20s” & the “Great Depression”. It is beneficial to hold students accountable for this reading by requiring the completion of teacher created or text supplement reading guides.

Preview1. Using a graphic organizer (see sample below), have students respond to the music

selections.

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2. Conduct a discussion with students about how the songs are different and how they relate to each historical period.

Charleston Party Brother Can you Spare a Dime?

MoodDecade

What concrete items are mentioned in the song?List any historic references


Content DeliveryActivity 11. Write the following terms on index card:“Return to Normalcy”laissez-faireTeapot Dome scandalAlbert FallHawley-Smoot TariffSpeculationBuying on the marginMechanization“Black Tuesday”

Rugged individualismDirect reliefEasy creditInstallment planOverproductionHoovervillesSoup kitchensBreadlines

2. Divide students into groups 3. Give each group 2-3 cards. (one term per card)4. tell the students to research the historic significance (for the time period) of each term

Each student response to the terms should squarely address “Who”, “What”, “Where”, “When”, Why”.

5. After 10 minutes students should stop. 6. Tell students that they are to present pithy, accurate, and precise historic definitions

of the three terms they were assigned to their classmates. 7. One student will present from each group their definitions via overhead transparency.

Other students will take notes.

Activity 2 1. Utilize the Visual Discovery strategy to create an interactive slide/image discussion

with appropriate images from HA! Notebook 12-2.2. The images should portray groups affected (see processing activity below e.g.

farmers, women, families, workers, 3. Form subsets with the images and distribute to pre-selected student groups.4. Students will have 5 minutes per image before rotating within their group.5. For each image students will answer the following questions in their journal

a. Who is in this image? b. Describe this image. (See, hear, feel, touch, smell)

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c. From which decade do you believe the image was taken?d. Speculate as to what happened to the people in the image just before the photo

was taken, or drawing was made. 6. After appropriate time, teacher should lead discussions and organize class

observations of each image7. After completing all images, attempt to develop generalizations about each period.

ProcessActivity 11. Directions and rubrics should be provided to students at the beginning of the

assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Journal entry: Write a letter from the perspective of individual affected by the Great

Depression. 4. Student should peer edit journal entries, checking for items on the teacher grading

rubric. Eg. Did students talk about effects of the Depression on them, Did the students mention President Hoover? Did students identify cycles of boom and bust?

Activity 21. Directions and rubrics should be provided to students at the beginning of the

assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Select two of the images from our classroom activity 24. In an essay, analyze how the cycles of boom and bust affected the prosperity of a

specific segment of the population (Factory workers, farmers, business owners, women, families…etc)

Lesson for 9.02Preview 1. HA! Notebook 12-2, Activity 2.2 pp 2-4

Resources1. History Alive!, USH 12-2,2. Papers of J.V. Lobell. Steven A. Hill Collection. (provided)

Content Delivery1. Conduct Visual Discovery Interactive Slide Lecture with images from HA! Notebook

12-2, Activities 2.1 & 2.2 2. Be sure to focus on the following terms:Farmers DustbowlBonus Army Soup kitchens BreadlinesEasy Credit Overproduction

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assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Prewriting for Document Based Question4. Give students document #1 and #2 from the Cavalier Shoe Polish Company (1913-

1961)5. Ask students to analyze the documents to answer the spiraling questions in the DBQ

Activity. 6. Discuss the questions and answers with students post hoc.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Choose 2 of the following assignments

a. Write an obituary of a person affected by the Great Depressionb. Create a newspaper article describing effects of the Depression, Crashc. Analyze letters to President Hooverd. Create a protest banner from particular group of people e. Create a political cartoon about economic depressionf. Analyze a Data Table from the era.

Lesson for 9.03Preview1. HA! Notebook 12-2, Activity 1.3 p. 2 #2

Resources1. HA! Notebook 12-22. Schlesinger Video “The Roaring Twenties” (optional)

Content DeliveryActivity 11. Complete the remainder of HA! Notebook 12-2, Activity 1.3

Activity 2 1. View Schlesinger’s “The Roaring Twenties” video. 2. Use previewing discussion questions. 3. During the video, stop and discuss/lecture. 4. Students should be directed to take notes on the video while viewing.

Activity 3 1. Divide the class into groups to match the number of sections in your text that relate to

Objective 9.03

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2. The students should be given time to plan a mini-lesson about their section.3. Roles should be defined (ex. timekeeper/facilitator, spokesperson (s), recorder, etc.)4. Presentations should be approximately 10 minutes and should include an assessment

(ex. Group-made 5 question quiz for the class at the end of the presentation). 5. Students could also be given a transparency to use to deliver the key points of their

section to the whole class.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Choose one of the following:

a. Create museum exhibit, depicting one of the concepts from 9.03. Be sure to show students some websites that have online exhibits about 1 of the following:

i. The impact of mass mediaii. Public response to the Great Depression

iii. The Harlem Renaissanceiv. Prohibitionv. Leisure time and spectator sports

b. Have the students write a response to one or all of the following prompts:4. Why was Prohibition repealed on December 5, 1933? 5. Compare Prohibition in the 1920’s to the debate over drug use today. 6. Describe American society in the 1920s. Use examples from several aspects of

society.

Lesson for 9.04Prior to this lesson, assign students to read about Culture and Society in the Roaring 20s.Based on their readings and class prep, each student should write a brief historical description in their notebook of the following people:Al Capone, Aimee Semple McPherson, Clarence Darrow, W.E.B. DuBois, and Marcus Garvey.

Preview1. Tell students that they will view five different quotations from individuals they have

read about in their textbook. 2. Give students the quotations on a sheet of paper and ask them to attribute them to one

of the individuals listed below: Al Capone, Aimee Semple McPherson, Clarence Darrow, W.E.B. DuBois, Marcus Garvey, William Jennings Bryan

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Name Quotation or statement “we of the Universal Negro Improvement Association demand that the white, yellow, and brown races give to the black man his place…we ask for…the rights of 400 million Negroes.”He disagreed with Booker T. Washington’s approach and thought that blacks should seek a liberal arts education so that the African American community would have well educated leaders. I just supply a service to the people; the speakeasies need me. Mr. Scopes and I doubt that everything should be read in Bible literally. I believe everything in the Bible should be accepted as it is given there….I was a Los Angeles based radio broadcaster who preached Fundamentalism to homesick “Okies.”


Content DeliveryActivity 11. Using the Visual Discovery strategy, create an interactive slide lecture that utilizes

HA! Notebook 12-2, Activity 1.1.

Activity 21. HA! Notebook 12-2, Activity 1.2 pp 1-6


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. HA! Notebook 12-2, Activity 1.2 p 7

Lesson for 9.05Prior to the lesson, students should read about The New Deal. Students should complete worksheets that accompany the reading

Preview 1. Have students bring in a pay stub2. The pay stub should clearly display gross pay and deductions and withdraws for state

and federal income taxes. 3. Use this as a springboard for inquiry on the following:

a. taxes b. why we pay themc. the New Deal.

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4. Have the students write a brief journal entry about how they would spend the extra money if they did not pay taxes.

Resources1. HA! Notebook 12-2. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/

worksheets.html3. http://www.nisk.k12.ny.us/fdr/index.html

Content DeliveryActivity 11. Read out the official name of several New Deal programs in the alphabet soup

government genre.2. Identify the official duties of each program3. Have students place the New Deal program into the appropriate category in a graphic

organizer in their notebooks (see below).4. Be sure to include the following New Deal programsCCCFERAPWACWAWPANYAEBRA

FDICNRASECFDAAAATVAREA

HOLCFHAUSHANLRBSocial Security Admin

RELIEF RECOVERY REFORM

Activity 21. Using the Visual Discovery strategy, create an interactive slide lecture on the New

Deal 2. Use HA! Notebook 12-2 for images3. Be sure to include

a. The Presidential Election of 1932b. FDRc. The Rise of FDRd. FDR in wheelchair e. The Beginning of the New Deal f. FDR and workersg. Work Programs: image of CCC workersh. Critics of the New Deal in political cartoonsi. The Legacy of the New Deal: graphs that display economic conditions from

1920s to the 1940s.

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http://www.nisk.k12.ny.us/fdr/index.html



Activity 31. HA! Notebook 12-2, Activity 4.2, p 2, #4


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Have students write a letter to President Franklin Roosevelt praising or criticizing the

speech and the New Deal.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Analyze 5 political cartoons of Franklin Delano Roosevelt. A good compilation http://www.nisk.k12.ny.us/fdr/index.html4. Use NARA document analysis worksheet found athttp://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Choose 3 concepts that you think apply to FDR’s New Deal. 4. In your journal defend your choices and explain how you think those concepts are

relevant to the New Deal.

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http://www.nisk.k12.ny.us/fdr/index.html



5.ChangeConflict ContinuityCulture

Diversity FreedomInterdependenceJustice

RightsScarcity TechnologyValues

CivilizationColonyIndependenceDemocracyConstitution

Culture diffusion City-stateSocial classEmpireFrontier

TribalismCivil serviceFeudalismrenaissanceslavery

TerrorismPovertyRevolutionNationalism

ReformSectionalismMigrationRomanticism

AbolitionCivil warReconstructionAlliances

ImmigrationIndustrialismProgressivismExpansion

Marxism ImperialismEthnocentrismWelfare

IsolationismAppeasementAggressionDeterrence

CitizenshipSeparation of powers

GenocideInternmentContainment

SegregationCivil rightsGlobalization

Human resourcesGoods and services

Checks and balancesDue process

Free speech Campaign

Natural resourcesCommand economy

VotingSupply and demandMarket economy

Table 1 - compiled from the California Concepts Collections, published by the California Council for the Social Studies

Goal 9 ProjectOption 1 ObjectiveCreate a class scrapbook to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of Roaring 20s and the Great Depression.

Procedure1. Create a list of people and topics to be researched and have each student produce one

page of the scrapbook. See DPI SCOS document for U.S. History to make sure you offer people and content suggestions that cover all objectives.

2. Appoint one student to be the editor for the project and also assemble the book once it’s complete.

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Option 2ObjectiveGroups will create a newspaper to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the Roaring 20s and the Great Depression.

Procedures1. Start by going through a local newspaper and identifying parts (editorials, society

pages, obituaries, sports, etc.)2. Each group should create a title for the newspaper.3. Appoint one student to be the editor for each group. 4. Allow students to sign up for “pieces” to be included in the paper.




Goal 9 DBQ The following activity is recommended as a Prewriting Assignment for

Honors/AP leading up to the essay at the bottom of this page. It is suggested that this activity be used as a scaffold assignment for Standard.

Gathering Evidence1. What did Cavalier Company manufacture and sell? 2. According to document one, when did Cavalier Company gain great profit? 3. According to document one, when did Cavalier experience a depression in sales?

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4. According to document one, how much did employees get paid in 1923?5. According to document one, how much did employees get paid in 1955? 6. According to document two, how much did Labor Factory workers make in 1929

compared to 1932.

Interpreting evidenceDocument 1 1. What is the author’s tone when discussing how much his employees got paid in the

plant?Document 21. What happened to Executive Salaries compared to Factory Labor between 1929 and

1932? 2. How much less in profits did Cavalier Company report in 1932 as compared to 1929? 3. Did Cavalier pay more or less government taxes between 1929 and 1932?

Hypothesis

1. How much do you think the Cavalier Company would have paid in the following areas? 1933 1934 1935 Executive salariesGovernment taxesFactory Labor

2. How would factory employees at Cavalier fared if there was no New Deal? Essay AssignmentAppraise (defend or refute) the following thesis statement: “The New Deal had a positive impact on both laborers and management.” (2-3 pages double spaced)

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Goal 9 Multiple Choice9.01To which of the following does the expression “Black Tuesday” refer? A. FDR’s inauguration dayB. First day of the Stock Market CrashC. The day the Bonus Army marched into Washington, D.C. D. The day the Ford Motor Company laid off many of its workforceAnswer B

Which of the following is probably the primary reason for Hoover’s reluctance to allocate federal funds to unemployed people? A. He believed that the unemployment situation was temporary B. He knew past depression ills had been resolved without government initiative C. He thought federal “Handouts” would destroy individual initiative. D. He believed industry would resume expansion of production facilities. Answer C

9.02With which of the following are the “Bonus Army,” “Hoovervilles,” and “Bread Lines” associated? A. increased influence of organized crimeB. problems of post –World War I adjustment C. hardships and despair of the Depression D. social and economic problems caused by urbanizationAnswer C

Which of the following characterized the condition of agriculture in this country from 1920 to 1940? A. Increased production of farm surplusesB. Increased land ownership because of reduced land value C. Greater increases in farm prices than in labor costsD. Great increase in foreign markets for farm goodsAnswer A

9.03The great flowering of African-American artistic activity in the 1920s is known as _______.A. the Jazz AgeB. the speakeasyC. the Harlem RenaissanceD. American fundamentalismAnswer C

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“According to those who supported the measure, it was a noble experiment. But it proved impossible to enforce and consequently increased disrespect for the law.”

Which of the following was the “noble experiment” referred to in the passage above?A. Women’s suffrageB. ProhibitionC. The World CourtD. League of NationsAnswer B

9.04“we of the Universal Negro Improvement Association demand that the white, yellow, and brown races give to the black man his place…we ask for…the rights of 400 million Negroes.”

This quotation most closely resembles the ideas of…A. Henry FordB. W.E.B. DuboisC. John T. Scopes D. Marcus Garvey Answer D

Who most likely would agree with the following statement: “I believe everything in the Bible should be accepted as it is given there….”A. William Jennings BryanB. John T. ScopesC. Marcus Garvey D. Al CaponeAnswer A

9.05 “The only thing we have to fear is fear itself.”

These words were most likely spoken by A. Herbert HooverB. Theodore RooseveltC. Father CoughlinD. Franklin D. RooseveltAnswer D

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This federal agency was established in 1933 to construct dams and power plants along the Tennessee RiverA. CCCB. CIO C. WPAD. TVA Answer D

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Goal 10World War II and the Beginning of the Cold War (1930s-1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.10.01 Elaborate on the causes of World War II and reasons for United States entry into the war.10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life.10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War.10.05 Assess the role of organizations established to maintain peace and examine their continuing effectiveness.

Goal 10 OpenerImagine this scenario:The country of Ferdu was defeated in a war twelve years ago. In the treaty that ended the war, the country agreed to stop building weapons, disband its military, and submit to checks from other countries. The leader has now begun to build up his army, is violating treaties, and has begun to abuse and even kill the citizens who speak against him in his own country. You are the President of the United States of America and must address Congress on actions you are going to take. Prepare a speech that contains ways to bring this country under control.

Lesson for Goal 10.01Preview 1. Activity 1.2 from HA! Notebook 12-3 –page 22. Or make up your own story to parallel the concept of appeasement

Resources1. HA! Notebook 12-32. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/

worksheets.html

Content DeliveryActivity 11. Using the Visual Discovery strategy, create an interactive slide lecture with support

from HA! Activity 1.2 pages 3-242. Students should use a graphic organizer for notes.

Activity 21. Listen to FDR’s Declaration of War Speech



2. Use a document analysis worksheet as you listen or read to FDR’s Declaration of War Speech

http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html3. Write a press release statement to your constituents about your thoughts on the

situation presented by FDR.


assignment.6. Create a customized rubric for this activity at www.4teachers.org . 7. HA! Notebook 12-3, Activity 1.3, Writing for Understanding pages 1-8

Lesson for 10.02Preview 1. HA! Notebook 12-3, Activity 2.1 page 2

Resources1. History Alive Notebook 12-32. http://www.nisk.k12.ny.us/fdr/1943/43010701.GIF (included in the FDR Cartoon

Archive)

Content Delivery1. HA! Notebook 12-3, Activity 2.1 pages 2-212. Activity starts with page 2, number 3. 3. This is a group activity with peer teaching and will take some class time.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students will prepare a news report on an event that is different from their

presentation in the Content Delivery Activity.4. The news report should inform the public of the event from WWII and provide a

frame of reference for the event to show its significance.

Lesson for Goal 10.03Preview 1. Imagine a man in uniform comes to your house and informs you that you have one

day to pack and move. A truck will be there to pick you up tomorrow morning. You are not informed where you are going or how long you are staying.

2. Write a journal entry describing your feelings.

Resources1. HA! Notebook 12-32. Executive Order 9066

http://www.pbs.org/childofcamp/history/eo9066.html

http://www.pbs.org/childofcamp/history/eo9066.html


http://www.nisk.k12.ny.us/fdr/1943/43010701.GIF



Content Delivery1. HA! Notebook 12-3, Activity 3.1


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. NCDPI USH Support Activity 10.03b p 1054. Research the ways the government intervened with free society during WWII. 5. Take notes using a self-designed bubble concept map that gives examples of how the

government intervened in American freedoms during World War II. 6. Using your bubble map, write a position paper defending or opposing intervention.

Lesson for 10.04Preview 1. Imagine one of your classmates is diagnosed with a disease that is very contagious. 2. It manifests itself with boils on your skin that causes great discomfort. 3. Create a chart listing ways that will keep the whole class from becoming infected.

Remember, some may already be infected and not yet showing signs!

Resources1. HA! Notebook 12-42. http://learningcurve.pro.gov.uk/coldwar/default.htm (Interesting Source)3. http://learningcurve.pro.gov.uk/coldwar/G6/cs1/s3.htm (Document)

Content DeliveryActivity 1HA! Notebook 12-4, Activity 1.1

Activity 2HA! Notebook 12-4, Activity 1.2


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Using the T-chart that students created in HA! Notebook 12-4, Activity 1.1 p. 2,

students will create students will create a spectrum: US should be Praised US should be Condemned 4. The student will place an X on the spectrum and then write a paragraph

supporting where they put their X. 5. The student must include at least 2 specific events to support their answer.


http://learningcurve.pro.gov.uk/coldwar/G6/cs1/s3.htm

http://learningcurve.pro.gov.uk/coldwar/default.htm


Lesson for 10.05Preview 1. HA! Notebook, Activity 1.2 p 4

Resources1. History Alive Notebook 12-4

Content Delivery1. NCDPI USH Support Document Activities 10.05a & b p. 1122. Divide the class into seven groups. 3. Assign each group a term from p. 112 of the NCDPI USH Support Document.4. Each group should research their organization and report on the goals and mission of

each. (Web sites also included in the DPI document.) 5. The students should also prepare to report on the historical events in which their

organization played a key role. 6. As the students listen to presentations, they should place the organization in their

chart from the preview, below the metaphor that fits best. 7. Have students get back into groups to discuss metaphors when presentations are

completed.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Using their chart from the class presentations, create a brochure that will serve as a

peace guide for the world.

Goal 10 ProjectObjectiveStudents will create their own memorial and brochure to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of World War II.

Procedure1. Share the following with the class as a whole.

a. Public Law 103-32 on May 25, 1993. b. http://www.wwiimemorial.com/default.asp?page=home.asp c. Purpose

The memorial will honor the 16 million who served in the armed forces of the U.S. during World War II, the more than 400,000 who died, and the millions who supported the war effort from home. Symbolic of the defining event of the 20th Century, the memorial will be a monument to the spirit, sacrifice, and commitment of the American people to the common defense of the nation and to the broader causes of peace and freedom from tyranny throughout the world. It will inspire future generations of Americans, deepening their

http://www.wwiimemorial.com/default.asp?page=home.asp


appreciation of what the World War II generation accomplished in securing freedom and democracy. Above all, the memorial will stand as an important symbol of American national unity, a timeless reminder of the moral strength and awesome power that can flow when a free people are at once united and bonded together in a common and just cause.

2. Students will first decide on a site for their memorial (they must have a rationale.) 3. Students must next decide on their design. The design must embody the purpose

through the following objectives, using symbols. a. Causes of the war and the reason for US entryb. Turning points and significancec. The effects of the war on American economic, social, political and cultural

lifed. The role of organizations established to maintain peace

4. Students will create a brochure that can be handed out to visitors that will explain the memorial. The brochure will be educational as well as explain the symbols used and how they embody the purpose.




Goal 10 DBQDocumentsQuarantine Speech – http://www.ukans.edu/carrie/docs/texts/fdrquarn.htmlDeclaration of War – http://www.fdrlibrary.marist.edu/tmirhdee.htmlIron Curtain – http://www.fordham.edu/halsall/mod/churchill-iron.html

Analyze the documents above to trace the growing US involvement in WWII. Use knowledge acquired from the unit as well as the documents to explain how the US tried to stay out of WWII, its decision to declare war, and how the aftermath ushered in the beginning of the Cold War.

For Rubric Differentiate between honors and standard. (honors: 3 pages, standard: 2 pages) Must use all three documents and prior knowledge Quotes from documents supporting their ideas Must explain and support all three main points

o Why the US tried to stay out of the war

http://www.fordham.edu/halsall/mod/churchill-iron.html

http://www.fdrlibrary.marist.edu/tmirhdee.html

http://www.ukans.edu/carrie/docs/texts/fdrquarn.html


o The decision to declare waro How the aftermath of WWII ushered in the Cold War

Goal 10 Multiple Choice10.01What term best describes the reason for Germany’s expansion prior to World War II? A. InterventionB. AppeasementC. NeutralityD. EscalationAnswer A

Using the graph, US Defense Spending and Unemployment Rates, 1930-1950, answer the following question. During what period did unemployment rate drop most significantly? A. 1930-1935B. 1935-1940C. 1940-1945D. 1945-1950Answer C

10.02What battle was a key turning point in the European campaign? A. Battle of the BulgeB. Iwo JimaC. Battle of Coral SeaD. Pearl HarborAnswer A

Use the political cartoon to answer the following questionshttp://www.nisk.k12.ny.us/fdr/1943/43010701.GIF (included in the FDR Cartoon Archive)According to the political cartoon provided, identify the group or person who is given the most credit for supporting the war effort. A. DemocratsB. President RooseveltC. RepublicansD. IntellectualsAnswer B

http://www.nisk.k12.ny.us/fdr/1943/43010701.GIF

10.03**Use Executive Order 9066 to answer the following questions.According to the order signed by FDR on February 19, 1942, who was authorized to carry out the order? A. PresidentB. Vice-PresidentC. Secretary of WarD. Secretary of StateAnswer C

According to the information in the Executive Order 9066, what group in America is this most likely going to effect? A. Japanese-AmericansB. African-AmericansC. Irish-AmericansD. French-AmericansAnswer A

10.04 Refer to a chart on the Marshall PlanAccording to the chart, which country received the most aid from the United States?A. TurkeyB. HollandC. Great BritainD. FranceAnswer C

Which of the following is most associated with the Domino Theory?A. Franklin RooseveltB. John F. KennedyC. Dwight D. EisenhowerD. Harry S. TrumanAnswer C

10.05Which of the following is the first peacetime alliance entered into by the United States? A. SEATOB. United NationsC. Warsaw PactD. NATOAnswer D

(Refer to the cartoon on page 814 of The Americans) According to the cartoon, which of the following would best represent the role of the larger hats (nations) at the bottom? A. supports the smaller ones at the topB. gets aid from smaller nationsC. rules all the other nationsD. leaves the other nations alone Answer A

Goal 11Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period.11.01 Describe the effects of the Cold War on economic, political, and social life in America.11.02 Trace major events of the Civil Rights Movement and evaluate its impact.11.03 Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States' society.11.04 Identify the causes of United States' involvement in Vietnam and examine how this involvement affected society.11.05 Examine the impact of technological innovations that have impacted American life.11.06 Identify political events and the actions and reactions of the government officials and citizens, and assess the social and political consequences.

Goal 11 Opener1. Separate the class by a random characteristic (ex. all left handed people turn their

desk around backwards)2. Have everyone squat down beside their desk and cover their head. Tell them this

is for a school-wide safety drill.3. Ask students to visualize the following scenarios:

a. Their parent just got a new job and they are going to move to a new houseb. Their neighbor’s cousin was just killed in Iraq and their own cousin had 1

of the first numbers to be called in the new draft to increase troop strength for the war on terror.

4. Assign a journal entry for students to write about this brief activity.5. Ask for students to share their journal entries.6. After writing a journal entry, ask students to identify the following key themes

from Goal 11 with the activity they just experienced: discrimination, threat of nuclear war, consumerism, and the Vietnam War.

7. Discuss student responses and introduce the objectives for Goal 11

Lesson for 11.01Essential Questions1. How did the differences between communism and capitalism expand the Cold War?2. How did the widespread creation of communist nations in Europe and Asia after

World War II lead to heightened tensions between the United States and the Soviet Union?

3. What measures were taken by the United States government to create a greater awareness of the threat that communism posed to free democratic nations?

Preview1. HA! Notebook 12-6, Image 2.1C 2. Students should view the image and on a sheet of paper describe the image.

a. What is the structure?

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b. What are the contents of the various boxes? c. What is the purpose of the structure? d. Why is the man listening to the radio? e. How would you feel in this situation?

Resources1. HA Notebook 12-62. Internet Links: www.cddc.vt.edu/host/atomic/civildef/index.html3. Video clips of film Thirteen Days, Crimson Tide, and Dr. Strangelove.4. US Government/state and local pamphlets concerning bomb shelters (such as “Bert

the Turtle”)5. Various video clips from The Century, ABC News Special, Episodes on

1950’s/1960’s

Content Delivery Activity 1Graphically organized notes from teacher utilizing these termsAtomic bomb Fallout shelter Duck-n-Cover radioactive falloutMADmassive retaliation

ICBMshydrogen bombSALT I and IISTARTSDI (Star Wars)

Activity 21. View video excerpts from various movies about the Cold War.2. Discuss the multiple perspective similarities and differences.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Arrange students in groups of four (to represent a typical family) and have students

complete the following task. 4. Students will also design their own blueprints for a bomb shelter. 5. This diagram should include detailed explanations of each portion of the structure and

why it is important in surviving nuclear war. 6. Students will create an advertisement for a kit to build a bomb shelter. 7. The advertisement should detail the various features of the structure.8. Each individual should compile a list of ten items to bring into the bomb shelter. 9. One group member representing DAD (Father KNOWS BEST) will determine the

final list of twenty items to be included. 10. Discuss what items are most important and determine which five are the most

essential. This will make students think about how nuclear war might affect them.

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http://www.cddc.vt.edu/host/atomic/civildef/index.html

Lesson for 11.02Essential Questions1. Who were the key leaders of the Civil Rights Movement between 1954 and 1968?2. Assess the actions, achievements, and failures of these key Civil Rights leaders

during the above listed years.3. What circumstances and events created a rift between nonviolent and militant factions

within the Civil Rights Movement?

Preview1. The students are divided into two equally sized groups. 2. The teacher will ignore one half of the students while presenting only to the other

group of students. 3. For the first five minutes of the class, the teacher should physically position

themselves to look only at the recognized group of students. 4. The teacher should not respond to the “discriminated” group of students. 5. Next ask the students to respond to the following prompts:

a. How did YOU feel as the teacher directed their attention to or away from you? b. Why did the teacher choose to respond to only ONE GROUP?c. Is that fair to either group of students?

6. This will make students think about how discrimination makes people feel.

Resources1. “Letter from a Birmingham Jail” http://almaz.com/nobel/peace/MLK-jail.html 2. “I Have a Dream” http://www.mecca.org/~crights/dream.html3. Videos- Separate, But Equal & Keep Your Eyes on the Prize4. HA! Notebook12-5

Content Delivery1. Utilize the Visual Discovery Activity 2.1 from the HA! Notebook 12-5 as well as

graphically organized student notes tracing the events of the movement, spiraling questions included in HA! material.

2. Be sure to include these termsa. Montgomery Bus Boycottb. Rosa Parksc. Martin Luther King d. Malcolm Xe. Black Panthersf. Stokely Carmichaelg. COREh. SNCCi. March On Washingtonj. James Meredithk. Little Rock Nine

l. George Wallacem. Brown vs. Board of

Educationn. Thurgood Marshallo. Earl Warrenp. 24th Amendmentq. Civil Rights Act of 164r. Voting Rights Act of

1965s. “Black Power”

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http://www.mecca.org/~crights/dream.html

http://almaz.com/nobel/peace/MLK-jail.html


assignment.9. Create a customized rubric for this activity at www.4teachers.org . 10. Each student is to compose a song or poem protesting against unequal treatment of a

certain group. 11. Be sure to use specific examples from The Civil Rights Movement.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Form class into an equal number of groups and have each group conduct a mock

protest in the classroom against discriminatory practices or policies carried on by an institution or business in your community.

4. Each student group should reflect upon their protest and relate it to similar events in the Civil Rights Movement.

5. Each group should write an official press release that outlines their ideas.

Lesson 11.03 (available in 2005 Edition)

Lesson for 11.04Essential Questions1. Associate the common theme of these important United States foreign policy

statements: Truman Doctrine, Domino Theory, and Limited War.2. How did the Vietnam Conflict create a division in American society?3. Trace the development of this division, and compare the various strategies used by

different groups (such as Hawks and Doves) to promote their causes and beliefs.

Preview1. Divide up the entire class into groups of two. 2. Each group of two will respond to the following prompt. “Pretend that you have just

been drafted by the government as a member of the US military in The War on Terrorism”. One student should oppose and one student should support this foreign policy decision by the government.

3. Each student should compile a list of five reasons which either support or oppose the US involvement.

4. The teacher can next lead a class wide discussion after dividing the room into two groups, those that support/oppose this policy.

5. Responses can be listed on the board for all to see and comment on.

Resources1. Internet links: http://www.luminet.net/~tgort/docs.htm2. (Truman Doctrine, President LBJ’s Gulf of Tonkin Message to Congress, Gulf of

Tonkin Resolution, The War Powers Act).

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http://www.luminet.net/~tgort/docs.htm



3. HA! Notebook 12-44. Video clips : The Green Berets, We Were Soldiers, Born On The Fourth of July,

Platoon.

Content Delivery 1. Using the Visual Discovery strategy, create an interactive slide lecture from HA!

Notebook 12-4, Visual Discovery, Activity 2.2 materials.2. Students should graphically organize their notes based on the images and spiraling

questions in the interactive slide lecture.3. Be sure to include these terms:

a. Geneva Accords of 1954 b. Ho Chi Minhc. Robert McNamarad. Green Beretse. Agent Orangef. Ho Chi Minh Trailg. Napalmh. Viet Congi. Tet Offensivej. 26th Amendment

k. William Westmorelandl. Cambodiam. Laosn. Kent Stateo. Fall of Saigonp. Vietnamizationq. Operation Rolling Thunderr. boat peoples. The Pentagon Paperst. Paris Peace Accords


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students will generate a marker or plaque commemorating the Vietnam War4. Be sure to include

a. A Tribute to its participantsb. A brief overview of the warc. A statement of the significance of the war on American society

Lesson for 11.05Essential Questions1. How has technology changed Americans’ lives in the past fifty years?2. Scrutinize the changing role of the American woman (housewife, working woman,

business or community leader), and how technology helped bring about these various changes.

3. Inspect the role that the United States government has played in furthering the quality of life for American society.

Preview1. Show brief excerpts of the video, Apollo Thirteen2. Journal Entry:3. Why should we explore space travel?4. Discuss responses.

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Resources1. Video clips – “ The Century”, ABC News Special – episodes on 1950’s through

1980’s. Apollo Thirteen 2. Internet Links – http://www.nasa.gov/home/index.html3. www.historychannel.com/

Content Delivery 1. The teacher has posted around the classroom (on various colored sheets of paper)

fifteen to twenty of the most important events which emphasize the growth of technology between 1945 and 1995.

2. The events are not limited to, but should include the following: a. Color televisionb. Sputnikc. NASAd. hydrogen bombe. nuclear powerf. Apple computer

g. Challenger disasterh. electric dishwasheri. Apollo projectsj. Levittownk. franchise businesses.

3. Students attempt to form a “living timeline” as each student represents a particular event. Students complete an annotated timeline of these inventions and their significance into their notes.

ProcessActivity 1

1. Directions and rubrics should be provided to students at the beginning of the assignment.

2. Create a customized rubric for this activity at www.4teachers.org . 3. Each student should design a recruitment brochure or advertisement to join

NASA (National Aeronautics and Space Administration). 4. The pamphlet should be formatted as follows:

a. statement of purposeb. a new NASA motto and a logoc. an attention getting image or imagesd. a list of no less than six accomplishments of this government institution .


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Construct a “T” chart that lists the ten most important technological inventions

developed since 1945. 4. For each invention, the student should explain how and why this new technology has

impacted their life.

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http://www.historychannel.com/

http://www.nasa.gov/home/index.html

Goal 11 ProjectObjectiveStudents will assemble a time capsule to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of the time period 1945-1980

Procedure1. Teachers organize students into groups of 2 or 3. 2. Each group will assemble a time capsule for future generations to view. The essential

question that students must reference in this activity is: Which events from 1945-1980 most significantly shaped present-day American society?

3. Students should collect or create images from mass media sources and objects which represent key events in contemporary American society.

4. Teachers should reference the HA! Culminating Project in Notebook 12-6




4. Differentiationa. AP- Must include no less than 20 events, a 2-3 page typed synopsis describing

each event, and a presentation to the class explaining the significance of each event.

b. Honors- Must include no less than 15 events, a 1-2 page typed synopsis, and a presentation to the class.

c. Standard- Must include no less than 10 events, each item should have an explanation of its importance.

Goal 11 DBQDocumentsThe Gulf of Tonkin ResolutionI Have a Dream Speech“Fortunate Son” by Creedence Clearwater RevivalExcerpt from Feminine Mystique by Betty FriedanBrown v. Board of Education Supreme Court DecisionRoe v. Wade Supreme Court DecisionTranscripts from Senator Joseph McCarthy’s Senate HearingsTranscript of President John F. Kennedy’s Inauguration Speech

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Using the documents listed above, as well as outside knowledge, write a clear and concise essay to respond to the following:

Assess the economic, political, and social developments of the three decades following World War II and determine to what degree they affected the lives of Americans.

AP/Honors Students should reference and analyze all documents listed.

Standard Students should reference four documents listed.

Goal 11 Multiple Choice11.01Why did Americans build bomb shelters in the 1950’s? A. in order to “Keep up with the Joneses”, since others in the neighborhood did it B. the Federal Government mandated the construction of these structures C. all Americans had a surplus of money D. the fear of a nuclear warAnswer D

Which nation was viewed as a direct threat to the United States once they possessed the atomic bomb? A. Soviet UnionB. FranceC. West GermanyD. Great BritainAnswer A

11.02Which of the following the undisputed leader in the Civil Rights Movement? A. Bill CosbyB. Martin Luther King Jr.C. Stokely Carmichael D. Bobby Seale Answer B

In which Southern state did the “Freedom Summer” voter registration drive take place during the Summer of 1964? A. LouisianaB. Alabama C. FloridaD. Mississippi.Answer A

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11.04Which Constitutional Amendment lowered the voting age to eighteen? A. 13th

B. 19th

C. 21st

D. 26th

Answer D

Which event was the “turning point” in the Vietnam War? A. Dien Bien Phu B. Tet Offensive C. Gulf of Tonkin ResolutionD. the bombing of HanoiAnswer B

11.05Image from the 1950s

From which decade of American history does this image represent? A. 1940’sB. 1950’sC. 1960’sD. 1970’sAnswer C

Which of the following best describes the success of this franchise? A. each restaurant offers a different menu B. each restaurant offers the same menuC. each restaurant has different prices for the same items offeredD. none of these are correctAnswer B

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Goal 12The United States since the Vietnam War (1973-present) – The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.12.01 Summarize significant events in foreign policy since the Vietnam War.12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens.12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States.12.04 Identify and assess the impact of social, political, and cultural changes in the United States.12.05 Assess the impact of growing racial and ethnic diversity in American society.12.06 Assess the impact of twenty-first century terrorist activity on American society.

Goal 12 Opener1. Discuss with students their prior knowledge of the political, social, economic, and

cultural events that surrounded the Vietnam War. 2. Discuss the questions “When should the United States go to war?”

Lesson for 12.01Essential questions 1. Identify the pro’s and con’s of US involvement in 3rd world countries? 2. Summarize the role the US played in the Middle East peace process. 3. How has the US responded to human rights abuses in the 3rd world? 4. Analyze how US foreign policy has been influenced by oil production and

distribution. 5. Analyze the costs of US intervention in 3rd world pandemics.

PreviewActivity 11. You are driving down the highway and you see an elderly woman stopped by the side

of the road…. 2. Do you stop? 3. Why or why not? 4. Defend and be able to explain your decision. 5. What might happen due to your decision?

Activity 21. Support or refute the following statement: “The involvement of the US peace keeping/humanitarian missions is not worthwhile since America has become a target for terrorism and our intervention does not encourage nations to solve their own problems.”2. Discuss student responses

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Resources1. Black Hawk Down 2. Diary of an American Hostage in Iran-

www.jimmycarterlibrary.org/documents/r_ode/index/phtml

Content DeliveryActivity 11. Students will

a. Research US involvement around the world in humanitarian relief/peace keeping efforts since 1980

b. Make an annotated timeline to summarize the accomplishments and perils of each mission.

Activity 21. View excerpts of Black Hawk Down2. Analyze excerpts of the diary of a hostage from the Iranian hostage crisis3. Discuss the ramifications of such events on the following groups

a. World perspectiveb. American public perspective


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students will create an invitation from a 3rd world country inviting the US to come

into their country to help solve their various problems and illustrate how this action would, in the end, benefit the US.

Lesson for 12.02Essential questions 1. Discuss whether the right to burn an American flag is protected under the 1st

Amendment of the Constitution. 2. Evaluate the major arguments for and against adding a ban on flag burning

amendment to the US Constitution. 3. What is symbolic speech? 4. When is it protected?

Preview 1. Should American citizens have the right to burn the flag? 2. Write a one paragraph journal entry answering the question. 3. On a wall in the classroom, put a sign that says “no” at one end and a sign that says

“yes” at the other. 4. Have students make a human continuum along the wall from yes to no. 5. Have students share and discuss their placement.

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http://www.jimmycarterlibrary.org/documents/r_ode/index/phtml

Resources1. http://www.landmarkcases.org/texas/home.html 2. http://www.cnn.com

Content Delivery 1. From http://www.landmarkcases.org/texas/courtsystem.html2. Have students read a background summary of the case Texas v. Johnson3. Answer the questions that follow4. Discuss/teach the case while projecting a graphic organizer (flow chart from site) of

how the case moved through the court system. 5. Have students read CNN article, “High court rulings lead to quest for flag burning

amendment”. http://www.cnn.com/2001/LAW/07/17/flag.desecration.court/index.html

6. In a group of 3-4 have students complete the activity: “What is symbolic speech? When is it protected?”


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Students will create a political cartoon that either supports or opposes flag burning.4. Reference:

a. http://www.landmarkcases.org/texas/webquest.html b. http://www.esquilax.com/flag/cartoons.html

Lesson for 12.03Essential questions1. Identify the greatest technological elements since 1973 in the following areas:

finance, communications, medical, military, space, and transportation. 2. Assess which of the developments has had the biggest economic impact. 3. Assess which of these has had the biggest social impact. 4. Which of these developments has most affected the average person? 5. Which of these developments has most affected you?

PreviewWrite a paragraph about a technological development that you could live without and a paragraph about a development that you could not live without. Write a concluding paragraph about a technology that you would like to see developed.

Resources1. The One Minute Guide to Oral Histories found at

http://bancroft.berkeley.edu/ROHO/1minute.html2. Library of Congress tips for oral history interviews

http://lcweb2.loc.gov/ammem/ndlpedu/lessons/oralhist/ohguide.html

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http://lcweb2.loc.gov/ammem/ndlpedu/lessons/oralhist/ohguide.html

http://bancroft.berkeley.edu/ROHO/1minute.html

http://www.esquilax.com/flag/cartoons.html

http://www.landmarkcases.org/texas/webquest.html


http://www.cnn.com/2001/LAW/07/17/flag.desecration.court/index.html

http://www.landmarkcases.org/texas/courtsystem.html

http://www.cnn.com/

http://www.landmarkcases.org/texas/home.html

Content Delivery Provide an interactive lecture on these terms and contentWIN (Ford)StagflationNAFTADepartment of EnergyAirline deregulationThree Mile IslandEnergy CrisisNational Energy ActSolar EnergySupply-Side economicsComputer revolutionInternet

Bill GatesNational debtFood stampsNASDAQ, 1990’s“Trickle-down” theoryChallenger disastermilitary (SDI, GPS-geographic imaging system)finance (ATM)transportation advances (cruise control, anti-lock brakes, air bags, etc).


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. NCDPI USH Support Document Activity 12-03B p.131. 4. Interview an older person in your family or community and ask them to describe the

typical technology available in their school when they were your age. 5. What have been the most beneficial and harmful technological developments they

have witnessed?

Lesson for 12.04Essential questions 1. Identify the changes in politics and the impact on US culture from1973 to present.2. Assess the major contributions of the Presidents from 1973 to present.

Preview 1. Compare High School community structure and chain of command to that of the

United States. 2. Compare and contrast roles of:

a. Principal to Presidentb. Asst. Principal to Vice Presidentc. staff/school board to Congressd. students who participate in school programs/activities to registered voters,

those who don’t to non-voters 3. Consider other factors

a. Statusb. popular groupsc. lobbyists

4. Reflect in a paragraph journal entry to the following prompt: a. Where do you fit in the school and city community now? b. Where do you plan to contribute in the future?

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Resources1. www.whitehouse.gov/history/presidents

Content Delivery1. Using the website, www.whitehouse.gov/history/presidents2. Students will create a presidential organizer to identify the following:

a. U.S. Presidents from 1973 to the presentb. President’s political partyc. at least 3 platform issuesd. at least 3 challenges faced in terme. at least 5 interesting facts


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Use presidential organizer to create a campaign poster for a selected president. 4. Prepare a 3 minute campaign speech based on presidential organizer and campaign

poster.5. Why they should be considered the most valuable candidate in our classroom

community?

Lesson for 12.05Essential questions 1. Assess the growth of minorities and its impact on the US labor market, the education

system, and affirmative action. 2. How has Affirmative Action changed since 1973? 3. Discuss the expanding role minorities have played in politics since 1973.

Preview1. Have students create a formula that determines how students should be chosen for

admission to college. 2. Have students discuss if they think this is fair. 3. Consider each of the following: SATsgradesracegender religion

parents who were alumniparents who donate money to the school extracurricular activitiesathleticscommunity involvement

Resources http://www.landmarkcases.org/ for UC vs. Bakke poster boards, markers, newspapers, HA! Notebook 12-5

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http://www.landmarkcases.org/


http://www.whitehouse.gov/history/presidents

http://www.whitehouse.gov/history/presidents

Content DeliveryActivity 11. HA! Notebook 12-5, Activity 4.2

Activity 21. Students will research and read excerpts from Univ. of Calif, Regents vs. Bakke,19782. Design a poster or position paper in which they defend or denounce the court’s

decision.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Have students choose a controversial issue (post 1973), such as desegregation,

immigration policy, bilingual education, gay rights. 4. Find 2 to 3 articles on the issue 5. In a Newsletter/Scholarly Review format, highlight the key ideas from each

article6. Design a political cartoon to express their opinion about the issue.

Lesson for 12.06Essential questions1. Discuss why the United States is a terrorist target. 2. Who are the enemies of the United States? 3. Assess their motivation. 4. Analyze the impact of terrorism on the social, economic, and political systems of both

involved. 5. Should terrorists be given civil liberties (remember Schenck and internment of

Japanese-Americans)?

Preview1. show a brief excerpt from the film, The Siege2. Where were you when 9/11 occurred? 3. Why do you feel that 9/11 happened? 4. How has 9/11 changed your life?

Resources1. 9/11 footage and/or literature2. excerpts from the film The Siege

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Content Delivery Activity 11. Provide lecture/guided discussion to assist students in organizing these terms: Patriot ActEmbassy bombingsSeptember 11, 2001Al-QuaedaColin PowellOsama bin LadenTaliban RegimeTerrorist networkGeorge W. Bush

World Trade CenterWar on IraqAfghanistanDepartment of Homeland SecurityNuclear proliferationAirport securityPre-emptive strikes“Axis of Evil”

Activity 21. Analyze covers of TIME, Newsweek, any special editions, newspapers,

commemoratives of 9/11. 2. Have students create a graphic organizer to compare and contrast these documents. 3. Discuss events and reactions since 9/11.


assignment.2. Create a customized rubric for this activity at www.4teachers.org . 3. Map out the locations of major terrorist activities at the beginning of the 21st century. 4. Write the reasons for why they have occurred and identify reactions. 5. Analyze how the United States is perceived by other nations by interviewing students

or people from other cultures and countries.

Goal 12 ProjectObjectiveStudents will create a news magazine or time capsule to demonstrate an organized understanding and mastery of concepts, information, and personalities covered in the study of America in the post Vietnam Era.

Procedure1. Utilize the HA! Culminating Project for Notebook 12-5 p.1-11. 2. Students should address the following items

a. foreign policyb. constitutional amendments, rulings, legislation on citizensc. the economyd. technology and the environmente. social and cultural changef. racial and ethnic diversityg. threats to America both foreign and domestic

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g. Use of all sections of contenth. Accuracy of historical contenti. Clear and concise written commentaryj. Neatnessk. Selection and placement of graphicsl. Full use of resources available

Goal 12 DBQDBQ #1 maps & or graph on internal migration in the US from 1970-2000. Essays or journal articles on the theme of immigration

Standard: Analyze which states lost and gained the most population. Why? How has the growth of the Hispanic/Latin population affected NC in the past 10 years?

AP/Honors: Analyze why there has been a tremendous population shift to the Sunbelt. Explain why it has occurred. How do significant changes in population affect a state? What kind of problems might occur in the Sunbelt region due to rapid growth?

DBQ #2 Political cartoon of WatergateNixon’s resignation letter from www.landmarkcases.orgUS vs Nixon(1974) excerpts from www.landmarkcases.org

Standard-Explain how the provided presidential actions might impact US citizens when they consider their vote.

Honors-Identify the president for each of the primary resources and explain the statements’ impact upon US citizens.

AP- Evaluate the impact of the presidential statements upon the political, cultural, and social segments of US society.

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DBQ #3 - Suitable for Honors/APNixon political cartoons located at http://lcweb.loc.gov/rr/print/swann/herblock/images/hblock11.jpghttp://lcweb.loc.gov/rr/print/swann/herblock/images/s03470u.jpghttp://lcweb.loc.gov/rr/print/swann/herblock/images/s03471u.jpgwww.ford.utexas.edu/library/speeches/740061.htmhttp://www.luminet.net/~tgort/resign.htm

Directions: Using your knowledge of US history during the Watergate era, write a clear and concise answer to the following question. Be sure to include outside knowledge of the issues mentioned or illustrated in the documents.

Question: Analyze the reasons the Congress of the US believed President Nixon was worthy of impeachment, why President Nixon chose to resign the office of the president, and the reasons Pres. Ford chose to pardon Nixon in 1974.

Goal 12 Multiple Choice12.01(give excerpt from the Iran hostage diary www.jimmycarterlibrary.org/documents/r_ode/index/phtml )Which group would be responsible for the author’s captivity?A. ContrasB. PLOC. Iranian FundamentalistsD. Saddam HusseinAnswer C

Which of these events led to the largest number of US soldiers’ deaths since Vietnam?A. BeirutB. SomaliaC. GrenadaD. IranAnswer A

12.02Use questions @ http://www.landmarkcases.org/texas/data_analysis.html

AnswersChart 1

1. C2. B

Graph 21. C

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http://www.landmarkcases.org/texas/data_analysis.html

http://www.jimmycarterlibrary.org/documents/r_ode/index/phtml

http://www.luminet.net/~tgort/resign.htm

http://www.ford.utexas.edu/library/speeches/740061.htm

http://lcweb.loc.gov/rr/print/swann/herblock/images/s03471u.jpg

http://lcweb.loc.gov/rr/print/swann/herblock/images/s03470u.jpg

http://lcweb.loc.gov/rr/print/swann/herblock/images/hblock11.jpg

12.03Which of the following medical advancements would be considered most controversial?A. CAT scansB. MRIC. CloningD. Carbon fiber prosthesisAnswer C

Which of the following was originally developed for research by the US Department of Defense?A. V chipB. InternetC. MRID. CD RomAnswer B

12.04Identify the following presidents who based their policies on a conservative platform from 1973 to present:A. Carter, Johnson, and ClintonB. Reagan, Lincoln, and ClintonC. Crosby, Stills, and NashD. Nixon, Reagan, and BushAnswer D

Which of the following Presidents was in office during the Iran Hostage crisis?A. FordB. CarterC. ReaganD. BushAnswer B

12.05Which group would oppose affirmative action?A. NAACPB. Conservative coalitionC. AIMD. NOWAnswer B

No Child Left Behind is President George W. Bush’s plan to improve…A. Poverty levelsB. Reverse discriminationC. Public educationD. Healthcare for childrenAnswer C

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12.06Which of these countries belongs to the “Axis of Evil”?A. CubaB. SyriaC. IranD. ChinaAnswer C

Guantanamo Bay, Cuba is currently significant in the war against terror because…A. Castro and Cuba are considered terrorist threatsB. it is an area for US troops C. of the internment of suspected terroristsD. Al-Quaeda has training facilities in Cuba.Answer C

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