The curriculum map outlines the topics covered each month in a US History II course. In September, the focus is on industrialization from 1880 to 1920, how it transformed the US through urbanization and immigration. October examines the reform movements during this period including Progressivism, suffrage, and temperance. November addresses American imperialism and expansionism from 1890 to 1920, including involvement in World War I. Formative assessments include class discussions and quizzes, while summative assessments include midterm and final exams testing students' understanding of the key themes, events, and time period.
The curriculum map outlines the topics covered each month in a US History II course. In September, the focus is on industrialization from 1880 to 1920, how it transformed the US through urbanization and immigration. October examines the reform movements during this period including Progressivism, suffrage, and temperance. November addresses American imperialism and expansionism from 1890 to 1920, including involvement in World War I. Formative assessments include class discussions and quizzes, while summative assessments include midterm and final exams testing students' understanding of the key themes, events, and time period.
The curriculum map outlines the topics covered each month in a US History II course. In September, the focus is on industrialization from 1880 to 1920, how it transformed the US through urbanization and immigration. October examines the reform movements during this period including Progressivism, suffrage, and temperance. November addresses American imperialism and expansionism from 1890 to 1920, including involvement in World War I. Formative assessments include class discussions and quizzes, while summative assessments include midterm and final exams testing students' understanding of the key themes, events, and time period.
Theme/Focus Industrialization (Ca. 1880-1920): Growth The Reform Movements (Ca. 1880-1920): America on the Global Stage (Ca. 1890- of Industry changed the United States and United States industrialization was a 1920: Imperialism was a major factor in its people. Topics include the catalyst for social reform at the beginning the early 20th century. Topics include: Industrialization, Migration, Urbanization, of the 20th century. Topics include The Imperialism and expansionism, federal and Immigration. Progressive Era, temperance movement, policy toward American Indians after the health and education reforms, suffrage Civil War, isolationism vs. interventionism, US Involvement in World War I Core Standards U.S. II Strand I: Industrialization U.S. II Strand 2: Reform Movements U. S. II Strand 3: America on the Global Standard 1.1: Students will assess how Standard 2.1: Students will use primary Stage innovations in transportation, science, and secondary sources to identify and Standard 3.1: Students will describe agriculture, manufacturing, technology, explain the conditions that led to the the role of the U.S. in world affairs communication, and marketing rise of reform movements, such as changed at the turn of the 20th century, transformed America in the 19th and organized labor, suffrage and and evaluate the arguments used to Early 20th centuries. temperance. promote or discourage involvement in Standard 1.2: Students will explain the Standard 2.2: Students will explain how world affairs, such as those of the big connections between the growth of social reform movements influenced stick, Mahan, the Roosevelt industry, mining and agriculture, and Constitutional amendments and Corollary, and the Anti-imperialist the movement of people into and within changes to laws and democratic league. the United States. processes. Standard 3.2: Students will examine Standard 1.3: Students will analyze the Standard 2.3: Students will evaluate the and evaluate the role of the media and causal relationships between methods reformers used to bring about propaganda in promoting involvement industrialization and the challenges change, such as imager, unions, in foreign affairs, using events such as faced by the growing working classes in associations, writings, ballot initiatives, the Spanish American War and World urban settings. recalls, and referendums. War I. Standard 1.4: Students will use Students will evaluate the short- and Standard 3.3: Students will evaluate historical evidence to compare how long-term accomplishments and the positive and negative impacts of industrial capitalist leaders used effectiveness of social, economic, and imperialism on the U.S. and the U.S. entrepreneurship, free markets, and political reform movements. territorial interests, such as the strategies to build their businesses. Philippines, Cuba, Guam, Hawaii, and Puerto Rico. Standard 3.4: Students will explain the causes for U.S. involvement in World War I and the effects of the war on the home front, such as migration, trade, sedition act, shortages, voluntary rationing. Essential questions 1. How did daily life change as 1. Why do people turn to reform 1. What role do expansionism and industrialization developed? Did movements? What conditions must imperialism play in the history of the everyone benefit equally? How did exist for a reform movement to begin? United States? industrialization, urbanization and 2. Why were some methods used to bring 2. What makes a nation a power? immigration shape social, economic, about change more successful than 3. What cases can be made for and political ideologies? others? isolationism and interventionism? 2. What key events laid the framework 3. How have todays social and political What are some examples of for the growth of industry, mining, reforms been affected by those that unintended consequences that result agriculture, and human movement? took place from the 1880s to the from each? 3. What were the major push and pull 1920s? 4. How did Americas involvement in factors influencing migration to and 4. Was the progressive era really World War I change American within the United States and how did progressive? history? immigrants and migrants change 5. To what extent is the Gilded Age an 5. What are citizens roles and culture and politics? What challenges appropriate description of the time? responsibilities during times of war? did immigrants and migrants face? 6. How did reform movements shape 6. How did imperialism and an increased 4. Where do we draw the line between how we define what it means to be role in the world shape how we define acceptable business practices and American? what it means to be American? illegal activity or unacceptable 7. To what extent is modern America a 7. To what extent is modern America a working conditions? product of this time period? product of this time period? 5. How did industrialization, urbanization and immigration shape how we define what it means to be American? 6. To what extent is modern America a product of this time period? Assessments Formative: Observation during whole and Formative: Observation during whole and Formative: Observation during whole and small group discussion, Graphic small group discussion, Graphic small group discussion, Graphic Organizers, Wrap up writing, Study Guide, Organizers, Wrap up writing, Study Guide, organizers, Wrap up writing, Study unit quizzes throughout. unit quizzes throughout. Guide, unit quizzes throughout. Summative: Summative: Summative: Teacher created Midterm with Teacher created Final Exam with Teacher created Midterm with multiple multiple choice, fill in the blank, short Multiple choice, fill in the blank, source choice, fill in the blank, short answer, answer, source IDs, and mini-DBQ. IDs and mini-DBQ source IDs, and mini-DBQ. Participation in Historical Ultimate Oral Presentation on Progressive Essay- Explain the U.S. progression Fighting Championship: Ida Tarbell Reformer and reform including from isolationism to world power. vs. John D. Rockefeller. Includes identification of methods and Compare status of U.S as a world research and presentation of evaluation of whether effective and power today to its status as a world information, argument and analysis. how it connects to reform movements power after the war. Includes self- Includes self-reflection element today. Includes self-reflection element, reflection element, assessed using following activity, assessed using assessed using Rubric. Rubric. Rubric. Content and Content: SWBAT: Content: Language SWBATIdentify and analyze the Explain how Progressives and others SWBATDescribe the political factors that made the Industrial addressed problems of industrial ideological shift from isolationism to Objectives Revolution possible. capitalism, urbanization, and political imperialism and interventionism. Draw conclusions about short- and corruption. Analyze the motivations of long-term consequences of Analyze the social, economic, and imperialism including money, morals, Industrialization. political problems that emerged during and military power. Discuss how the rise of corporations, the Gilded Age. Discuss the changing role of the U.S. industry, and mechanized farming Identify and analyze Progressive in world affairs leading up to and transformed the American people. reforms. entering World War I. Analyze how massive immigration after Discuss the role of journalism in Identify causes, short-term 1870 and the resulting new social reform movements. consequences, and long-term effects patterns, conflicts, and ideas of national Language: of World War I. unity developed amid growing cultural SWBATIntegrate and evaluate Explain the role propaganda plays diversity. multiple sources of information during wartime. Explain the rise of the American labor presented in diverse formats and media Language: movement and how political issues to address the effectiveness of SWBATDetermine the meaning of reflected social and economic changes. Progressive reform methods and words and phrases as they are used in Language: movements. (Utah Reading Standards propaganda.(Utah Reading Standards SWBATDetermine the central ideas for Literacy in History Standard 7). for Literacy in History Standard 4). of primary and secondary sources about Use technology to produce and publish Write informative/explanatory texts technology and innovation, provide an writing products. (Utah Writing for about the progression of the U.S. as a accurate summary that connects key Literacy in Social Studies Standard 6). global power. Introduce topic, develop details and ideas. (Utah Reading Draw evidence from informational texts topic through selection of relevant Standards for Literacy in History to support analysis, reflection, and facts, use unit specific vocabulary, and Standard 2) research. (Utah Writing for Literacy in provide concluding statement. (Utah Cite specific textual evidence to support Social Studies Standard 9) Writing for Literacy in Social Studies analysis of primary and secondary Standard 2, a,b,d,e) sources (Utah Reading Standards for Literacy in History Standard 1) Evaluate various explanations for actions or events (Utah Reading Standards for Literacy in History Standard 3) Conduct short research project to answer question: Robber Baron or Captain of Industry? (Utah Writing for Literacy in Social Studies Standard 7) Skills, strategies Utilize historical thinking skills: Utilize historical thinking skills: Utilize historical thinking skills: Analyzing evidence (primary and Analyze and interpret evidence Analyze and interpret evidence secondary sources), Contextualization (primary and secondary sources), (primary and secondary sources (situate Industrialization, urbanization, Comparison (compare reform including propaganda posters, and immigration within the broader movements during the Progressive Era), Woodrow Wilson speech), Compare regional, national and global context, Synthesis (make connections between and Contrast (compare and contrast draw conclusions about the significance reform movements and modern Westward Expansion, Native of events), Causation (Explain long America), Argumentation (create and American Removal Acts, and foreign and short-term consequences of argument about whether the Progressive policy at the turn of the century), industrialization). Movement was progressive). Periodization (evaluate the events that Identify economic, social, cultural and Identify Progressive reformers and indicate the turning point of America political struggles of immigrants. Progressive reforms. Evaluate their as a global power), Change over time Compare immigrant experiences across effectiveness. (describe progression from time and groups. Explain the origins of the progressives, isolationism to interventionism), Examine working conditions of evaluate the effectiveness of the Discuss characteristics of a world different groups of workers. Progressive movement, and analyze the power. Discuss changes and resulting problems limitations of the movement. Identify and explain motivations for with urbanization. Define the Gilded Age and evaluate imperialism. Identify and explain key factors in the the appropriateness of the title to the Label areas subject to American rise of big corporations: monopolies, time period. colonization and identify other areas of trusts, capitalism, vertical integration, Explain the role of Political Machines. the world being colonized by others. horizontal integration. Describe the womens suffrage Create a Venn Diagram comparing the Debate whether business leaders were movement and explain the significance Monroe Doctrine to the Roosevelt Captains of Industry or Robber of the 19th Amendment. Corollary. Barons. Evaluate the impact of war on citizens Describe the significance of labor and civil liberties. unions in the development of U.S. Describe life on home front during the Industry. war. Categorize the 14 points into political, economic, and peacekeeping issues. Identify pros and cons of the 14 points. Resources Textbook for reference: Textbook for reference: Textbook for reference: America: Pathways to the Present, Ch. 4, America: Pathways to the Present, Ch. 6, America: Pathways to the Present, Ch 8, Ch. 5 Ch 7, Ch 9 Ch. 10 Other texts/materials: Other texts/materials: Other texts/materials: Ward, Kyle. (2006). History in the making: Overview of The Progressive Era Americas Foreign Policy: A Brief An absorbing look at how American The Century: America's Time - The History history has changed in the telling over the Beginning: Seeds of Change video The Century: America's Time - The last 200 years. New York: The New Press. Ward, Kyle. (2006). History in the making: Beginning: Seeds of Change video Pages 224-234. An absorbing look at how American Primary Sources: Excerpts from Sinclair, Upton. (1906). The history has changed in the telling over the The World War I Document Archive Jungle last 200 years. New York: The New Press. Penn library WWI archive The Century: America's Time - The Pages 235-240. World War I Collections from the Library Beginning: Seeds of Change video Kennedy, John F. (1956). Profiles in of Congress Primary Sources: courage. New York: Pocket Books. Pages Sources on American Imperialism from Early Chinese Immigration Primary 153-178. Fordham University Source Set Primary Sources: Readings on Imperialism and the Spanish Library of Congress Immigration Sources U.S. Department of State Archive American War Library of Congress Industrialization Progressive Era Primary Source Set from Primary Source Set: American Sources the Library of Congress Imperialism and the Spanish-American Sweatshops Primary Source Set: Settlement Houses in War the Progressive Era Womens Suffrage Primary Source Set from the Library of Congress Womens Suffrage Resources from the National Archives Bad Romance video parody (Womens Suffrage)