September 3-6

Framework Competency and Objective

 

UNITED STATES HISTORY FROM POST-RECONSTRUCTION TO PRESENT

 

Domestic Affairs

_X_1. Understand the evolution of the American political system, its ideals, and institutions post-reconstruction.

 

          ___a. Cite and analyze evidence that the United States Constitution is a living document as reflected in Supreme Court cases, Amendments, and presidential actions. (DOK 3)

          ___b. Analyze and evaluate the impact of presidential policies and congressional actions on domestic reform. (DOK 3)

          ___c. Explain and analyze the expansion of federal powers. (DOK 3)

          ___d. Analyze and evaluate the ongoing tension between individual liberty and national security. (DOK 3)

 

_X__2. Understand major social problems and domestic policy issues in post-reconstruction American society.

 

        _X__a. Explain how American society has been impacted by the entry of more women, minorities, and immigrant workers into the labor force. (DOK 2)

       _X__b. Trace the response of American institutions such as government and non-profit organizations to environmental challenges such as natural disasters, conservation and pollution, and property rights (including but not limited to the expansion of the national park system, the development of environmental protection laws, and imminent domain). (DOK 2)

       _X__c. Compare and contrast various social policies such as welfare reform and public health insurance and explain how such social policies are influenced by the persistence of poverty. (DOK 2)

 

Global Affairs

___3. Understand how the global position of the United States has evolved as a result of imperialism, economics, technological changes, and involvement in international wars and conflicts.

 

        ____a. Analyze the effects of imperialism on the foreign policy of the United States from Reconstruction to World War I. (DOK 3)

        ____b. Compare and contrast the arguments between the imperialists and anti-imperialists in the late 19th century and justify why the imperialists prevailed. (DOK 3)

       ____c. Draw conclusions about the causes and effects of American involvement in the world wars. (DOK 3)

       ____d. Analyze the origins and development of the Cold War between the United States and the Soviet Union and their respective allies, including ideology, technology, economics, and geography. (DOK 3)

       ____e. Explain and analyze America‘s role in international organizations, humanitarian relief, and post-war reconstruction efforts throughout the 20th century. (DOK 3)

       ____f. Analyze and evaluate the causes and effects of the United States‘ growing involvement in the Middle East and the Persian Gulf. (DOK 3)

 

Civil Rights/Human Rights

___4. Understand how the Civil Rights Movement achieved social and political change in the United States and the impact of the Civil Rights struggle of African Americans on other groups (including but not limited to feminists, Native Americans, Hispanics, immigrant groups, and individuals with disabilities).

 

       _X__a. Analyze the issues that gave rise to the Civil Rights Movement from post-reconstruction to the modern movement. (DOK 3)

       ___b. Trace the major events of the modern movement and compare and contrast the strategies and tactics for social change used by leading individuals/groups. (DOK 2)

       ___c. Analyze the response of federal and state governments to the goals (including but not limited to ending de jure and de facto segregation and economic inequality) of the Civil Rights Movement. (DOK 3)

      ___d. Evaluate the impact of the Civil Rights Movement in expanding democracy in the United States. (DOK 3)

      ___e. Compare and contrast the goals and objectives of other minority and immigrant groups to those of the Civil Rights Movement led predominantly by African-Americans. (DOK 2)

      ___f. Cite and analyze evidence of the political, economic, and social changes in the United States that expanded democracy for other minority and immigrant groups. (DOK 3)

Economics

_X__5. Understand the continuing economic transformation of the United States involving the maturing of the industrial economy, the expansion of big business, the changing demographics of the labor force, and the rise of national labor unions and industrial conflict.

 

        __X__a. Evaluate the factors leading to and the effects of industrialization on the political, physical, and economic landscape of the United States during the late 19th and early 20th century. (DOK 3)

        __X__b. Explain the conditions of industrialization that led to the rise of organized labor and evaluate labor‘s effectiveness in achieving its goals. (DOK 3)

       __X__c. Identify and explain migration and immigration patterns that developed from the push-pull effects of economic circumstances. (DOK 2)

 

__X_6. Understand the scope of government involvement in the economy including the following: the regulation of industry and labor, the attempts to manipulate the money supply, and the use of tariffs or trade agreements to protect or expand U.S. business interests.

 

      __X_a. Cite and explain evidence that led to the transition of the U.S. economy from laissez-faire capitalism to an increasingly regulated economy. (DOK 2)

      _X__b. Analyze and evaluate historical arguments regarding monetary policy. (DOK 3)

      _X__c. Critique the government‘s use of tariffs and trade agreements. (DOK 3)

      ___d. Evaluate deficit spending as a means of financing government programs. (DOK 3)

 

Culture

_X__7. Understand cultural trends, religious ideologies, and artistic expressions that contributed to the historical development of the United States.

 

      __X_a. Examine cultural artifacts (including but not limited to visual art, literature, music, theatre, sports) to contextualize historical developments. (DOK 2)

      __X_b. Analyze and evaluate the impact of religion on various social movements, domestic/foreign policies, and political debates. (DOK 3)

      __X_c. Evaluate the role mass media has played in shaping perceptions toward certain policies, social groups, other nations, and political ideas. (DOK 3)

      __X_d. Contrast modernism and traditionalism relating to social change. (DOK 2)

      __X_e. Cite and explain evidence of the diversity of the United States. (DOK 2)

 

 

COMMON CORE OBJECTIVES:

 

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

      NO SCHOOL (LABOR DAY)

 

 

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

Students will continue to explore the Progressive Era and discover the solutions that activists and politicians will make to the major issues that plagued the country during the Gilded Age.

Eagle Challenge

(3-5 minutes)

Students will work on their essay while the teacher checks for the completion of their Progressive Terms.

Learning Tasks/Activities

Mini Lesson #1: The teacher will introduce the following topics: William Howard Taft, trustbusting, conservation vs. expansion, isolationists vs, imperialists, etc.

Mini Lesson #2: The students will watch a video clip from William Howard Taft, and they will analyze the presidential decisions that the men made and decide if they would have taken the country into a different direction.

Mini Lesson #4: While the teacher is checking for completion of their important terms, people, and events of the Progressive Era, the students will be working in partners to discuss President Taft's accomplishments.  They will also be able to collectively work on their Progessive Portfolios.

Mini Lesson #5: Student will have 15 minutes at the end of class to research and write their essays

 

Text Materials

United States History 1877-Present, The Presidents (video), Progressive Era Portfolio

Closure

Teacher will remind the students of their Progressive Era essay is due on Wednesday, their timeline is due on Thursday, and their test and portfolio are on Friday.

Remediation/Intervention 

All students are expected to write an essay on the Progressive Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Progressive Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  The teacher will work one on one with the lower level students making sure they have an outline in which to write their essay.

Enrichment/Challenge for upper 25%

All students are expected to write an essay on the Progressive Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Progressive Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Peer tutoring (William Howard Taft video)- students may work together to see if they would have accomplished the same as the president or if they would have taken the country into a different direction.

Assessment (pre and/or post)

Informal questioning from the teacher to see if the students are retaining the information.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

Students will continue to explore the Progressive Era and discover the solutions that activists and politicians will make to the major issues that plagued the country during the Gilded Age.

Eagle Challenge

(3-5 minutes)

The students will work on their timeline while the teacher checks the Progressive essay for competition.    

Learning Tasks/Activities

Mini Lesson #1: The teacher will lead a discussion on the how the issues of the Progressive Erawere addressed/fixed during the Progressive Era.  The following topics will be explored: Woodrow Wilson, Federal Reserve Act, 16th, 17th, & 18th Amendment, and Clayton Anti-trust Act.

Mini Lesson #2: The students will watch a video clip from Woodrow Wilson's presidency, and they will analyze the presidential decisions that he made and decide if they would have taken the country into a different direction.

Mini Lesson #3: While the teacher is checking for completion of their essay, students will work together to discuss President Wilson’s accomplishments.  They will also be able to collectively work on their Progessive Portfolios.

 

Text/Materials

United States History 1877-Present, The Presidents (video), Progressive Era Portfolio

Closure

Teacher will remind the students of their Progressive Era timeline is due on Thursday, and their test and portfolio are on Friday.  

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Progressive Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Progressive Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Progressive Era.

Group Composition (If used)

Peer tutoring (Woodrow Wilson video)- students may work together to see if they would have accomplished the same as the president or if they would have taken the country into a different direction.

Assessment (pre and/or post

Informal questioning from the teacher to see if the students are retaining the information.  Formal Assessment of Friday.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

Students will continue to explore the Progressive Era and discover the solutions that activists and politicians will make to the major issues that plagued the country during the Gilded Age.

Eagle Challenge

(3-5 minutes)

Students will work on their political cartoons & practice questions in the Progressive portfolio.  The teacher will check their timelines while this is happening.

Learning Tasks/Activities

Mini Lesson #1: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues that each president faced. Roosevelt, Taft, Wilson

Mini Lesson #2: The teacher have the students return to their normal seats then they will play a word connection game.  The teacher will have a list of terms, people, and events that affected the Progressive Era.  The students will then connect as many things to that term, person, or event. 

Mini Lesson #3: The teacher will go over any remaining test items needed.

 

Text/Materials

United States History 1877-Present, The Presidents (video), Progressive Era Portfolio

Closure

Teacher will remind the students of their Progressive test and portfolio are both on Friday.

 

Remediation/Intervention 

Breaking into groups according to abilities.  The teacher will be able to mediate throughout the classroom to see how students are doing on their group and individual assignments.  The teacher will make sure that all directions are clear before the assignment begins.

Enrichment/Challenge for upper 25%

Students are encouraged to relate as many topics as possible, and possible extra credit could be awarded to the group/ individual who makes the most connections.

Group Composition (If Used)

Mini Lesson #1: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues that each president faced. Roosevelt, Taft, Wilson

Assessment (pre and/or post

Progressive Test on Friday

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Progressive Test & Students will be introduced the Imperialism Era

Eagle Challenge

(3-5 minutes)

Students will have 5 minutes to review their notes and turn in their Progressive review words for extra credit and their Progressive Portfolio.

Learning Tasks/Activities

Mini Lesson #1: Students will take their Progressive Test

Mini Lesson #2: Students will work on their Imperialism

 

Text/Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio

Closure

Students will be reminded that their Imperialism terms will be due on Tuesday.

Remediation/Intervention 

Students who need extra time on their test given extra time during break

Enrichment/Challenge for upper 25%

Students who choose to answer all essay questions will be considered for extra points on their test.

Group Composition (If Used)

 

Assessment (pre and/or post)

Progressive Test

IEP Accommodation (if applicable)

Please read additional notes

Resources/Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio