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US HISTORY
US History
Curriculum Map
2011-2012 School Year
US HISTORY
Quarter 1 Topic - When Worlds Collide: Early American Civilizations and European Contact
Arizona Standard(s): Common Core Standards:
Concept 1: Research Skills for History Reading Standards for Literacy
PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic Cite specific textual evidence to support analysis of primary and secondary
time scales. sources, connecting insights gained from specific details to an understanding of
PO 5. Evaluate primary and secondary sources for: the text as a whole.
authors’ main points, purpose and perspective, facts vs. opinions, different points of Evaluate authors’ differing points of view on the same historical event or issue by
view on the same historical event, and credibility and validity assessing the authors’ claims, reasoning, and evidence.
Concept 2: Early Civilizations Writing Standards for Literacy
PO 1. Describe Prehistoric Cultures of the North American continent Write arguments focused on discipline-specific content:
Concept 3: Exploration and Colonization a) Introduce precise, knowledgeable claim(s), establish the significance of the
PO 1. Review the reciprocal impact resulting from early European contact with claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
indigenous peoples organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
I. Culture- 1. How did pre-historic cultures of the - Identify the reciprocal impact - Evaluate the pros and cons Culture
The process of cultural diffusion within North American continent differ from early European contact of the early European contact Civilization
and across communities, regions, from the Europeans whom they with indigenous peoples: with indigenous peoples. Colonization
nations and the adaptation over time encountered? conversion attempts, Indigenous
to accommodate different ideas, and 2. What were motives for seeking economic, social (e.g., spread - Compare & Contrast Matriarchal
beliefs. religious converts? of disease, partnerships), food British, French and Spanish Iroquois Confederacy
II. Time, Continuity, and Change- early 3. How did contact with new cultures exchange and government colonies Albany Plan
relations with Native Americans, change both the old and new -Identify ways that European Columbian exchange
religious tensions and international world? colonization changed eastern
conflict over colonies. Contact 4. How does culture change over time and western hemispheres
between Europeans and Native due to social, political, economic,
Americans would have a significant geographic, and environmental
impact on both cultures. conditions?
III. People, Places, and Environments – 5. What are the different
The complex relationship between interpretations of the “push/pull”
human beings and their environment factors that influence the migration
of peoples?
6. What does the term “discover”
mean?
Assessment Tools Resources and Materials
Write persuasive essay: Should we honor Christopher Columbus with a national Venn Diagram/thesis- proof chart: http://www.readingquest.org/strat/compare.html
holiday? History frame map http://www.readingquest.org/pdf/hist_frame.pdf
Debate the impact of the arrival of Columbus to the New World Primary documents and digital media http://www.hippocampus.org/US%20History
Chart colonization patterns & compare to other eras in history
Quarter 1 Topic – Colonization and Revolution
US HISTORY
Arizona Standard(s): Common Core Standards:
Concept 3: Exploration and Colonization Reading Standards for Literacy in History
PO 2. Describe the reasons for colonization of America (e.g., religious freedom, desire Determine the central ideas or information of a primary or secondary source;
for land, economic opportunity, and a new life). provide an accurate summary that makes clear the relationships among the key
PO 3. Compare the characteristics of the New England, Middle, and Southern colonies: details and ideas.
a. Colonial government, geographic influences, resources, and economic systems Evaluate authors’ differing points of view on the same historical event or issue by
b. religious beliefs and social patterns assessing the authors’ claims, reasoning, and evidence.
Concept 4: Revolution and New Nation Integrate and evaluate multiple sources of information presented in diverse
PO 1. Assess the economic, political, and social reasons for the American Revolution formats and media (e.g., visually, quantitatively, as well as in words) in order to
a. British attempts to tax and regulate colonial trade as a result of the French and address a question or solve a problem.
Indian War Writing Standards for Literacy in History
b. colonists’ reaction to British policy ideas expressed in the Declaration of Draw evidence from informational texts to support analysis, reflection, and
Independence research.
PO 2. Analyze the effects of European involvement in the American Revolution on the Produce clear and coherent writing in which the development, organization, and
outcome of the war. style are appropriate to task, purpose, and audience.
PO 3. Describe the significance of major events in the Revolutionary War Conduct research projects to answer a question or solve a problem;
Synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
II. Time, continuity, and 1. How were the New England, Middle and - Explain the motives for - Evaluate the pros and Declaration of
change- The importance of Southern Colonies different and/or similar? the colonization of cons for declaring Independence
understanding the past and 2. Was the French and Indian War more America independence from Stamp Act
key historical concepts, significant to American history than the - Identify the economic, England Townshend Acts
analytically and from various Revolution? political & social causes - Analyze and describe the Boston Massacre
perspectives. 3. What audiences did the Declaration of for the American impact of the French and Boston Tea Party
V. Individuals, Groups, and Independence target? Revolution Indian War on Proclamation of 1763
Institutions – The impact of 4. What sparks a revolution? - Identify the major British/colonial relations Intolerable Acts
educational, religious, social, 5. In what ways does revolution transform turning points in the - Discuss the rationale for Thomas Paine- Common
and political groups and society? Revolutionary War declaring independence Sense
institutions and the integral 6. How do trade and global interdependence from England as outlined in Treaty of Paris
roles they play in people’s impact local social and economic systems? the Declaration of
lives. 7. What is the difference between revolution, Independence
VII. Production, Distribution, rebellion, and war?
and Consumption –
The role of resources, their
production and use,
technology, and trade on
economic systems.
Assessment Tools Resources and Materials
Choose 2 major colonial figures and create dialogue for a conversation they might http://www.eyewitnesstohistory.com/index.html Primary documents
have had regarding a key turning point. http://edsitement.neh.gov/edsitements-4th-july-lessons-protest-revolution-and-
US HISTORY
Create a timeline noting major events of the Revolutionary War period independence#node-21677 EDSITEment; Protest, Revolution and Independence
Analyze primary sources to compare the Loyalist and Patriot point of view and
then write a persuasive essay supporting one position.
Quarter 1 Title – Creation of a New Government
US HISTORY
Arizona Standard(s): Common Core Standards:
Concept 1: Research Skills for History Reading Standards for Literacy in History
PO 5. Evaluate primary and secondary sources for: Determine the central ideas or information of a primary or secondary source;
a. authors’ main points provide an accurate summary that makes clear the relationships among the key
b. purpose and perspective details and ideas.
c. facts vs. opinions Determine the meaning of words and phrases as they are used in a text, including
d. different points of view on the same historical event analyzing how an author uses and refines the meaning of a key term over the course
Concept 4: Revolution and New Nation of a text (e.g., how Madison defines faction in Federalist No. 10).
PO 4. Analyze how the new national government was created: Evaluate authors’ differing points of view on the same historical event or issue by
a. Albany Plan of Union influenced by the Iroquois Confederation assessing the authors’ claims, reasoning, and evidence.
b. Articles of Confederation Integrate information from diverse sources, both primary and secondary, into a
c. Constitutional Convention coherent understanding of an idea or event, noting discrepancies among sources.
d. struggles over ratification of the Constitution Writing Standards for Literacy in History
e. creation of the Bill of Rights Gather relevant information from multiple authoritative print and digital sources,
PO 5. Examine the significance of the following in the formation of a new nation: using advanced searches effectively; assess the strengths and limitations of each
a. presidency of George Washington source in terms of the specific task, purpose, and audience; integrate information
b. economic policies of Alexander Hamilton into the text selectively to maintain the flow of ideas, avoiding plagiarism and
c. creation of political parties under Thomas Jefferson and Alexander Hamilton overreliance on any one source and following a standard format for citation.
d. the establishment of the Supreme Court as a co-equal third branch of Draw evidence from informational texts to support analysis, reflection, and
government under John Marshall with cases such as Marbury v. Madison research.
PO 6. Examine the experiences and perspectives of the following groups in the new Write arguments focused on discipline-specific content:
nation: a. Introduce precise, knowledgeable claim(s), establish the significance of the
a. property owners claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
b. African Americans organization that logically sequences the claim(s), counterclaims, reasons, and
c. women evidence.
d. Native Americans b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
e. indentured servants relevant data and evidence for each while pointing out the strengths and limitations
of both claim(s) and counterclaims in a discipline-appropriate form that anticipates
the audience’s knowledge level, concerns, values, and possible biases.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
II. Time, Continuity, and Change – The 1. Was the Constitution a product of Explain the major Evaluate the Articles of Confederation
understanding of the past and key consensus or conflict? Constitutional influence the Great Compromise
historical concepts, analytically and 2. What are the proper scope and compromises federalists and anti- Bill of Rights
from various perspectives in order to limits of authority? Explain the primary federalists had on Supreme Court
better comprehend current events and 3. What conflicts exist among issues of the the Constitution. Separation of Powers
issues. fundamental principles and values ratification debates Describe how the Federalism
V. Individuals, Groups, and Institutions of constitutional democracy? Identify the factors Constitution is a Popular sovereignty
– The impact of educational, religious, 4. What provisions did the framers that contributed to living document. Marbury v. Madison
social, and political groups and make to ensure that the the creation of Compare the Articles
institutions on the creation of our Constitution remains a living political parties of Confederation to
US HISTORY
government. document? Describe the principles the Constitution
VI. Power, Authority, and Governance 5. How did the Constitution provide that shaped the Evaluate the major
– Understanding of the foundations of for the rights of oppressed groups? framing of a new arguments presented
political thought, and the historical 6. How did economic policies result in national government by various factions
development of various structures of the creation of political parties? Describe the present at the
power, authority, and governance. fundamental Constitutional
X. Civic Ideals and Practices – The principles of American Convention
development of a historical and Constitutional
contemporary understanding of the democracy
basic freedoms and rights of citizens in
a democracy, and learn about the
institutions and practices that support
and protect these freedoms and rights,
as well as the important historical
documents that articulate them.
Assessment Tools Resources and Materials
Design a PowerPoint on basic principles of the U.S. Constitution http://www.archives.gov/education/lessons/constitution-day/ National Archives:
Simulation: Constitutional Convention disagreements & compromises Teaching with Documents
Create a political cartoon about a controversial issue of the era http://www.harpweek.com/ American Political Prints, 1766-1876
Write an essay supporting or refuting the argument that James Madison is the http://www.foundingfathers.info/federalistpapers/ The Federalist Papers
father of the Constitution http://teachingamericanhistory.org/fed-antifed/timeline-antifederalist.html Anti-
Create a venn diagram comparing the Articles of Confederation to the federalist arguments
Constitution http://www.sdcoe.net/score/actbank/tjournal.htm Dialectical Journal
Debate the ratification of the Constitution from the perspective of a Federalist or http://new.civiced.org/resources/curriculum/madison What Was James Madison's
anti-Federalist Legacy to American Constitutionalism and Citizenship?
Write a position paper based on primary sources describing how important http://www.pbs.org/newshour/extra/video/blog/2010/05/jefferson-
decisions made during the era impacted today’s society. hamilton_debate_aliv.html Jefferson-Hamilton Debate
Create a dialogue between Alexander Hamilton and Thomas Jefferson on the http://teachinghistory.org/history-content/ask-a-historian/24094 Hamilton v. Jefferson
powers of the federal government http://www.wwnorton.com/college/history/archive/resources/documents/ch08_02.htm
The First Report on Public Credit by Alexander Hamilton (1789)
Quarter 2 Title – Westward Expansion and Path to War
US HISTORY
Arizona Standard(s): Common Core Standards:
Concept 5: Westward Expansion Reading Standards for Literacy in History
PO 1. Trace the growth of the American nation during the period of western Cite specific textual evidence to support analysis of primary and secondary sources,
expansion connecting insights gained from specific details to an understanding of the text as a
PO 2. Analyze how the following events affected the political transformation of the whole.
developing nation: Determine the central ideas or information of a primary or secondary source; provide an
a. Jefferson’s Presidency accurate summary that makes clear the relationships among the key details and ideas.
b. War of 1812 Integrate information from diverse sources, both primary and secondary, into a
c. Jackson’s Presidency coherent understanding of an idea or event, noting discrepancies among sources.
PO 3. Identify how economic incentives and geography influenced early American Evaluate authors’ differing points of view on the same historical event or issue by
explorations assessing the authors’ claims, reasoning, and evidence.
PO 4. Describe the impact of European-American expansion on native peoples. Integrate and evaluate multiple sources of information presented in diverse formats and
PO 5. Describe the impact of the following aspects of the Industrial Revolution on the media (e.g., quantitative data, video, multimedia) in order to address a question or solve
United States: a problem.
a. transportation improvements (e.g., railroads, canals, steamboats) Writing Standards for Literacy in History
b. factory system manufacturing Write arguments focused on discipline-specific content:
c. urbanization a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
d. inventions (e.g., telegraph, cotton gin, interchangeable parts) distinguish the claim(s) from alternate or opposing claims, and create an organization
Concept 7: Emergence of the Modern United States that logically sequences the claim(s), counterclaims, reasons, and evidence.
PO 3. Analyze events which caused a transformation of the United States during the b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
late nineteenth and early twentieth centuries: data and evidence for each while pointing out the strengths and limitations of both
a. Indian Wars (e.g., Little Bighorn, Wounded Knee) claim(s) and counterclaims in a discipline-appropriate form
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented.
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
III People, Places, and Environments – 1. How did U.S. policies affect the - Describe the impact of - Compare the various Louisiana Purchase
The causes, patterns and effects of indigenous people? expansion on Native ways in which the US Indian Removal Act
human settlement and migration and 2. Was the U.S. justified in going to Americans expanded its territorial Trail of Tears
the impact of human activities on the war with Mexico? - List the key events of boundaries Manifest Destiny
environment. 3. How did expansion lead to conflict the Mexican War - Evaluate the outcome Mexican War
VI Power, Authority, and Governance – and change? - List major provisions of of westward expansion Treaty of Guadalupe Hidalgo
How individuals and groups interact in 4. Was the Civil War inevitable? the Treaty of Guadalupe on indigenous people Mexican Cession
dealing with power, conflict, and Hidalgo - Debate the concept of Gadsden Purchase
establishing legitimate authority. - Explain the social and Manifest Destiny as Forty-niners
VII Production, Distribution, and economic causes of the justification for US
Free Soil Party
Consumption – The role of resources, Civil War expansion
Compromise of 1850
their production and use, technology,
Kansas-Nebraska Act
and trade on economic systems.
US HISTORY
Missouri Compromise
Dred Scott Decision
Abolitionists- Fredrick
Douglass and John Brown
Assessment Tools Resources and Materials
Write a persuasive essay: Was the United States Government justified in it actions http://www.ourdocuments.gov/doc.php?doc=25&page=transcript Transcript of President
regarding the Indian Removal Act and the Trail of Tears? OR Write a letter to Andrew Jackson's Message to Congress 'On Indian Removal' (1830)
President Jackson from either the point of view of a Native American or white http://www.arkansaspreservation.com/preservation-services/trail-of-
tears/pdfs/appendices.pdf The Indian Removal Act
settler
http://www.vlib.us/amdocs/texts/cherokee.htm Cherokee Nation v. State of Georgia
Write a persuasive paper answering the question: Was Andrew Jackson a good or http://www.dmwv.org/mexwar/documents/polk.htm President Polk’s Address to Congress,
evil president? May 11, 1846
Write a dialogue between President Andrew Jackson and Chief Justice John http://www.archives.gov/education/lessons/guadalupe-hidalgo/ Treaty of Guadalupe
Marshall regarding the Supreme Court’s decision on; Cherokee Nation v. State of Hidalgo
Georgia http://www.cyberbee.com/quicklessons/photo.html photo analysis worksheet
http://educationdesigns.info/yahoo_site_admin/assets/docs/SOAPS_Analysis.201123645.pdf
Was the United States justified in going to war with Mexico? As a member of
Primary source analysis worksheet (S.O.A.P.S.)
congress in 1846, prepare a persuasive speech either in support or against http://www.rcampus.com/rubricshellc.cfm?mode=gallery&sms=publicrub rubrics
declaring war on Mexico. http://www.ushistory.org/us/24d.asp Andrew Jackson and the war against the bank
Participate in a panel discussion from various points of view on: How did the http://edsitement.neh.gov/%E2%80%9Candrew-jackson-good-evil-and-
Treaty of Guadalupe Hidalgo affect the people of the American Southwest? presidency%E2%80%9D-pbs Andrew Jackson: Good, Evil and the Presidency
Create a pictorial timeline on the key events leading up to the Civil War
Essay: To what extent did American belief in Manifest Destiny affect US expansion
and does a similar attitude prevail today?
US HISTORY
Quarter 2 Title – Civil War and Reconstruction
Arizona Standard(s): Common Core Standards:
Concept 6: Civil War Reading Standards for Literacy in History
PO 1. Explain the economic, social, and political causes of the Civil War Determine the central ideas or information of a primary or secondary source;
PO 2. Analyze aspects of the Civil War: provide an accurate summary that makes clear the relationships among the key
a. changes in technology details and ideas.
b. importance of resources Analyze in detail how a complex primary source is structured, including how key
c. turning points sentences, paragraphs, and larger portions of the text contribute to the whole.
d. military and civilian leaders Writing Standards for Literacy in History
e. effect of the Emancipation Proclamation Conduct short as well as more sustained research projects to answer a question
(including a self generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience.
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
I. Culture: How beliefs, values, 1. What compels a group of citizens - Identify key turning - Analyze the effect of Fort Sumter
institutions, behaviors, traditions and to fight against their own points of the Civil War the Emancipation Secession
way of life of people in the north and government and people? - Explain the main Proclamation on the Emancipation Proclamation
th
south were affected by the Civil War
2. Does Abraham Lincoln deserve to
provisions of the 13 , Civil War Gettysburg Address
th th
era 14 and 15 - Compare the
th th
13 , 14 and 15
th
II. Time, Continuity, and Change: be called the "Great amendments economic and social Amendments
Understanding the past and key Emancipator?" - Describe how the features of the North Radical Republicans
historical concepts enables us to 3. What evidence is there that the south rebelled against and South at the Jim Crow laws
understand current social and political Civil War & Reconstruction has had Reconstruction laws time of the Civil War Black Codes
issues. a powerful impact on the United and amendments - Evaluate the Freedman’s Bureau
VI. Power, Authority, and Governance: States to this day? economic, political
understanding how different groups 4. Was Reconstruction a time of and social successes
during Civil War and Reconstruction Progress? and failures of
attempted to resolve conflicts and 5. Does racial equality depend upon Reconstruction
sought to establish order and security. government action?
Assessment Tools Resources and Materials
http://serc.carleton.edu/introgeo/gallerywalk/ How to use a Gallery Walk
Create a venn diagram comparing the North and South at the time of the Civil War http://ettcweb.lr.k12.nj.us/forms/iampoem.htm How to write an “I” poem
Analyze and compare primary sources: Civil War letters, journals, and slave http://www.civilwar.org/education/history/primarysources/ Civil War primary sources
narratives to create gallery walk illustrating major events of the era. http://investigatinghistory.ashp.cuny.edu/m6.html lessons and primary sources on
Reconstruction
Write an “I” poem from the perspective of a Civil War era character
http://law2.umkc.edu/faculty/projects/ftrials/impeach/impeachmt.htm The Andrew
Debate the impeachment of Andrew Johnson; should he have been convicted? Johnson Impeachment Trial
http://edsitement.neh.gov/student-resource/early-threat-secession-missouri-
compromise-1820-1821 The Missouri Compromise, 1820-1821
US HISTORY
Quarter 3 Title – Emergence of the Modern United States
Arizona Standard(s): Common Core Standards:
Emergence of the Modern United States Reading Standards for Literacy in History
PO 1. Analyze how the following aspects of industrialization transformed the Cite specific textual evidence to support analysis of primary and secondary sources,
th
American economy beginning in the late 19 century: connecting insights gained from specific details to an understanding of the text as a
a. mass production whole.
Determine the central ideas or information of a primary or secondary source; provide
b. monopolies and trusts (e.g., Robber Barons, Taft- Hartley Act)
an accurate summary that makes clear the relationships among the key details and
c. economic philosophies (e.g., laissez faire, Social Darwinism, free silver)
ideas.
d. labor movement (e.g., Bisbee Deportation) Integrate information from diverse sources, both primary and secondary, into a
e. trade coherent understanding of an idea or event, noting discrepancies among sources.
PO 2. Assess how the following social developments influenced American society in Integrate and evaluate multiple sources of information presented in diverse formats
the late nineteenth and early twentieth centuries: and media (e.g., quantitative data, video, multimedia) in order to address a question
a. Civil Rights issues or solve a problem.
b. changing patterns in Immigration Writing Standards for Literacy in History
c. urbanization and social reform Draw evidence from informational texts to support analysis, reflection, and research.
d. mass media Produce clear and coherent writing in which the development, organization, and
e. consumerism style are appropriate to task, purpose, and audience.
f. Roaring Twenties
Conduct research projects to answer a question or solve a problem; Synthesize
PO 3. Analyze events which caused a transformation of the United States during the
multiple sources on the subject, demonstrating understanding of the subject under
late nineteenth and early twentieth centuries:
investigation.
b. Imperialism
Use technology, including the Internet, to produce, publish, and update individual or
c-e. Progressive Movement, Corruption and Teddy Roosevelt
shared writing products in response to ongoing feedback, including new arguments
f. World War I
or information.
g. Red Scare/Socialism
h. Populism
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
th
III People, Places, and Environments: 1. How do new political values Understand the 16 - Analyze the relationship Populism
th
The understanding of relationships change the way people view the 19 amendments in between the Populism of Monopolies
between people, places, and role of government? the development of the 1890s and the Trust
environments and the impact of 2. How are individual rights Civil Rights Progressivism of the first Muckrakers
human activities on the environment protected and social justice Understand how the two decades of the 20th Imperialism
VI Power, Authority, and Governance: promoted within the context of US became an Century. Progressives
How power and authority transformed majority rule? Imperial Power Outline the key features in Red Scare
as a result of social problems and 3. Of the many reform movements Identify the primary the development of Big Suffrage
reform movements of the Progressive occurring during the Progressive movements of the Business Robber Barons
era. Era, which reform movement had Progressive Era Evaluate the relationship Tammany Hall
VII Production, Distribution, and
the most positive, lasting impact Understand how the between industrialization Spoils system
Consumption: The role of resources, rise of industry and immigration
on society to this day? Zimmerman Telegram
technology, and production of goods changed the nature of Compare American Isolationism
on economic systems and the role of 4. When should the U.S. intervene in
work in factories and attitudes regarding US
government in economic policies. conflicts around the world? Versailles Treaty
the origins of labor intervention in World War I
US HISTORY
unions, Evaluate the impact of the
VIII Science, Technology, and Society: 5. How did the end of WWI lead to Describe the causes of Treaty of Versailles on
Technological changes increase global conflict? World War I Europe and the United
wealth, but had a negative impact on Identify Wilson’s States
working conditions. Improved Fourteen Points and
transportation played a major role in explain why the US
the economy by making it much Senate was opposed
cheaper to transport goods.
Assessment Tools Resources and Materials
Power point presentations of the Progressive Era: group presentations on http://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.html
different aspects of the Progressive era (child labor, women’s suffrage, Photographs by Jacob Riis
monopolies, working conditions-sweatshops, immigration) http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
Assume the role of a muckraker and write a newspaper article about a social issue photo analysis worksheet
of the Progressive era The Jungle by Upton Sinclair
Create a political cartoon http://www.ilr.cornell.edu/trianglefire/ The Triangle Factory Fire
Create a WWI Propaganda Poster http://www.archives.gov/education/lessons/zimmermann/ Zimmerman Telegram
Analyze a photograph by Jacob Riis and write a journal entry from the perspective http://www.eyewitnesstohistory.com/immigrating.htm primary sources
of one of the people depicted in the photograph http://nationalatlas.gov/mapmaker map maker
Write an essay describing how history might have been changed if the http://www.besthistorysites.net/USHistory_immigration.shtml immigration
Zimmerman telegram had not been intercepted
Create a map showing the impact of immigration on U.S. demographics
US HISTORY
Quarter 3 Title – Great Depression and World War II
Arizona Standard(s): Common Core Standards:
Concept 8: Great Depression and World War II Reading Standards for Literacy in History
PO 1. Describe causes and consequences of the Great Depression: Cite specific textual evidence to support analysis of primary and secondary sources,
a. economic causes of the Depression connecting insights gained from specific details to an understanding of the text as a
b. Dust Bowl whole.
c. effects on society Evaluate various explanations for actions or events and determine which explanation best
d. changes in expectations of government (e.g., New Deal programs) accords with textual evidence, acknowledging where the text leaves matters uncertain.
PO 2. Describe the impact of American involvement in World War II: Analyze in detail how a complex primary source is structured, including how key
a. movement away from isolationism sentences, paragraphs, and larger portions of the text contribute to the whole
b. economic recovery from the Great Depression Integrate information from diverse sources, both primary and secondary, into a coherent
c. home front transformations in the roles of women and minorities understanding of an idea or event, noting discrepancies among sources.
d. Japanese, German, and Italian internments and POW camps Writing Standards for Literacy in History
e. war mobilization Write informative/explanatory texts, including the narration of historical events
f. turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki a) Introduce a topic and organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
II: Time, Continuity and Change: 1. Does government have a Identify the causes of Evaluate the effectiveness Harlem Renaissance
Reinterpreting the past, using a variety of responsibility to help the the Great Depression of the New Deal Prohibition
sources, providing, validating, and disadvantaged? Identify the major Compare/Contrast Dust Bowl
weighing evidence for claims, checking 2. Do the roots of the Great provisions of the New Presidents Hoover and “Hooverville”
credibility of sources, and searching for Depression still exist today?
Deal Roosevelt’s response to the "Bank Holiday"
Describe US impact on Depression New Deal
causality. 3. Can the government have too
WWII Evaluate the impact of Relief, Recovery, Reform
III: People, Places, and Environment: much power during a time of United States involvement
Describe the home Executive Order 9066
Describe ways that historical events have crisis? front during WWII in WWII Japanese Internment
been influenced by, and have influenced, 4. How did treaties, alliances, and Identify key turning Debate FDR’s rationale for Navajo Code Talkers
physical and human geographic factors in political structure contribute to points of WWII Executive Order 9066: Lend Lease
local, regional, national, and global World War II? Summarize the United Japanese Internment D-Day
States’ role in D-Day Analyze the impact of the Hiroshima
settings. 5. How might the world have
invasion war on women, African Nagasaki
VI Power, Authority, and Governance: The been different had the United
Americans, Mexican
study of the dynamic relationships States not entered the war and Americans and Japanese
between individual rights and why? Americans.
responsibilities, the needs of social Evaluate the reason the
groups, and concepts of a just society. United States was surprised
IX: Global Connections: Analyze examples by the attack on Pearl
Harbor
of conflict, cooperation, and
interdependence among groups, societies,
and actions.
US HISTORY
Assessment Tools Resources and Materials
Imagine you are standing in line at a soup kitchen. Create and perform a http://newdeal.feri.org/ comprehensive website includes: audio, visual, documents, movies
monologue describing your personal chronology in the Depression that brought and more on FDR’s New Deal
you to this line. http://avalon.law.yale.edu/subject_menus/pmenu.asp Pearl Harbor documents
Write an editorial for a Japanese newspaper on the rationale behind attacking http://www.loc.gov/exhibits/wcf/wcf0013.html Photos of Japanese Internment
Pearl Harbor http://www.archives.gov/research/alic/reference/military/japanese-internment.html
Analyze exhibits, documents and photographs on Japanese Internment and create documents on Japanese Internment
a photo essay from the view point of a Japanese American citizen. http://www.archives.gov/education/lessons/worksheets/ document analysis
Debate Truman’s decision to drop the Atomic bomb on Hiroshima and Nagasaki http://avalon.law.yale.edu/subject_menus/mpmenu.asp Primary sources on Atomic Bomb
http://www.pbs.org/wgbh/amex/truman/psources/index.html# Primary sources from Truman
Library on Atomic Bomb
US HISTORY
Quarter 4 Title – Post War United States/Era of Social Change
Arizona Standard(s): Common Core Standards:
Concept 9: Postwar United States Reading Standards for Literacy in History
PO 1. Analyze aspects of America’s post World War II foreign policy: Determine the central ideas or information of a primary or secondary source;
a. international activism (e.g., Marshall Plan, United Nations, NATO) provide an accurate summary that makes clear the relationships among the key
b. Cold War details and ideas.
c. Arms Race (e.g., Cuban Missile Crisis, SALT) Evaluate various explanations for actions or events and determine which
d. United States as a superpower explanation best accords with textual evidence, acknowledging where the text
PO 2. Describe aspects of American post-World War II domestic policy: leaves matters uncertain.
a. McCarthyism Evaluate authors’ differing points of view on the same historical event or issue by
b. Civil Rights assessing the authors’ claims, reasoning, and evidence.
c. Supreme Court Decisions (e.g., the Warren and Burger Courts) Integrate and evaluate multiple sources of information presented in diverse
d. Executive Power (e.g., War Powers Act, Watergate) formats and media (e.g., visually, quantitatively, as well as in words) in order to
e. social reforms Great Society and War on Poverty address a question or solve a problem.
f. Space Race and technological developments Writing Standards for Literacy in History
PO 3. Describe aspects of post World War II American society: Write informative/explanatory texts, including the narration of historical events,
a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) scientific procedures/ experiments, or technical processes.
b. popular culture (e.g., conformity v. counter-culture, mass-media) a) Introduce a topic and organize complex ideas, concepts, and information so
c. protest movements that each new element builds on that which precedes it to create a unified whole;
d. assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
Kennedy, Malcolm X) when useful to aiding comprehension.
e. shift to increased immigration from Latin America and Asia
Concept 10: Contemporary United States
PO 3. Describe how key political, social, environmental, and economic events of the
late 20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central
American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected,
and continue to affect, the United States.
Themes/Big Ideas Essential Question(s) Knowledge Skills Key Vocabulary
II Time, Continuity, and Change: 1. What misperceptions at the end of Explain the causes and Compare the McCarthy Marshall Plan
Understanding of how important World War II created the Cold effects of the Cold era to the Red Scare NATO
events of the Cold War shaped War? War Evaluate the impact of Domino Theory
modern foreign policy. 2. Were the 1950's a time of great List examples of the the anti-war movement Berlin Airlift
V Individuals, Groups, and Institutions: peace, progress, and prosperity for United States role as a on the Vietnam War Cuban Missile Crisis
How institutions are formed, Americans? Superpower Evaluate the impact of SALT
maintained, and changed and how
3. Can domestic protest affect the Describe US foreign the Civil Rights McCarthyism
they influence individuals, groups, and policy under the Cold movement on Great Society
other institutions. The Cold War and outcome of war?
War government legislation Space Race
4. Did the civil rights movement of
the Civil Rights movement address the Chart the War Powers Act
tensions and cooperation’s among the 1960's effectively change the advancement of the Watergate
these groups. nation? Civil Rights movement Civil Rights Act
VI Power, Authority, and Governance: 5. Should the president be able to during the 50s, 60s and Voting Rights Act
The understanding of how principles, 70s
US HISTORY
structures, and institutions of wage war without congressional Debate the validity of
government protect individual rights authorization? the argument that the
and promote social justice as well as 6. Did participation in the Vietnam 60s and 70s were the
how democratic nations organize in era of the “imperial
war signal the return to a foreign
groups and attempt to cooperate and presidency”.
resolve conflicts for the purposes of policy of isolation for the United
establishing order and security. States?
7. Are peace and stability in the
Middle East vital to the United
States' economy and national
security?
Assessment Tools Resources and Materials
http://edsitement.neh.gov/lesson-plan/picturing-freedom-selma-montgomery-
Create a timeline of people, events, legislation, Supreme Court rulings, and visual march-1965#sect-assessment Photos of the Civil Rights movement
images of the Civil Rights movement http://www.crmvet.org/about1.htm Photos and stories of the Civil Rights movement
Write a newspaper article about one important event of the Cold War and the http://www.digitalhistory.uh.edu/learning_history/vietnam/vietnam_lessons.cfm
impact it had on foreign policy decision making. Include direct quotes and images. Digital History on the Vietnam War
Hawks v. Doves: debate the US role in Vietnam; was our involvement justified? http://www.discoveryeducation.com/teachers/free-lesson-plans/the-cuban-missile-
Groups create a power point on one key event of the Cold War and the resulting crisis.cfm Cold War events
social, economic and political outcomes. http://avalon.law.yale.edu/subject_menus/coldwar.asp Cold War primary sources
Interview people who have participated in an event of the 60s, 70s or 80s and http://edsitement.neh.gov/ Lesson plans, websites and student resources
develop an exhibition based on those oral histories to contribute to a history http://ettcweb.lr.k12.nj.us/forms/iampoem.htm How to write an “I” poem
museum.
Prepare and present a position paper analyzing persistent social justice issues
involving government action.
Create and “I” Poem on an individual from the Civil Rights era
