"Fifteenth Amendment South Central"
South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) FIRST NINE WEEKS EUS.1.AH.1 Evaluate the motivations for the *locate European nations on a world map Tribute Text: Appleby, Brinkley, Student Edition: Activity Worksheets exploration of the New World *Impact of the Crusades Mercantilism Broussard, McPherson, 14-23, 24-33, 38-39, 252- Maps *Identify the Colombian Exchange Encomienda and Ritchie, The American 253, 254-257 Section Quizzes Conquistador Vision Teacher Edition, Section Reviews Squatter (New York: Glencoe Standardized Test Practice Overlanders McGraw- Hill, 2008.) Teacher Wraparound Chapter/ Section Study .Web. Edition: guides .Site:me.glencoe.com C 33, 257; CT 12, 16; F Tests .PowerPoint 174; RS 18, 28, 40; WS 25 Open response – compare .Internet Sources and contrast the European .United Streaming, .video, patterns of conquest photos, and .video clips Describe the motivation .Daily Lecture Notes behind the 3 G’s EUS.1.AH.2 Compare and contrast the political, *Identify push-pull factors Joint Stock Co. .Text Student Edition: Activity Worksheets social, economic, and geographic Proprietary Colony .Web 24-33, 34-41 Maps motives for migration to the three *map skill - Identify the 3 colonial regions Heretic .Site:me.glencoe.com Section Quizzes colonial regions (e.g., New England, Indentured Servant .PowerPoint Teacher Wraparound Section Reviews Middle, Southern) *Identify the economic base of each region Slave Code .Internet Sources Edition: Standardized Test Practice Pietism .United Streaming, .video, AG 39; AS 32; C 33; HO Chapter/ Section Study photos, and .video clips 25; SP 28; WS 25 guides .Daily Lecture Notes Tests EUS.1.AH.3 Trace the routes of early exploration *Identify early explorers including nationality and Louisiana Purchase .Text Student Edition: Activity Worksheets in what was to become the United areas claimed Overlanders .Web 14-23, 24-33, 254-257 Maps States Empresario .Site:me.glencoe.com Section Quizzes *map skill – identify routes Annexation .PowerPoint Section Reviews Cede .Internet Sources Teacher Wraparound Standardized Test Practice .United Streaming, .video, Edition: Chapter/ Section Study photos, and .video clips AG 17; AS 17; DI 19; RS guides .Daily Lecture Notes 12; SP 21 Tests EUS.1.AH.4 Research economic development in *Locate regions on a topographical map Triangular Trade .Text Student Edition: Activity Worksheets the three colonial regions using *Define several natural resources for each region. Indentured Servant .Web 24-33, 34-41 Maps primary and secondary sources *List two products or services from each regions Mercantilism Site:me.glencoe.com Section Quizzes .PowerPoint Teacher Wraparound Section Reviews .Internet Sources Edition: Standardized Test Practice .United Streaming, .video, AG 37; AS 32, 39; C 33, Chapter/ Section Study photos, and .video clips 41; CT 36; HO 35; RS 40; guides .Daily Lecture Notes SP 40 Tests EUS.1.AH.5 Map the geographic similarities and *Map skill Yeoman Farmer .Text The Teacher Wraparound differences among the three colonial *Chart each colonial region Task System .Web Edition references provide regions *Review technology of the time period Piedmont .Site:me.glencoe.com activities, including .PowerPoint mapping .Internet Sources activities. The additional .United Streaming, .video, activities are adaptable to photos, and .video clips mapping. .Daily Lecture Notes Student Edition: 34-41, 200-201, 202-209 Teacher Wraparound Edition: AS GH12, 207; C 41; CT 36; HO 35, 203; RS 37 Page 1 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) EUS.1.AH.6 Compare and contrast economic *Identify the economic growth patternsFIRST of each NINE WEEKS Joint Stock Co. .Text Student Edition: Activity Worksheets development in the three colonial region Privateer .Web 24-33, 34-41, 200-201, Maps regions *Define class structure within each region Headrights Site:me.glencoe.com 202-204 Section Quizzes .PowerPoint Section Reviews .Internet Sources Teacher Wraparound Standardized Test Practice .United Streaming, .video, Edition: Chapter/ Section Study photos, and .video clips AG 37; AS 28, 32; AV guides .Daily Lecture Notes 203; C 41, 209; CT 36; Tests DI 35; HO 35; RS 37; SP 37 EUS.1.AH.7 Analyze different points of view *Trace the origin of religion in the colonies. Heretic .Text Student Edition: 34-41, Activity Worksheets regarding society, customs, and *Describe cultural backgrounds American System .Web 200-201, 204-209 Maps traditions in the three colonial regions *Identify major occupations in each region .Site:me.glencoe.com Section Quizzes .PowerPoint Teacher Wraparound Section Reviews .Internet Sources Edition: AH 30; AS; 31, Standardized Test Practice .United Streaming, .video, 36, 63; CT 200; DBQ 63, Chapter/ Section Study photos, and .video clips 211; EC 30; RC 45, 47; guides .Daily Lecture Notes RS 43; WS, 25, 29, 208 Tests Page 2 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) EUS.1.AH.8 Compare changes which occurred *Trace the growth of slavery FIRST NINE WEEKS Industrial .Text Student Edition: 24-33, 34- Activity Worksheets over time in the three colonial regions *Explore the influence of English traditions on Revolution .Web 41, 42-47, 48, 86-91, 91, Maps colonial governments Revival Site:me.glencoe.com 194-201, 202-209 Section Quizzes *Describe the influence of the Enlightenment and .PowerPoint Section Reviews the Great Awakeing .Internet Sources Teacher Wraparound Standardized Test Practice .United Streaming, .video, Edition: AG, 43; AS 26, Chapter/ Section Study photos, and .video clips 37, 46; C 47, 91, 201, guides .Daily Lecture Notes 209; CT 30, 38, 44; EC Tests 40; RS 43,46; SP 44, 89; WS 29 PO.9AH.4 Chart the transition of Oklahoma from *Chart the transition of Native Americans from east Territory Indian Territory to statehood to west Land Grant Land Rush *map skill -Locate the Great Plain nomadic Indians Sooners Trail of Tears EUS.2AH.2 EUS.2.AH.2 *Explain how the state’s new constitutions reflect Ordinance Investigate the major governmental republican ideals Federalist ideas established in the colonial and Precedent early national periods using primary *Describe the structures and powers of the national Enumerated Powers and secondary source documents: government under the Article of Confederation. Implied Powers • Declaration of Independence Judicial • Northwest Ordinances *Summarize Congress’s plan for the settlement Executive • Federalist Papers and governance of western lands Legislative • United States Constitution • Washington’s Farewell Address *Washington’s warning of political parties and foreign alliances EUS.3AH.1 Analyze the causes and effects of the *Explain the colonist reaction to new taxes and the Oppression American Revolution: British response Coerce • political Nobility • social *Describe the political heritage of the colonist Sectionalism • economic • geographic *Understand the significance of the First Continental Congress in 1774 EUS.2AH.1 Discuss the creation of the new *Outline the provisions of the A of C Confederation national government: Constitution • Articles of Confederation *List weakness of the A of C Amend • Constitutional Convention Popular Sovereignty • Bill of Rights *Summarize the rival plans presented at the Convention Constitutional Congress. Republic Cabinet *Describe the compromises made at the Constitutional Convention EUS/1AH.9 Explain how the concept of Manifest *Map Skill – map acquisitions of U.S. territory Annexation Destiny led to westward expansion: Cede • Louisiana Purchase *Describe how each territory was acquired Assimilate • War of 1812 War hawks • territorial expansion *Describe American relations with Britain, Spain, Manifest Destiny • annexation of Texas France and Native Americans • impact on American Indians R.5AH.2 Identify the significance of the Civil *Read the 13th, 14th, and 15th amendments Servitude War Amendments: Ratify • Thirteenth Amendment *Summarize the problems addressed by the Civil Naturalized • Fourteenth Amendment War amendments Citizenship • Fifteenth Amendment *How did southern states governments respond to the ratification of the civil war amendments? Page 3 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) IN.6AH.1 Investigate the impact of emerging FIRST NINE WEEKS *List new inventions at the turn of the 19th Century Resource communication technology on that changed American’s lives Patent economic development using primary Factory and secondary source documents *Impact of the Cotton Gin on the American Laissez-Faire (e.g., telegraph, typewriter, telephone, economy and society Entrepreneur photographic film) Muckraker *Trace the factors that led to industrial of the U.S. Trans-Atlantic in the late 1800s White Collar *List new inventions at the turn of the 19th Century Blue Collar that changed American’s lives Multinational Corporation *Impact of the Cotton Gin on the American Franchise economy and society Mass Media Integrated Circuit *Trace the factors that led to industrial of the U.S. Microprocessor in the late 1800s Tellecommute IN.6AH.2 Investigate the impact of emerging *Trace change over time using a timeline Interchangeable Parts transportation technology on Integrated economic development using primary *Describe the impact of the standard gauge and Assembly Line and secondary source documents airbrake on the railroad industry Division of Labor (e.g., airplane, Pullman cars, mass Revolutionize production of the automobile) *Describe how the changes in transportation Social Security affected where people lived IN.8.AH.6 Compare and contrast the reaction of *Describe problems the workers faced Union labor to the rise of big business: Strike • Knights of Labor *Describe the goals and strategies of labor unions Lockout • American Federation of Labor Arbitration • International Workers of the World *Define the importance of Samuel Gompers and Injunction • American Railway Union other Union leaders Closed Shop • United Mine Workers Sit-down Strike *Analyze the results of the Haymarket Riot and CIO other labor disputes PR.14AH.4 Research the women’s rights struggle *Identify the prejudice and discrimination women Suffrage from the 1840s through the faced Progressive Progressive Era : Amend • Seneca Falls Convention *Analyze the impact of changes in women’s Ratify • National American Women Suffrage education on women’s roles in society Association • National Association of Colored *Explain what women did to win worker’s rights and Women to improve family life • Nineteenth Amendment *Evaluate the tactics women used to win passage of the 19th amendment *Explain why African American women organized EUS.3AH.2 Discuss the causes and effects of the *Identify and map Spanish Territory of Mexico Envoy Mexican-American War: Resolution • political *Explain how Texas won its independence from Manifest Destiny • social Mexico Rio Grande Valley • economic • geographic *Analyze the goals of President Polk *Trace the causesand outcomes of the Mexican- American War *Evaluate the effects of the war on the U.S. *Cause and effect of the California Gold Rush Page 4 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) R.4AH.3 R.4.AH.3 FIRST *Explain how ranching affected western NINE WEEKS Open Range Compare and contrast competition development Long Drives between the farmers of the Great Railhead Plains and cattle ranchers: *Map skill-Locate railheads on a map and explain Dry Farming • technology (e.g., John Deere, Cyrus the economic importance Sodbuster McCormick, Joseph Glidden, dry Vaquero farming) *Discuss the economic rivalries between ranchers, Wrangler • cow towns minors, sheepherders and farmers Barbed Wire • railheads Bonanza Farms • cowboys • range warsR.4.AH.3 Compare and contrast competition between the farmers of the Great Plains and cattle ranchers: • technology (e.g., John Deere, Cyrus McCormick, Joseph Glidden, dry farming) • cow towns • railheads • cowboys • range wars PO.9AH.3 Discuss how frontier life altered the *Describe the challenges of frontier life on the men, Census American image women, and children Era Nationalism *Understand the influence of the western frontier on American artists *Evaluate how frontier living represented freedom/life unspoiled by industrialization Page 5 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) EUS.3AH.3 Analyze the causes and effects of the Douglas NINE WEEKS *Compare the positions of Lincoln andFIRST on Bondage Civil War: the issue of slavery Popular Sovereignty • political Gentry • social *Describe the role of the Freesoil Party in the Greenback • economic election of 1848 Carpetbagger • geographic Scalawag *Analyze why southern states seceded from the Habeas Corpus Union Copperheads Attrition *Evaluate the Emancipation Proclamation Siege Bounty *Explain how the war changed the economy and Blockade society in the North and the South Emancipation Reconstruction *Compare the reconstruction plans of Lincoln, Johnson, and Congress *Discuss how freedmen adjusted to freedom and the South’s new economic system R.4AH.2 Discuss the impact of the *Identify the transcontinental railroad Transcontinental transcontinental railroad on the Time Zone development of the West *map skill – plot the rail routes of the Central Investor Pacific and the Union Pacific Land Grant *Describe the growth of towns around railroad stops and the movement of goods through the west to the east SECOND NINE WEEKS R.5AH.3 Research the effects of the Civil War *Read the 13th, 14th, 15th amendments and Black Codes Amendments during Reconstruction discuss the immediate effects of each Civil Rights using primary source documents *Identify integration, the Freedman’s Bureau, Sharecropping, tenant farming, KKK, Enforcement R.4AH.1 Examine the effect of the Homestead Acts *Define the Homestead Act and the Morrill Act Homestead Act and the Morrill Land Grant Act on (1862) Grant westward expansion Open Range *Identify the cause-effect relationship between the Dry Farming government grants and the migration of people to the west *Analyze who purchased and settled western land R.4AH.4 Analyze the advantages and *Identify the conflicts between miners, ranchers, Placer Mining disadvantages of the mining boom: sheepherders, and farmers Hydraulic Mining • impact on American Indians (e.g., Reservation work of Helen Hunt Jackson, Dawes *Evaluate the effects of large scale mining Treaty Act, Indian Wars) (pollution of water), according to John Wesley Vigilante • environmental impact Powell Massacre • economic impact Lode *Examine the reasoning behind the Dawes Act for Erosion the assimilation of the Indians R.5AH.1 Chart the strengths and weaknesses *Explain why a plan was needed for Reconstructing Loyalty of the various plans for the South Oath Reconstruction (e.g., Ten-percent Military Occupation plan, Freedman’s Bureau, Wade- *Compare and Contrast the Reconstruction Plans Civil Rights Davis Bill) of Lincoln, Johnson, and Congress Pocket Veto Refugee *Evaluate the success and failure of each plan R.5AH.4 Examine the reasons for the *Analyze the power struggle between President Impeach impeachment of President Andrew Johnson and Congress Radical Johnson Tenure *Identify the Tenure Act and the impeachment of Precedent Johnson Page 6 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) R.5AH.5 Examine the reaction of United States Americans’ *Summarize the efforts to limit AfricanFIRST NINE WEEKS Lynch citizens to civil rights in the late 1800s rights in the late 1800s Sharecropper (e.g., sharecropping, the black codes, Tenant Farmer Jim Crow, de facto versus de jure *List the failures of reconstruction and the effects Jim Crow segregation, Plessy v. Ferguson - on the lives of African Americans De Facto Segregation 1896, New South - Henry Grady) “Separate But Equal” *List the responses to African American advancement by the legal system R.5AH.6 Explain how the election of 1876 and *Identify the candidates of the 1876 presidential Compromise the Compromise of 1877 led to the election Electoral College end of Reconstruction Commission *Explain the results of the election of 1876 and the compromises made to elect Hayes as President R.5AH.7 Outline the successes and failures of *Create a chart with information about the effects of Debt Peonage Reconstruction Reconstruction on African Americans, Women’s New South suffrage, State and National Power and Politics Crop Lien Sectionalism Discrimination Segregation Page 7 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) PO.9AH.2 Analyze life on the Great Plains using *Identify the types of housing FIRST NINE WEEKS Sudbuster primary and secondary sources Sod Houses (e.g., soddies/dugouts, weather, *Discuss the impact weather had on Great Plain’s Wheat Belt gender roles, medical care, education) settlers Bonanza Farm Midwest *Analyze the work ethic of families on the Great Frontier plains Dust Bowl *Identify scarcity of medical care and educational resources on the Great plains PO.9AH.5 Discuss problems faced by farmers *Identify the abuses farmers faced from Bonanza (e.g., bonanza farms, railroads, competition, banks, and railroad Depression economic depression, overproduction) Recession Innovations Cooperative Inflation Deflation PR.14.AH.8 Compare and contrast the political *Using a Venn diagram, compare and contrast Comprehensive views of Booker T. Washington and Washington and Du Bois’s viewpoints Discrimination W.E.B. Du Bois: Defamation • Atlanta Compromise *List movements and achievements of African Stereotype • Niagara Movement American organizations • Tuskegee Institute • National Association for the *Identify the founders and goals of NAACP Advancement of Colored People IN.6.AH.3 Investigate the impact of emerging *List the new developments in technology that Vertical Integration technology on urban development affected housing and cities. Horizontal Integration using primary and secondary source Monopoly documents (e.g., steel, elevator, *Trace the developments in housing and the Skyscraper skyscraper, suspension bridges, effects on the movement of people. Urbanization mass transit) Tenement Page 8 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) IN.6.AH.4 Investigate the impact of emerging FIRST *Identify the inventors of new technology and theNINE WEEKS Distribution technology on industrial growth using uses Gauge primary and secondary source Horizontal Integration documents *Analyze how emerging technology changed the Vertical Integration (e.g., electrification, refrigeration, workplace Stock hydraulic brakes, steel and oil Pooling industries) Mass Production Monopoly Incentive IN.7AH.2 Map the changing immigration *Chart on a timeline or graph the change in New Immigrants patterns of the late 19th and early immigration patterns Old Immigrants 20th centuries Nativism Exclusion Gestapo IN.8.AH.1 Compare and contrast the terms *Define each term Entrepreneur “captains of industry” and “robber Philanthropy barons” *Identify one of each Loot Scandal *Compare and contrast using a Venn diagram Corruption IN.8.AH.2 Identify and analyze the contributions *Describe Carnegie, Pullman, Rockefeller, Morgan, Terminal of important industrialists in the Post- and Vanderbilt as philanthropists. Spur Reconstruction era: Bessemer • Andrew Carnegie *Identify business practices of Industrialists Process • George Pullman Monopoly • John D. Rockefeller Stock • J.P. Morgan Consolidate • Cornelius Vanderbilt Company Town IN.8.AH.3 Compare and contrast vertical *Define and give examples of Vertical integration Integration integration and horizontal integration and Horizontal integration*Define and give Economies of Scale examples of Vertical integration and Horizontal Monopoly integration Efficiency IN.8.AH.5 Describe the political and economic *Identify Charles Darwin Philosophy philosophy of Social Darwinism (e.g., Evolution Herbert Spencer, laissez-faire *Discuss the theory of evolution and survival of the Natural Selection economics) fittest. Defend how this theory applies to society “Survival of the and the economy Fittest” Devout IN.8.AH.4 Analyze new forms of business *Define and gives examples of trusts, monopolies, Trust organization: pools, and holding companies. Monopoly • trusts Pool • monopolies *Identify specific people who used the above Holding Co. • pools business organization to increase wealth Merger • holding companies Conspire Board of Trustees IN.7AH.1 Describe the purpose of Angel Island *Map Skill- Locate immigration stations. Immigrate and Ellis Island Emigrate *Identify the purpose of each station Ethnic Group Steerage Disembark IN.7.AH.3 Categorize the rise of nativism as a *Define nativism and assimilation reaction to the changing immigration patterns of the late 19th and early *Discuss the causes of restrictions placed on 20th centuries: nations • assimilation • public education • Chinese Exclusion Act • Gentlemen’s Agreement • Immigration Restriction League Page 9 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) IN.7.AH.4 Illustrate the changing immigration FIRST *Chart the immigration patterns to urban areas NINE WEEKS patterns from rural areas to urban areas in the late 19th and early 20th centuries IN.7.AH.5 Research solutions to the problems *Identify the problems that cities experienced due that resulted from urban migration to growth in population (e.g., housing, transportation, water, sanitation, crime, fire, poor working *Describe urban solutions to the above problems conditions) IN.7.AH.6 Examine the role that immigrants *Define political machine played in the emergence of political machines (e.g., Tammany Hall) *Analyze the relationship among ethnic immigration and political immigration Page 10 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) FIRST THIRD NINE WEEKS PO.9.AH.1 Identify the significance of the *Define exodusters Exodusters *Describe the attempt to escape racism and begin a new life PO.10.AH.1 Summarize the cooperative efforts of *Evaluate the success and/or failure of the agrarian farmers in solving agricultural issues: movement • grange • alliances PO.10.AH.2 Discuss the rise and fall of the *Discuss the growth of the Populist Party Populist Party: • graduated income tax *Analyze the Populist Party platforms and the • Panic of 1893 attachment to the Democratic candidate William • election of 1896 Jennings Bryan • free silver • railroad regulation *Evaluate the demise of the Populist Party PO.11.AH.1 Describe the rulings in the Supreme *Analyze Supreme Court rulings on the subject of Court cases regulating industry: Commerce • Munn v. Illinois • Wabash v. Illinois • E.C. Knight Co. v. United States • slaughterhouse cases PO.11.AH.2 Discuss the merits of civil service *Define civil service reforms that resulted from the political corruption of the Gilded Age *Identify the Pendleton Act (e.g., spoils system, Pendleton Act, assassination of James Garfield) *Identify the causes that created the need for civil service reform PR.14.AH.2 Examine the Social Gospel Movement Evaluate the use of religion to influence society. and its influence on society (e.g., settlement house, Jane Identify major personalities and their effect on Addams, William Glidden) society PR.14.AH.3 Evaluate the use of photo-journalism Identify and state the effects of muckrakers. in affecting urban social reform (e.g., Lewis Hine, Jacob Riis, Keating Evaluate the successes and failures of the photo- Owen Act of 1916, Fair Labor journalists during the social reform era. Standards Act of 1938) PR.14.AH.9 Analyze the progression of Identify the causes of increase in government government regulation of business: regulation in the early 1900’s. • Interstate Commerce Act • Sherman Anti-trust Act Create a chart that explains the purpose of each • Clayton Anti-trust Act act discussed • Federal Trade Commission Act IM.12.AH.1 Identify the steps leading to the Discuss how the progression of American acquisition of Alaska and Hawaii imperialism led to the formation of Alaska and Hawaii as territories.. Page 11 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) IM.12.AH.2 Describe the participation of the FIRST Identify the causes of U.S. intervention in the NINE WEEKS United States in the Spanish- Caribbean and Pacific. American War leading to the creation of the United States as an imperial Explain the influence of yellow journalism on the power: public support of U.S. intervention. • Jingoism • USS Maine Analyze political cartoons of the era as influences • yellow journalism of public opinion • Joseph Pulitzer • Teller Amendment • Cuba/Platt Amendment • Philippines • William McKinley IM.12.AH.3 Describe the creation of the United *Trace ”Colonial” reaction to imperialism States as an imperial power as viewed from multiple perspectives *Identify anti-imperialist (people) (e.g., Emilio Aquinaldo, Cuba, the Philippines, Queen Liliuokalani) IM.12.AH.4 Analyze the steps which led to the *Trace the steps in the acquisition of the Panama construction of the Panama Canal Canal Zone (e.g., gunboat diplomacy, Panamanian Revolution) *Assess the building process of the Panama Canal IM.13.AH.1 Describe President Theodore *Review the Monroe Doctrine and its real effects Roosevelt’s foreign policy: • Big Stick Diplomacy *Assess the effects of T. Roosevelt’s • Great White Fleet Interventions in world affairs • Roosevelt Corollary IM.13.AH.2 Compare and contrast the Dollar *Describe the Dollar Diplomacy of Taft and contrast Diplomacy of President William it to the Moral Diplomacy of Wilson Howard Taft and the Moral Diplomacy of President Woodrow Wilson IM.13.AH.3 Analyze the effects of the Open Door *Identify the Spheres of Influence dominated by Policy on the relationship between the World powers inside China United States and China: • Boxer Rebellion • John Hay • spheres of influence IM.13.AH.4 Evaluate the social, political, *List the successes an d failures of the Open Door economic, and geographic impact of Policy the Open Door Policy IM.13.AH.5 Examine the relationship between the *Identify key conflicts and resolutions between the United States and its Latin-American U.S. and Latin American nations neighbors (e.g., Pancho Villa, John Pershing, ABC Conference) PR.14.AH.1 Analyze the effectiveness of the Define the term “muckraker” and discuss the muckrakers on reforming American effectiveness of their work. society: • social reform Evaluate the successes and failures of the reform • educational reform movements of the early 20th century. • political reform • economic reform Page 12 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) PR.14.AH.5 Investigate the contributions of FIRST NINE Evaluate the conservation efforts of Teddy WEEKS Theodore Roosevelt’s administration Roosevelt with the administration of the late 20th in establishing conservation of natural and early 21st centuries. resources: • John Muir Identify the organization of the National Park • Gifford Pinchot System. Identify the terms associated with early conservations efforts PR.14.AH.6 Discuss Woodrow Wilson’s New Identify the problems with government that Freedom in regard to monetary and necessitated the enactment of an income tax. fiscal change: • Underwood Tariff of 1913 Identify the Underwood Tariff and Federal Reserve • Federal Reserve Act of 1913 Acts as attempts to correct government problems with finance. PR.14.AH.7 Evaluate Robert La Follette’s Identify the problems that resulted in the Wisconsin Idea in regard to political progressive changes of Robert La Follette. reform: • initiative Evaluate the changes brought about by La • referendum Follette’s work as it applies to the early 21st century • recall • direct primary Page 13 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) FIRST NINE WEEKS FOURTH NINE WEEKS PR.14.AH.10 Investigate Theodore Roosevelt’s Evaluate the successes and failures of the Teddy Square Deal policies which increased Roosevelt administration. presidential powers [e.g., trust busting, 1902 coal strike, railroad Define the terms “Trust Buster” and “Big Stick” as it regulation (Elkins Act/Hepburn Act), applies to the Roosevelt administration. Meat Inspection Act, Pure Food and Drug Act, conservation] Discuss the labor/management issues of the early 1900’s. PR.14.AH.11 Analyze the effects of the Sixteenth, Determine the problems that necessitated the Seventeenth, and Eighteenth passage of the 16th, 17th, and 18th amendments. Amendments Discuss the influence of fundamentalism on national politics in the early 1900’s. PR.14.AH.12 Examine the effects of the 1912 Determine the effects of the election of 1912. presidential election Evaluate the reaction of the American people to the isolationism of Woodrow Wilson. List the candidates and their affiliation WC.15.AH.1 Analyze the causes of World War I: Discuss America’s role as an imperialistic power of • imperialism the early twentieth century. • nationalism • militarism Describe the alliance systems of Europe prior to • alliance WWI. Evaluate America’s desire for isolationism prior to WWI. WC.15.AH.2 Identify the steps leading to the Identify the terms associated with the events entrance of the United States into leading to WWI. World War I (e.g., Lusitania, Sussex Pledge, Identify the main characters on the world stage Zimmerman Telegram) prior to WWI. Define the term “militarism” as it applied to early 20th century Europe. WC.15.AH.3 Discuss the contributions of the Identify the terms associated with Americans during United States to the Allies in World WWI. War I Discuss the effectiveness of the United States in helping the allies during WWI. Evaluate the reaction of the public to conscientious objectors to WWI. WC.15.AH.4 Investigate mobilization on the home Identify the differences between mobilization and WC.15.AH.4 front during World War I: total mobilization. • Selective Service Act • Food Administration Evaluate civilian response to WWI. • Fuel Administration • War Industries Board Compare and contrast civil response to WWI • Committee on Public Information versus the Iraq War of 2003 Investigate mobilization on the home front during World War I: • Selective Service Act • Food Administration • Fuel Administration • War Industries Board • Committee on Public Information Page 14 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) WC.15.AH.5 Debate freedom of speech versus Compare and contrast the Espionage FIRST NINE and sedition WEEKS national security acts to other government interventions during war (e.g., Espionage and Sedition Act , time. Schenck v. United States, public opposition to the war) Evaluate the effectiveness of propaganda during war time. Discuss important Supreme Court cases related to war time acts. WC.15.AH.6 Examine the Treaty of Versailles: Identify the main participants at the Treaty of • Wilson’s Fourteen Points Versailles. • ratification debate Discuss the inability of Wilson to get the American people to accept the Treaty. Evaluate the success and failures of the League of Nations WC.16.AH.1 Investigate the sources of national Identify the changes in culture resulting from WWI. fear and violence in post World War I (e.g., Xenophobia/Nativism, Define the term ”Red” and evaluate its use in the Communism, Red Scare/Palmer American culture. Raids, Anarchists/Sacco and Vanzetti, Ku Klux Klan, Emergency Describe the rise of ultra nationalists groups in the Quota Act of 1921, labor strikes) post WWI era. WC.16.AH.2 Evaluate the artistic, literary, and Identify on a map the location of Harlem and other social movements of the 1920s, which ethnic culture centers in the United States. changed society (e.g., Harlem Renaissance, Lost Define the terms “Jazz Age” and “Roaring Generation, jazz culture, Ash Can Twenties” as a definition of the 1920’s. School, United Negro Improvement Association) Evaluate the conditions that existed in minority communities. WC.16.AH.3 Analyze the domestic policies of Identify the three presidents prior to the Great Presidents Warren G. Harding, Calvin Depression. Coolidge, and Herbert Hoover Discuss the governments economic policies for the three administrations prior to the Great Depression. Define the term “Supply Side Economics as it applies to the 1920’s. WC.17.AH.1 Examine the causes and effects of Define the terms associated with the Dust Bowl era. the Dust Bowl on agriculture and migration patterns Discuss the problems associated with climate disaster. Compare and contrast the reaction to the Dust Bowl with the reaction to Global Warming fears today. WC.17AH.2 Analyze the national and global Describe personal and business practices that causes and effects of the Great contributed to the stock market crash of 1929. Depression Define the terms associated with the Great Depression. Evaluate the international effect of the Great Depression. WC.17.AH.3 Discuss President Herbert Hoover’s Discuss initial government reaction to the collapse policies in dealing with the Great of Wall St. Depression Compare and Contrast the financial collapse of 1929 with 2009’s financial difficulties. Page 15 of 16 South Central Service Coop Instructional Alignment U.S. History AR Department of Education SLE Number Task Analysis Essential Vocabulary Materials/Resources Activities Assessment/Writing Prompt CONTENT STANDARD/ Student Learning Expectations (SLE) WC.17.AH.4 Evaluate President Franklin D. FIRST Identify New Deal programs by acronym and NINE WEEKS Roosevelt’s New Deal including the agency. long term effects (e.g., growth of federal Determine the effectiveness of New Deal programs. power/bureaucracy, Tennessee Valley Authority, social security, minimum Evaluate the long term effectiveness of New Deal wage) programs. Identify New deal programs still in use today. WC.18.AH.1 Discuss the isolationist policies of the Describe the American reaction to the rise of United States prior to entry into World dictatorships in Europe during the 1920’s and War II 1930’s Define the term “isolationists as it describes American prior to WWII. WC.18.AH.2 Summarize Japanese motives for Discuss motivating factors that led to the Japanese attacking Pearl Harbor attack on Pearl Harbor. Describe the reaction of the government to the attack on Pearl harbor. Compare and Contrast the reaction of American to Pearl Harbor with the reaction to 9/11. WC.18.AH.3 Describe the United States’ Identify ways in which the government encouraged mobilization for war on the home front: civilians to become involved in WWII events. • War Production Board • roles of women Describe the offices that were created to support • war bonds total mobilization • Selective Service Act • Office of Price Administration • roles of African Americans WC.18.AH.4 Evaluate the effects of the forced Identify the terms associated with the relocation of relocation of Japanese Americans Japanese during WWII. including the Arkansas connection: • internment camps (Jerome and Locate the towns in Arkansas where Japanese Rohwer) detainees were held. • Korematsu v. United States Explain local reactions to fears of sabotage. Page 16 of 16