ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Social Studies: Modern America
GRADE LEVEL: 11
CREATION DATE: June 2002
Essential Question, Concept or Theme: Formation of the Twentieth Century
PA Standards: See Standards Addendum
Benchmark/Skills
A. Formation of the Twentieth Century
1. What issues and problems faced America at the beginning
of the new century? Which of these (or all of them) were
"leftovers" from the Nineteenth century?
a. Populist Sentiment- Progressive Philosophy
b. Social Gospel
c. Muckrakers
d. Urban Challenges
Assessment
Comparative writing
assignments: book reviews,
art and artifacts reflecting
culture, etc.
Aligned Materials/
Resources/Technology
Instructional Strategies
Boyer’s The American Nation was
selected for two basic reasons: 1) the best
written, challenging text to fit this grade
level, 2) the depth and variety of
enrichment materials and teaching
strategies.
Each teacher can and should adapt these
resources to their own “teaching style” and
to fit the particular needs of a specific class
or level. I.e., each chapter has in its
introduction a strategy for meeting
individual needs: tactile, auditory or visual
learners. In the margins, one finds
suggestions specific to the material such as
cooperative learning or global connections.
2. Explain the various methods by which one could view the
New Social Order.
a. Economic justice in the workplace.
b. Modern Labor Movement: Response to the "New
Industrialization"
c. Social life in the cities
d. Progressive aims and Afro-American, Native American and
"new" immigration.
Is democracy a system that is "self-corrective?"
Government corruption and political reform
Election reforms
Municipal and state reforms
5. How do you explain the emergence of the modern
presidency? What changes did this make in "the American
Way?"
a. First modern president
b. The Square Deal
c. Trust-Buster
d. Protecting the people and the environment
All have worksheets and test questions
Taft: The president as executive
In addition, the department has added “Art
Grade 11 Social Studies: Modern America
Thought Questions for Section A:
1. Were the Progressives and the
Populists the same or just
different approaches to the same
challenges or simply "strange
bedfellows?"
2. Is democracy a system that is
"self corrective?"
3. Discuss the five themes of
geography and how they relate to
American expansion.
4. Evaluate the conflict of
progressive reforms at home with
Imperialism abroad.
5. Can you protect democracy
abroad by limiting it at home?
what price victory?
Each teacher has access to this plethora of
opportunities:
Geography teaching strategies and
worksheets
Literature worksheets
Social Studies skills worksheets
Graphic organizers and alternative
assessment forms
American Almanac posters
History visual resources A videodisc
program
3. What were the aims and objectives of the Progressive
Movement?
a. To make American political life more democratic.
b. to make social life more fair and just
c. to make economic life more competitive and equal.
4.
a.
b.
c.
Approx. Time Allotment:
At this point the teacher’s biggest
challenge is planning and coordination, but
those resources allow the teacher to be
creative in his or her own area of expertise
by freeing them in other areas.
Page 1
-1-
June 2002
Essential Question, Concept or Theme: Formation of the Twentieth Century
PA Standards: See Standards Addendum
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
in American History” which is an excellent
source for those utilizing interdisciplinary
techniques or multiple intelligence
concepts.
Resulating the rails and conservation
Reforming labor and the tax structure
Wilson: The president as moral leader
Reforming the economic structure
Labor's Magna Carta
A new pay for women and children
Also “Eyewitness and Others” is a
required source for a sound understanding
of history as it was seen by the participant.
6. Define the "New Imperialism" and the impact it had in
changing nineteenth century America.
a. Elements of New Imperialism
b. Territorial expansion
c. War with Spain
Each chapter has suggestions on movies,
novels, etc. for enrichment. To this it
could be added that some novels and
resulting movies can be particularly useful.
Some have remakes that reflect changing
culture. Some (not exclusive) would
include Birth of a Nation, The Jazz Singer,
All Quite on the Western Front, the Wind
and the Lion, The Great Gatsby, All the
Kings Men, Grapes of Wrath, Ragtime,
Gallipoli, Tora Tora Tora, The Longest
Day, Midway, Rebel Without a Cause,
Barnburning, The Ugly American, Good
Morning Vietnam, Letters from Vietnam,
The Right Stuff, 3001, The Manchurian
Candidate, Atomic Café, selected MASH
episodes.
7. What are the American contributions to the development of
the Pacific Rim?
a. The Philippine "Insurrection"
b. Imperialism in Hawaii
c. Open door in China
d. An Emergent Japan: Rivalry in the making
8. Was the role of the "Colossus of the North" a new one in
Latin America or a continuation of the old?
a. Imperialism vs. Democracy: Cuban and Puerto Rican
questions
b. The Panama Canal
c. Roosevelt Corollary to Monroe's Doctrine
d. Intervention in the Mexican Revolution
9.
a.
b.
c.
d.
e.
f.
Approx. Time Allotment:
Was WW I and the American involvement in it inevitable?
What were its causes?
WW I in Europe
The US attempt for neutrality
Causes of the American entry into the War
American role in victory
The home front
10. Judged by its results, was WW I a "war to end all wars" or
a "war to make the world safe for democracy?"
Grade 11 Social Studies: Modern America
Page 2
-2-
June 2002
Essential Question, Concept or Theme: Formation of the Twentieth Century
PA Standards: See Standards Addendum
Benchmark/Skills
a.
b.
c.
d.
e.
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
War and Civil Liberties
Organizing or victory - at what costs?
peace and the 12 points
peace and reparations
the League of Nations
Grade 11 Social Studies: Modern America
Page 3
-3-
June 2002
Essential Question, Concept or Theme: Formation of the Twentieth Century
PA Standards: See Standards Addendum
Adaptations/Inclusion
Enrichment Strategies
Techniques
Key words/Concepts from textbook/
Readings incorporated in teacher-designed
worksheets
Grade 11 Social Studies: Modern America
Instructor may incorporate appropriate
enrichment strategies such as:
Acceleration
Tiered assignments
Independent study
Mentorships
Supplemental readings
Enrichment video sessions
Analysis of historical documents/
Fieldtrips (Antietam, Harpers Ferry,
Gettysburg)
Demonstration of Civil War weaponry and
relics
Place geography – states and capitals,
landforms/bodies of water
Guest speakers and community resources
Chronology/timeline of US Presidents
NOTE: for digest of resources, see
Materials/Resources/Technology”
Approx. Time Allotment:
Remediation Strategies
The instructor may utilize appropriate
remediation strategies such as but not
limited to:
Reteaching activities
Text provided with social studies skills
After school extra help
Prepared study guides
Frequent teacher
conferencing/checkpoints
Peer tutoring
Study strategy sessions
Advance planners
Graphic organizers
Page 4
Multicultural/Interdisciplinary
Connection
As noted above through a perusal of
material, both specific and general, the
organizing principle of the course is the
disciplinary concept of American Studies.
This is not the common practice of simply
teaching traditional American History and
calling it American Studies. Rather it is
the proactive use of the academic
discipline of American Studies = an
interdisciplinary investigation that
includes not only other Social Studies with
History, such as Economics or Sociology
but other disciplinary areas (American
literature and poetry, American art and
architecture, science).
-4-
June 2002
Essential Question, Concept or Theme: America in Mid-Crisis: 1919 - 1945
PA Standards: See Standards Addendum
Benchmark/Skills
B. America in Mid Crisis: 1919--1945
1. what major issues faced the victorious
Americans at the end of WW?
a. Demobilization
b. Postwar recession and labor strife
c. The Red Scare / thread of "isms"
2. How are the labors of the Republican
Ascendancy a reflection of the period of the
twenties? How did each affect the various segments
of Americans?
a. Normalcy
b. Age of Big Business
c. Age of the automobile
d. Jazz Age
e. Age of Prohibition
f. Reactionary Age
g. Return to Nativist Age
h. Consumer age - planned obsolescence
i. Age of leisure
j. Age of advertising
k. Age of excess
3. The stock market crash and The Great
Depression have been called the "Third American
Revolution.: Is this a valid characterization?
a. The twenties as a cause of the crash
b. Causes of the crash
c. Causes of the Depression.
4. What were the results of the crash and
Depression on America?
a. End of American traditional values
b. Political upheaval
c. From disasters to urban unrest
5. Evaluate whether or not the New Deal solved the
Depression.
a. Role of the government in the economy
Grade 11 Social Studies: Modern America
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Comparative writing
assignments: book reviews, art
and artifacts reflecting culture,
etc.
Boyer’s The American Nation was
selected for two basic reasons: 1) the best
written, challenging text to fit this grade
level, 2) the depth and variety of
enrichment materials and teaching
strategies.
Each teacher can and should adapt these
resources to their own “teaching style”
and to fit the particular needs of a specific
class or level. I.e., each chapter has in its
introduction a strategy for meeting
individual needs: tactile, auditory or
visual learners. In the margins, one finds
suggestions specific to the material such
as cooperative learning or global
connections.
Each teacher has access to this plethora of
opportunities:
Geography teaching strategies and
worksheets
Literature worksheets
Social Studies skills worksheets
Graphic organizers and alternative
assessment forms
American Almanac posters
History visual resources A videodisc
program
Instructional Strategies
Thought Questions for Section B:
1. At the turn of the century, the typical
American was supposedly an
individualist, self-reliant citizen. By 1945,
the American depended and expected his
government and leaders to provide jobs,
plans for emergencies and more. What
factors and developments led to this
remarkable change?
2. Before 1898, Americans believed in
neutrality and isolation as virtually a
creed, but by 1945 the US was the leader
of a bold new experiment -The United
Nations. Along the way it had been the
differences in two Word Wars and
developed a new policy toward Latin
American neighbors. Did America seek
this leadership role or was it thrust upon
them by circumstances?
Programs that interact with community:
i.e., oral history projects and current
affairs discussions
All have worksheets and test questions
At this point the teacher’s biggest
challenge is planning and coordination,
but those resources allow the teacher to be
creative in his or her own area of expertise
by freeing them in other areas.
In addition, the department has added “Art
Page 5
-5-
June 2002
Essential Question, Concept or Theme: America in Mid-Crisis: 1919 - 1945
PA Standards: See Standards Addendum
Benchmark/Skills
b. Criticisms: Socialism, Communism or the
salvation of Capitalism?
c. New Deal in the Congress and the courts.
d. Was the "a second New Deal" or a continuation
of the original?
e. Changing status of minority groups.
f. Arts and culture in the Depression era
6.
a.
b.
c.
d.
What are the basic causes of WW II?
Mistakes of WW I
Plans in the Treaty of Versailles
Failures in peacemaking and peacekeeping
Rise of Militarism, Racism, and dictators.
7. Why did the US reject "Isolationism" and enter
WW II?
a. International rivalries and friends
b. Traditional American values
c. Attack on Pearl Harbor
8. What role did the US play in the victory of WW
II?
a. Axis advantages
b. Naval war in the Pacific
c. Allied cooperation and "total" war in Europe
d. Out producing the enemy: the home front
e. Sidelights to the main event: JapaneseAmericans, minority contributions, the Holocaust,
atomic warfare.
Grade 11 Social Studies: Modern America
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
in American History” which is an
excellent source for those utilizing
interdisciplinary techniques or multiple
intelligence concepts.
Also “Eyewitness and Others” is a
required source for a sound understanding
of history as it was seen by the participant.
Each chapter has suggestions on movies,
novels, etc. for enrichment. To this it
could be added that some novels and
resulting movies can be particularly
useful. Some have remakes that reflect
changing culture. Some (not exclusive)
would include Birth of a Nation, The Jazz
Singer, All Quite on the Western Front,
the Wind and the Lion, The Great Gatsby,
All the Kings Men, Grapes of Wrath,
Ragtime, Gallipoli, Tora Tora Tora, The
Longest Day, Midway, Rebel Without a
Cause, Barnburning, The Ugly American,
Good Morning Vietnam, Letters from
Vietnam, The Right Stuff, 3001, The
Manchurian Candidate, Atomic Café,
selected MASH episodes.
Page 6
-6-
June 2002
Essential Question, Concept or Theme: America in Mid-Crisis: 1919 - 1945
PA Standards: See Standards Addendum
Adaptations/Inclusion
Enrichment Strategies
Techniques
Key words/Concepts from textbook/
Readings incorporated in teacher-designed
worksheets
Grade 11 Social Studies: Modern America
Instructor may incorporate appropriate
enrichment strategies such as:
Acceleration
Tiered assignments
Independent study
Mentorships
Supplemental readings
Enrichment video sessions
Analysis of historical documents/
Fieldtrips (Antietam, Harpers Ferry,
Gettysburg)
Demonstration of Civil War weaponry and
relics
Place geography – states and capitals,
landforms/bodies of water
Guest speakers and community resources
Chronology/timeline of US Presidents
NOTE: for digest of resources, see
Materials/Resources/Technology”
Approx. Time Allotment:
Remediation Strategies
The instructor may utilize appropriate
remediation strategies such as but not
limited to:
Reteaching activities
Text provided with social studies skills
After school extra help
Prepared study guides
Frequent teacher
conferencing/checkpoints
Peer tutoring
Study strategy sessions
Advance planners
Graphic organizers
Page 7
Multicultural/Interdisciplinary
Connection
As noted above through a perusal of
material, both specific and general, the
organizing principle of the course is the
disciplinary concept of American Studies.
This is not the common practice of simply
teaching traditional American History and
calling it American Studies. Rather it is
the proactive use of the academic
discipline of American Studies = an
interdisciplinary investigation that
includes not only other Social Studies with
History, such as Economics or Sociology
but other disciplinary areas (American
literature and poetry, American art and
architecture, science).
-7-
June 2002
Essential Question, Concept or Theme: The Cold War Era: 1945 - 1980
PA Standards: See Standards Addendum
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Comparative writing assignments:
book reviews, art and artifacts
reflecting culture, etc.
Instructional Strategies
Boyer’s The American Nation was
selected for two basic reasons: 1) the best
written, challenging text to fit this grade
level, 2) the depth and variety of
enrichment materials and teaching
strategies.
Each teacher can and should adapt these
resources to their own “teaching style”
and to fit the particular needs of a specific
class or level. I.e., each chapter has in its
introduction a strategy for meeting
individual needs: tactile, auditory or
visual learners. In the margins, one finds
suggestions specific to the material such
as cooperative learning or global
connections.
Each teacher has access to this plethora of
opportunities:
Geography teaching strategies and
worksheets
Literature worksheets
Social Studies skills worksheets
Graphic organizers and alternative
assessment forms
American Almanac posters
History visual resources A videodisc
program
All have worksheets and test questions
At this point the teacher’s biggest
challenge is planning and coordination,
but those resources allow the teacher to be
creative in his or her own area of expertise
by freeing them in other areas.
Grade 11 Social Studies: Modern America
Page 8
-8-
June 2002
Essential Question, Concept or Theme: The Cold War Era: 1945 - 1980
PA Standards: See Standards Addendum
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
In addition, the department has added “Art
in American History” which is an
excellent source for those utilizing
interdisciplinary techniques or multiple
intelligence concepts.
Also “Eyewitness and Others” is a
required source for a sound understanding
of history as it was seen by the participant.
Each chapter has suggestions on movies,
novels, etc. for enrichment. To this it
could be added that some novels and
resulting movies can be particularly
useful. Some have remakes that reflect
changing culture. Some (not exclusive)
would include Birth of a Nation, The Jazz
Singer, All Quite on the Western Front,
the Wind and the Lion, The Great Gatsby,
All the Kings Men, Grapes of Wrath,
Ragtime, Gallipoli, Tora Tora Tora, The
Longest Day, Midway, Rebel Without a
Cause, Barnburning, The Ugly American,
Good Morning Vietnam, Letters from
Vietnam, The Right Stuff, 3001, The
Manchurian Candidate, Atomic Café,
selected MASH episodes.
Grade 11 Social Studies: Modern America
Page 9
-9-
June 2002
Essential Question, Concept or Theme: The Cold War Era: 1945 - 1980
PA Standards: See Standards Addendum
Adaptations/Inclusion
Enrichment Strategies
Techniques
Key words/Concepts from textbook/
Readings incorporated in teacher-designed
worksheets
Grade 11 Social Studies: Modern America
Instructor may incorporate appropriate
enrichment strategies such as:
Acceleration
Tiered assignments
Independent study
Mentorships
Supplemental readings
Enrichment video sessions
Analysis of historical documents/
Fieldtrips (Antietam, Harpers Ferry,
Gettysburg)
Demonstration of Civil War weaponry and
relics
Place geography – states and capitals,
landforms/bodies of water
Guest speakers and community resources
Chronology/timeline of US Presidents
NOTE: for digest of resources, see
Materials/Resources/Technology”
Page 10
Approx. Time Allotment:
Remediation Strategies
Multicultural/Interdisciplinary
Connection
As noted above through a perusal of
material, both specific and general, the
organizing principle of the course is the
disciplinary concept of American Studies.
This is not the common practice of simply
teaching traditional American History and
calling it American Studies. K Rather it is
the proactive use of the academic
discipline of American Studies = an
interdisciplinary investigation that
includes not only other Social Studies with
History, such as Economics or Sociology
but other disciplinary areas (American
literature and poetry, American art and
architecture, science).
- 10 -
June 2002
Essential Question, Concept or Theme: Bridge to the Twenty-first Century: 1970 - 2001
PA Standards: See Standards Addendum
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Comparative writing assignments:
book reviews, art and artifacts
reflecting culture, etc.
Instructional Strategies
Boyer’s The American Nation was
selected for two basic reasons: 1) the best
written, challenging text to fit this grade
level, 2) the depth and variety of
enrichment materials and teaching
strategies.
Each teacher can and should adapt these
resources to their own “teaching style”
and to fit the particular needs of a specific
class or level. I.e., each chapter has in its
introduction a strategy for meeting
individual needs: tactile, auditory or
visual learners. In the margins, one finds
suggestions specific to the material such
as cooperative learning or global
connections.
Each teacher has access to this plethora of
opportunities:
Geography teaching strategies and
worksheets
Literature worksheets
Social Studies skills worksheets
Graphic organizers and alternative
assessment forms
American Almanac posters
History visual resources A videodisc
program
All have worksheets and test questions
At this point the teacher’s biggest
challenge is planning and coordination,
but those resources allow the teacher to be
creative in his or her own area of expertise
by freeing them in other areas.
Grade 11 Social Studies: Modern America
Page 11
- 11 -
June 2002
Essential Question, Concept or Theme: Bridge to the Twenty-first Century: 1970 - 2001
PA Standards: See Standards Addendum
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
In addition, the department has added “Art
in American History” which is an
excellent source for those utilizing
interdisciplinary techniques or multiple
intelligence concepts.
Also “Eyewitness and Others” is a
required source for a sound understanding
of history as it was seen by the participant.
Each chapter has suggestions on movies,
novels, etc. for enrichment. To this it
could be added that some novels and
resulting movies can be particularly
useful. Some have remakes that reflect
changing culture. Some (not exclusive)
would include Birth of a Nation, The Jazz
Singer, All Quite on the Western Front,
the Wind and the Lion, The Great Gatsby,
All the Kings Men, Grapes of Wrath,
Ragtime, Gallipoli, Tora Tora Tora, The
Longest Day, Midway, Rebel Without a
Cause, Barnburning, The Ugly American,
Good Morning Vietnam, Letters from
Vietnam, The Right Stuff, 3001, The
Manchurian Candidate, Atomic Café,
selected MASH episodes.
Grade 11 Social Studies: Modern America
Page 12
- 12 -
June 2002
Essential Question, Concept or Theme: Bridge to the Twenty-first Century: 1970 - 2001
PA Standards: See Standards Addendum
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
Key words/Concepts from textbook/
Readings incorporated in teacher-designed
worksheets
As noted above through a perusal of
material, both specific and general, the
organizing principle of the course is the
disciplinary concept of American Studies.
This is not the common practice of simply
teaching traditional American History and
calling it American Studies. K Rather it is
the proactive use of the academic
discipline of American Studies = an
interdisciplinary investigation that
includes not only other Social Studies with
History, such as Economics or Sociology
but other disciplinary areas (American
literature and poetry, American art and
architecture, science).
Grade 11 Social Studies: Modern America
Instructor may incorporate appropriate
enrichment strategies such as:
Acceleration
Tiered assignments
Independent study
Mentorships
Supplemental readings
Enrichment video sessions
Analysis of historical documents/
Fieldtrips (Antietam, Harpers Ferry,
Gettysburg)
Demonstration of Civil War weaponry and
relics
Place geography – states and capitals,
landforms/bodies of water
Guest speakers and community resources
Chronology/timeline of US Presidents
NOTE: for digest of resources, see
Materials/Resources/Technology”
Page 13
Multicultural/Interdisciplinary
Connection
- 13 -
June 2002