United States
History
Guidebook
A Product of
TORCH
Teaching Others to Research & Comprehend History
Partnerships for Teaching American History Grant Project
Pitt County Schools
2004
United States History
Interactive Guidebook
PREFACE
ОШИБКА! ЗАКЛАДКА НЕ ОПРЕДЕЛЕНА.
WHAT IS TORCH?
TORCH TRAINING
WHAT IS AN INTERACTIVE GUIDEBOOK?
TORCH MEMBERS
V
V
V
VI
GOAL 1
1
GOAL 1 OPENER
LESSON FOR 1.01
LESSON FOR 1.02
LESSON FOR 1.03
GOAL 1 PROJECT
GOAL 1 DBQ
GOAL 1 MULTIPLE CHOICE
1
1
2
4
4
6
7
GOAL 2
9
GOAL 2 OPENER
LESSON FOR 2.01
LESSON FOR 2.02
LESSON FOR 2.03
LESSON FOR 2.04
LESSON FOR 2.05
LESSON FOR 2.06
GOAL 2 PROJECT
GOAL 2 DBQ
GOAL 2 MULTIPLE CHOICE
9
9
10
11
12
13
14
15
18
18
GOAL 3
22
GOAL 3 OPENER
LESSON FOR 3.01
LESSON 3.02
LESSON 3.03
LESSON 3.04
GOAL 3 PROJECT
GOAL 3 DBQ
GOAL 3 MULTIPLE CHOICE
22
22
24
25
27
29
29
30
GOAL 4
33
GOAL 4 OPENER
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34
35
36
36
37
38
LESSON FOR 4.01
LESSON FOR 4.02
LESSON FOR 4.03
LESSON FOR 4.04
GOAL 4 PROJECT
GOAL 4 DBQ
GOAL 4 MULTIPLE CHOICE
GOAL 5
40
GOAL 5 OPENER
LESSON FOR 5.01
LESSON FOR 5.02
LESSON FOR GOAL 5.03
LESSON FOR 5.04
GOAL 5 PROJECT
GOAL 5 DBQ
GOAL 5 MULTIPLE CHOICE
40
40
41
42
43
45
46
47
GOAL 6
49
GOAL 6 OPENER
LESSON FOR 6.01
LESSON FOR 6.02
LESSON FOR 6.03
GOAL 6 PROJECT
GOAL 6 DBQ
GOAL 6 MULTIPLE CHOICE
49
49
50
51
52
52
53
GOAL 7
55
GOAL 7 OPENER
LESSON FOR 7.01
LESSON FOR 7.02
LESSON FOR 7.03
LESSON FOR 7.04
GOAL 7 PROJECT
GOAL 7 DBQ
GOAL 7 MULTIPLE CHOICE
55
55
56
58
59
60
61
62
GOAL 8
64
GOAL 8 OPENER
LESSON FOR 8.01
LESSON FOR 8.02
LESSON FOR 8.03
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65
66
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68
69
GOAL 8 PROJECT
GOAL 8 DBQ
GOAL 8 MULTIPLE CHOICE
GOAL 9
71
GOAL 9 OPENER
LESSON FOR 9.01
LESSON FOR 9.02
LESSON FOR 9.03
LESSON FOR 9.04
LESSON FOR 9.05
GOAL 9 PROJECT
GOAL 9 DBQ
GOAL 9 MULTIPLE CHOICE
71
71
73
74
75
76
79
80
84
GOAL 10
87
GOAL 10 OPENER
LESSON FOR GOAL 10.01
LESSON FOR 10.02
LESSON FOR GOAL 10.03
LESSON FOR 10.04
LESSON FOR 10.05
GOAL 10 PROJECT
GOAL 10 DBQ
GOAL 10 MULTIPLE CHOICE
87
87
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89
90
90
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92
GOAL 11
95
GOAL 11 OPENER
LESSON FOR 11.01
LESSON FOR 11.02
LESSON 11.03 (AVAILABLE IN 2005 EDITION)
LESSON FOR 11.04
LESSON FOR 11.05
GOAL 11 PROJECT
GOAL 11 DBQ
GOAL 11 MULTIPLE CHOICE
95
95
97
98
98
99
101
101
102
GOAL 12
104
GOAL 12 OPENER
LESSON FOR 12.01
LESSON FOR 12.02
LESSON FOR 12.03
104
104
105
106
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108
109
110
111
112
LESSON FOR 12.04
LESSON FOR 12.05
LESSON FOR 12.06
GOAL 12 PROJECT
GOAL 12 DBQ
GOAL 12 MULTIPLE CHOICE
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PREFACE
In 2001, Senator Robert S. Byrd, West Virginia, sponsored legislation to fund a series of
grants designed to invest in American History teachers. The spirit of the grant was to
inspire new generations of teachers and students to learn from the invaluable lessons of
the history of our great nation. For more information go to
http://www.ed.gov/programs/teachinghistory/index.html.
What is TORCH?
As a 2002 recipient of the Teaching American History Grant Program, Pitt County
Schools, in partnership with Beaufort, Martin, and Lenoir County Schools, embarked on
an intensive professional development series for social studies teachers called TORCH –
Teaching Others to Research & Comprehend History. In association with the Department
of History at East Carolina University, the Organization of American Historians (OAH),
the National Council for History Education (NCHE), and the Teachers’ Curriculum
Institute (TCI), 24 dedicated teachers committed to expand their content knowledge of
American History and improve their delivery and pedagogical practice with the ultimate
goal of increasing student appreciation and comprehension of American History.
Participating teachers are required by the grant to engage in a study of particular topics in
American History and to share their knowledge with their colleagues through Focus
Group activities. This Interactive Guidebook filled with lesson ideas and resource links
for teaching American History represents the first step in sharing activities of the grant
with non-participating teachers.
TORCH Training
 Small Group seminars with ECU History Faculty for in-depth discussions about
the most current research and essential topics of American History
 Tuition scholarships for Graduate Level coursework in US History
 Summer Institutes with 2 levels of History Alive training from the Teachers’
Curriculum Institute
 Technology Development to support the 21st century teacher
 Paid Membership in professional organizations
 Travel scholarships and encouragement to attend and present at state and national
conventions
 Intensive investigations and research of North Carolina American History
Standards
 Networking opportunities and structured planning sessions with colleagues
What is an Interactive Guidebook?
During the 2004 Summer Institute, lesson plans were created that correlated to the North
Carolina U.S. History Standard Course of Study Support Document and modeled
teaching to multiple intelligences. These lessons encourage teachers to create “History
Laboratories” in their classrooms. Much like the science lab, the teacher must set up the
resources needed for students to conduct the lab experiments and research in advance of
the class. However, the learning experience should become more student-centered as the
class begins. Students will become engaged learners through a variety of hands-on
content rich activities. The end result: a greater understanding and appreciation for
American History. The Guidebook is available on CDROM or in regular hardcopy
format. Teachers previewing these lessons are encouraged to try these fresh approaches
while adopting the ideas to fit their classroom needs.
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United States History
Interactive Guidebook
TORCH Members
1.
2.
3.
4.
5.
6.
7.
8.
Anderson, Kimberly
Byrd, Mandy
Callahan, Brian M.
Connor, Teri
Crane, Tom
Frank, Kathleen W.
Gardner, Paul J
Knight, Liza
Farmville Central
JH Rose
JH Rose
Kinston
South Central
North Pitt
DH Conley
JH Rose
9. Guidry, Allen
JH Rose
10. Harris, Benjamin
11. Hill, Steven A.
12. Hilliard, Amy
13. Hodges, Ed
14. Jester, Jay
15. Leggett, Stacy
16. Pearce, Susan
17. Rowe, Amity
Farmville Central
JH Rose
Kinston
Washington
JH Rose
Williamston
DH Conley
JH Rose
18. Sawyer, Eric
19. Sayblack, Joseph D.
20. Smith, Cynthia
21. Wiberg, Will
22. Woolard, Phillip M . JR
DH Conley
North Pitt
Farmville Central
JH Rose
North Pitt
*Brad Palmer, an original grant member from Beargrass High School in Martin County,
was called to active military duty and was deployed to Iraq in 2004.
Administrative Support
Margaret Ryan, Grant Director
K-12 Curriculum Coordinator for Language Arts & Social Studies
Pitt County Schools
Dr. John A. Tilley, Grant Liaison
Department of History
East Carolina University
Preston Bowers, Grant Lead Teacher
Pitt County Schools
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Goal 1
The New Nation (1789-1820) - The learner will identify, investigate, and assess the
effectiveness of the institutions of the emerging republic.
1.01 Identify the major domestic issues and conflicts experienced by the nation during the
Federalist Period.
1.02 Analyze the political freedoms available to the following groups prior to 1820:
women, wage earners, landless farmers, American Indians, African Americans, and other
ethnic groups.
1.03 Assess commercial and diplomatic relationships with Britain, France, and other
nations.
Goal 1 Opener
This activity encourages students to activate prior knowledge and come to an
understanding of “loose constructionists” and “strict constructionists” and to decipher the
terms “necessary and proper” before encountering the terms in their reading. In this
activity, the teacher does not assist the students in any way. Groups are assigned to do
the following: Complete a T-chart detailing positions of “loose constructionists versus
strict constructionists using any means necessary and proper.” Write the directions along
with the terms “necessary and proper” on the overhead and do NOT verbalize them.
Students should come to the realization on their own that looking in the textbook for
information on “loose constructionists versus strict constructionists” is a “means” that
is “necessary and proper.”
Lesson for 1.01
Preview
1. Have the students refer to their completed T-charts from the Goal 1 Opener.
2. Question the students about how they read the words “necessary and proper” in their
assignment.
a. What does that mean to you?
b. Did it make a difference that you read them that way?
3. Discuss student responses
Resources
1. The U.S. Constitution
2. Quotations from Alexander Hamilton
a. “Even to observe neutrality you must have a strong government.”
b. “A national debt, if it is not excessive, will be to us a national blessing.”
c. “Constitutions should consist only of general provisions; the reason is that
they must necessarily be permanent, and that they cannot calculate for the
possible change of things.”
3. Quotations from Thomas Jefferson
a. “A democracy [is] the only pure republic, but impracticable beyond the limits
of a town.”
b. “Every man, and every body of men on earth, possesses the right of selfgovernment.”
c. “We hold these truths to be self evident that all men are created equal and that
they are endowed by their creator with certain inalienable rights….”
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United States History
Interactive Guidebook
Content Delivery
1. Create a Venn diagram comparing and contrasting Jefferson and Hamilton.
a. background and education
b. vocation
c. regionality
d. philosophy
e. supporters
2. Use selected quotations from primary sources authored by both Hamilton and
Jefferson. Then ask the students to identify the author.
Process
1. Create a customized rubric for this activity at www.4teachers.org and distribute prior
to this activity.
2. Assign class into 2 groups – Federalists vs. Democratic-Republicans.
3. Each group should complete the following items for their party:
a. Campaign posters/bumper stickers
b. Campaign buttons
c. Campaign songs/raps
d. Campaign speeches
e. Campaign mascot
Lesson for 1.02
Before the lesson, assign students readings for background information about Indians,
slaves, women, and class disparity in the years of the New Republic. Teacher-created
worksheet should be use to gauge student understanding.
Preview (Purpose is to produce feelings of injustice.)
1. Ask 4 students to collect their materials and move to another area in the classroom
previously occupied by other students (i.e. desks).
2. Ask students to command their classmates to get up so they can sit. This will likely
elicit protest.
3. Have students return to their original desks and write a 1 minute journal entry about
how they felt or would have felt if they were forced to move from their seat to
another.
Resources
Provided
Content Delivery
Activity 1
1. Show Transparency 14H from Bring Learning Alive p.485 on overhead.
2. Use spiral questioning techniques to prepare for an in-class writing assignment.
3. Students will then take part in a teacher-initiated discussion of the political freedoms
the Indians were denied.
4. Allow students to share some of their writings with class.
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United States History
Interactive Guidebook
5. Teacher will segue into brief lecture on the political freedoms of various groups
(women, African Americans, wage earners, landless farmers, American Indians)
during the era.
Activity 2
1. Divide the students into 6 groups.
2. Give each an identity from categories in Activity 1 Step 5. (see above)
3. Allow students 10-12 minutes only for research on the topic of status, conflict and
political rights. Make page numbers from the book available. (See reference pages
above)
4. As each group reports to the class, place their information on a graphic organizer on
the overhead/board (see next page for sample).
5. Assign 7 terms for homework.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students will write a position paper to develop an alternative policy for 3 of the
groups listed above.
4. They should focus their perspective in terms of political freedom and equal rights.
5. In their paper, they are to speculate as to their perceived consequences of these “new”
polices on the groups and on US History.
Women
America
n Indians
3
African
America
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United States History
Interactive Guidebook
Lesson for 1.03
Before the lesson, assign student readings for background information to complete a
teacher created reading guide to include: Washington’s Proclamation of Neutrality,
Peaceful Coercion, Freedom of the Seas, Chesapeake/Leopard Affair, Impressment,
Embargo.
Preview
1. Have students view slide 4.3F in HA! Notebook 8-3 (Political cartoon of Embargo
Act). Conduct class discussion with spiraling questions
a. What is happening in this cartoon?
b. What does each character represent?
c. What is the cartoonist’s message?
2. Have students respond to questions by writing answers in their notebooks.
3. Discuss answers and introduce lesson concepts and vocabulary terms.
Resources
1. HA! Notebook 8-3 Slide 4.3F
Content Delivery
Activity 1
1. Have students create a timeline their notebook entitled Foreign Policy from
Washington to Monroe(1789-1820).
2. Provide terms on overhead or board and ask them to place them on the continuum.
3. Use brief lecture to explain terms and foreign affairs while completing time line.
Activity 2
1. Divide students into groups.
2. Each group is to produce 2 bumper stickers. One will be from the perspective of the
War Hawks; the other bumper sticker will show how New England Federalists feel
about the impending War of 1812.
3. Have each group present their finished products to the class.
4. Use a T chart to show reasons for and against war.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org
3. Journal entry: From either perspective used in Activity 2, write a letter to US
Congressmen of 1812, assessing whether or not the US should become involved in
the war.
Goal 1 Project
Objective
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United States History
Interactive Guidebook
Students will create an illustrated four-part quilt to demonstrate an organized
understanding and mastery of concepts, information, and personalities covered in the
study of the emergence of institutions in the new republic.
Procedure
1. Students will work in pairs to create the quilt;
2. Quilt panels should answer this question: How can we view life in the New Republic
from different perspectives?
3. Perspectives should include but not be limited to
a. Federalists
b. Democratic-Republicans
c. women
d. Native Americans
e. African Americans (both free and slave)
f. yeoman farmers
g. landed gentry
h. merchants
4. A quilt need not represent all perspectives but at least 2-4 of those mentioned above.
5. The quilt should incorporate a variety of elements that they have accumulated
throughout the unit to represent different perspectives on life in the New Republic.
a. symbols
b. illustrations
c. maps
d. timelines
e. quotations
6. Students will also write a two page paper describing their project.
Assessment
Sample Quilt Rubric
10
7
4
2
0 (Points)
Timeline
5 or more images
Map
2 or more quotes
Use of Symbols
Overall creativity
Descriptive essay
Different
perspectives
Presentation
Turned in on time
TOTAL = __________________________________________________________
Comments:
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United States History
Interactive Guidebook
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 1 DBQ
From a selected set of documents, describe what led to the rise of political parties in the
1790’s. (Document-Based Assessment Activities for US History Classes by Kenneth
Hilton, pp23-24.
Documents
1. Memo written by Thomas Jefferson in 1790
2. Letter written by Alexander Hamilton in 1792
4. Farewell Address by George Washington
7. An Essay on the Liberty of the Press by George Hay
Honors and AP
Suggested Responses-Students should include the following ideas in an essay.
 Jefferson’s negative assessment of Hamilton and his supporters
 Hamilton’s equally dark beliefs about Jefferson’s ideas which he thought were
dangerous to the nation (especially Jefferson’s opposition to funding the
national debt as well as pro-French and anti-British sentiments
 Washington’s warning against political parties
 Hay’s opposition to the Sedition Bill as it was “against freedom of speech”
Standard
Compile a list of factors from the documents that contributed to the rise of political
parties. Choose the 3 most important factors and justify your choices in an essay.
Suggested responses-Students should include these factors in their essay.
 The obvious ill will between Hamilton and Jefferson
 The conflict between their ideas
 Washington’s negative view about political parties
 Opposition to the Sedition Bill
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Goal 1 Multiple Choice
1.01
While Thomas Jefferson advocated protection of the rights of man and appealed to the
“common man,” Alexander Hamilton believed government should be controlled by
which of the following?
A. The well-educated wealthy class
B. The agrarian interests
C. The disenfranchised
D. The recent Immigrants
Answer A
“Even to observe neutrality you must have a strong government.” This quote would be
most likely attributed to which of the following?
A. Democratic Republican
B. Federalist
C. Anti-Federalist
D. Communist
Answer B
1.02
What did Native American leader Tecumseh encourage his followers to do when dealing
with the United States?
A. To accept white culture and live in peace.
B. To blend Native American and American culture.
C. To return to Indian economic traditions.
D. To take military action against the expansion of the United States.
Answer D
Which of the following was the main objective of the United States Federal
Indian policy in the early 1800s?
A. protection of Native American rights and traditions
B. acquisition of Native American land
C. regulation of the fur trade
D. assimilation of Native Americans into white society
Answer B
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1.03
Freedom of the seas, impressments, and the Chesapeake incident are terms applied to
which war?
A. War of 1812
B. French and Indian War
C. The Revolutionary War
D. Civil War
Answer A
Which best explains why the United States adopted an isolationist foreign policy during
the period immediately following 1789?
A. Government leaders lacked experience in foreign affairs.
B. The President lacked the power to negotiate treaties.
C. The nation was militarily weak.
D. A permanent constitution had not been approved
Answer C
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Goal 2
Expansion and Reform (1801-1850) - The learner will assess the competing forces of
expansionism, nationalism, and sectionalism.
2.01 Analyze the effects of territorial expansion and the admission of new states to the
Union.
2.02 Describe how the growth of nationalism and sectionalism were reflected in art,
literature, and language.
2.03 Distinguish between the economic and social issues that led to sectionalism and
nationalism.
2.04 Assess political events, issues, and personalities that contributed to sectionalism and
nationalism.
2.05 Identify the major reform movements and evaluate their effectiveness.
2.06 Evaluate the role of religion in the debate over slavery and other social movements
and issues.
Goal 2 Opener
1. Have students list differences between their:
a. class (juniors vs. all others)
b. High School and an opposing county high school,
c. county, state, nation vs. others
2. Use this to explain how sectionalism and nationalism can exist side by side.
Make sure students have a clear definition of both terms.
Lesson for 2.01
Essential questions
1. How did nationalism affect territorial expansion in the first half of the 19th century?
2. Why would Americans leave the East and move west?
3. Why did people believe our Manifest Destiny was to reach the Pacific?
Preview
1. Students brainstorm reasons people might move west.
2. Create a travel poster designed to lure people to the West.
Resources
1. Textbook
2. Schlesinger video –“Expansionism”
3. Land acquisitions map of the United States
Content Delivery
1. NCDPI USH Support Document Activity 2.01a p.21
2. Divide the class into groups. One group for each territorial acquisition: East Florida,
West Florida, Louisiana, Texas, Oregon Country, Mexican Cession, Gadsden
Purchase.
3. Prior to class draw a large map of the US cut each acquisition out creating a jigsaw
puzzle.
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United States History
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4. Assign each group an acquisition.
5. Each group will research its acquisition finding the following information: brief
history, how acquired by the US, when acquired, from whom, and the states created
from the acquisition.
6. Each group records the information on the back of their acquisition cut-out.
7. Each group shares its information with the class and places its acquisition at the
proper place on the map.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Create a graphic organizer entitled US Territorial Acquisitions.
4. The chart should have 5 columns: Acquisition, How acquired, Year acquired, From
Whom, States formed.
5. Students complete the graphic organizer.
Lesson for 2.02
Essential Questions
1. Who were the Transcendentalists?
2. What was the Hudson River school?
3. What “Great American” novels and authors were created during this time?
4. Who are Noah Webster, Edgar Allen Poe, Nathaniel Hawthorne and James
Fennimore Cooper?
5. What was the focus and theme of The Scarlet Letter and The Last of the Mohicans?
6. What was the major objective of Democracy in America?
Preview
1. Show slide 1.1E from HA! Notebook 8-4.
2. Have students answer the following questions in their notebooks or journal.
a. What do you see?
b. Which way is the group going?
c. Which way is the lady going?
d. Who is the lady?
e. Why is painting darker in the foreground and lighter in the background?
f. What does this painting represent?
g. Where do you think this was painted?
3. After answering individually, have students think-pair-share
4. Discuss answers with class.
Resources
1. HA! Notebook 8-4
Content Delivery
Activity 1
1. Prepare a Visual Discovery presentation using slides from HA! Notebook 8-4.
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1.1E, 1.2 F, 1.3 C-D, 2.2 A-3.1A, 3.3 A-H and 4.2 A-E.
2. Add teacher content notes concerning Hudson River School and Neoclassical
Architecture as well as any other information about authors of the period.
Activity 2
1. Have students read transcendental selections from The Americans pp. 246-247
2. Answer the following questions in student notebooks
a. What 3 authors are used?
b. What women’s periodical did Margaret Fuller publish?
c. What did this publication call for?
d. What is the main idea of her selection?
e. What was Thoreau’s belief(s)?
f. What is the main idea of the Walden selection?
g. What is the main idea of Emerson’s selection?
h. What general beliefs do the transendentalists hold?
Activity 3
1. Have students create a web concept/bubble map of the people, events, ideas and
communities related to the transendentalist movement.
Activity 4
1. Have students create a “triple” T-chart of authors of the period, major works and
philosophies of these artists.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Have students create their own “Walden” by writing a brief essay relating a personal
experience with nature (going to the zoo counts).
4. Students should try to implement Thoreau’s ideals and philosophies yet retain their
voice and perspective.
5. Have students peer edit papers using a checklist that looks for the above mentioned
qualities.
6. Allow students to revise their papers for homework.
7. If possible, have students read their work to class in a natural setting (school
courtyard).
Lesson for 2.03
Essential Questions
1. What were the major inventions of the early industrial revolution?
2. How did these inventions transform American life?
3. Which section of the country benefited the most from each invention?
4. Assess the contribution these inventions made to nationalism and sectionalism?
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United States History
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Preview
1. Students write a journal entry about what their lives would be like if suddenly all
computers were taken away.
2. Tie the impact of computers to our lives to the development of inventions in the early
1800s to early American life.
Resources
1. “A Trip to Texas”, Jose Maria Sanchez, Southwestern Historical Quarterly, Vol. 29,
No. 4. April 1926, 270-273.
2. “The Letters to Mary Paul, 1845-1849”, in Vermont History 28, ed. Thomas Dublin.
3. Large blank map of US.
Content Delivery
1. Inventors and terms to be covered: Samuel Slater, Eli Whitney, Samuel F. B. Morse,
John Deere, Cyrus McCormick, Robert Fulton, John Fitch, Francis Cabot Lowell,
Peter Cooper, Industrial Revolution.
2. Assign research groups of two or three students to compile information about an
invention of the early industrial revolution.
a. Inventor
b. when invented
c. description of invention
d. How did it change American life?
3. After students have completed the research, they should draw a picture of their
invention on a sticky note.
4. Have students place their sticky note icon on the section of the country that benefited
the most from the invention.
5. Each student should complete a graphic organizer filling in the major information
from each invention.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Have students choose the top invention for each geographic section of the US and
draw it on a map in their notes.
4. Below the map, have students explain how each invention contributed to a different
lifestyle that developed in that section.
Lesson for 2.04
Essential Questions
1. Analyze the major issues of the Jackson administration and their impact on the nation.
2. Was the term King Andrew a valid name for Jackson?
Preview
1. Think about the current election.
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2. What would a campaign poster contain that would persuade you to vote for a certain
candidate?
3. List the essentials for a political campaign poster.
Resources
1. “Democracy and Reform” Schlesinger Video Series
2. “The Jackson Years – Toward Civil War” – Learning Corporation of America
3. HA! Notebook 8-4
Content Delivery
1. Teacher lecture includes these items: Election of 1824, corrupt bargain, Election of
1828, King Andrew, states’ rights, Trail of Tears, Sequoyah, Second National Bank,
South Carolina Nullification Crisis, Tariff of Abominations, SC Exposition and
Protest, spoils system, Indian Removal, Worcester v. Georgia, Trail of Tears,
Election of 1832.
2. Use HA! Notebook 8-4, Activity 1.3 to create a campaign poster for Andrew Jackson
in the election of 1824 or 1828.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Create a front page newspaper for the Jackson Administration.
a. Highlight the major issues of his administration.
b. Create catchy headlines.
c. Pick one issue and develop a political cartoon.
Lesson for 2.05
Prior to this lesson, students should read about the Era of Reform and complete the
following Essential Questions in their notebooks.
Essential Questions
1. Identify the significance of these people: Dorothea Dix, Horace Mann, Lucretia Mott,
Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton?
2. What happened at Seneca Falls New York in 1848?
3. What is a “Declaration of Sentiments”?
4. What is a utopia?
5. What were Brook Farm and Oneida?
6. Where were these communities located?
Preview
1. In small groups, have students create a proposal for a utopian school including:
a. A list of common goals and philosophies that they believe a utopian school
should exhibit.
b. An evaluation process for judging the effectiveness of the school.
c. An advertisement to boost student enrollment.
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Resources
1. HA! Notebook 8-4, Activity 5.1
Content Delivery
Activity 1
1. Give students the 5 minute quiz on Women’s Rights located in the HA! Notebook 84, Handout 5.1A
2. Complete the History Alive Activity 5.1 located in the HA! Notebook 8-4
3. Have students compile another T-chart of characteristics of women’s reformers and
abolitionists.
Activity 2
1. Web concept/bubble map of events and activities relating to and affecting the
workplace from 1800-1850.
Process
1. Create a customized rubric for this activity at www.4teachers.org and distribute prior
to this activity.
2. In small groups (3-4), have students select a reform movement of the period as a
model for their own modern reform ideas (better food in the cafeteria)
3. Create a program to highlight the site, speakers, and events of their convention.
4. Create a “Declaration of Sentiments” for their reform.
Lesson for 2.06
Essential Questions
1. Who published “The Liberator”?
2. What was it?
3. What did it call for?
4. What was the “second great awakening”?
5. What did they believe?
6. Who was Fredrick Douglass?
7. What does A.M.E. stand for?
Preview
1. Set the mood of a revival by leading a discussion of a fictional but emotional topic
appropriate for the class.
2. Try to get the students so involved that when you say, i.e. “hallelujah!”, they respond.
3. Ask them to write down their feelings about this class incident.
4. Discuss the relevance and connection between North Carolina Standard Course of
Study United States History Objectives 2.05 & 2.06
Resources
1. America Through The Eyes Of Its People: Primary Sources in American History 2nd
edition Addision Wesley Longman copyright 1997.
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United States History
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Content Delivery
Activity 1
1. Create a web concept/bubble map of religious influences.
Activity 2
1. Have students read an excerpt from The Liberator taken from America Through The
Eyes Of Its People p. 114.
2. Answer the following questions
a. What historic document does Garrison quote?
b. What quote does he use?
c. Where does this quote and document claim that “rights” come from?
d. Who does Garrison believe that these rights are guaranteed to?
Activity 3
1. Create a T-Chart of the pro-slavery and anti-slavery actions that occurred between
1820 and 1850.
Activity 4
1. Complete HA! Notebook 8-5 Activities 1.3 and 1.4
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Have students create a 1 page (front & back) newspaper that models the “look and
feel” of The Liberator.
4. It should have multiple entries which could include articles, editorials, classified
advertisements (help wanted), regular advertisements and Wanted posters that show
religious influence over the cause of slavery.
Goal 2 Project
Option 1 “THE DINNER PARTY”
Objective
Students will research and portray Historical Figures at a dinner party to demonstrate an
organized understanding and mastery of concepts, information, and personalities covered
in the study of the Era of Expansion and Reform.
Procedure
Pre Dinner Party
1. Teacher assigned groups of 4 to 5 students will randomly choose 2 to 3 of the key
historical figures to research.
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2. Goal 2 suggested categories and guests:
Political
Writers
Reform
Abolition
Women’s Rights
Religion
Utopian Society
Average person
Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, and John Tyler
Henry David Thoreau, Ralph Waldo Emerson and Edgar Allen Poe
Horace Mann and Dorothea Dix
Sojourner Truth, Fredrick Douglass, and William Lloyd Garrison
Elizabeth Cady Staton, Susan B. Anthony, and Lucretia Mott
Charles Grandison Finney or other religious figure from 2nd gr. Awakening
George Ripley or other Utopian
a Lowell Girl
3. Each group should “elect” two people to portray the historical figures at the dinner
party.
4. Other group members are their “research assistants”. Researchers will:
a. Write a brief biography of their historical figures to be used when they arrive
at the dinner party.
b. Rehearse with the actors/actresses for any questions about their character.
Character preparation should concentrate on political views as well as views
on expansion, slavery, women’s rights, worker’s rights, philosophies,
religious views, education, and other topics appropriate to the time.
c. Develop 2 to 3 questions to ask each character at the dinner party. These
questions need to be submitted to the teacher for prior approval. The teacher
will distribute the questions to the appropriate historical figures to assist their
research.
d. Create and display paper dolls of their historical figures in appropriate dress
for the time period.
5. Each group should select 1 representative to work with the dinner party committee.
This committee will:
a. Draw the table diagram and seating chart.
b. Create the menu and have menus on the table for each person invited to the
party. Menus should have appropriate food, language and artwork of the time
period.
c. Create and deliver invitations that utilize language and art of the period.
@ the Dinner Party
1. Food is an important part of this activity and serves as the big motivator. A
complete meal does not have to be presented but small snack type food such as
popcorn, candy, chips and soda is recommended. Assign period names to modern
foods for fun. For example, beef jerky could be buffalo meat.
2. Provide some sort of period music to be played while the figures are “dining”.
3. The character questions will be randomly distributed at the dinner party to each
actor. Allow each person to ask 1 question and then move on to the next. This
continues until either time is out or questions are out. If questions run out, then
have each figure briefly give their view on a controversial topic of the period such
as Andrew Jackson’s views on slavery or Fredrick Douglass’ views on women’s
rights.
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Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Option 2 “THE MUSEUM EXHIBIT”
Objective
Students will create a museum exhibit to demonstrate an organized understanding and
mastery of concepts, information, and personalities covered in the study of the Era of
Expansion and Reform.
Procedure
1. Have students preview online exhibits or websites to a variety of museums.
2. Pre-select student groups of 5 to handle compiling exhibit items.
3. Groups must determine what items to include in their exhibit. Suggested
historical items for this time period could include but are not limited to:
a. Prints of famous Art work
b. Copies of books, poems or excerpts from prominent writers
c. 2 to 3 pictures of popular architecture
d. front pages of key newspapers
e. pictures of or artifact replicas
f. a sampling of popular music, either recorded, sheet music, or lyrics
g. A copy of a sermon from a famous religious figure
h. A sample menu for popular food
i. An advertisement for a popular product
4. Each group should develop caption cards to go with each item. The cards should
explain who?, what?, when?, etc.
5. Display ideas for use in classroom, on a bulletin board or in the media center.
a. Poster board
b. 3-panel project board
c. PowerPoint or HyperStudio presentation
d. Create a classroom museum website
e. Combination of ideas
Assessment
1. See page 49—55 of History Alive Culminating Project teacher handbook
2. Create a customized rubric for this activity at www.4teachers.org
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3. This would be a great cross-curriculum project with an Art, Literature, and/or
Computer teacher.
Goal 2 DBQ
Honors and AP
From a selected set of documents (Advanced Placement US History 1 The Evolving
American Nation-State 1607-1914, the Center for Learning pp 96-99), assess the relative
importance in promoting the early Industrial Revolution in the United States.
Suggested Response – Students elaborate on the following thesis: In the early years of the
nineteenth century, government policies disrupted commerce with other nations;
however, the government at the same time, created a climate that served as a catalyst for
early industrialization.
Standard
Compile a list of factors from the documents that contributed to the development of the
early Industrial Revolution in the United States. Choose the 3 most important factors and
justify your choices in an essay.
Suggested response – Factors and choices may vary but could include: government
protection of rights to inventions, government support for crucial developments in
transportation; tariffs; development of corporations with limited liability; an improved
educational system; improved markets and cheap labor with the move from farm to city;
the Embargo and War of 1812 stimulated a need for domestic manufacturers; Whitney’s
concept of interchangeable parts; Slater’s mill; Evan’s steam engine; increased
immigration to provide markets and cheap labor; government control over interstate
commerce and government protection of the sanctity of contracts (or corporate charters);
new sources of investment capital during the War of 1812; stable currency under the
Second Bank of the United States.
Goal 2 Multiple Choice
2.01
Which of the following territorial acquisitions were at one time possessions of Britain?
1) Texas 2) Oregon 3) East Florida 4) Mexican Cession.
A. 2 and 3
B. 1 only
C. all of these
D. none of these.
Answer D
Which of the following territorial acquisitions were explored in the Lewis and Clark
Expedition? 1) Texas 2) Oregon 3) Louisiana 4) Mexican Cession.
A. 3 only
B. 1 and 2
C. 2 and 3
D. all were included.
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United States History
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Answer C
2.02
James Fennimore Cooper is an example of “Americans writing as Americans” instead of
copying European authors. This philosophy is best represented by which of the following
ideals?
A. Nationalism
B. Sectionalism
C. Anti-Federalism
D. Utopianism
Answer A
“I learned this, at least, by my experiment; that if one advances confidently in the
direction of his dreams, and endeavors to live the life which he has imagined, he will
meet with success unexpected in common hours…If you have built castles in the air, your
work need not be lost; that is where they should be. Now put the foundation under
them.”—Walden
What transcendental idea(s) is Thoreau best expressing in this caption?
A. Pessimism and oppression
B. Self-reliance and freedom
C. Revolution and civil disobedience
D. Socialism and workers rights
Answer B
2.03
“At seven the girls are allowed thirty minutes for breakfast, and at noon thirty minutes
more for dinner, except during the first quarter of the year, when the time is extended to
forty-five minutes. But within this time they must hurry to their boardinghouses and
return to the factory, and that through the hot sun or the rain or the cold. A meal eaten
under such circumstances must be quite unfavorable to digestion and health, as any
medical man will inform us. After seven o’clock in the evening the factory bell sounds
the close of the day’s work.”
From The Harbinger, Nov 14, 1836.
What section of the US is most likely being described in the above passage?
A. Northeast
B. Upper South
C. Lower South
D. West
Answer A
Midwestern agriculture received a boost from both the plow and an invention patented by
Cyrus McCormick called the
A. six-row planter
B. mechanical hay baler
C. mechanical reaper
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United States History
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D. combine.
Answer C
2.04
Which of the following issues in the Jackson administration was a consequence of the
Supreme Court case of Worcester v. Georgia?
A. nullification
B. Indian Removal
C. national bank
D. spoils system.
Answer B
Which of the following issues most involved Jackson’s Vice-President John C. Calhoun?
A. nullification
B. Indian Removal
C. national bank
D. spoils system.
Answer A
Using the political cartoon of Jackson as King Andrew the First. (found in most texts)
How does the cartoon portray Jackson’s view of the Constitution?
A. a strong supporter of the Constitution
B. a supporter of checks and balances
C. would destroy the Constitution to suit his desires
D. he liked to wear formal clothing.
Answer C
2.05
“We affirm that while women are liable to punishment for acts, which the laws call
criminal or while they are taxed in their labor or property for the support of government,
they have a self-evident and indisputable right to a direct voice in the enactment of those
laws and the formation of that government…Who are citizens? Why males? Why
foreigners? Because they pay a poll tax—the intemperate, the vicious, the ignorant,
anybody and everybody who has the wit to elude pauperism and guardianship, if they are
only males. And yet women are to live under this city charter, obey, be taxed to support,
and no pauper establishment or guardianship is thought necessary for them…How
inconsistent is all this?”—Harriot Kezia Hunt, an early 19th century feminist in a letter to
the city of Boston, November 15, 1854
In this passage, Dr. Harriot Kezia Hunt is asking which of the following?
A. Women be entitled to vote
B. Women pay their share of taxes
C. Immigrants be subject to taxation
D. Only intelligent people be allowed to vote
Answer A
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United States History
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What term refers to the 19th century belief that married women’s activities should be
limited to housework and family?
A. Feminism
B. Temperance
C. The cult of sentiments
D. The cult of domesticity
Answer D
2.06
“In know this is all so much algebra to those who have never felt it. But to those who
have experienced the agony of wrestling, prevailing, prayer, for the conversion of a soul,
you may depend upon it, that soul…appears as dear as a child is to the mother who
brought it forth with pain.”—Lectures on Revivals of Religions by Charles Grandison
Finney.
According to Finney, what is “algebra to those who have never felt it”?
A. salvation
B. damnation
C. reformation
D. industrialization
Answer A
Which of the following best exemplifies the ideals of the “Second Great Awakening”?
A. Predetermination of salvation
B. Confession is good for the soul
C. Cleanliness is next to godliness
D. Individuals are responsible for their own salvation
Answer D
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United States History
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Goal 3
Crisis, Civil War, and Reconstruction (1848-1877) - The learner will analyze the issues
that led to the Civil War, the effects of the war, and the impact of Reconstruction on the
nation.
3.01 Trace the economic, social, and political events from the Mexican War to the
outbreak of the Civil War.
3.02 Analyze and assess the causes of the Civil War.
3.03 Identify political and military turning points of the Civil War and assess their
significance to the outcome of the conflict.
3.04 Analyze the political, economic, and social impact of Reconstruction on the nation
and identify the reasons why Reconstruction came to an end.
3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of
the supremacy of the national government.
Goal 3 Opener
Utilize HA! Notebook 8-5, Activity 1.1
Lesson for 3.01
Essential Questions
1. What conditions and events contributed to the growth of sectionalism prior to the
Civil War?
2. Why were various compromises unsuccessful in resolving the slavery issue?
3. How did the rise of the Republican party escalate sectional tensions?
4. What role did weak presidential leadership of the 1850’s play in the outbreak of the
Civil War?
Preview
1. Scenario: You and your family are taking a long trip for vacation. You like rap music
and your sister says you have to listen to country music. How are you going to
resolve this conflict?
2. Discuss the process of compromise and why it might be difficult in this context.
Resources
1. Excerpts from Uncle Tom’s Cabin by Harriet Beecher Stowe found at
http://Jefferson.village.virginia.edu/utc/sitemap.html
3. Text of Missouri Compromise, Fugitive Slave Act, and Compromise of 1850
a. http://www.pbs.org/wgbh/aia/part3/3h511t.html
b. http://www.pbs.org/wgbh/aia/part4/4p2951.html
4. Decision from Dred Scott v. Sanford found at
http://www.library.wuslt.edu/vlib/dredscott
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United States History
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Content
In the following activities, be sure to include:
Missouri Compromise
Wilmot Proviso
Anti-Slavery Movement
Abolition
Slave Codes
Compromise of 1850
Underground Railroad
Harriet Tubman
Fugitive Slave Law
Uncle Tom’s Cabin
Harriet Beecher Stowe
Popular Sovereignty
Kansas-Nebraska Act
Bleeding Kansas
Summer-Brooks Incident
John Brown
Harper’s Ferry Virginia
Dred Scott v. Sanford
Lincoln-Douglass Debates
Republican Party
Freeport Doctrine
Free Soil Party
Activity 1
1. Divide the class into small groups (2-3)
2. Give each group of students a set of cards containing the terms.
3. The group members should identify the date and the significance of each term.
4. Each student should create an illustrated timeline of the events and their significance
in their Interactive Student Notebook.
5. Terms that are not events should be written on the timeline next to events with which
they are connected.
Activity 2
1. Prepare a Visual Discovery Interactive Slide Lecture from HA! Notebook 8-5 with
slides from Activity 2.1.
2. Notes should be taken in a timeline form that traces the events from the Mexican War
to the outbreak of the Civil War.
3. Utilize spiraling questions and occasional “Act-it-Out” activities during the
presentation.
Spiral Questions
a. What ties these events together?
b. What are two themes that we can use to describe this timeline?
c. Why did residents of North Carolina care if Kansas was a free state or a slave
state?
d. What type of laws would free and slave states disagree over?
e. What would have happened if slavery were outlawed in all the new states?
f. If you were a southern politician how would you have felt? Northern
politician?
Activity 3
1. NCDPI USH Support Document 3.01c p.35
2. On a blank map of the United States, identify
a. slave states
b. free states
c. territories
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United States History
Interactive Guidebook
d. proposed routes of the Transcontinental Railroad.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Utilize HA! Notebook 8-5 Activities 1.3 & 1.4 to create a spectrum of perspectives on
the issue of slavery. Be sure to reference all of the terms from the content delivery.
Lesson 3.02
Essential Questions
1. What role did slavery play in the coming of the Civil War?
2. What were immediate causes of the Civil War?
3. How did economic differences and territorial expansion lead to the Civil War?
4. How did differing interpretations of the 10th Amendment add to sectional differences?
Preview
1. Discuss what your students would be willing to fight for in modern society.
2. Handout to students, Killer Angels, Michael Shaara, Ballantine Books, 2003 (pp 2932) This is the script of the clip they will view.
3. Show the clip “That’s what we are fighting for” – from Gettysburg
Resources
1. Killer Angels by Michael Shaara
2. Video clip from Gettysburg
3. South Carolina Ordinance of Secession found at
http://www.civilwarhome.com/scordinance.htm
4. Lincoln’s First Inaugural Address found at
http://www.bartleby.com/124/pres31.html
5. The Political Party Platforms for the Election of 1860 found at
http://members.aol.com/jfepperson/plat.html
6. HA! Notebook 8-5
Content Delivery
Activity 1
1. Review events from North Carolina Standard Course of Study United States History
Objective 3.01 and compare to the preview assignment.
Activity 2
1. NCDPI USH Support Document 3.02a p.39
2. Election of 1860: Read platforms and create a map showing the results of the 1860
election.
3. Determine the reasons for Lincoln’s election and predict the implications of it.
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United States History
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Activity 3
1. Conduct a Socratic Seminar in which students will analyze the arguments for and
against secession.
2. South Carolina Ordinance of Secession – Analyze the arguments for secession.
a. What document does this remind you of?
b. Why would they choose this document to imitate?
c. What reasons do they give for secession?
d. Are these reasons valid?
e. Are these reasons Constitutional?
f. Did they have the right to secede?
4. Lincoln’s First Inaugural Address - Evaluate Lincoln’s plans to deal with the
Confederate states.
a. What attitude does he have toward the Confederacy?
b. Do you think Lincoln agrees or disagrees with secession?
c. What steps does Lincoln suggest to deal with the Confederacy?
d. Is he harsh or lenient?
e. What changes in Lincoln’s plan would you make?
Activity 4
1. After the Socratic Seminar, a teacher created lecture is needed to clarify any
misconceptions from discussions on the immediate causes of the Civil War, focusing
on
a. Fort Sumter
b. Abraham Lincoln
c. Jefferson Davis
d. creation of the Confederacy.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. You are a North Carolina resident in 1860. Write a letter to the editor entitled “To go
to war or not”:
a. Give 3 reasons for going to war and 3 reasons for not going to war.
b. State and defend your position.
4. Create a Commemorative Marker for Fort Sumter, SC
5. The plaque should include a drawing, a summary of events, and a brief explanation of
the historical significance.
Lesson 3.03
Essential Questions
1. What are the key turning points of the Civil War?
2. How did new technology affect the casualty rate of the war?
3. What strategies were used by the North and the South?
4. What impact did the various military and political leaders have on the war?
5. What types of resistance and support existed for the war?
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United States History
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Preview
1. Students should infer the meanings of Civil War slang terms
(http://www.civilwar.org)
2. Discuss the true meaning of each term and relate the terms to the Civil War.
Resources
1. The Gettysburg Address exhibit http://www.loc.gov/exhibits/gadd
2. The Battle of Gettysburg: http://www.nps.gov/gett/
3. Civil War Slang words: Http://www.civilwar.org/pdfs/slang_chart.pdf
4. HA! Notebook 8-5
5. The Hesitating Veteran, a poem by Ambrose Bierce on African American
involvement in the Civil War and other Civil War poetry.
http://members.tripod.com/~prolificpains/upoetry.htm
6. Letters from North Carolina: http://library.wcu.edu/digitalcoll/default.asp
Content Delivery
Be sure to include the following:
First Battle of Bull Run
Antietam
Vicksburg
Gettysburg
Sherman’s March to Sea
Appomattox Court House
Gettysburg Address
writ of habeas corpus
Election of 1864
Anaconda Plan
Emancipation Proclamation
African-American Participation
Robert E. Lee
Ulysses S. Grant
George McClellan
Thomas “Stonewall” Jackson
new military technologies
Activity 1
1. Divide the class into 7 groups.
2. Assign each group a battle from the list above and one battle of their own choosing.
3. Groups should locate the battle on a map and identify the date, the major generals,
outcome, and the significance.
4. Analyze the map and offer teacher explanation of the Anaconda Plan
5. Regroup and complete jigsaw so that all students have the same information.
6. Continue jigsaw with the remaining words in the list.
Activity 2
1. History Alive lecture/slide show/activities: (HA! Notebook 8-5, Activity 3.2)
2. Focus on political and military turning points and their significance.
3. Spiraling questions are included in materials.
Process
Civil War Portfolio
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
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United States History
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2. Create a customized rubric for this activity at www.4teachers.org .
3. Poster to encourage African-Americans to join the Union army. (HA! Notebook 8-5,
Activity 3.2 page 12)
4. Sensory figure of Abraham Lincoln showing what Lincoln saw, heard, felt, and
dreamed during the war. (HA! Notebook 8-5, Activity 3.2 page 23)
5. Assign students one turning point of the Civil War
a. Students will write a 2 page newspaper article as if it is the day after the event.
b. Students should explaining the event and speculating on the event’s
significance.
6. Have groups write a poem or develop a mnemonic device to remember the battles and
their significance in chronological order.
Lesson 3.04
Essential Questions
1. What were the effects of military occupation of the ex-Confederate states?
2. What limits were placed on presidential and congressional power?
3. How did southerners resist Reconstruction?
4. In what ways did Reconstruction build the foundation for Civil Rights for African
Americans?
5. How were the southern social, economic, and political systems reorganized?
Preview
1. HA! Notebook 8-5, Activity 4.1 p. 2 Student Response
Resources
1. HA! Notebook 8-5
2. Reconstruction political cartoons found at
http://www.impeach~andrewjohnson.com
Content Delivery
Be sure to include:
Freedman’s Bureau
Radical Republicans
Reconstruction plans
Thaddeus Stevens
Andrew Johnson
Compromise of 1877
Tenure of Office Act,
Johnson’s impeachment
Scalawags
Carpetbaggers
black codes
Ku Klux Klan
Sharecroppers
tenant farmers
Jim Crow laws
The Whiskey Ring
Solid South
Activity 1
1. NCDPI USH Support Document 3.04a p.43 Create a graphic organizer that compares
Presidential and Congressional Reconstruction. See sample charts on next page
2. Using the chart, write a brief essay to evaluate the effects of the various
Reconstruction plans on different groups or events.
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United States History
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Activity 2
1. Use a Venn diagram compare and contrast sharecropping and slavery.
Activity 3
1. Create an interactive slide lecture using HA! Notebook 8-5 and slides from Activity
4.2
Effects of Reconstruction
Group Affected
Lincoln’s Plan
Johnson’s Plan
Radical Republican’s Plan
(Congress)
Freedmen
Southern Whites
Northerners
Ex-Confederates
Amendments
Military Action
Your Opinion:
Reconstruction Analysis
Identify and place a check in the appropriate box.
Terms
Identify
Aided
Reconstruction
Hindered
Reconstruction
Supported
by the
Republicans
Supported
by the
Southerners
Benefited
Black
Americans
Radical
Republicans
10% Plan
Wade-Davis
Bill
Freedmen’s
Bureau
Black Codes
13th
Amendment
14th
Amendment
15th
Amendment
Scalawags
Carpetbaggers
KKK
Rutherford B.
Hayes
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Use HA! Notebook 8-5, Activity 4.1 to develop a report card on Reconstruction Plans
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United States History
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4. Create mosaic on Reconstruction
a. Choose a minimum of 9 topics (examples: scalawags, 14th amendment,
Freedman’s Bureau, carpetbaggers, black codes, 10 percent plan, etc)
b. Illustrate and describe each topic
Goal 3 Project
Objective
Students will create a children’s story book to demonstrate an organized understanding
and mastery of concepts, information, and personalities covered in the study of the Civil
War and Reconstruction.
Procedure
1. This can be an individual or a group project.
2. This storybook should be written for a 4th grade audience and should demonstrate a
clear understanding of historical issues.
3. Outline ideas
4. The story book must have a minimum of 5 sections.
a. Causes of the Civil War
b. Outbreak of the Civil War
c. Major battles and Generals
d. Political leaders and their significant decisions
e. Reconstruction
5. Write the text
6. Draw illustrations and visual representations
Assessment
4. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
5. Create a customized rubric for this activity at www.4teachers.org .
6. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 3 DBQ
Debate over the balance of power between state and national government led up to and
continued through the Civil War and Reconstruction. To what extent did the Civil War
and Reconstruction prove to be a test of the supremacy of the national government?
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United States History
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The following are suggested documents and can be found at www.ourdocuments.gov
1. The Constitution (in particular, any of the following)
Article I, Section 9, Clause 2
Article VI, Clause 2
2. 10th Amendment
3. Compromise of 1850
4. Kansas-Nebraska Act
5. Emancipation Proclamation
6. Wade-Davis Bill (1864)
7. Civil War Amendments 13, 14, 15
As well as
1. The Freeport Doctrine
2. South Carolina Ordinance of Secession
3. Political Cartoon of the impeachment of Andrew Johnson
AP Classes
Reference and analyze all documents in the DBQ
Produce an essay based on AP standards
Honors Classes
Produce a formal essay
Correctly reference all documents
General Classes
Prior to writing the essay, discuss each document with the class or scaffold questions
throughout the documents.
Produce a 3-5 paragraph essay
Correctly reference 3 documents
Goal 3 Multiple Choice
3.01
The issue of slavery was a major concern before the Civil War. Which of the following
illustrates the spread of slavery?
A. The demand for a fugitive slave law.
B. Kansas’ application for admissions to the union.
C. The creation of the Constitutional Union Party
D. The demand for the re-establishment of the African slave trade.
Answer: D
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United States History
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“If the people of Kansas want a slaveholding state, let them have it, and if they want a
free state they have a right to it, and it is not for the people of Illinois, or Missouri, or
New York, or Kentucky, to complain, whatever the decision of Kansas may be.”
-Stephen A. Douglas
In the quote above, to which principle is Stephen A. Douglas referring?
A. States’ Rights
B. Abolition
C. Federalism
D. Popular Sovereignty
Answer: D
3.02
Which of the following is the most likely reason for the secession of South Carolina?
A. Lincoln called for the immediate outlawing of slavery.
B. Lincoln won the presidency with only northern electoral votes.
C. Lincoln broke his campaign promises.
D. Northern business began boycotting southern goods
Answer: B
“Bombardment of Fort Sumter, Charleston Harbor”
HA! Notebook 12 Slide 8-5 2.1R
What does the event depicted in the picture above represent?
A. Lincoln’s desire to preserve the Union.
B. Southern states’ constitutional right to secede.
C. States’ right to nullify federal laws.
D. The preservation of natural rights.
Answer: A
3.03
“As a result of the battle, Confederate Generals are now more confident of a short war
and southern victory.”
The quotation above could have appeared in Southern newspapers during the war. Which
battle matches this quotation?
A. Gettysburg
B. Vicksburg
C. First Battle of Bull Run
D. Chattanooga
Answer: C
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United States History
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Which of the following turning points are correctly matched with their significance?
A. Gettysburg – The Confederate victory hastened the end of the war
B. Vicksburg – The Confederate loss split the Confederacy
C. Emancipation Proclamation – Lincoln freed all slaves
D. Appomattox Court House – General Grant surrendered to General Lee
Answer: B
3.04
Which of the following represents the most radical point of view on Reconstruction?
A. Lincoln
B. Johnson
C. Congress
D. Lee
Answer: C
“So it is with voting. We may not understand it at the start, but in time we shall learn to
do our duty” - The trouble They Seen: Black People Tell the Story of Reconstruction
To what amendment is the quote above referring?
A. 10th amendment
B. 13th amendment
C. 14th amendment
D. 15th amendment
Answer: D
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United States History
Interactive Guidebook
Goal 4
The Great West and the Rise of the Debtor (1860s-1896) – The learner will evaluate the
great westward movement and assess the impact of the agricultural revolution on the
nation.
4.01 Compare and contrast the different groups of people who migrated to the West and
describe the problems they experienced.
4.02 Evaluate the impact that settlement in the West had upon different groups of people
and the environment.
4.03 Describe the causes and effects of the financial difficulties that plagued the
American farmer and trace the rise and decline of Populism.
4.04 Describe innovations in agricultural technology and business practices and assess
their impact on the West.
Goal 4 Opener
Introduce the concept of Manifest Destiny with HA! Notebook 8-4 Slide 1.1E. Be sure to
assign some students to view the slide from the perspective of the American Indians.
Lesson for 4.01
Essential Questions
1. Compare and contrast the groups or individuals who migrated to the West.
2. What were their reasons for going to the West?
3. What hardships did they face on the trail?
4. How did they overcome those hardships?
5. Assess challenges they faced upon arrival at their destination.
6. How did they overcome those challenges?
Preview
1. Students will write journal entries to this prompt. “If you were going to leave home
for college and would not come back for at least 6 months, what 10 items would you
take with you?”
2. Allow students to share their responses.
Resources
1. HA! Notebook 8-4, Activity 3.1
2. Video clip from Far and Away
Content Delivery
Activity 1
1. Display HA! Notebook 8-4, Slide 3.1I Western Trails
2. Teacher Lecture on various groups going to the West using applicable terms for Goal
4 of the North Carolina Standard Course of Study for United States History plus
Cattle Kingdom, Mining, & Railroads.
Activity 2
1. Use HA! Notebook 8-4 Skill Builder Activity 3.1 to introduce the challenges of the
Oregon Trail.
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United States History
Interactive Guidebook
Activity 3
1. View video clip of the land rush from Far and Away
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. NCDPI Activity 4-01A p.47 Write letters to your parents explaining your reasons for
moving west, the experiences along the way, and the conditions at your new location.
Share with class.
4. NCDPI 4-01D p.48 Create a chart showing all the groups who went west; why, and
the results of their quest.
Lesson for 4.02
Essential Questions
1. How did settlement in the West affect American Indians?
2. Evaluate how the changes in the environment affected American Indian culture?
Preview
1. Use Bear’s Heart text to introduce changes in American Indian culture.
2. Students will respond to images and class discussion will focus on the differences in
the images from beginning of the Bear’s Heart to the end.
3. Students will construct a Venn diagram to compare and contrast American Indian
lifestyle from start to finish in Bear’s Heart.
4. Teachers can substitute Bear’s Heart with any American Indian Art text.
Resources
1. Bear’s Heart by Burton Supree, with Ann Ross
2. HA! Notebook 8-4
3. Video Dances with Wolves
Content Delivery
Activity 1
1. Visual discovery interactive slide lecture for Notebook 8-4, Activity 4.2
Activity 2
1. Use HA! Notebook 8-4, Activity 4.3
Activity 3
1. Show excerpts of video Dances with Wolves
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
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United States History
Interactive Guidebook
3. Create a mosaic that illustrates at least 5 impacts that settlement had on the American
Indians and their culture.
4. Each impact should be represented by a different color.
5. Can be written, illustrated, or represented by symbols.
Lesson for 4.03
Essential Questions
1. Describe 3 major contributing factors to the rise of the Populist Party?
2. What organizations and individuals laid roots for the rise of Populism and its
platform?
3. How did the issue of metal and its use in the nation’s monetary system contribute to
the rise and decline of Populism?
4. What were two powerful legacies that Populism left behind?
Preview
1. Show a scene from The Wizard of Oz.
2. Through discussion, compare and contrast the characters and the setting of Kansas.
Resources
1. “Cross of Gold Speech” by William Jennings Bryan
2. Video The Wizard of Oz
3. Information on Populism/Wizard of OZ can be found at
http://www.halcyon.com/piglet/Populism.htm from http://www.a-s.clayton.edu/gah/
Content
1. Use video and graphic organizer (t-chart) to identify symbols and metaphors for the
rise and decline (fall) of Populism.
2. The teacher will ask students to identify and express the relationships between key
Wizard of Oz characters and factors of the rise and decline (fall) of Populism.
3. Students will use teacher created graphic organizer to analyze and discuss the lesson’s
four essential questions.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students are to create a campaign poster and construct a 3-minute speech describing
their party’s platform from either the Republican or Democratic perspective for the
1896 election.
4. The students will display their campaign poster and deliver their speeches to the class.
5. Upon completion class will vote for a platform and support their selection in a class
debate monitored by teacher.
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United States History
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Lesson for 4.04
Essential Questions
1. Describe the major agricultural innovations for Western farming.
2. Who were the innovators?
3. How did these innovations make Western farming more efficient or practical?
4. Discuss the challenges faced by Western farmers.
5. What challenge was most difficult to overcome?
6. Which innovations seemed to be the most helpful?
7. Describe how railroads were essential for the expansion of the agricultural West.
Preview
1. Have students write their idea of the typical day of today’s modern farmer.
Resources
1. Video The West by PBS and http://www.pbs.org/weta/thewest/
Content Delivery
Activity 1
1. Teacher lecture on major agricultural developments. Be sure to include terms from
the NCDPI US History Support Documents p.57 plus mechanical reaper, climatic
differences, problems caused between Eastern and Western styles of farming, sod
house.
Activity 2
1. Create a chart listing the farming innovations, inventor, and impact on the West.
Process
Farming portfolio
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Create a poster advertising the opportunities and benefits of moving to the West.
Include 5 of these: description of the area, water, land formations, climate,
availability of land, size of farms, proximity of Railroad, proximity of
neighbors/American Indians, etc.
4. Write a letter home describing your life as farmer in the West, detailing your lifestyle
and tools used in an average days work.
5. Write a follow up letter to your parents about your plight in the West a year later.
Goal 4 Project
Objective
Students will create an historical fiction writing that mirrors the look and feel of authentic
primary resources to demonstrate an organized understanding and mastery of concepts,
information, and personalities covered in the study of the Great West and the Rise of the
Debtor.
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United States History
Interactive Guidebook
Procedure
1. As a foundational document, student should begin by writing a “Goodbye” letter to
their parents.
2. The reflection can be, but not limited to, a personal diary, journal, or a physical
exhibit of multiple resources including maps, photos, drawings, news clippings etc.
3. Using the student created projects as primary resources, randomly assign students to
exchange their materials and write a fictional biography of the character’s life in the
West.
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Sample categories could include
a. Appropriate use of all Goal 4 objectives
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Appropriate selection and placement of graphics
f. Full use of resources available
Goal 4 DBQ
Sources
1 - Cross of Gold speech by William Jennings Bryan at the 1896 Democratic National
Convention.
2 - Political cartoon reaction to Bryan’s Cross of Gold speech
3 - “Judge Magazine” cover September 1896- “the Sacrilegious Candidate”
AP/Honors
What was the effect of the monetary debate on the election of 1896?
What issues caused the farming community to support the expansion of the money
supply?
Standard
For the document
What is the position on the money supply by the speaker?
What type of US citizens would have supported this speech?
Question on the cartoon
Who is holding the Cross of Gold?
Why is he holding the cross of Gold?
Describe the significance of a crown of thorns and a cross.
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United States History
Interactive Guidebook
Goal 4 Multiple Choice
4.01
One of the most powerful attractions of the West was free land. This was greatly
encouraged by what action?
A. Discovery of gold
B. Coming of the Railroad
C. Passage of the Homestead Act
D. Booming of the cattle market
Answer C
The Morrill Land Grant Act of 1862 made possible which of the following institutions?
A. The Federal Farm Loan Corporation
B. The Department of the Interior
C. Bonanza farms
D. Agricultural colleges
Answer D
4.02
Which of the following was an outcome of the settlement by whites of American Indian
land?
A. increased American Indian role in government.
B. change/destruction of American Indian culture.
C. Decrease of violence on Federal Government land
D. American Indian migration to the East.
Answer B
Which of the following proved to be major conflicts between settlers and American
Indians?
A. Silver and gold standards
B. New lend lease acts
C. Recording rights to tribal hymns
D. Land ownership and buffalo hunting
Answer D
4.03
Which of the following had the least impact on the rise of Populism?
A. The Dawes Severalty Act
B. Economic distress (greenbacks)
C. Metal and the monetary system
D. Railroad’s control of shipping costs
Answer A
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United States History
Interactive Guidebook
Which of the following factors most contributed to the decline of Populism?
A. Fear of gold standards decreasing
B. Fear of inflation and McKinley’s election
C. William Jennings Bryan and his fear of westward expansion
D. Lack of Granger and Farmer Alliance support
Answer B
Political cartoon on the struggles of American farmers during the late 19th century
According to the cartoonist, who is responsible for the plight of the farmers?
A. The National Grange
B. Big Business
C. The National media
D. Farmers’ apathy
Answer B
4.04
The development of barbwire is most closely associated with which individual?
A. Joseph Glidden
B. John Deere
C. Cyrus McCormick
D. Samuel Colt
Answer A
The 19th century innovation of the steel windmill made possible which process?
A. Electricity for the home
B. Irrigation for crops
C. Drilling for oil
D. Calculating wind speed
Answer B
Map of Cattle trails and the Railroads, 1870s-1890s.
Using the map, which of the following contributed to the growth of the cattle industry
and loss of American Indian land?
A. Improved river routes
B. Improved trails and rail lines
C. Assimilation of American Indians
D. Relocation of packing centers to the South
Answer B
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United States History
Interactive Guidebook
Goal 5
Becoming an Industrial Society (1877-1900) - The learner will describe innovations in
technology and business practices and assess their impact on economic, political, and
social life in America.
5.01 Evaluate the influence of immigration and rapid industrialization on urban life.
5.02 Explain how business and industrial leaders accumulated wealth and wielded
political and economic power.
5.03 Assess the impact of labor unions on industry and the lives of workers.
5.04 Describe the changing role of government in economic and political affairs.
Goal 5 Opener
1. Assign students to complete a family tree. They should go back as far as they can
on whichever side to determine their family origins.
2. This assignment will be discussed, on volunteer basis, in class at the beginning of
the goal.
3. Ask students to define, heritage.
Lesson for 5.01
Prior to this lesson have students read about the immigrant experience in moving to an
industrializing United States.
Preview
1. Ask class how many have moved here with their families in the past 5 to 10 years.
2. What factors caused your family to move to this area?
3. What factors would cause your family to move away from this area?
4. Emphasize scope of immigration and idea that there are no true Native Americans.
Resources
1. History Alive USH 08-06, Activity 2.2
Content Delivery
Activity 1
1. Use the Visual Discovery and analysis of immigration data from HA! Notebook 8-6,
Activity 2.2 pp 1-13
Activity 2
1. Teacher should cover the following terms and concepts during the lecture:Rise of
industry in America
a. Sweat shop
b. Economic, political, and social turmoil in Europe
c. Settlement houses
d.
e.
f.
g.
Melting pot
Dumbbell tenements
Ellis Island and Angel Island
Culture shock
40
United States History
Interactive Guidebook
h.
i.
j.
k.
Chinese exclusion act
Urban issues (housing, sanitation, and transportation)
Factory system
Rise of ethnic neighborhoods (nativism and cultural pluralism)
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Write two to three generalizations using the following slides from HA! Notebook 8-6.
a. 1.2B
b. 1.2C
c. 1.2D
d. 1.2F
4. Allow approximately one minute per slide.
5. Using their generalizations, the students should write an editorial to the New York
Times evaluating (supporting or protesting) immigration quotas. Be sure
generalizations are included.
Lesson for 5.02
Prior to this lesson, assign students to read about the industrialization of America.
Preview
1. Utilize Classroom Activity 6, “Business Ethics” from Kintisch and Cordero, Breaking
Away from the Textbook. Pg. 114.
2. Students will agree or disagree with statements by show of hands and then discuss
how they feel about those statements.
3. Sample questions to ask students
a. The object of business is to make as much money as possible.
b. Anything that is legal in business is OK.
c. When profits go down, companies have to lay off employees.
d. Poor people are poor because of their own shortcomings.
e. Workers should not do more than they are paid to do.
Resources
1. Kintisch, Shelly and Cordero, Wilma. (1993). Breaking Away from the Textbook.
Lancaster, PA: Technomic Publishing Co.
2. Carnegie, Andrew. The Gospel of Wealth.
http://xroads.virginia.edu/~DRBR/wealth.html
Content Delivery
1. Divide class into 6 or 9 groups (groups should number between 3-4 students).
2. Number groups from 1-3. You will need to duplicate.
a. Group 1 – Advisors for Andrew Carnegie of U.S. Steel
b. Group 2 – Advisors for John D. Rockefeller of Standard Oil
c. Group 3 – Advisors for Cornelius Vanderbilt of railroad industry
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United States History
Interactive Guidebook
3. Each group will discuss and determine the following areas of advisement for their
respective business leader;
a. Method for controlling market
b. Rationale for controlling market
c. Benefits for self and society of forming monopoly
d. Problems for self and society of forming monopoly
4. Reporter from each group places results on board/overhead under appropriate heading
in appropriate topic area utilizing graphic organizer below;
5. Teacher reviews student results, asking periodically for student clarification
and explanation.
6. In discussion, teacher should insert relevant content to include:
Emergence of new industries – railroads, steel, oil
“robber barons”
Trusts, holding companies, cooperatives
Gilded Age
Monopolies
Gospel of Wealth
“captains of industry”
Social Darwinism
Sample Chart
Oil
Steel
Railroads
Method
Rationale/Reason
Results
Benefits
Problems
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Choose one of the business leaders discussed in this lesson and write a resume for
that person.
4. The resume should include the following elements
a. Statement of career objective
b. Education
c. List of professional experience
d. List of job related skills and talents
e. Motto that includes description of self and philosophy of business.
5. Students should use notes, Andrew Carnegie’s “Gospel of Wealth,” text, and web
resources.
Lesson for Goal 5.03
Preview
1. Have students view the image from History Alive 1.4C or any image of child labor.
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United States History
Interactive Guidebook
2. Have the students write a paragraph detailing who they think this person may be and
what they might be thinking.
Resources
1. HA! Notebook 8-6, Activity 1.4
2. Kintisch, Shelley and Cordero, William. (1993) Breaking Away from the Textbook.
Lancaster, PA: Technomic publishing Co.
Content Delivery
1. Use Visual Discovery from HA! Notebook 8-6, Activity 1.4, pp 1-8
2. Teachers should cover the following terms and concepts during this activity:
Abuses of industry
Tactics (negotiation, mediation, and
Knights of Labor
arbitration)
Conditions
Craft unions versus trade unions
Samuel Gompers
Haymarket riot
Wages
AFL
Eugene Debbs
Pullman strike
Child labor
CIO
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for these activities at www.4teachers.org .
Activity 1
1. NCDPI USH Support Document Activity 5.03b page 65
2. Divide into small groups to form a student/class union.
3. Each group should develop
a. rules for membership
b. goals
c. plans to reach goals
d. expected results.
e. Share with the class.
Activity 2
1. HA! Notebook 8-6, Activity 1.4 page 9
Activity 3
1. Activity 8 “Fair and Responsible” from Breaking Away from the Textbook, - create a
bill of rights and responsibilities for either a laborer or employer (page 116).
Lesson for 5.04
Prior to this lesson, assign students to read about Politics in the Gilded Age
Preview
1. Show political machine clips from An American Tail (1986).
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United States History
Interactive Guidebook
2. Start class discussion with “What is the significance of the portrayal of the characters
in this scene?” as the guiding question.
Resources
1. An American Tail. (1986). Universal Home Pictures. Available at local video stores,
public libraries, or www.netflicks.com.
2. Mr. Smith Goes to Washington. (1939). Columbia Classics. Available at local video
stores, public libraries, or www.netflicks.com.
3. From www.boondocksnet.com
a. “The Brains of Tammany” (Oct. 21, 1871),
b. “Blindman’s Bluff” (April 12, 1873),
c. “The Tammany Tiger in the Arena” (Nov. 11, 1871),
d. “Wholesale and Retail” (Sept. 16, 1871),
e. “The Tammany Ring”
4. www.pbs.org/.../topics6/images/1795_Bosstweed.jpg Photo of Boss Tweed
5. www.polaris.edu/iltli/Tchrpgs/h5nast2.jpg “Let us prey” (Sept. 21, 1871).
6. www.authentichistory.com/.../1871_boss_tweed.jpg “That’s What’s the Matter”
(1871).
Content Delivery
Activity 1
1. NCDPI USH Support Document Activity 5.04b p 68
2. Review the political cartoons of Thomas Nast and create new cartoons to address
issues of the era.
3. Lesson content to cover:
a. Operation of political machines
b. William Marcy “Boss” Tweed
c. Tammany Hall
d. Thomas Nast
e. Credit Mobilier
f. Graft
g. Whiskey Ring
h. Impact of corruption and scandal in government.
Activity 2
1. Show graft clips from Mr. Smith Goes to Washington. (1939). Columbia Classics.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students will construct T-chart comparing public reaction to scandal in the Gilded
Age to scandals today.
4. They will then choose one Thomas Nast cartoon and substitute modern characters and
terminology from recent scandals.
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United States History
Interactive Guidebook
Goal 5 Project
Option 1
Objective
Students will simulate business competition in the Gilded Age by creating a business
portfolio to demonstrate an organized understanding and mastery of concepts,
information, and personalities covered in the study of the tactics and ideas used by the
“Captains of Industry”.
Procedure
1. Teachers may want to share samples of modern financial portfolios or sample
templates for business plans found in Microsoft Word and PowerPoint.
2. You are a “captain of industry.” Your job is to make as much money as possible by
establishing a monopoly. You are the sole individual responsible for the success of
this business. Create a business portfolio (plan with elaboration) establishing a
“Gilded Age” business. Be sure to include the following elements:
a. Choice of product or service and rationale for choice
b. Statement of means for gaining control of market
c. Your public relations pitch to gain widespread support
d. Identification and rationale for best location of business
e. Identification and rationale for potential employee pool
f. Strategy for dealing with and meeting demands of labor
g. Strategy for gaining political support
h. Strategy for philanthropic/charity activity
i. Strategy for dealing with bad press
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Option 2
Objective
Students will gain a greater understanding of vocabulary and terms by retrofitting the
monopoly game to demonstrate an organized understanding and mastery of concepts,
information, and personalities covered in the study of the Gilded Age.
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United States History
Interactive Guidebook
Procedure
Create your own monopoly board. Change game pieces, place names, and “chance/
community chest” cards to reflect terms discussed in class in this unit. Follow these
suggestions, but do not limit your creativity only to these categories.
1. products/services
2. captains of industry/robber barons
3. immigrant issues
4. political structures/institutions
5. labor demands
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 5 DBQ
Suggested Documents
1 “The New Colossus”, by Emma Lazarus found at
http://xroads.virginia.edu/~CAP/LIBERTY/lazaruspoem.html
2 The Know-Nothing Party Platform
3 The Chinese Exclusion Act of 1882 found at
http://www.ourdocuments.gov/doc.php?doc=47&page=transcript
4 “The Great Fear of the Period” political cartoon from History Alive slide 1.3A in
notebook 12-1
5 “Uncle Sam Parts the Atlantic” political cartoon from History Alive slide 1.3D in
notebook 12-1
Honors and AP
Based on the following documents as well as your own knowledge from the study of this
unit, assess whether the “melting pot” theory is an accurate depiction of America from
1877-1900. In your response, be sure to describe the social, political, and economic
factors that contribute to your position utilizing the images and passages provided.
Standard
Look carefully at the following documents.
How do these documents portray American attitudes toward immigration?
Do you believe these attitudes are positive or negative?
Explain your position utilizing specific evidence, symbols, or visuals from these
documents.
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United States History
Interactive Guidebook
Goal 5 Multiple Choice
5.01
Which of the following would least likely be an urban issue between 1877 and 1900?
A. housing
B. expansionism
C. transportation
D. sanitation
Answer B
Use HA! Notebook 8-6 Slide 2.2F
Who do the men on the dock represent?
A. immigrants
B. businessmen
C. politicians
D. all of the above
Answer D
5.02
How would Social Darwinists most likely view themselves?
A. Captains of Industry
B. Robber barons
C. knights of labor
D. political machines
Answer A
“The price which society pays, for the law of competition, like the price it pays for cheap
comforts and luxuries, it is also great; but the advantages of this law are also greater still
than its cost for it is to this law that we owe our wonderful material development, ….”
A. Uncle Tom’s Cabin
B. The Jungle
C. Gospel of Wealth
D. Common Sense
Answer C
5.03
Which of the following would most be likely to oppose labor unions?
A. mill worker
B. coal miner
C. business owner
D. laborer’s wife
Answer C
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Broadside from 1886 - “Your masters sent out their bloodhounds – the police-; they
killed six of your brothers at McCormicks this afternoon. They killed the poor wretches,
because they, like you, had the courage to disobey the supreme will of your bosses. They
killed them because they dared ask for the shortening of the hours of toil. They killed
them to show you, ‘FREE AMERICAN CITIZENS, ‘ that you must be satisfied and
contended [sic] with whatever your bosses condescend to allow you, or you will get
killed!”
Which of the following is described in the quotation above?
A. Great Strike of 1877
B. Homestead Strike
C. Haymarket Riot
D. Pullman Strike
Answer C
5.04
Who was the leader of the Tamany Hall political machine?
A. Samuel Gompers
B. Eugene V. Debbs
C. Robert M. LaFollette
D. William “Boss” Tweed
Answer D
Which of the following is the best example of a political scandal that occurred between
1877 and 1900?
A. Credit Mobilier Scandal
B. Teapot Dome Scandal
C. Iran-Contra Affair
D. Chesapeake-Leopard Affair
Answer A
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Goal 6
The emergence of the United States in World Affairs (1890-1914) - The learner will
analyze causes and effects of the United States emergence as a world power.
6.01 Examine the factors that led to the United States taking an increasingly active role in
world affairs.
6.02 Identify the areas of United States military, economic, and political involvement and
influence.
6.03 Describe how the policies and actions of the United States government impacted the
affairs of other countries.
Goal 6 Opener
1.
2.
3.



4.
Display HA! Notebook 8-4, Slide 3.2A
Ask students to evaluate “U.S. Expansionism in the 1800’s”
Review the following terms:
Monroe Doctrine
Manifest Destiny
Territorial acquisitions through purchase, treaty, and war
Have students answer, “What should happen next?” in a journal entry.
Lesson for 6.01
Preview
1. In a journal entry describe your feelings and how you would react to the following
scenario. You live in a 2-bedroom house and your parents are about to add another
sibling to the family.
Resources
1. HA! Notebook 12-1, Activity 3
2. Rudyard Kipling: White Man’s Burden found at
http://www.fordham.edu/halsall/mod/Kipling.html
3. Josiah Strong: Our Century found at
http://alpha.furman.edu/~benson/docs/jstrongperils.htm
Content Delivery
Activity 1
1. Analyze the word Imperialism
2. What’s the root word of imperialism?
3. Define imperialism --the practice or policy of building empires
Activity 2
1. View slide 3.2H from HA! Notebook 12-1
2. Break into pairs and answer questions about the slide from Activity 3.2 of HA!
Notebook 12-1.
Activity 3
1. HA! Notebook 12-1, Activity 3.1
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2. Additionally consider adding the following readings
a. Rudyard Kipling: White Man’s Burden
b. Josiah Strong: Our Century
3. Discuss generalizations
Activity 4
1. Teacher lecture to clarify American Foreign Policy – Past and Present.
2. Focus on the transition from continental expansion to international expansion.
3. How would that change
a. American politics
b. Economic policies
c. Foreign policies
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. As a U.S. citizen in the late 19th century, write a letter to the editor that debates the
role of the U.S. in the world by supporting or disagreeing with U.S. foreign policy
Lesson for 6.02
Essential Questions
1. What was the “splendid little war”?
2. What was the USS Maine?
3. What does the statement: “Remember the Maine mean”?
4. Who were Joseph Pulitzer and William Randolph Hearst?
5. What is “yellow journalism”? cite examples
6. Who was Commodore George Dewey?
7. Why are the Philippines important to American foreign policy?
8. Who were The Rough Riders?
9. Who was their most famous member?
Preview
1. Obtain a copy of “National Enquirer” or other tabloid type of magazine
2. Read several headlines to the class.
3. Have the students answer the following questions in a journal entry.
a. What is a common theme among them?
b. Why do people buy these papers?
c. Give an example of outrageous tabloid headlines that you have read before.
d. Is this tactic used by regular news media?
Resources
1. HA! Notebook 12-1
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Content Delivery
Activity 1
1. Using the Visual Discovery strategy , create an Interactive Slide Lecture about the
Spanish-American War with the slides from HA! Notebook 12-1, Activity 3.2
Activity 2
1. Create a T-chart graphic organizer to list the ways Teddy Roosevelt and Woodrow
Wilson used American power around the world during their presidencies.
Activity 3
1. Have students create a World Map that shows the United States territorial acquisitions
before, during and after the Spanish-American war.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Have students create two political cartoons showing the two sides of American policy
during this time period—ie. Imperialism and isolationism.
4. Use Processing Activity from HA! Notebook 12-1, Activity 3.2 p. 16
Lesson for 6.03
Preview
Prepare a journal entry describing how you, as a good citizen, could help those less
fortunate around you. Make sure to include what long-range effects that could cause.
Resources
HA! Notebook 12-1
Content Delivery
Activity 1
1. Create a chart comparing and contrasting Roosevelt, Taft, and Wilson’s foreign
policy.
Activity 2
1. Teacher Lecture.
2. Be sure you have included the following terms: “Jingoism,” Dollar Diplomacy, Platt
Amendment, Roosevelt Corollary, Anti-Imperialism League, Missionary (Moral)
Diplomacy, Open Door Policy, Annexation of Hawaii, Big Stick Diplomacy, Teller
Amendment
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Divide into groups to research a role-play about and assigned leader of the period.
4. Jigsaw into new groups and hold mini-debates.
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5. After debates have students prepare a persuasive essay picking one leader to support.
Goal 6 Project
Objective
Students will create a Guide to the Museum for American Foreign Policy from 18901914 to demonstrate an organized understanding and mastery of concepts, information,
and personalities covered in the study the emergence of the U.S. in world affairs.
Procedure
1. Your museum must consist of different themed rooms with a minimum of 6 pictures
or artifacts in each room.
2. Each guide will consist of:
a. a museum room layout with the direction for patrons to follow and where
artifacts, pictures, etc. will be placed. (Like an architectural blueprint)
b. Each exhibit piece within the museum will have a handout with an illustration
of the piece and an explanation for patrons that will put the piece in historical
context and explain the relevance in the museum.
3. Each Guide should convey the following basic ideas.
a. Analyze how and why the US became an increasing figure in world affairs at
this time.
b. Identify areas of US military, economic, and political involvement/influence.
c. Evaluate how US foreign policy objectives impacted other countries around
the world?
Assessment
4. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
5. Create a customized rubric for this activity at www.4teachers.org .
6. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
7. Differentiation
a. 3 rooms standard
b. 6 rooms honors
Goal 6 DBQ
Resource: US History 1, The Evolving American Nation-State 1607-1914
The Center for Learning
Documents: Washington’s Farewell Address
Monroe’s Seventh Annual Speech to Congress
Senator Daniel S. Dickinson of NY, January 1848 Speech
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United States History
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By the last quarter of the nineteenth century, the ideas expressed in the documents above
had become integral parts of American foreign policy. Do they accurately reflect the
foreign policy of the times? With your prior knowledge and the documents provided
analyze American foreign policy in the nineteenth century.
Goal 6 Multiple Choice
6.01
Refer to the political cartoon, HA! Notebook 12-1 Slide 3.2H
The Uncle Sam character in this cartoon best represents the idea for the need to follow
what type of foreign policy?
A. Isolationism
B. Imperialism
C. Collective Security
D. Internationalism
Answer A
Which of the following would be least likely to be a factor that fueled American
Imperialism?
A. Desire for military strength
B. Thirst for new markets
C. Belief in cultural superiority
D. The need for political reform
Answer D
6.02
One civilian who pushed for war with Spain was which of the following?
A. Teddy Roosevelt
B. William Hearst
C. William McKinley
D. Valereano Weyler
Answer B
A newspaper publisher is quoted as telling Fredrick Remington, a sketch artist, “You
furnish the pictures and I’ll furnish the war”. Which of the following BEST describes the
quote?
A. Forced aggression
B. Sensationalism
C. Biased journalism
D. Yellow Journalism
Answer D
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6.03
Refer to a political cartoon on T Roosevelt’s Big Stick motto
According to the cartoon, what action would Roosevelt be least likely to take?
A. Settle controversy
B. Intervene in countries if needed
C. Ignore neighboring countries problems
D. Settle disputes between nations
Answer C
Using money to influence other events in other countries would best describe President
___________’s foreign policy.
A. Theodore Roosevelt
B. William Taft
C. Woodrow Wilson
D. Warren Harding
Answer B
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Goal 7
The Progressive Movement in the United States (1890-1914) –The learner will analyze
the economic, political, and social reforms of the Progressive Period.
7.01 Explain the conditions that led to the rise of Progressivism.
7.02 Analyze how different groups of Americans made economic and political gains in
the Progressive Period.
7.03 Evaluate the effects of racial segregation on different regions and segments of the
United States' society.
7.04 Examine the impact of technological changes on economic, social, and cultural life
in the United States.
Goal 7 Opener
1. Divide students into groups (3 students max).
2. Groups are entering a contest to develop a flow chart to demonstrate or define the
concept progress.
3. Have groups share their flow charts on the board or on an overhead projector.
4. Lead the class to identify consistent trends in their flow charts to develop a class
flow chart.
5. After creating a class flow chart by combining elements from each group, state
that certain groups are disqualified from the contest and strike their ideas from the
class flow chart.
6. Apologize, smile, and have students express their thoughts in a journal entry.
Sample flow chart
New Technological innovations + Increased standard of living + Improved health care +
high standards in schools for good public education + better job markets + efficient
production and competition keeps prices low + higher wages + affordable housing
=
progress
This activity will require students to consider how society measures progress – socially,
politically, and economically.
The disqualification requires students to consider the harm caused to progress caused by
excluding certain groups from progress.
Lesson for 7.01
Essential Questions
1. How did corruption and ineffectiveness impact government?
2. How did the plight of immigrants, the urban poor, poor working conditions, and an
unequal distribution of wealth inspire the Progressive Movement?
Preview
1. In your journal, identify and describe a problem that exists in today’s society.
2. How would you make the public aware of the problem and arrive at a solution to this
problem?
3. Teacher led discussion after the journal assignment.
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United States History
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Resources
1. HA! Notebook 8-6
2. http://www.swarthmore.edu/SocSci/rbannis1/Progs/Progsprim.html
Content Delivery
Activity 1
1. To introduce the basis of Progressive Response, use the Visual Discovery strategy to
create an Interactive Slide Lecture from HA! Notebook 8-6 slides in Activity 3.1.
2. Group students together to create a graphic organizer that address the concepts and
terms discussed in the slide show.
3. Be sure to cover the following:
Government Corruption
ineffectiveness of government
Immigration
urban poor
working conditions
emergence of social gospel
unequal distribution of wealth
Muckraking
Ida Tarbell
Lincoln Steffens
Jacob Riis
urban slums
Triangle Shirtwaist Factory Fire radical (extremist)
Activity 2
1. NCDPI USH Support Document Activity 7.01b p. 76
2. Define the term “radical”.
3. Evaluate excerpts of muckraking articles based on the definition.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. NCDPI USH Support Document Activity 7.01a p. 76
4. Divide the class into sample groups (i.e. presidential cabinet, state governors,
women’s clubs, and selected ethnic groups).
5. Give each group a problem to resolve from their assigned perspective.
6. After group presentations, students will chart each solution on a graph line illustrating
all views from far right to far left.
Lesson for 7.02
Prior to this lesson, assign students to read in the text the sections on Presidents
Roosevelt, Taft, and Wilson
Essential Questions
1. How did the Progressive presidents, Roosevelt, Taft, and Wilson, produce economic,
political, and social reforms? What was their impact on the American people?
2. How and why did the political scene change during the Progressive Era?
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United States History
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Preview
1. Students break into groups of four and produce a list of at least ten attributes of a
great leader.
2. All students will come back together and produce one list of attributes containing at
least ten attributes.
Resources
1. www.americanpresident.org
2. www.loc.gov
Content Delivery
1. Teacher will lecture on key terms and issues related to the Progressive Presidents.
2. Students will utilize a chart to take notes. (see sample on page 2)
3. Be sure to include the following information in the presentation
Amendments 16, 17, 18, and 19
Mann-Elkins Act
Anthracite Coal Strike (strike of 1901Federal Reserve Act
1902)
Payne Aldrich Tariff
Sherman Anti-trust Act
Bull Moose Party
Northern Securities vs. US
Election of 1912
American Tobacco vs. US
Carrie Nation
US vs. EC Knight
Robert Lafollete
Presidential Comparison Chart
T. Roosevelt
Taft
Wilson
Term of office
party affiliation
Platform
Key advisors &
adversaries
Opponents
opponents platform
significant legislation
Key events during term
groups impacted
type of impact
Success of administration
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment. (see sample rubric below)
2. Create a customized rubric for this activity at www.4teachers.org .
3. Write a persuasive paper that determines who was the most effective leader between
Roosevelt, Taft, and Wilson.
4. Utilize your leadership attributes chart and the presidential comparison chart to
formulate your arguments.
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United States History
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5. Analyze ways in which groups such as workers, women, consumers, and producers
were affected by progressive legislation.
6. Use the following rubric as a guide for evaluation.
Sample Rubric
Your paper will include:
-An introduction that states who was the most effective leader and has a brief summary of
three supporting reasons.
-At least three body paragraphs that analyze the supporting reasons with historically
accurate evidence.
-At least two historically supported reasons why each of the other two presidents were not
as successful a leader as the other one.
-A conclusion that restates your position and summarizes the supporting evidence.
-At least six specific references to your Presidents table chart.
-At least three specific references to your qualities of a good leader chart.
Lesson for 7.03
Prior to this lesson, assign students to read about Civil Rights (in)activity during the
Progressive Era.
Essential Questions
1. How did the African American community respond to the Jim Crow Laws?
2. How did racial segregation affect the different regions and segments of United States
society?
Preview
1. Journal Topic: Its 1912, you are an African American man or woman.
2. Write a letter to a friend describing what life is like for you.
3. Discuss student responses.
Resources
1. http://memory.loc.gov/ammem/aap/aaphome.html
2. http://www.lib.virginia.edu/speccol/exhibits/music/overview.html
3. http://www.vcdh.virginia.edu/afam/raceandplace/
4. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.h
tml
5. HA! Notebook 8-5, Activity 4.3, selected slides
Content Delivery
Activity 1
Using the Visual Discovery strategy, create an interactive slide lecture utilizing HA!
Notebook 8-5 with selected slides from Activity 4.3.
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Teacher developed lecture notes should focus on the state of Civil Rights in 1914 and
include:
Booker T. Washington
W.E.B. Dubois
Ida Wells-Barnett
Niagara Movement
Atlanta Compromise Speech The NAACP
Nationwide lynching
Disenfranchisement
literacy tests
poll taxes
Grandfather Clause
Plessy vs. Ferguson
Activity 2
1. NCDPI USH Support Document Activity 7.03b p. 80
2. In student notebooks, create separate graphic organizers to research and compare the
lives of Booker T. Washington and W.E.B. Dubois
3. Focus on how they turned adversity into triumph
Activity 3
1. NCDPI USH Support Document Activity 7.03a p. 80
2. Analyze James Weldon Johnson’s “Lift Every Voice and Sing”
http://www.lib.virginia.edu/speccol/exhibits/music/overview.html
3. Explain why it became the Negro National Anthem.
4. Utilize the document/song analysis worksheet available at
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.h
tml
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Research one of the following websites
a. http://memory.loc.gov/ammem/aap/aaphome.html
b. http://www.vcdh.virginia.edu/afam/raceandplace/
4. Develop a report to show examples of cause and effect as it related to Civil Rights
during the Progressive Era.
Lesson for 7.04
Essential Questions
1. What were the major technological and industrial innovations of this period and how
did they impact the economic, social, and cultural life of Americans?
2. How did advertising and consumerism emerge as major factors in American life
during this period?
Preview
1. Think for a minute about modern conveniences.
2. What would your life be like without technologies we use on a daily basis?
3. Discuss as a class.
Resources
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1.
2.
3.
4.
5.
www.enchantedlearning.com/inventors/
www.150.si.edu/150trav/remember/amerinv.htm
www.edli.ca/CITE/inventors.htm
www.cln.org/themes/inventors.htm
HA! Notebook 8-6
Content Delivery
Activity 1
1. Divide students into small groups and assign an invention from the following list:
a. motor vehicles and the assembly line
b. sewing machine
c. air travel
d. cameras
e. skyscrapers
f. electricity
g. catalogs
h. coca cola.
2. Utilize the computer lab for research.
3. While examining this information include inventor, date of invention, how invention
came to light, process behind production, purpose of invention.
4. Student groups will then present their findings to their classmates and produce a
master copy of inventions.
Activity 2
1. Use HA! Notebook 8-6, Activity 1.3
Process
7. Directions and rubrics should be provided to students at the beginning of the
assignment.
8. Create a customized rubric for this activity at www.4teachers.org .
9. Select an innovation that we’ve not studied from this period.
10. Create a series of pictures or multimedia presentation that depicts how an innovation
changed daily life during the time period.
11. Research and identify early forms of advertisements for this product and compare and
contrast them with current advertisement techniques for similar or the same products.
Goal 7 Project
Objective
Create a magazine to demonstrate an organized understanding and mastery of concepts,
information, and personalities covered in the study of the Progressive Era.
Procedure
1. As a class develop an appropriate title for your magazine
2. The magazine’s publication date is 1912. As you write and produce your section,
remember how life has been and what life will or could be like under the Wilson
Administration.
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3. Students will be divided into groups in order to research and develop the following
sections of the magazine:
a. Immigrants
b. Technological Advancements
c. Social Issues and Reform movements
d. Life in America: North, South, East, West-Urban and rural
e. American minorities
4. Your section should include appropriate pictures, graphs, charts, cartoons and
advertisements.
5. Include relevant and significant individuals wherever possible.
6. Your sources need to be listed at the end of each section
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 7 DBQ
Suggested Documents:
Pure Food and Drug Act
Antiquities Act
Votes for Women (Susan B. Anthony)
Pledge for Temperance (National Women’s Christian Temperance)
Child Labor (Florence Kelley)
Civil Rights for African Americans (Niagara Movement)
Based on the documents and your knowledge of the period, write an essay on the
following question:
To what extent did the Progressive movement represent a unified effort by all
groups in society against corrupt abuses in society and government?
Rubric
Advanced Placement
Reference all documents in your paper
AP DBQ will meet all AP testing requirements of a successful DBQ
Analyze the documents and interpret how they impacted society and government
Identify long and short-term effects of the documents on society and government
Honors
Reference all documents
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United States History
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Correctly reference all documents in a well-organized formal essay
Be able to respond correctly to the question utilizing the documents in an accurate
manner.
Attempt to correctly analyze documents and interpret how they impacted society and
government.
Standard
Accurately reference three documents and produce an organized structured response.
Students should be able to apply one document reference to each aspect of the question.
Goal 7 Multiple Choice
7.01
“There was never the least attention paid to what was cut up for sausage; there would
come all the way back from Europe old sausage that had been rejected, and that was
moldy and white-it would be dosed with borax and glycerine, and …made over again for
consumption.”
This passage was written by
A. Ida M. Tarbell
B. Lincoln Steffens
C. Upton Sinclair
D. Theodore Roosevelt
Answer C
conservation
Problems
exposed by
muckrakers
Child labor
Alcohol abuse
Poor working
conditions
monopolies
Which of the following would you include in the empty box of the graphic organizer
above?
A. populism
B. women’s rights
C. progressivism
D. welfare state
Answer B
7.02
Which amendment gave women the right to vote?
A. 16
B. 17
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United States History
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C. 18
D. 19
Answer D
Political Cartoon of T Roosevelt and Bears “Bad Trusts”
According to the cartoon above, what political stance does Roosevelt take on trusts?
A. keep all trusts
B. do away with all trusts
C. keep trusts that are beneficial to the public
D. government should not get involved in business
Answer C
7.03
Who founded the NAACP?
A. Marcus Garvey
B. W.E.B. Dubois
C. Woodrow Wilson
D. Malcolm X
Answer B
What did Plessy vs. Ferguson, Jim Crow Laws, and disenfranchisement led to
A. a segregated society
B. the NAACP
C. The Atlanta Compromise Speech
D. All of the above
Answer D
7.04
Who invented the sewing machine?
A. Ellias Howe
B. Bill Gates
C. Samuel Morse
D. Orville Wright
Answers A
“Everybody will be able to afford [a car], and about everyone will have one…” was
stated by
A. Rudolph Diesel
B. Andrew Carnegie
C. Herbert Spencer
D. Henry Ford
Answer D
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United States History
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Goal 8
The Great War and Its Aftermath (1914-1930) - The learner will analyze United States
involvement in World War I and the war's influence on international affairs during the
1920's.
8.01 Examine the reasons why the United States remained neutral at the beginning of
World War I but later became involved.
8.02 Identify political and military turning points of the war and determine their
significance to the outcome of the conflict.
8.03 Assess the political, economic, social, and cultural effects of the war on the United
States and other nations.
Goal 8 Opener
Write a journal entry to respond to the following questions.
 Who are your “true friends” and what criteria do you use to make that judgment?
 What does it mean to “watch someone’s back”?
 What do you do when one of your friends is being “put down” by someone you know
but isn’t necessarily your friend?
 How do you pick a side when 2 people you know are having a major disagreement?
Ask a few students to share responses. Most students will identify with the terms
neutrality and friendship as an alliance system. Personal pride is another concept that
should emerge in discussions. All of these topics should easily bridge into the factors
that caused World War I – Militarism, Alliances, Imperialism and Nationalism (MAIN)
Lesson for 8.01
Essential Questions
1. Examine the reasons why WW1 began in Europe.
2. What cultural factors caused Americans to favor either the Allied or Entente powers?
Explain how Germany’s actions undermined American Neutrality.
3. Examine the elements of American society that did resist involvement in the war.
4. How did propaganda from Europe sway American opinions?
Preview
1. HA! Notebook 12-1, Activity 3.1 Student Response on p. 2
Resources
1. Declaration of Neutrality- www.lib.byu.edu/~rdh/ww1/1914/wilsonneut.html
2. HA! Notebook 12-1
Content Delivery
1. Using HA! Notebook 12-1 and the Visual Discovery strategy, create an interactive
slide lecture with slides from Activity 4.1
2. Have students organize their notes into a graphic organizer (ex. T chart)
why the US remained neutral vs. why the US joined the war effort.
Process
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United States History
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1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Create a wanted poster for Kaiser Wilhelm II explaining his “crimes” that led to the
US involvement in WW1.
4. Create a perspectives poster examining American neutrality from the perspective of
two of the following: a business man, Irish immigrant, socialist, or German citizen.
Lesson for 8.02
Essential Questions
1. Identify the reasons why the US failed to ratify the Treaty of Versailles.
2. Determine the significance of the failure to ratify the Treaty of Versailles.
Preview
Activity 1
1. Write a 1-2 paragraph journal response:
2. “To ensure that war does not break out again, which of the following should be a
priority after a war has ended?”
a. Punish the losers.
b. Address the issues that caused the war.
Activity 2
1. Discuss the best method for handling punishment of teenagers.
2. Students should be assigned the following perspectives on which to base their
arguments
a. school’s administrators
b. parent’s
c. boss’s
d. teenagers
Resources
1. HA! Notebook 12-1
2. Treaty of Versailles and picture images from the Paris Peace conference
http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html
3. Wilson’s 14 points
http://www.yale.edu/lawweb/avalon/wilson14.htm
4. Political cartoons
a. Muzzled
http://history.acusd.edu/gen/WW2Pics/81484.GIF
b. Touch not a single bough
http://history.acusd.edu/gen/WW2Pics/81481.GIF
c. Can it survive?
http://history.acusd.edu/gen/WW1Pics/81479.GIF
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United States History
Interactive Guidebook
Content Delivery
Activity 1
Using the Visual Discovery strategy, create an interactive slide lecture to include the
following content
Paris Peace Conference
Armistice
14 Points
Big 4
Treaty of Versailles
League of Nations
Activity 2
HA! Notebook 12-1, Activity 4.4
Activity 3
1. Complete a T-chart analyzing Woodrow Wilson and Henry Cabot Lodge’s views on
the Treaty.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Write a letter to your US Senator (research back to 1919) encouraging him to support
or not support the Treaty of Versailles.
4. Your letter should be 1 page minimum and include at least 3 specific details/terms to
support your argument.
Lesson for 8.03
Essential questions
1. Assess how the US economy changed during the effort to support the war.
2. How did the role of the government expand the US economy?
3. In what ways did the government gain support for the war and silence critics of the
war?
4. Assess how the years after the war reflected the tensions and uncertainties brought on
by the war’s less than satisfactory ending.
Preview
1. HA! Notebook 12-4, Activity 1.3
2. Given a war situation, “Would it be appropriate for the government and citizens to
monitor recent immigrants, political radicals, divergent religious groups, and antiAmerican groups inside the US?”
Resources
1. HA! Notebook 12-4
2. Bringing Learning Alive from TCI
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3. Search for Schenck vs. US case excerpts
http://www.law.cornell.edu/index.html
Content Delivery
1. Have students graphically organize notes from a teacher created lecture including:
Industrial Workers of the World
Self-determination
Committee on Public Information
George Creel
Food Administration
Herbert Hoover
War Industries Board/Bernard Baruch
Ku Klux Plan
Palmer/Palmer Raids
Espionage and Sedition Acts
Eugene V. Debs
Schenck v United States, 1919
Sacco and Vanzetti
John L. Lewis (United Mine Workers)
Washington Naval Conference
Dawes Plan
Great Migration
mobilization
demobilization
suppressing dissent
volunteerism.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students will create a Janus head (ex found p.113 Bringing Learning Alive).
4. Left side anti-war socialist Eugene V. Debs
5. right side Attorney General Mitchell Palmer.
6. Use bullets to analyze each person’s ideas on the other’s ideology.
Goal 8 Project
Objective
Students will create a War Scrapbook (or Magazine, Newspaper) to demonstrate an
organized understanding and mastery of concepts, information, and personalities covered
in the study of World War I.
Procedure
1. Written products should include:
a. causes of the war
b. neutrality issues
c. propaganda
d. German aggression
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e. battle scene(s)
f. end of the war
g. eulogy for one of these: the League of Nations, Woodrow Wilson, European
Empires, American Isolationism, etc…
h. a political cartoon from the era.
2. Images can be drawn, cutout, computer designed, etc., and need to have a brief
caption of information supporting each of them.
Assessment
4. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
5. Create a customized rubric for this activity at www.4teachers.org .
6. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 8 DBQ
Analyze why the US abandoned its neutrality and choose to enter WW1 on the side of the
Allies. Explain.
Documents/Sources
1. Zimmerman Telegram
http://www.archives.gov/digital_classroom/lessons/zimmermann_telegram/images/decod
ed_message.jpg
2. Lusitania Newspaper www.historybuff.com/archives/thumbs/05-07-1915-t-ca.jpg
3. Unrestricted Submarine warfare cartoon: http://rutlandhs.k12.vt.us/jpeterso/Fcart5.jpg
4. Warning Ad from German Embassy for Lusitania travelers
5. US exports 1912-1917chart
6. US Propaganda publications
7. Woodrow Wilson’s War Declaration Speech
8. Jeanette Rankin Anti-War quote
AP/Honors
Utilize as many references as possible and include outside knowledge.
Standard
Concepts, people, and events that should be included:
Propaganda
Unrestricted submarine warfare
Freedom of the seas
Zimmerman telegram
Lusitania
Free trade
Woodrow Wilson
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Goal 8 Multiple Choice
8.01
Which of these reasons would best summarize the main reason that the US entered the
war?
A. Freedom of the seas
B. Make the world safe for democracy
C. Zimmerman telegram
D. Invasion of Belgium by Germany
Answer A
Map of Europe showing the Entente and Allies, 1914
Which of these areas would gain US support in 1917 for its war effort?
A. Italy
B. Russia
C. France
D. Germany
Answer C
8.02
Why was Henry Cabot Lodge most opposed to the Treaty of Versailles?
A. Because of its harsh treatments of Germany
B. Because the Russians had not been included in the Paris Peace Conference
negotiations
C. Because he feared losing the constitutional right of Congress to declare war
D. Because he was a Republican and Wilson was a Democrat
Answer C
Which of the following countries declined to join the League of Nations?
(use a Post WWI map to modify this question)
A. Great Britain
B. USA
C. France
D. Italy
Answer B
8.03
Using an excerpt from Schenck v. United States, 1919
Select the amendment the Supreme Court Justices considered in making their decision:
A. Amendment 1
B. Amendment 2
C. Amendment 14
D. Amendment 19
Answer A
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During WW1, public support could best be characterized as which of the following?
A. Often violent
B. Compelled by pressure
C. Voluntary
D. Nonexistent
Answer C
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Goal 9
Prosperity and Depression (1919-1939) - The learner will appraise the economic, social,
and political changes of the decades of "The Twenties" and "The Thirties."
9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's.
9.02 Analyze the extent of prosperity for different segments of society during this period.
9.03 Analyze the significance of social, intellectual, and technological changes of
lifestyles in the United States.
9.04 Describe challenges to traditional practices in religion, race, and gender.
9.05 Assess the impact of New Deal reforms in enlarging the role of the federal
government in American life.
Goal 9 Opener
Use this activity to check for Prior Knowledge
The Time is Right Game Show
1. Place key dates of a timeline for Goal 9 on the board
2. Hand selected students a 3x5 note-card of information for each key item.
3. Have students read the card to the class and place it under the appropriate date on the
blank timeline written on board.
4. Discuss with the class and make any corrections.
5. Allow students to copy correct timeline in their notebook.
6. Students should then illustrate each item with an appropriate icon.
7. Use this same activity later as a review with candy rewards for correct responses.
Sample Events and Timeline for Goal 9
1918
1923
 WWI Ends
 Roaring 20s
 Automobile
mass
production
1929
 Stock Market
Crash
 End of the Jazz
Age

1939
WWII in Europe
 USA factories
make $$ as
the Great
Depression
Ends
Lesson for 9.01
Prior to this lesson, assign students background reading on the “Roaring 20s” & the
“Great Depression”. It is beneficial to hold students accountable for this reading by
requiring the completion of teacher created or text supplement reading guides.
Preview
1. Using a graphic organizer (see sample below), have students respond to the music
selections.
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2. Conduct a discussion with students about how the songs are different and how they
relate to each historical period.
Charleston Party
Brother Can you
Spare a Dime?
Mood
Decade
What concrete items
are mentioned in the song?
List any historic references
Resources
HA! Notebook 12-2
Content Delivery
Activity 1
1. Write the following terms on index card:
“Return to Normalcy”
Rugged individualism
laissez-faire
Direct relief
Teapot Dome scandal
Easy credit
Albert Fall
Installment plan
Hawley-Smoot Tariff
Overproduction
Speculation
Hoovervilles
Buying on the margin
Soup kitchens
Mechanization
Breadlines
“Black Tuesday”
2. Divide students into groups
3. Give each group 2-3 cards. (one term per card)
4. tell the students to research the historic significance (for the time period) of each term
Each student response to the terms should squarely address “Who”, “What”,
“Where”, “When”, Why”.
5. After 10 minutes students should stop.
6. Tell students that they are to present pithy, accurate, and precise historic definitions
of the three terms they were assigned to their classmates.
7. One student will present from each group their definitions via overhead transparency.
Other students will take notes.
Activity 2
1. Utilize the Visual Discovery strategy to create an interactive slide/image discussion
with appropriate images from HA! Notebook 12-2.
2. The images should portray groups affected (see processing activity below e.g.
farmers, women, families, workers,
3. Form subsets with the images and distribute to pre-selected student groups.
4. Students will have 5 minutes per image before rotating within their group.
5. For each image students will answer the following questions in their journal
a. Who is in this image?
b. Describe this image. (See, hear, feel, touch, smell)
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c. From which decade do you believe the image was taken?
d. Speculate as to what happened to the people in the image just before the photo
was taken, or drawing was made.
6. After appropriate time, teacher should lead discussions and organize class
observations of each image
7. After completing all images, attempt to develop generalizations about each period.
Process
Activity 1
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Journal entry: Write a letter from the perspective of individual affected by the Great
Depression.
4. Student should peer edit journal entries, checking for items on the teacher grading
rubric. Eg. Did students talk about effects of the Depression on them, Did the students
mention President Hoover? Did students identify cycles of boom and bust?
Activity 2
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Select two of the images from our classroom activity 2
4. In an essay, analyze how the cycles of boom and bust affected the prosperity of a
specific segment of the population (Factory workers, farmers, business owners,
women, families…etc)
Lesson for 9.02
Preview
1. HA! Notebook 12-2, Activity 2.2 pp 2-4
Resources
1. History Alive!, USH 12-2,
2. Papers of J.V. Lobell. Steven A. Hill Collection. (provided)
Content Delivery
1. Conduct Visual Discovery Interactive Slide Lecture with images from HA! Notebook
12-2, Activities 2.1 & 2.2
2. Be sure to focus on the following terms:
Farmers
Dustbowl
Bonus Army
Soup kitchens
Breadlines
Easy Credit
Overproduction
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Process
Activity 1
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Prewriting for Document Based Question
4. Give students document #1 and #2 from the Cavalier Shoe Polish Company (19131961)
5. Ask students to analyze the documents to answer the spiraling questions in the DBQ
Activity.
6. Discuss the questions and answers with students post hoc.
Activity 2
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Choose 2 of the following assignments
a. Write an obituary of a person affected by the Great Depression
b. Create a newspaper article describing effects of the Depression, Crash
c. Analyze letters to President Hoover
d. Create a protest banner from particular group of people
e. Create a political cartoon about economic depression
f. Analyze a Data Table from the era.
Lesson for 9.03
Preview
1. HA! Notebook 12-2, Activity 1.3 p. 2 #2
Resources
1. HA! Notebook 12-2
2. Schlesinger Video “The Roaring Twenties” (optional)
Content Delivery
Activity 1
1. Complete the remainder of HA! Notebook 12-2, Activity 1.3
Activity 2
1. View Schlesinger’s “The Roaring Twenties” video.
2. Use previewing discussion questions.
3. During the video, stop and discuss/lecture.
4. Students should be directed to take notes on the video while viewing.
Activity 3
1. Divide the class into groups to match the number of sections in your text that relate to
Objective 9.03
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Interactive Guidebook
2. The students should be given time to plan a mini-lesson about their section.
3. Roles should be defined (ex. timekeeper/facilitator, spokesperson (s), recorder, etc.)
4. Presentations should be approximately 10 minutes and should include an assessment
(ex. Group-made 5 question quiz for the class at the end of the presentation).
5. Students could also be given a transparency to use to deliver the key points of their
section to the whole class.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Choose one of the following:
a. Create museum exhibit, depicting one of the concepts from 9.03. Be sure
to show students some websites that have online exhibits about 1 of the
following:
i. The impact of mass media
ii. Public response to the Great Depression
iii. The Harlem Renaissance
iv. Prohibition
v. Leisure time and spectator sports
b. Have the students write a response to one or all of the following prompts:
4. Why was Prohibition repealed on December 5, 1933?
5. Compare Prohibition in the 1920’s to the debate over drug use today.
6. Describe American society in the 1920s. Use examples from several aspects of
society.
Lesson for 9.04
Prior to this lesson, assign students to read about Culture and Society in the Roaring 20s.
Based on their readings and class prep, each student should write a brief historical
description in their notebook of the following people:
Al Capone, Aimee Semple McPherson, Clarence Darrow, W.E.B. DuBois, and Marcus
Garvey.
Preview
1. Tell students that they will view five different quotations from individuals they have
read about in their textbook.
2. Give students the quotations on a sheet of paper and ask them to attribute them to one
of the individuals listed below: Al Capone, Aimee Semple McPherson, Clarence
Darrow, W.E.B. DuBois, Marcus Garvey, William Jennings Bryan
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United States History
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Name
Quotation or statement
“we of the Universal Negro Improvement Association demand
that the white, yellow, and brown races give to the black man his
place…we ask for…the rights of 400 million Negroes.”
He disagreed with Booker T. Washington’s approach and thought
that blacks should seek a liberal arts education so that the African
American community would have well educated leaders.
I just supply a service to the people; the speakeasies need me.
Mr. Scopes and I doubt that everything should be read in Bible
literally.
I believe everything in the Bible should be accepted as it is given
there….
I was a Los Angeles based radio broadcaster who preached
Fundamentalism to homesick “Okies.”
Resources
HA! Notebook 12-2
Content Delivery
Activity 1
1. Using the Visual Discovery strategy, create an interactive slide lecture that utilizes
HA! Notebook 12-2, Activity 1.1.
Activity 2
1. HA! Notebook 12-2, Activity 1.2 pp 1-6
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. HA! Notebook 12-2, Activity 1.2 p 7
Lesson for 9.05
Prior to the lesson, students should read about The New Deal. Students should complete
worksheets that accompany the reading
Preview
1. Have students bring in a pay stub
2. The pay stub should clearly display gross pay and deductions and withdraws for state
and federal income taxes.
3. Use this as a springboard for inquiry on the following:
a. taxes
b. why we pay them
c. the New Deal.
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4. Have the students write a brief journal entry about how they would spend the extra
money if they did not pay taxes.
Resources
1. HA! Notebook 122. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.h
tml
3. http://www.nisk.k12.ny.us/fdr/index.html
Content Delivery
Activity 1
1. Read out the official name of several New Deal programs in the alphabet soup
government genre.
2. Identify the official duties of each program
3. Have students place the New Deal program into the appropriate category in a graphic
organizer in their notebooks (see below).
4. Be sure to include the following New Deal programs
CCC
FDIC
HOLC
FERA
NRA
FHA
PWA
SEC
USHA
CWA
FDA
NLRB
WPA
AAA
Social Security Admin
NYA
TVA
EBRA
REA
RELIEF
RECOVERY
REFORM
Activity 2
1. Using the Visual Discovery strategy, create an interactive slide lecture on the New
Deal
2. Use HA! Notebook 12-2 for images
3. Be sure to include
a. The Presidential Election of 1932
b. FDR
c. The Rise of FDR
d. FDR in wheelchair
e. The Beginning of the New Deal
f. FDR and workers
g. Work Programs: image of CCC workers
h. Critics of the New Deal in political cartoons
i. The Legacy of the New Deal: graphs that display economic conditions from
1920s to the 1940s.
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Activity 3
1. HA! Notebook 12-2, Activity 4.2, p 2, #4
Process
Activity 1
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Have students write a letter to President Franklin Roosevelt praising or criticizing the
speech and the New Deal.
Activity 2
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Analyze 5 political cartoons of Franklin Delano Roosevelt. A good compilation
http://www.nisk.k12.ny.us/fdr/index.html
4. Use NARA document analysis worksheet found at
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html
Activity 3
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Choose 3 concepts that you think apply to FDR’s New Deal.
4. In your journal defend your choices and explain how you think those concepts are
relevant to the New Deal.
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5.
Change
Conflict
Continuity
Culture
Civilization
Colony
Independence
Democracy
Constitution
Diversity
Freedom
Interdependence
Justice
Culture diffusion
City-state
Social class
Empire
Frontier
Rights
Scarcity
Technology
Values
Tribalism
Civil service
Feudalism
renaissance
slavery
Terrorism
Poverty
Revolution
Nationalism
Immigration
Industrialism
Progressivism
Expansion
Citizenship
Separation of powers
Reform
Sectionalism
Migration
Romanticism
Marxism
Imperialism
Ethnocentrism
Welfare
Genocide
Internment
Containment
Checks and balances
Due process
Natural resources
Command economy
Abolition
Civil war
Reconstruction
Alliances
Isolationism
Appeasement
Aggression
Deterrence
Segregation
Civil rights
Globalization
Free speech
Campaign
Voting
Supply and demand
Market economy
Human resources
Goods and services
Table 1 - compiled from the California Concepts Collections, published by the California Council for
the Social Studies
Goal 9 Project
Option 1
Objective
Create a class scrapbook to demonstrate an organized understanding and mastery of
concepts, information, and personalities covered in the study of Roaring 20s and the
Great Depression.
Procedure
1. Create a list of people and topics to be researched and have each student produce one
page of the scrapbook. See DPI SCOS document for U.S. History to make sure you
offer people and content suggestions that cover all objectives.
2. Appoint one student to be the editor for the project and also assemble the book once
it’s complete.
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Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Option 2
Objective
Groups will create a newspaper to demonstrate an organized understanding and mastery
of concepts, information, and personalities covered in the study of the Roaring 20s and
the Great Depression.
Procedures
1. Start by going through a local newspaper and identifying parts (editorials, society
pages, obituaries, sports, etc.)
2. Each group should create a title for the newspaper.
3. Appoint one student to be the editor for each group.
4. Allow students to sign up for “pieces” to be included in the paper.
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 9 DBQ


The following activity is recommended as a Prewriting Assignment for
Honors/AP leading up to the essay at the bottom of this page.
It is suggested that this activity be used as a scaffold assignment for Standard.
Gathering Evidence
1. What did Cavalier Company manufacture and sell?
2. According to document one, when did Cavalier Company gain great profit?
3. According to document one, when did Cavalier experience a depression in sales?
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4. According to document one, how much did employees get paid in 1923?
5. According to document one, how much did employees get paid in 1955?
6. According to document two, how much did Labor Factory workers make in 1929
compared to 1932.
Interpreting evidence
Document 1
1. What is the author’s tone when discussing how much his employees got paid in the
plant?
Document 2
1. What happened to Executive Salaries compared to Factory Labor between 1929 and
1932?
2. How much less in profits did Cavalier Company report in 1932 as compared to 1929?
3. Did Cavalier pay more or less government taxes between 1929 and 1932?
Hypothesis
1. How much do you think the Cavalier Company would have paid in the following
areas?
1933
1934
1935
Executive salaries
Government taxes
Factory Labor
2. How would factory employees at Cavalier fared if there was no New Deal?
Essay Assignment
Appraise (defend or refute) the following thesis statement:
“The New Deal had a positive impact on both laborers and management.”
(2-3 pages double spaced)
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Goal 9 Multiple Choice
9.01
To which of the following does the expression “Black Tuesday” refer?
A. FDR’s inauguration day
B. First day of the Stock Market Crash
C. The day the Bonus Army marched into Washington, D.C.
D. The day the Ford Motor Company laid off many of its workforce
Answer B
Which of the following is probably the primary reason for Hoover’s reluctance to allocate
federal funds to unemployed people?
A. He believed that the unemployment situation was temporary
B. He knew past depression ills had been resolved without government initiative
C. He thought federal “Handouts” would destroy individual initiative.
D. He believed industry would resume expansion of production facilities.
Answer C
9.02
With which of the following are the “Bonus Army,” “Hoovervilles,” and “Bread Lines”
associated?
A. increased influence of organized crime
B. problems of post –World War I adjustment
C. hardships and despair of the Depression
D. social and economic problems caused by urbanization
Answer C
Which of the following characterized the condition of agriculture in this country from
1920 to 1940?
A. Increased production of farm surpluses
B. Increased land ownership because of reduced land value
C. Greater increases in farm prices than in labor costs
D. Great increase in foreign markets for farm goods
Answer A
9.03
The great flowering of African-American artistic activity in the 1920s is known as
_______.
A. the Jazz Age
B. the speakeasy
C. the Harlem Renaissance
D. American fundamentalism
Answer C
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“According to those who supported the measure, it was a noble experiment. But it proved
impossible to enforce and consequently increased disrespect for the law.”
Which of the following was the “noble experiment” referred to in the passage above?
A. Women’s suffrage
B. Prohibition
C. The World Court
D. League of Nations
Answer B
9.04
“we of the Universal Negro Improvement Association demand that the white, yellow, and
brown races give to the black man his place…we ask for…the rights of 400 million
Negroes.”
This quotation most closely resembles the ideas of…
A. Henry Ford
B. W.E.B. Dubois
C. John T. Scopes
D. Marcus Garvey
Answer D
Who most likely would agree with the following statement: “I believe everything in the
Bible should be accepted as it is given there….”
A. William Jennings Bryan
B. John T. Scopes
C. Marcus Garvey
D. Al Capone
Answer A
9.05
“The only thing we have to fear is fear itself.”
These words were most likely spoken by
A. Herbert Hoover
B. Theodore Roosevelt
C. Father Coughlin
D. Franklin D. Roosevelt
Answer D
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This federal agency was established in 1933 to construct dams and power plants along the
Tennessee River
A. CCC
B. CIO
C. WPA
D. TVA
Answer D
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Goal 10
World War II and the Beginning of the Cold War (1930s-1963) - The learner will analyze
United States involvement in World War II and the war's influence on international
affairs in following decades.
10.01 Elaborate on the causes of World War II and reasons for United States entry into
the war.
10.02 Identify military, political, and diplomatic turning points of the war and determine
their significance to the outcome and aftermath of the conflict.
10.03 Describe and analyze the effects of the war on American economic, social,
political, and cultural life.
10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of
the Cold War.
10.05 Assess the role of organizations established to maintain peace and examine their
continuing effectiveness.
Goal 10 Opener
Imagine this scenario:
The country of Ferdu was defeated in a war twelve years ago. In the treaty that ended the
war, the country agreed to stop building weapons, disband its military, and submit to
checks from other countries. The leader has now begun to build up his army, is violating
treaties, and has begun to abuse and even kill the citizens who speak against him in his
own country.
You are the President of the United States of America and must address Congress on
actions you are going to take. Prepare a speech that contains ways to bring this country
under control.
Lesson for Goal 10.01
Preview
1. Activity 1.2 from HA! Notebook 12-3 –page 2
2. Or make up your own story to parallel the concept of appeasement
Resources
1. HA! Notebook 12-3
2. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.h
tml
Content Delivery
Activity 1
1. Using the Visual Discovery strategy, create an interactive slide lecture with support
from HA! Activity 1.2 pages 3-24
2. Students should use a graphic organizer for notes.
Activity 2
1. Listen to FDR’s Declaration of War Speech
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2. Use a document analysis worksheet as you listen or read to FDR’s Declaration of War
Speech
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html
3. Write a press release statement to your constituents about your thoughts on the
situation presented by FDR.
Process
5. Directions and rubrics should be provided to students at the beginning of the
assignment.
6. Create a customized rubric for this activity at www.4teachers.org .
7. HA! Notebook 12-3, Activity 1.3, Writing for Understanding pages 1-8
Lesson for 10.02
Preview
1. HA! Notebook 12-3, Activity 2.1 page 2
Resources
1. History Alive Notebook 12-3
2. http://www.nisk.k12.ny.us/fdr/1943/43010701.GIF (included in the FDR Cartoon
Archive)
Content Delivery
1. HA! Notebook 12-3, Activity 2.1 pages 2-21
2. Activity starts with page 2, number 3.
3. This is a group activity with peer teaching and will take some class time.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students will prepare a news report on an event that is different from their
presentation in the Content Delivery Activity.
4. The news report should inform the public of the event from WWII and provide a
frame of reference for the event to show its significance.
Lesson for Goal 10.03
Preview
1. Imagine a man in uniform comes to your house and informs you that you have one
day to pack and move. A truck will be there to pick you up tomorrow morning. You
are not informed where you are going or how long you are staying.
2. Write a journal entry describing your feelings.
Resources
1. HA! Notebook 12-3
2. Executive Order 9066
http://www.pbs.org/childofcamp/history/eo9066.html
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Content Delivery
1. HA! Notebook 12-3, Activity 3.1
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. NCDPI USH Support Activity 10.03b p 105
4. Research the ways the government intervened with free society during WWII.
5. Take notes using a self-designed bubble concept map that gives examples of how the
government intervened in American freedoms during World War II.
6. Using your bubble map, write a position paper defending or opposing intervention.
Lesson for 10.04
Preview
1. Imagine one of your classmates is diagnosed with a disease that is very contagious.
2. It manifests itself with boils on your skin that causes great discomfort.
3. Create a chart listing ways that will keep the whole class from becoming infected.
Remember, some may already be infected and not yet showing signs!
Resources
1. HA! Notebook 12-4
2. http://learningcurve.pro.gov.uk/coldwar/default.htm (Interesting Source)
3. http://learningcurve.pro.gov.uk/coldwar/G6/cs1/s3.htm (Document)
Content Delivery
Activity 1
HA! Notebook 12-4, Activity 1.1
Activity 2
HA! Notebook 12-4, Activity 1.2
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Using the T-chart that students created in HA! Notebook 12-4, Activity 1.1 p. 2,
students will create students will create a spectrum:
US should be Praised
US should be Condemned
4. The student will place an X on the spectrum and then write a paragraph
supporting where they put their X.
5. The student must include at least 2 specific events to support their answer.
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Lesson for 10.05
Preview
1. HA! Notebook, Activity 1.2 p 4
Resources
1. History Alive Notebook 12-4
Content Delivery
1. NCDPI USH Support Document Activities 10.05a & b p. 112
2. Divide the class into seven groups.
3. Assign each group a term from p. 112 of the NCDPI USH Support Document.
4. Each group should research their organization and report on the goals and mission of
each. (Web sites also included in the DPI document.)
5. The students should also prepare to report on the historical events in which their
organization played a key role.
6. As the students listen to presentations, they should place the organization in their
chart from the preview, below the metaphor that fits best.
7. Have students get back into groups to discuss metaphors when presentations are
completed.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Using their chart from the class presentations, create a brochure that will serve as a
peace guide for the world.
Goal 10 Project
Objective
Students will create their own memorial and brochure to demonstrate an organized
understanding and mastery of concepts, information, and personalities covered in the
study of World War II.
Procedure
1. Share the following with the class as a whole.
a. Public Law 103-32 on May 25, 1993.
b. http://www.wwiimemorial.com/default.asp?page=home.asp
c. Purpose
The memorial will honor the 16 million who served in the armed forces of the
U.S. during World War II, the more than 400,000 who died, and the millions
who supported the war effort from home. Symbolic of the defining event of
the 20th Century, the memorial will be a monument to the spirit, sacrifice, and
commitment of the American people to the common defense of the nation and
to the broader causes of peace and freedom from tyranny throughout the
world. It will inspire future generations of Americans, deepening their
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appreciation of what the World War II generation accomplished in securing
freedom and democracy. Above all, the memorial will stand as an important
symbol of American national unity, a timeless reminder of the moral strength
and awesome power that can flow when a free people are at once united and
bonded together in a common and just cause.
2. Students will first decide on a site for their memorial (they must have a rationale.)
3. Students must next decide on their design. The design must embody the purpose
through the following objectives, using symbols.
a. Causes of the war and the reason for US entry
b. Turning points and significance
c. The effects of the war on American economic, social, political and cultural
life
d. The role of organizations established to maintain peace
4. Students will create a brochure that can be handed out to visitors that will explain the
memorial. The brochure will be educational as well as explain the symbols used and
how they embody the purpose.
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 10 DBQ
Documents
Quarantine Speech – http://www.ukans.edu/carrie/docs/texts/fdrquarn.html
Declaration of War – http://www.fdrlibrary.marist.edu/tmirhdee.html
Iron Curtain – http://www.fordham.edu/halsall/mod/churchill-iron.html
Analyze the documents above to trace the growing US involvement in WWII. Use
knowledge acquired from the unit as well as the documents to explain how the US tried
to stay out of WWII, its decision to declare war, and how the aftermath ushered in the
beginning of the Cold War.
For Rubric
 Differentiate between honors and standard. (honors: 3 pages, standard: 2 pages)
 Must use all three documents and prior knowledge
 Quotes from documents supporting their ideas
 Must explain and support all three main points
o Why the US tried to stay out of the war
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o The decision to declare war
o How the aftermath of WWII ushered in the Cold War
Goal 10 Multiple Choice
10.01
What term best describes the reason for Germany’s expansion prior to World War II?
A. Intervention
B. Appeasement
C. Neutrality
D. Escalation
Answer A
Using the graph, US Defense Spending and Unemployment Rates, 1930-1950, answer the
following question.
During what period did unemployment rate drop most significantly?
A. 1930-1935
B. 1935-1940
C. 1940-1945
D. 1945-1950
Answer C
10.02
What battle was a key turning point in the European campaign?
A. Battle of the Bulge
B. Iwo Jima
C. Battle of Coral Sea
D. Pearl Harbor
Answer A
Use the political cartoon to answer the following questions
http://www.nisk.k12.ny.us/fdr/1943/43010701.GIF (included in the FDR Cartoon
Archive)
According to the political cartoon provided, identify the group or person who is given the
most credit for supporting the war effort.
A. Democrats
B. President Roosevelt
C. Republicans
D. Intellectuals
Answer B
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10.03
**Use Executive Order 9066 to answer the following questions.
According to the order signed by FDR on February 19, 1942, who was authorized to
carry out the order?
A. President
B. Vice-President
C. Secretary of War
D. Secretary of State
Answer C
According to the information in the Executive Order 9066, what group in America is this
most likely going to effect?
A. Japanese-Americans
B. African-Americans
C. Irish-Americans
D. French-Americans
Answer A
10.04
Refer to a chart on the Marshall Plan
According to the chart, which country received the most aid from the United States?
A. Turkey
B. Holland
C. Great Britain
D. France
Answer C
Which of the following is most associated with the Domino Theory?
A. Franklin Roosevelt
B. John F. Kennedy
C. Dwight D. Eisenhower
D. Harry S. Truman
Answer C
10.05
Which of the following is the first peacetime alliance entered into by the United States?
A. SEATO
B. United Nations
C. Warsaw Pact
D. NATO
Answer D
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(Refer to the cartoon on page 814 of The Americans)
According to the cartoon, which of the following would best represent the role of the
larger hats (nations) at the bottom?
A. supports the smaller ones at the top
B. gets aid from smaller nations
C. rules all the other nations
D. leaves the other nations alone
Answer A
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Goal 11
Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic,
political, and social developments and assess their significance for the lives of Americans
during this time period.
11.01 Describe the effects of the Cold War on economic, political, and social life in
America.
11.02 Trace major events of the Civil Rights Movement and evaluate its impact.
11.03 Identify major social movements including, but not limited to, those involving
women, young people, and the environment, and evaluate the impact of these movements
on the United States' society.
11.04 Identify the causes of United States' involvement in Vietnam and examine how this
involvement affected society.
11.05 Examine the impact of technological innovations that have impacted American life.
11.06 Identify political events and the actions and reactions of the government officials
and citizens, and assess the social and political consequences.
Goal 11 Opener
1. Separate the class by a random characteristic (ex. all left handed people turn their
desk around backwards)
2. Have everyone squat down beside their desk and cover their head. Tell them this
is for a school-wide safety drill.
3. Ask students to visualize the following scenarios:
a. Their parent just got a new job and they are going to move to a new house
b. Their neighbor’s cousin was just killed in Iraq and their own cousin had 1
of the first numbers to be called in the new draft to increase troop strength
for the war on terror.
4. Assign a journal entry for students to write about this brief activity.
5. Ask for students to share their journal entries.
6. After writing a journal entry, ask students to identify the following key themes
from Goal 11 with the activity they just experienced: discrimination, threat of
nuclear war, consumerism, and the Vietnam War.
7. Discuss student responses and introduce the objectives for Goal 11
Lesson for 11.01
Essential Questions
1. How did the differences between communism and capitalism expand the Cold War?
2. How did the widespread creation of communist nations in Europe and Asia after
World War II lead to heightened tensions between the United States and the Soviet
Union?
3. What measures were taken by the United States government to create a greater
awareness of the threat that communism posed to free democratic nations?
Preview
1. HA! Notebook 12-6, Image 2.1C
2. Students should view the image and on a sheet of paper describe the image.
a. What is the structure?
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b.
c.
d.
e.
What are the contents of the various boxes?
What is the purpose of the structure?
Why is the man listening to the radio?
How would you feel in this situation?
Resources
1. HA Notebook 12-6
2. Internet Links: www.cddc.vt.edu/host/atomic/civildef/index.html
3. Video clips of film Thirteen Days, Crimson Tide, and Dr. Strangelove.
4. US Government/state and local pamphlets concerning bomb shelters (such as “Bert
the Turtle”)
5. Various video clips from The Century, ABC News Special, Episodes on
1950’s/1960’s
Content Delivery
Activity 1
Graphically organized notes from teacher utilizing these terms
Atomic bomb
ICBMs
Fallout shelter
hydrogen bomb
Duck-n-Cover
SALT I and II
radioactive fallout
START
MAD
SDI (Star Wars)
massive retaliation
Activity 2
1. View video excerpts from various movies about the Cold War.
2. Discuss the multiple perspective similarities and differences.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Arrange students in groups of four (to represent a typical family) and have students
complete the following task.
4. Students will also design their own blueprints for a bomb shelter.
5. This diagram should include detailed explanations of each portion of the structure and
why it is important in surviving nuclear war.
6. Students will create an advertisement for a kit to build a bomb shelter.
7. The advertisement should detail the various features of the structure.
8. Each individual should compile a list of ten items to bring into the bomb shelter.
9. One group member representing DAD (Father KNOWS BEST) will determine the
final list of twenty items to be included.
10. Discuss what items are most important and determine which five are the most
essential. This will make students think about how nuclear war might affect them.
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Lesson for 11.02
Essential Questions
1. Who were the key leaders of the Civil Rights Movement between 1954 and 1968?
2. Assess the actions, achievements, and failures of these key Civil Rights leaders
during the above listed years.
3. What circumstances and events created a rift between nonviolent and militant factions
within the Civil Rights Movement?
Preview
1. The students are divided into two equally sized groups.
2. The teacher will ignore one half of the students while presenting only to the other
group of students.
3. For the first five minutes of the class, the teacher should physically position
themselves to look only at the recognized group of students.
4. The teacher should not respond to the “discriminated” group of students.
5. Next ask the students to respond to the following prompts:
a. How did YOU feel as the teacher directed their attention to or away from you?
b. Why did the teacher choose to respond to only ONE GROUP?
c. Is that fair to either group of students?
6. This will make students think about how discrimination makes people feel.
Resources
1. “Letter from a Birmingham Jail” http://almaz.com/nobel/peace/MLK-jail.html
2. “I Have a Dream” http://www.mecca.org/~crights/dream.html
3. Videos- Separate, But Equal & Keep Your Eyes on the Prize
4. HA! Notebook12-5
Content Delivery
1. Utilize the Visual Discovery Activity 2.1 from the HA! Notebook 12-5 as well as
graphically organized student notes tracing the events of the movement, spiraling
questions included in HA! material.
2. Be sure to include these terms
a. Montgomery Bus Boycott
l. George Wallace
b. Rosa Parks
m. Brown vs. Board of
c. Martin Luther King
Education
d. Malcolm X
n. Thurgood Marshall
e. Black Panthers
o. Earl Warren
f. Stokely Carmichael
p. 24th Amendment
g. CORE
q. Civil Rights Act of 164
h. SNCC
r. Voting Rights Act of
i. March On Washington
1965
j. James Meredith
s. “Black Power”
k. Little Rock Nine
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Process
Activity 1
8. Directions and rubrics should be provided to students at the beginning of the
assignment.
9. Create a customized rubric for this activity at www.4teachers.org .
10. Each student is to compose a song or poem protesting against unequal treatment of a
certain group.
11. Be sure to use specific examples from The Civil Rights Movement.
Activity 2
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Form class into an equal number of groups and have each group conduct a mock
protest in the classroom against discriminatory practices or policies carried on by an
institution or business in your community.
4. Each student group should reflect upon their protest and relate it to similar events in
the Civil Rights Movement.
5. Each group should write an official press release that outlines their ideas.
Lesson 11.03 (available in 2005 Edition)
Lesson for 11.04
Essential Questions
1. Associate the common theme of these important United States foreign policy
statements: Truman Doctrine, Domino Theory, and Limited War.
2. How did the Vietnam Conflict create a division in American society?
3. Trace the development of this division, and compare the various strategies used by
different groups (such as Hawks and Doves) to promote their causes and beliefs.
Preview
1. Divide up the entire class into groups of two.
2. Each group of two will respond to the following prompt. “Pretend that you have just
been drafted by the government as a member of the US military in The War on
Terrorism”. One student should oppose and one student should support this foreign
policy decision by the government.
3. Each student should compile a list of five reasons which either support or oppose the
US involvement.
4. The teacher can next lead a class wide discussion after dividing the room into two
groups, those that support/oppose this policy.
5. Responses can be listed on the board for all to see and comment on.
Resources
1. Internet links: http://www.luminet.net/~tgort/docs.htm
2. (Truman Doctrine, President LBJ’s Gulf of Tonkin Message to Congress, Gulf of
Tonkin Resolution, The War Powers Act).
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3. HA! Notebook 12-4
4. Video clips : The Green Berets, We Were Soldiers, Born On The Fourth of July,
Platoon.
Content Delivery
1. Using the Visual Discovery strategy, create an interactive slide lecture from HA!
Notebook 12-4, Visual Discovery, Activity 2.2 materials.
2. Students should graphically organize their notes based on the images and spiraling
questions in the interactive slide lecture.
3. Be sure to include these terms:
a. Geneva Accords of 1954
k. William Westmoreland
b. Ho Chi Minh
l. Cambodia
c. Robert McNamara
m. Laos
d. Green Berets
n. Kent State
e. Agent Orange
o. Fall of Saigon
f. Ho Chi Minh Trail
p. Vietnamization
g. Napalm
q. Operation Rolling Thunder
h. Viet Cong
r. boat people
i. Tet Offensive
s. The Pentagon Papers
th
j. 26 Amendment
t. Paris Peace Accords
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students will generate a marker or plaque commemorating the Vietnam War
4. Be sure to include
a. A Tribute to its participants
b. A brief overview of the war
c. A statement of the significance of the war on American society
Lesson for 11.05
Essential Questions
1. How has technology changed Americans’ lives in the past fifty years?
2. Scrutinize the changing role of the American woman (housewife, working woman,
business or community leader), and how technology helped bring about these various
changes.
3. Inspect the role that the United States government has played in furthering the quality
of life for American society.
Preview
1. Show brief excerpts of the video, Apollo Thirteen
2. Journal Entry:
3. Why should we explore space travel?
4. Discuss responses.
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Resources
1. Video clips – “ The Century”, ABC News Special – episodes on 1950’s through
1980’s. Apollo Thirteen
2. Internet Links – http://www.nasa.gov/home/index.html
3. www.historychannel.com/
Content Delivery
1. The teacher has posted around the classroom (on various colored sheets of paper)
fifteen to twenty of the most important events which emphasize the growth of
technology between 1945 and 1995.
2. The events are not limited to, but should include the following:
a. Color television
g. Challenger disaster
b. Sputnik
h. electric dishwasher
c. NASA
i. Apollo projects
d. hydrogen bomb
j. Levittown
e. nuclear power
k. franchise businesses.
f. Apple computer
3. Students attempt to form a “living timeline” as each student represents a particular
event. Students complete an annotated timeline of these inventions and their
significance into their notes.
Process
Activity 1
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Each student should design a recruitment brochure or advertisement to join
NASA (National Aeronautics and Space Administration).
4. The pamphlet should be formatted as follows:
a. statement of purpose
b. a new NASA motto and a logo
c. an attention getting image or images
d. a list of no less than six accomplishments of this government institution .
Activity 2
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Construct a “T” chart that lists the ten most important technological inventions
developed since 1945.
4. For each invention, the student should explain how and why this new technology has
impacted their life.
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Goal 11 Project
Objective
Students will assemble a time capsule to demonstrate an organized understanding and
mastery of concepts, information, and personalities covered in the study of the time
period 1945-1980
Procedure
1. Teachers organize students into groups of 2 or 3.
2. Each group will assemble a time capsule for future generations to view. The essential
question that students must reference in this activity is: Which events from 1945-1980
most significantly shaped present-day American society?
3. Students should collect or create images from mass media sources and objects which
represent key events in contemporary American society.
4. Teachers should reference the HA! Culminating Project in Notebook 12-6
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
4. Differentiation
a. AP- Must include no less than 20 events, a 2-3 page typed synopsis describing
each event, and a presentation to the class explaining the significance of each
event.
b. Honors- Must include no less than 15 events, a 1-2 page typed synopsis, and a
presentation to the class.
c. Standard- Must include no less than 10 events, each item should have an
explanation of its importance.
Goal 11 DBQ
Documents
The Gulf of Tonkin Resolution
I Have a Dream Speech
“Fortunate Son” by Creedence Clearwater Revival
Excerpt from Feminine Mystique by Betty Friedan
Brown v. Board of Education Supreme Court Decision
Roe v. Wade Supreme Court Decision
Transcripts from Senator Joseph McCarthy’s Senate Hearings
Transcript of President John F. Kennedy’s Inauguration Speech
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Using the documents listed above, as well as outside knowledge, write a clear and
concise essay to respond to the following:
Assess the economic, political, and social developments of the three decades
following World War II and determine to what degree they affected the lives of
Americans.
AP/Honors
Students should reference and analyze all documents listed.
Standard
Students should reference four documents listed.
Goal 11 Multiple Choice
11.01
Why did Americans build bomb shelters in the 1950’s?
A. in order to “Keep up with the Joneses”, since others in the neighborhood did it
B. the Federal Government mandated the construction of these structures
C. all Americans had a surplus of money
D. the fear of a nuclear war
Answer D
Which nation was viewed as a direct threat to the United States once they possessed the
atomic bomb?
A. Soviet Union
B. France
C. West Germany
D. Great Britain
Answer A
11.02
Which of the following the undisputed leader in the Civil Rights Movement?
A. Bill Cosby
B. Martin Luther King Jr.
C. Stokely Carmichael
D. Bobby Seale
Answer B
In which Southern state did the “Freedom Summer” voter registration drive take place
during the Summer of 1964?
A. Louisiana
B. Alabama
C. Florida
D. Mississippi.
Answer A
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11.04
Which Constitutional Amendment lowered the voting age to eighteen?
A. 13th
B. 19th
C. 21st
D. 26th
Answer D
Which event was the “turning point” in the Vietnam War?
A. Dien Bien Phu
B. Tet Offensive
C. Gulf of Tonkin Resolution
D. the bombing of Hanoi
Answer B
11.05
Image from the 1950s
From which decade of American history does this image represent?
A. 1940’s
B. 1950’s
C. 1960’s
D. 1970’s
Answer C
Which of the following best describes the success of this franchise?
A. each restaurant offers a different menu
B. each restaurant offers the same menu
C. each restaurant has different prices for the same items offered
D. none of these are correct
Answer B
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Goal 12
The United States since the Vietnam War (1973-present) – The learner will identify and
analyze trends in domestic and foreign affairs of the United States during this time
period.
12.01 Summarize significant events in foreign policy since the Vietnam War.
12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal
legislation on United States' citizens.
12.03 Identify and assess the impact of economic, technological, and environmental
changes in the United States.
12.04 Identify and assess the impact of social, political, and cultural changes in the
United States.
12.05 Assess the impact of growing racial and ethnic diversity in American society.
12.06 Assess the impact of twenty-first century terrorist activity on American society.
Goal 12 Opener
1. Discuss with students their prior knowledge of the political, social, economic, and
cultural events that surrounded the Vietnam War.
2. Discuss the questions “When should the United States go to war?”
Lesson for 12.01
Essential questions
1. Identify the pro’s and con’s of US involvement in 3rd world countries?
2. Summarize the role the US played in the Middle East peace process.
3. How has the US responded to human rights abuses in the 3rd world?
4. Analyze how US foreign policy has been influenced by oil production and
distribution.
5. Analyze the costs of US intervention in 3rd world pandemics.
Preview
Activity 1
1. You are driving down the highway and you see an elderly woman stopped by the side
of the road….
2. Do you stop?
3. Why or why not?
4. Defend and be able to explain your decision.
5. What might happen due to your decision?
Activity 2
1. Support or refute the following statement:
“The involvement of the US peace keeping/humanitarian missions is not worthwhile
since America has become a target for terrorism and our intervention does not encourage
nations to solve their own problems.”
2. Discuss student responses
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Resources
1. Black Hawk Down
2. Diary of an American Hostage in Iranwww.jimmycarterlibrary.org/documents/r_ode/index/phtml
Content Delivery
Activity 1
1. Students will
a. Research US involvement around the world in humanitarian relief/peace
keeping efforts since 1980
b. Make an annotated timeline to summarize the accomplishments and perils of
each mission.
Activity 2
1. View excerpts of Black Hawk Down
2. Analyze excerpts of the diary of a hostage from the Iranian hostage crisis
3. Discuss the ramifications of such events on the following groups
a. World perspective
b. American public perspective
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students will create an invitation from a 3rd world country inviting the US to come
into their country to help solve their various problems and illustrate how this action
would, in the end, benefit the US.
Lesson for 12.02
Essential questions
1. Discuss whether the right to burn an American flag is protected under the 1st
Amendment of the Constitution.
2. Evaluate the major arguments for and against adding a ban on flag burning
amendment to the US Constitution.
3. What is symbolic speech?
4. When is it protected?
Preview
1. Should American citizens have the right to burn the flag?
2. Write a one paragraph journal entry answering the question.
3. On a wall in the classroom, put a sign that says “no” at one end and a sign that says
“yes” at the other.
4. Have students make a human continuum along the wall from yes to no.
5. Have students share and discuss their placement.
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Resources
1. http://www.landmarkcases.org/texas/home.html
2. http://www.cnn.com
Content Delivery
1. From http://www.landmarkcases.org/texas/courtsystem.html
2. Have students read a background summary of the case Texas v. Johnson
3. Answer the questions that follow
4. Discuss/teach the case while projecting a graphic organizer (flow chart from site) of
how the case moved through the court system.
5. Have students read CNN article, “High court rulings lead to quest for flag burning
amendment”.
http://www.cnn.com/2001/LAW/07/17/flag.desecration.court/index.html
6. In a group of 3-4 have students complete the activity: “What is symbolic speech?
When is it protected?”
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Students will create a political cartoon that either supports or opposes flag burning.
4. Reference:
a. http://www.landmarkcases.org/texas/webquest.html
b. http://www.esquilax.com/flag/cartoons.html
Lesson for 12.03
Essential questions
1. Identify the greatest technological elements since 1973 in the following areas:
finance, communications, medical, military, space, and transportation.
2. Assess which of the developments has had the biggest economic impact.
3. Assess which of these has had the biggest social impact.
4. Which of these developments has most affected the average person?
5. Which of these developments has most affected you?
Preview
Write a paragraph about a technological development that you could live without and a
paragraph about a development that you could not live without.
Write a concluding paragraph about a technology that you would like to see developed.
Resources
1. The One Minute Guide to Oral Histories found at
http://bancroft.berkeley.edu/ROHO/1minute.html
2. Library of Congress tips for oral history interviews
http://lcweb2.loc.gov/ammem/ndlpedu/lessons/oralhist/ohguide.html
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Content Delivery
Provide an interactive lecture on these terms and content
WIN (Ford)
Bill Gates
Stagflation
National debt
NAFTA
Food stamps
Department of Energy
NASDAQ, 1990’s
Airline deregulation
“Trickle-down” theory
Three Mile Island
Challenger disaster
Energy Crisis
military (SDI, GPS-geographic imaging
National Energy Act
system)
Solar Energy
finance (ATM)
Supply-Side economics
transportation advances (cruise control,
Computer revolution
anti-lock brakes, air bags, etc).
Internet
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. NCDPI USH Support Document Activity 12-03B p.131.
4. Interview an older person in your family or community and ask them to describe the
typical technology available in their school when they were your age.
5. What have been the most beneficial and harmful technological developments they
have witnessed?
Lesson for 12.04
Essential questions
1. Identify the changes in politics and the impact on US culture from1973 to present.
2. Assess the major contributions of the Presidents from 1973 to present.
Preview
1. Compare High School community structure and chain of command to that of the
United States.
2. Compare and contrast roles of:
a. Principal to President
b. Asst. Principal to Vice President
c. staff/school board to Congress
d. students who participate in school programs/activities to registered voters,
those who don’t to non-voters
3. Consider other factors
a. Status
b. popular groups
c. lobbyists
4. Reflect in a paragraph journal entry to the following prompt:
a. Where do you fit in the school and city community now?
b. Where do you plan to contribute in the future?
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United States History
Interactive Guidebook
Resources
1. www.whitehouse.gov/history/presidents
Content Delivery
1. Using the website, www.whitehouse.gov/history/presidents
2. Students will create a presidential organizer to identify the following:
a. U.S. Presidents from 1973 to the present
b. President’s political party
c. at least 3 platform issues
d. at least 3 challenges faced in term
e. at least 5 interesting facts
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Use presidential organizer to create a campaign poster for a selected president.
4. Prepare a 3 minute campaign speech based on presidential organizer and campaign
poster.
5. Why they should be considered the most valuable candidate in our classroom
community?
Lesson for 12.05
Essential questions
1. Assess the growth of minorities and its impact on the US labor market, the education
system, and affirmative action.
2. How has Affirmative Action changed since 1973?
3. Discuss the expanding role minorities have played in politics since 1973.
Preview
1. Have students create a formula that determines how students should be chosen for
admission to college.
2. Have students discuss if they think this is fair.
3. Consider each of the following:
SATs
parents who were alumni
grades
parents who donate money to the school
race
extracurricular activities
gender
athletics
religion
community involvement
Resources
http://www.landmarkcases.org/ for UC vs. Bakke
poster boards, markers, newspapers,
HA! Notebook 12-5
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United States History
Interactive Guidebook
Content Delivery
Activity 1
1. HA! Notebook 12-5, Activity 4.2
Activity 2
1. Students will research and read excerpts from Univ. of Calif, Regents vs. Bakke,1978
2. Design a poster or position paper in which they defend or denounce the court’s
decision.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Have students choose a controversial issue (post 1973), such as desegregation,
immigration policy, bilingual education, gay rights.
4. Find 2 to 3 articles on the issue
5. In a Newsletter/Scholarly Review format, highlight the key ideas from each
article
6. Design a political cartoon to express their opinion about the issue.
Lesson for 12.06
Essential questions
1. Discuss why the United States is a terrorist target.
2. Who are the enemies of the United States?
3. Assess their motivation.
4. Analyze the impact of terrorism on the social, economic, and political systems of both
involved.
5. Should terrorists be given civil liberties (remember Schenck and internment of
Japanese-Americans)?
Preview
1. show a brief excerpt from the film, The Siege
2. Where were you when 9/11 occurred?
3. Why do you feel that 9/11 happened?
4. How has 9/11 changed your life?
Resources
1. 9/11 footage and/or literature
2. excerpts from the film The Siege
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United States History
Interactive Guidebook
Content Delivery
Activity 1
1. Provide lecture/guided discussion to assist students in organizing these terms:
Patriot Act
World Trade Center
Embassy bombings
War on Iraq
September 11, 2001
Afghanistan
Al-Quaeda
Department of Homeland Security
Colin Powell
Nuclear proliferation
Osama bin Laden
Airport security
Taliban Regime
Pre-emptive strikes
Terrorist network
“Axis of Evil”
George W. Bush
Activity 2
1. Analyze covers of TIME, Newsweek, any special editions, newspapers,
commemoratives of 9/11.
2. Have students create a graphic organizer to compare and contrast these documents.
3. Discuss events and reactions since 9/11.
Process
1. Directions and rubrics should be provided to students at the beginning of the
assignment.
2. Create a customized rubric for this activity at www.4teachers.org .
3. Map out the locations of major terrorist activities at the beginning of the 21st century.
4. Write the reasons for why they have occurred and identify reactions.
5. Analyze how the United States is perceived by other nations by interviewing students
or people from other cultures and countries.
Goal 12 Project
Objective
Students will create a news magazine or time capsule to demonstrate an organized
understanding and mastery of concepts, information, and personalities covered in the
study of America in the post Vietnam Era.
Procedure
1. Utilize the HA! Culminating Project for Notebook 12-5 p.1-11.
2. Students should address the following items
a. foreign policy
b. constitutional amendments, rulings, legislation on citizens
c. the economy
d. technology and the environment
e. social and cultural change
f. racial and ethnic diversity
g. threats to America both foreign and domestic
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United States History
Interactive Guidebook
Assessment
1. Directions and rubrics should be provided to students at the beginning of the goal
unit(s).
2. Create a customized rubric for this activity at www.4teachers.org .
3. Suggested rubric categories are:
a. Use of all sections of content
b. Accuracy of historical content
c. Clear and concise written commentary
d. Neatness
e. Selection and placement of graphics
f. Full use of resources available
Goal 12 DBQ
DBQ #1
maps & or graph on internal migration in the US from 1970-2000.
Essays or journal articles on the theme of immigration
Standard: Analyze which states lost and gained the most population. Why?
How has the growth of the Hispanic/Latin population affected NC in the past 10
years?
AP/Honors: Analyze why there has been a tremendous population shift to the
Sunbelt. Explain why it has occurred. How do significant changes in population
affect a state? What kind of problems might occur in the Sunbelt region due to
rapid growth?
DBQ #2
Political cartoon of Watergate
Nixon’s resignation letter from www.landmarkcases.org
US vs Nixon(1974) excerpts from www.landmarkcases.org
Standard-Explain how the provided presidential actions might impact US
citizens when they consider their vote.
Honors-Identify the president for each of the primary resources and explain the
statements’ impact upon US citizens.
AP- Evaluate the impact of the presidential statements upon the political, cultural,
and social segments of US society.
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United States History
Interactive Guidebook
DBQ #3 - Suitable for Honors/AP
Nixon political cartoons located at
http://lcweb.loc.gov/rr/print/swann/herblock/images/hblock11.jpg
http://lcweb.loc.gov/rr/print/swann/herblock/images/s03470u.jpg
http://lcweb.loc.gov/rr/print/swann/herblock/images/s03471u.jpg
www.ford.utexas.edu/library/speeches/740061.htm
http://www.luminet.net/~tgort/resign.htm
Directions: Using your knowledge of US history during the Watergate era, write a clear
and concise answer to the following question. Be sure to include outside knowledge of
the issues mentioned or illustrated in the documents.
Question: Analyze the reasons the Congress of the US believed President Nixon was
worthy of impeachment, why President Nixon chose to resign the office of the president,
and the reasons Pres. Ford chose to pardon Nixon in 1974.
Goal 12 Multiple Choice
12.01
(give excerpt from the Iran hostage diary
www.jimmycarterlibrary.org/documents/r_ode/index/phtml )
Which group would be responsible for the author’s captivity?
A. Contras
B. PLO
C. Iranian Fundamentalists
D. Saddam Hussein
Answer C
Which of these events led to the largest number of US soldiers’ deaths since Vietnam?
A. Beirut
B. Somalia
C. Grenada
D. Iran
Answer A
12.02
Use questions @ http://www.landmarkcases.org/texas/data_analysis.html
Answers
Chart 1
1. C
2. B
Graph 2
1. C
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United States History
Interactive Guidebook
12.03
Which of the following medical advancements would be considered most controversial?
A. CAT scans
B. MRI
C. Cloning
D. Carbon fiber prosthesis
Answer C
Which of the following was originally developed for research by the US Department of
Defense?
A. V chip
B. Internet
C. MRI
D. CD Rom
Answer B
12.04
Identify the following presidents who based their policies on a conservative platform
from 1973 to present:
A. Carter, Johnson, and Clinton
B. Reagan, Lincoln, and Clinton
C. Crosby, Stills, and Nash
D. Nixon, Reagan, and Bush
Answer D
Which of the following Presidents was in office during the Iran Hostage crisis?
A. Ford
B. Carter
C. Reagan
D. Bush
Answer B
12.05
Which group would oppose affirmative action?
A. NAACP
B. Conservative coalition
C. AIM
D. NOW
Answer B
No Child Left Behind is President George W. Bush’s plan to improve…
A. Poverty levels
B. Reverse discrimination
C. Public education
D. Healthcare for children
Answer C
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United States History
Interactive Guidebook
12.06
Which of these countries belongs to the “Axis of Evil”?
A. Cuba
B. Syria
C. Iran
D. China
Answer C
Guantanamo Bay, Cuba is currently significant in the war against terror because…
A. Castro and Cuba are considered terrorist threats
B. it is an area for US troops
C. of the internment of suspected terrorists
D. Al-Quaeda has training facilities in Cuba.
Answer C
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