US History II
Ms. Simpson/ACC
United States History II
End of Reconstruction to the Present
Term One – 1870-1905
During these years the country goes through immense change. The United States transforms itself from a
mostly rural, agricultural society to an urban, industrial one. Farmers, ranchers and miners settle all regions
of the West, costing Native Americans their land. Large businesses begin to dominate the economy.
Providing much of the labor for these new huge corporations are millions of immigrants streaming into the
cities in the North and the South. New manufacturing and selling techniques begin to create mass
consumer markets for goods and services. Controversy rage, issues of race, ethnicity, economics and
growth challenge the U.S. These debates help shape both domestic and foreign policy. Presidents Johnson
through Wilson struggle to shape the nation’s policies for meeting the responsibilities to its citizen’s and its
neighbors on the international stage.
Guiding Question: Do the actions of the US government and citizens during this time of great growth live
up to American ideals? Why or why not? What are the impacts of decisions made during this era on our
lives today?
Immigration (2 weeks): From 1880 to 1921, a record setting 23 million
immigrants arrive on America’s shores. During this time over 46 million people
around the world left their homelands to settle in new countries.
Before 1880 the immigrants to the U.S. came primarily from northwestern Europe. After 1880 about 70%
of immigrant came from southern and eastern Europe. These ‘new immigrants’ came to an America that
was not as welcoming as it had been to their predecessors. This massive influx of people impacts politics,
economics, social structure and daily life for all residents of the U.S.
Assessment:
Daily Journals, quizzes, class activities and homework assignments
Paper/ video- Interview of a recent immigrant
First person narrative: Crossing the Atlantic,
Analysis of editorial cartoons: response statement,
Current immigration policies: position statement & letter to editor,
Unit test
Sources:
“The New Colossus,” Emma Lazrus, American Studies Album: ScottForeman.
“The Unguarded Gates,” Thomas Bailey, American Studies Album: ScottForeman.
History Alive Materials
The Americans: Reconstruction to 21st Century, McDougal Littell
The West (2 weeks):
The U.S. grows in population and moves west
into the territory of the Native Americans. Farmers, miners and ranchers
settle the region costing the Native Americans their land. As the U.S
economy expands, farmers suffered from a steady decline in agricultural
prices.
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US History II
Ms. Simpson/ACC
Assessments:
Daily Journals, quizzes, class activities and homework assignments
Impact Statements: Examination of primary accounts from Native Americans who lived
in the late 19th century.
Compare and Contrast primary sources: How should Americans treat the land? Chief
Seattle and Theodore Roosevelt
First person Narrative: Battle of Little Big Horn, 250 words
American Patriots, Buffalo Soldier reading: Who fought these Wars?
You’re a farmer now. Can you make a profit as a farmer in Nebraska?
“Raise less corn and more hell” compare and contrast primary sources from the Populist
movement.
Unit test
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive materials,
American Patriots: the Story of Blacks in the Military from the Revolution to Desert
Storm, By Gail Buckley
White Man’s Image, American Experience, PBS
The Black West, William Loren Katz
“Dick Fool Bear Remembers Wounded Knee,” American Studies Album: ScottForeman.
“Critic of the Populist” by E.L Godkin, The Nation
“Raise less corn & more hell” Mary Lease Speech: American Studies Album:
ScottForeman.
Rise of Industry (2 weeks): Technological innovation and the
growth of the railroad industry helped fuel an industrial boom.
Some business leaders follow corrupt practices and workers
suffering harsh working conditions try to organize unions. The
Progressive movement urges political and social reform.
Assessments:
Daily Journals, class activities, quizzes and homework assignments
First person narrative: Triangle Shirt Waist, 250 words
Child Labor: Photo Analysis
Current Labor Conditions – Fast Food Nation: Reaction paper
Progressive Era Debate and Press Conference
Compare and contrast primary sources: Has Industrialization produced more benefits or
more problems for the nation?
Andrew Carnegie’s “Gospel of Wealth” and Henry George’s “Progress and Poverty”
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive materials,
Excerpts from The Jungle, by Upton Sinclair
Excerpts from Triangle; The Fire that Changed America, by David Von Drehle
Excerpts from Fast Food Nation, by Eric Schlosser
“Gospel of Wealth” by Andrew Carnegie
“Progress and Poverty” by Henry George
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US History II
Ms. Simpson/ACC
Life at the Turn of the 20th Century (1.5 weeks): Advances in science and
technology address urban problems and enhance living condition for those who
have access to these innovations. The push for progressive reforms, the need
for an educated workforce and to “Americanize” new immigrants leads to
changes in education. African Americans lead fight against institutionalized
racism. Many Americans have more leisure time and a modern mass culture
emerges.
Assessments:
Daily journals, quizzes, class activities and homework assignments
Examination of Plessy v. Ferguson (1896)
Controversy in education: compare and contrast views
American entertainment: American culture and attitudes – research and presentation
First person narrative: How will the latest technology change your life? 250 words
Term Paper:
What were three factors that contributed to the rapid growth of industrialization in the
United States at the end of the 19th century and what was the particular impact of each?
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
Facing History materials
Term Two - 1890 - 1920
The United States claims an empire and enters the world stage.
During this time President’s McKinley, Roosevelt, Taft and Wilson are forced to
develop active foreign polices that send American soldiers from the West into the
rest of the world.
Imperialism (3 weeks): The late 1800s are often referred as the Age of Imperialism. European nations
carve up much of Africa and parts of Asia and the Pacific. The United States joins in this pursuit in the
Caribbean, Central and South America, the Pacific and Asia. Perceived technological, ethnic and moral
superiority spurs imperialism at the turn of the 20th Century. As the States acquires new territories,
questions were raised about the civil rights of the people in these lands.
Guiding Questions:
Background: From 1890-1920, the United States government was faced with four foreign policy positions:
isolationism, collective security, internationalism and imperialism.
Question: What was one way the United States government employed each of the following foreign policy
positions from 1890 to 1920: isolationism, collective security, internationalism and imperialism? Which
principles of our Constitution or Bill of Rights does the United States foreign policy around the turn of the
century articulate? How? How is the US foreign policy of this era different or similar to the foreign policy
of today?
Assessments:
Daily Journals, quizzes, class activities and homework assignments
Presidential timeline
Foreign Policy Spectrum – The US policy stances
Yellow Journalism Article –300 words with illustration
American Patriots; Buffalo Soldiers II – guided reading questions
Visual Metaphors – US Interventions; research, create & present
Compare and Contrast Primary Sources;
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US History II
Ms. Simpson/ACC
William McKinley campaign speech & Albert Beveridge’s “The March of the Flag”
Unit Test
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive materials
American Patriots: the Story of Blacks in the Military from the Revolution to Desert
Storm, By Gail Buckley
World War One (3 weeks): As European tension erupts into
war, the U.S. tries to remain neutral. American soldiers enter the
brutal war and American society is in turmoil in meeting the
demands of the war. Finally, at war’s end, President Wilson
offers plans for world peace and Americans are determined to
remove themselves from foreign affairs.
Assessment:
Daily journals, quizzes, class activites and homework assignments
Eager Soldiers – examinations of primary accounts
American Patriots ,WWI: guided reading and response questions
First Person Narrative: Soldier’s life in the trenches, 300 words
First Person Narrative: Citizen’s view: For or Against the War? 300 words
Examination of War time Propaganda
Negotiation of the Treaty of Versailles
Unit test (Mid term)
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive Materials
American Patriots: the Story of Blacks in the Military from the Revolution to Desert
Storm, By Gail Buckley
Facing History and Ourselves, Resource book
Term Paper: Shifting U.S. Foreign Policy – Does the United States foreign policy around the turn of the
century live up to American ideals? Why or why not? To what degree should we feel proud or ashamed of
the actions of the American government and society during this time? 1000 words
Term Three: 1920 – 1945
Americans weary of war seek a return to normalcy. In doing so, a national
climate of anger develops that is directed towards those who are viewed as
different or as radicals. The years of prohibition, depression and world war
are challenging for the nation. Issues of religion, race, loyalty and national
security dominate the debates of the day.
Guiding Questions:
These three decades are considered to be the best of times and the worst of times
for the U.S. Do you believe that the roaring 20’s were really roaring? Were the Great Depression and
WWII inevitable? What steps could have been taken to avoid these global catastrophes?
The Roaring 20s….really? (2 weeks)
The 1920s are a time of great changes in the nation.
Controversy rages in labor issues, government corruption,
religion, science, race, and politics. Prohibition outlawed
the sale of alcohol. Harlem attracted some of America’s
finest artists. Consumer products flood the markets and
buying on credit is common.
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US History II
Ms. Simpson/ACC
Assessments:
Daily journal, class activities, quizzes and homework assignments
Analysis of primary documents from the Women’s Suffrage Mv’t
Analysis of Vanzetti’s speech to jury
Debate with Lucy Stone – 300 words
Harlem Renaissance Museum Exhibit – research, create & present 300 words.
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive materials
Our Mothers Before Us: Women and Democracy, National Archives.
The Great Depression (2 weeks): The economic boom of the 1920s
collapses in 1929 as the U.S. enters a deep depression. Millions of
Americans lose their jobs and homes. President Hoover is unable to
end the downslide. President Roosevelt launches a program aiming
to end the Depression. The President’s New Deal has profound
long-lasting effects on the nation.
Assessments:
Daily journal, class activities, quizzes and homework assignments
Evaluation of 1920’ economic data: prediction statement
First person narrative: Economic Realities of the Great Depression, 300 words
Letter to Hoover: What should be done about the Great Depression, 300 words
Letter to FDR: New Deal or Raw Deal? 300 words
Evaluation of New Deal Programs: Modern Impact Evaluation Statement
Unit test
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive Material
Hard Times, An Oral History of the Great Depression, Studs Terkel
World War II (3 weeks): The global events that lead to the rise of
European dictators seem far removed from the troubles Americans are
facing at home. Yet, the U.S. provides aid to countries resisting Hitler
and is drawn into war. The horrors of this war are like none the world
has ever witnessed, from the mass murder of millions of European
Jews to the dropping of the bomb on Hiroshima and Nagasaki. The
impacts of the war are still felt in the social and political realities of the
present
Assessment:
Daily journal, class activities, quizzes and homework assignments
Prevention of War Memorandum – 300 – 500 words
Home Front Impact Statements: Research & Presentation
Evaluating Primary Sources: “Bands Rove Cities” NYT
Compare and contrast Primary sources: Camp Harmony & Manzanar
Evaluating Executive order 9066: Congressional Report
Atomic Bomb Persuasive Essay, 1000 words
Unit test
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US History II
Ms. Simpson/ACC
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive Materials
American Patriots: the Story of Blacks in the Military from the Revolution to Desert
Storm, By Gail Buckley
Facing History and Ourselves, Resource book
“The Good War” An Oral History of WWII, By Studs Terkel
Holocaust: The Untold Story, History Channel
The Global Classroom: Teaching the UN, Global Educator Network
Term Paper: Atomic Bomb Persuasive Essay. Was the dropping of the Atomic bomb on Japan justified?
Term Four: The Cold War Years
1945-1991
After WWII, tensions between the U.S. and the Soviet Union lead to a war without direct conflict between
the two nations. At home the postwar America experiences an economic boom fueled by consumer
spending and mass media especially television. Poverty and racism are still serious problems facing the
country. The Vietnam War continues the fight against communism and divides our nation deeply.
Guiding Questions: Do you think the U.S. lived up to its democratic principles during the Cold War?
Why or why not?
Assessment:
Daily journal, quizzes, class activites and homework assignments
Cold War Terms and Definitions/ American and Soviet perspectives/project and quiz
The Geography of European Cold War events – map and summaries
Visual Metaphor – Cold War as a Poker Game
1950’s Home front Newscast – group assignment.
Cuban Missile Crisis – Excom briefing, 500 words total
Exploring Primary Sources: Letters From Vietnam
Position Paper on the Vietnam War, 1000 words.
Analyzing Late Cold War Events – response paper
Civil Rights investigation: Emmett Till & Bussing in Boston – position paper
Widening Civil Rights Mov’t: poster and speech.
Unit test - Final
Sources:
The Americans: Reconstruction to 21st Century, McDougal Littell
History Alive materials
Thirteen Days, film
Dear America; letters home from Vietnam, edited by Bernard Edelman
The Things They Carried, by Tim O’Brien
Eyes on the Prize - PBS Video
Term paper: What does America mean to you? Who may live among us? Who may become an
American? What does it mean to be an American? Can you describe the American Dream? The way we
have answered these questions various times in history is central to understanding the nation’s past. The
choices we make about one another as individuals and as a nation define identities, create communities and
ultimately forge a nation. Those choices build on the work of earlier generations and leave a legacy for
those to come.
This assignment you will be an historian, a journalist and an artist. By interviewing and compiling
responses and then producing an artist visual display, you will develop your own answers to these
questions. Your answers, display and paper must be presented to a review panel of teachers.
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