Content Area: US History I
War Overview
Target Course/Grade level: 10th
Unit Title Civil
Essential Questions
How did technology affect military strategy during the Civil War?
Contrast the strengths of the North to those of the South?
Why was the war less damaging to the economy in the North than it was in the South?
How did the war change life in the North and the South?
Unit Overview: Understand the military strategy, political struggle, outcome and legacy of the Civil War.
Standards
/
CPI’s
Intro to
USII
Civil War &
Reconstructio
n
6.1.12.A.4.a
6.1.12.A.4.b
6.1.12.A.4.c
6.1.12.A.4.d
6.1.12.B.4.a
6.1.12.B.4.b
6.1.12.C.4.a
6.1.12.C.4.b
6.1.12.C.4.c
6.1.12.D.4.a
6.1.12.D.4.b
6.1.12.D.4.c
6.1.12.D.4.d
6.1.12.D.4.e
Unit Learning Targets
As a result of this segment of learning,
students will…





Understand the military strategy,
political struggle, outcome and
legacy of the Civil War.
Identify key political issues that
affected the conduct of the war
Analyze how the war changed the
nation and the lives of citizens
Describe various Reconstruction
plans and analyze the political
consequences of the plans
Explain the reasons for the end of
Reconstruction
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement



Chart the battles of the Civil War including
Head of the Union and Confederate Forces,
the Outcomes of the Battles, and the
Significance of each.
Evidence of
Learning
Formative and
Summative
measures
Charts/Graphic
Organizers
Timelines
Students will create a T chart comparing the
political and military strategies of Lincoln
and Davis.
Essay
Make notes describing how wartime affected
southern laves, southern economy, northern
economy, soldiers on both sides, African
American soldiers in the North, Women in
the North and South, Taxation in the North
and Health Care
Discussion/Notes

Create a timeline tracing the sequences of
military actions during the Battle of
Gettysburg

Write an essay on the effects of the war on
different aspects of American life

Write an essay on whether Henry Wirz was
a true war criminal

Students will debate on who was most at
fault for causing the war: the North or the
South
Maps
Quiz/Test
Resources
Books, articles, text, etc.



Text
Film: Glory
Film:

Film:

o
o
o
o
Gettysburg
Andersonvill
e
Primary
Sources:
Uncle Tom’s
Cabin
Emancipation
Proclamation
Mary Chesnut’s
Civil War
Walt Whitman
poems ( O
Captain, My
Captain)
North Arlington Public Schools
Content Area: US History I
New Industrial Age
Target Course/Grade level: 10th
Unit Title A
Essential Questions
What national resources were most important for industrialization? Why?
What were the effects of the railroad expansion?
How did economic factors limit industrialization in the South?
Unit Overview: Analyze the effects of various scientific discoveries and manufacturing innovations on the nature of work, the American labor
movement, and business
Unit Learning Targets
As a result of this segment of learning,
students will…
Standards/
CPI’s
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement
The
Developmen
t of the

6.1.12.A.5.a
6.1.12.A.5.b
6.1.12.B.5.b
6.1.12.C.5.a
6.1.12.C.5.c
6.1.12.D.5.b
6.1.12.D.5.d

Identify inventions that changed the
way people lived and worked

Identify the role of the railroads in
unifying the country
 Essay: which invention or development
described in this section had the greatest
impact on society?

List positive and negative effects of
railroads on the nation’s economy
 Graphic organizer on the effects of rapid growth
of the railroads

Summarize reasons for, and outcomes
of, the demand for railroad reform
 Geography Skill Builder: major railroad lines
1870-1890

Identify management and business
strategies that contributed to the
success of business tycoons such as
Andrew Carnegie
 Chart vertical and horizontal integration

Explain Social Darwinism and its effects
on society
 Analyze a graph of the growth of union
membership 1878-1904

Summarize the emergence and growth
of unions
 Group Activity: oral presentation about the
history and goals of a specific union

Explain the violent reactions of industry
and government to union strikes
 Analyze I.W.W. Labor Poster
Industrial
United States
Explain how the abundance of natural
resources, new recovery, and refining
methods, and new uses for them led to
intensive industrialization
 Video Clip: Gusher
 Chart the resources, ideas, and markets that
affected the industrial boom of the 19th century
and note how each item contributed to
industrialization
 Create a poster of weapons of industry and
weapons of unions
Evidence of
Learning
Formative and
Summative measures
Charts/Graphic
Organizers
Timelines
Essay
Maps
Videos
Discussion/Notes
Quiz/Test
Resources
Books, articles, text, etc.


Text
Spongebob
Squarepants
episode: Squid on
Strike
 Primary Sources:
- Birth of the
Telephone
- Edison the Miracle
of Light Video
- Edison’s video
“The Kiss”
http://www.yout
ube.com/watch?v
=VVkuEpIGYvY
- War of the
Currents
propaganda film:
“Electrocuting an
Elephant”
http://www.youtu
be.com/watch?v=
RkBU3aYsf0Q
- I.W.W. Labor
Poster
- Andrew Carnegie
American Lives
- Mother Jones
North Arlington Public Schools
North Arlington Public Schools
Content Area: US History I
Immigrants and Urbanization
Target Course/Grade level: 10th
Unit Title
Essential Questions
What reason did people from other parts of the world have to come to the United States?
What difficulties did immigrants in gaining admission to the United States?
Why did native-born Americans start the Americanization movement?
What housing problems did urban working class families face?
Why did immigrants support political machines?
Unit Overview: Analyze the economic, social, and political effects of immigration and to understand the immigrant’s experience
Standards
/
CPI’s
The
Developmen
t of the
Industrial
United
States
6.1.12.A.5.a
6.1.12.B.5.a
6.1.12.B.5.b
6.1.12.C.5.b
6.1.12.C.5.c
6.1.12.D.5.b
6.1.12.D.5.c
6.1.12.D.5.d
Unit Learning Targets
As a result of this segment of learning,
students will…
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement
Evidence of
Learning
Formative and
Summative measures

Identify immigrants’ countries of
origin

Create a cause and effect diagram on
the journey of immigrants
Charts/Graphic
Organizers

Describe the journey immigrants
endured and their experiences at
United States immigration stations

Geography Skill Builder: US Immigration
Patterns as of 1900
Timelines
Compare and Contrast Chart: Chinese
Exclusion Act and Gentlemen’s
Agreement
Power Points
Interpreting Maps Activity: Ethnic
Diversity in New York City in 1910
Maps






Examine the causes and effects of
the Nativists’ anti-immigrant
sentiments
Describe the movement of
immigrants to cities and the
opportunities they found there
Explain how cities dealt with
housing, transportation, and safety
issues.
Describe some of the organizations
and people who offered help to
urban immigrants
Explain the role of political
machines and political bosses
Describe how some politicians’



Create a chart on urban problems and
solutions: housing, transportation,
water, sanitation, crime and fire

Create a timeline of Politics in the Gilded
Age from 1876-1897

Analyze Thomas Nast’ political cartoons
and recreate a cartoon based on the
politics of the Gilded Age

Essay: how do you think politics in the
US would have been different if the
Pendleton Civil Service Act had not been
Video
Resources
Books, articles, text, etc.




Essay
Discussion/Notes
Quiz/Test
Text
Ellis Island
immigrant
database:
www.ellisisland.o
rg
Mrs. O’Leary
Exonerated
http://www.the
chicagofire.co
m/exoneration.
php



o
o
o
Film Clip:
Godfather 2
(immigration
scene)
Video Clip: From
China to China
Town
Primary
Sources:
Ellis Island
Documentary
Artifacts from
Ellis Island
How the Other
North Arlington Public Schools
greed and fraud caused taxpayers
millions of dollars


Describe the measures taken by
presidents Hayes, Garfield, and
Arthur to reform the spoils system
Explain the positions taken by
presidents Cleveland, Harrison,
and McKinley on the tariff issue
Half Lives:
passed?

Create your own political cartoon on the
corruption of robber barons/19th century
corporations/modern day corporations
Jacob Riis
o
o

Have students weigh evaluate different
accounts of the Great Chicago Fire and
determine whether Mrs. O’Leary was
truly to blame
o
o
The Shame of
the Cities:
Lincoln Steffens
Jane Adams:
Twenty Years
at Hull House
American
Lives- Boss
Tweed
Pendleton Act
excerpt
North Arlington Public Schools
Content Area: US History I
Essential Questions
Target Course/Grade level: 10th
Unit Title Life at the Turn of the Century
How will the latest technology change your life?
Why did mass media emerge at this time?
How can technology contribute to the new forms of recreation?
How does public education affect the lives of all?
What were the effects of Plessey v. Ferguson?
Unit Overview: Analyze significant turn of the 20th century trends in such areas as technology, education, race relations and mass culture
Standards
/
CPI’s
The
Emergence
of Modern
America
6.1.12.D.6.a
6.1.12.D.5.
d
6.1.12.D.5.c
6.1.12.B.5.b
Unit Learning Targets
As a result of this segment of learning,
students will…

Analyze the expansion of public
education at the turn of the 20th
century

Describe the growth of higher
education

Trace the historical underpinnings
of legalized segregation and the
African American struggle against
racism in the United States

Summarize turn of the 20th
century race relations in the
North and South

Identify discrimination against
minorities in the American West

Give examples of turn of the 20th
century events leisure activities
and popular sports

Analyze the spread of mass
culture in the US at the turn of
the 20th century
Evidence of
Learning
Formative and
Summative
measures
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement

Create a chart describing the chief
characteristics of each type of
educational institution and the
developments that took place at the
turn of the 20th century

Charts/Graphic
Organizers

Timelines

Essay

Interpret a Graph: Expanding
Education/Increase in Literacy

Maps

Create a timeline of key events dealing
with segregation and discrimination

Videos

Power Points

Essay: how did segregation and
discrimination affect the lives of African
American at the turn of the 20th
century and discuss what African
American leaders did to fight the
discrimination

Discussion/Notes

Quiz/Test

Resources
Books, articles, text, etc.



-
Text
Internet
Primary Sources:
W.E.B. DuBois:
“The Talented
Tenth”
- Ida B. Wells:
“Lynching and the
Excuse for It”
 American Lives:
Lillian Gish
Video: History of the 20th Century
1900-1910
North Arlington Public Schools

Describe turn of the 20th century
innovations in marketing and
advertising
North Arlington Public Schools
Content Area: US History I
Target Course/Grade level: 10th
Unit Title The Progressive Era
Essential Questions
What kinds of actions can bring about social change?
Why did the prohibition movement appeal to so many women?
What social and economic effect did higher education have on women?
Why is Teddy Roosevelt considered to be the first modern US President?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Unit Learning Targets
As a result of this segment of learning,
students will…
Standards/
CPI’s
The
Emergence
of Modern
America
6.1.12.A.6.a
6.1.12.A.6.c
6.1.12.B.6.b
6.1.12.C.6.a
6.1.12.C.6.b
6.1.12.C.6.c
6.1.12.D.6.a
6.1.12.D.6.c
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement

Distinguish between the four goals
of progressivism

Summarize progressive efforts to
clean up government

Classify progressive efforts to reform
state government, protect workers,
and reform elections

Judge the growing presence of
women in the workforce at the turn
of the 20th Century






Identify the leaders of the women’s
suffrage movement and appraise
their work.
Explain how women’s suffrage was
achieved.
Describe the events of Theodore
Roosevelt’s presidency.
Clarify how Roosevelt used the
power of the presidency to regulate




Chart goals of progressivism and give
examples of each goal. Write a brief
sentence that defines or explains the
goal and write one of two examples
from the text.
Analyze images of child labor by Lewis
Hine and determine what elements of
the photographs were most striking.
Interpret political cartoon of Carrie
Nation inside saloon. Do you think the
cartoonist had a favorable or
unfavorable opinion of this
prohibitionist? Explain.
Create an anti-suffrage poster that
reflects this organization’s position.
Design placards or signs that
demonstrators would have used to show
their support of women’s suffrage.
Organize problem and solution diagrams
to show how the following problems
were addressed during TR’s presidency:
Evidence of
Learning
Formative and
Summative measures
Resources
Books, articles, text, etc.


Charts/Graphic
Organizers
Timelines: key
events relating to
progressivism
during Wilson’s first
term
Essay: In what
ways do you think
the progressive
belief in using
experts played a
role in shaping
Roosevelt’s reforms



-
Maps: presidential
election of 1912
Video Questionnaire
Power Points
Discussion/Notes
Quiz/Test:





Text
Clip from Histeria!
Teddy Roosevelt,
Trust Buster:
http://www.youtub
e.com/watch?v=Tv
ZP93XqyTw
Primary Sources:
Reading: “The
Status of Women”
by Susan B.
Anthony
Reading: The
Jungle Excerpt by
Upton Sinclair
Video excerpt: The
Testimony of
Camellia Teoli, Mill
Girl
Video:
How We Got the
Vote
-Video:
Iron Jawed Angels
-Video:
Mary Poppins
North Arlington Public Schools
business.

1902 Coal Strike, Northern Securities
Monopoly, Unsafe Meat Processing,
Exploitation of the Environment, and
Racial Injustice
Analyze laws passed to protect
public health and the environment.
Assess Roosevelt’s stand on civil
rights.
Summarize the events of the Taft
presidency.


Explain the division in the
Republican Party.

Essay: Why did WEB DuBois oppose
Booker T Washington’s views on racial
discrimination

Analyze the election of 1912.


Speculate how Roosevelt winning
the election of 1912 might have
affected the future of progressive
reforms.

Discuss Woodrow Wilson’s
background and the progressive
reforms of his presidency.
Letter to the Editor: Write a letter to the
editor of a newspaper to express their
opinion on the controversy regarding
secretary of the interior Richard
Ballinger’s removal of land from the
reserved list and subsequent firing of
Gifford Pinchot when he protested.

Analyze a map of the presidential
election of 1912.

State the steps leading to women’s
suffrage.


Evaluate the limits of Wilson’s
progressivism.
Design a timeline of key events relating
to progressivism during Wilson’s first
term. Then, write a paragraph
explaining which event you think best
demonstrates progressive reform.

Essay: Why do you think Wilson failed
to push for equality for African
Americans despite his progressive
reforms?

Create a Venn Diagram about the three
progressive presidents: Roosevelt, Taft,
and Wilson, concerning their beliefs,
policies, actions, and personal lives.

Create a product advertisement with


Essay: In what ways do you think the
progressive belief in using experts
played a role in shaping Roosevelt’s
reforms
Chapter 17 Test
Quiz 17-1
Quiz 17-3&4
Political Poster
Research: Research
the Nationals
Association Opposed
to Woman Suffrage
formed in 1911.
Create an antisuffrage poster that
reflects this
organization’s
position
 Video clip:
o Sweeney Todd
(Pirelli’s Magical
Elixir scene)
www.youtube.co
m/watch?v=ApLLT
V04Gbc

Political Poster:
Mass Women’s
Suffrage
Association
North Arlington Public Schools
outlandish claims that were common
prior the Pure Food and Drug Act
North Arlington Public Schools
Content Area: US History I
Essential Questions
Target Course/Grade level: 10th
Unit Title America Claims an Empire
Does the U.S. have a duty to fight for freedom in the neighboring countries?
In what ways do dramatic headlines influence American opinion?
How did European imperialism affect Africa?
What effect did the Panama Canal have on worldwide trade and the US military?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
The
Emergence
of Modern
America
6.1.12.B.6.a
6.1.12.C.6.c
6.1.12.D.6.b
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement
Evidence of
Learning
Formative and
Summative measures

Interpret graph on Hawaii’s Changing
Population 1853-1920
Charts/Graphic
Organizers

Analyze map of Alaska in 1867 and Hawaii
in 1898. Given their geographic location,
why were Hawaii and Alaska of value to
the U.S.?
Timelines: key events
relating to US
relations with Cuba,
Puerto Rico, and the
Philippines.
Essays
Unit Learning Targets
As a result of this segment of learning,
students will…
Standards/
CPI’s

Explain the economic and cultural
factors that fueled the growth of
American imperialism

Compare and contrast the means in
which the U.S. acquired Alaska and
Hawaii

Contrast American opinions regarding
the Cuban revolt against Spain

Create a web illustrating the roots of
imperialism

Identify events that escalated the
conflict between the US and Spain


Trace the course of the Spanish
American War and its results
Analyze the front page of The New York
World from Feb 17, 1898. Draw
conclusions about the front page and
share them with the class.

Describe US involvement in Puerto
Rico and in Cuba

State the causes and effects of the
Philippine American War

Explain the purpose of the Open
Door Policy in China

Summarize the views regarding U.S.
imperialism

Interpret political cartoon on US
intervention in Latin America.

Platt Amendment analysis chart listing
provisions and advantages for the US

Design a poster for a rally protesting
American imperialism in Cuba, Puerto
Rico, the Philippines, and China

Create a timeline of key events relating to
US relations with Cuba, Puerto Rico, and
Maps:
Video Questionnaire
Power Points
Discussion/Notes
Quiz/Test:
Chapter 18 Test
Quiz 18-
Resources
Books, articles, text, etc.
 Text
 George W. Bush’s
speech prior to the
Invasion of Iraq (for
comparison to the
Spanish American
War)
http://www.youtub
e.com/watch?v=EZ
8iMwA11TQ
 Primary Sources:
o Reading- Hawaii
by James A.
Michener
o ReadingBuilding the
Panama Canal
o Reading- In
Favor of
Imperialism
o Reading- Jose
Marti
o Reading- Rough
Riders
North Arlington Public Schools


the Philippines. Which event was most
significant?
Explain how Theodore Roosevelt ‘s
foreign policy promoted American
power around the world

Analyze a picture of the operation of the
Panama Canal
Describe how Wilson’s missionary
diplomacy ensured US dominance in
Latin America

Interpret political cartoon of Teddy
Roosevelt’s Big Stick Diplomacy

Design a timeline related to the Mexican
Revolution and the US intervention in
Mexico

Compare and contrast Roosevelt’s and
Wilson’s use of American power around
the world

Essay: What do you think were the
similarities and differences between
Roosevelt’s Big Stick Policy and Wilson’s
Missionary Diplomacy?
North Arlington Public Schools
Content Area: US History I
Essential Questions
Target Course/Grade level: 10th
Unit Title The First World War
Do you think America should have entered WWI to make the world “safe for democracy”?
What are the unintended consequences of treaties?
Are more advance weapons in warfare ethical to use?
After a war how just should the winners be in the settlements with the vanquished?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
The
Emergence
of Modern
America
6.1.12.A.7.a
6.1.12.A.7.b
6.1.12.A.7.c
6.1.12.B.7.a
6.1.12.C.7.a
6.1.12.C.7.b
6.1.12.D.7.a
6.1.12.D.7.b
6.1.12.D.7.c
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement
Evidence of
Learning
Formative and
Summative measures

Create a web diagram listing the causes
of World War I
Charts/Graphic
Organizers

Interpret a map of Europe during World
War I. Consider geographical location of
the allies in relation to the Central
Powers. What advantages might the
allies have had?
Timelines
Unit Learning Targets
As a result of this segment of learning,
students will…
Standards/
CPI’s


Identify the long term causes and
the immediate circumstances that
led to World War I
Describe the first two years of the
war

Summarize US public opinion about
the war

Explain why the US entered the war

Describe how the US mobilized for
the war

Summarize US battlefield successes

Identify the new weapons and
medical problems faced in WWI

Describe US offensives and the end
of the war

Explain how business and



Interpret the informational graphic on
trench warfare. Students will assume the
role of a soldier during WWI. What
would it be like in the trenches in various
weather conditions? What protection did
the soldiers have from enemy artillery or
machine gun fire?
Analyze a graph on US exports to Europe
between 1912-1917. Examine trends at
the start of the war and during the war.
Essay: Describe ways in which WWI
threatened the lives of civilians on both
sides of the Atlantic.
Resources
Books, articles, text, etc.
 Text
 Film: Ace of Aces
Essay: Describe
ways in which
WWI threatened
the lives of civilians
on both sides of
the Atlantic.
Essay: Why didn’t
the Treaty of
Versailles lay the
foundations for a
lasting peace?
Maps:
Info Graphic: Trench
Warfare
 Online game:
Warfare 1917
http://armorgam
es.com/play/226
7/warfare-1917
 Primary Sources:
 Over There by
George Cohan
 "Dulce et
Decorum Est" by
Wilfred Owen
 Liberty Bond
Poster
Video Questionnaire:
Eddie Rickenbacker
 W.E.B. DuBois
North Arlington Public Schools
government cooperated during the
war

Show how the government
promoted the war

Describe the attacks on civil liberties
that occurred

Summarize the social changes that
affected African Americans and
women
Summarize Wilson’s 14 Points


Describe the Treaty of Versailles and
the international and domestic
reaction to it.

Explain some of the consequences
of the war
“Ace of Aces”

Video: Eddie Rickenbacker “Ace of Aces”

Create a plan for building and mobilizing
armed forces. To understand economic
difficulties faced by the US as it prepared
to join the Allies during WWI.

Construct a chart of notes on new
weapons during WWI and their uses.

Interpret propaganda posters from WWI.

Create an original propaganda poster
from one of the belligerent nations in
WWI

Analyze and sing the WWI patriotic song
Over There. Discuss why you think this
song was used as a marching song and
why it spurred people to give money to
the war effort.

Interpret Liberty Bond Poster. Research
other methods that the government used
to persuade Americans to buy war
bonds. List these methods and compare
your list to your classmates

Analyze and interpret Wilson’s 14 Points

Divide students into groups
corresponding to different countries.
Each ‘country’ drafts its own terms for
the Treaty of Versailles to illustrate
varying goals for the Allies and excessive
punishments for Germany.

Conduct a model peace conference and
produce a model peace treaty to end
WWI
“Returning
Soldiers”
Power Points
 Zimmermann
Note
Discussion/Notes
Quiz/Test:
Chapter 19 Test
Quiz 19

The Great War
Photo Gallery
http://www.gwpd
a.org/photos/copp
ermine/index.php
North Arlington Public Schools

Compare and contrast a map of Europe
during WWI and after WWI

Essay: Why didn’t the Treaty of
Versailles lay the foundations for a
lasting peace?

Essay: Evaluate the performance of
Woodrow Wilson as president during
World War I.
North Arlington Public Schools
Content Area: US History I
Essential Questions
Target Course/Grade level: 10th
Unit Title: The Roaring Twenties
Should the government intervene in disputes between labor and business?
How does corruption in the government weaken the public trust in government entities?
How did the new prosperity affect everyday life?
How does life change for the average American as they leave farms to work in the cities?
How did the rise of industry create the possibility of economic mobility?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Standards
/
CPI’s
Unit Learning Targets
As a result of this segment of learning,
students will…
The
Emergence
of Modern
America:
Roaring
Twenties

6.1.12.A.8.a
6.1.12.A.8.b
6.1.12.A.8.c
6.1.12.B.8.a
6.1.12.C.8.a
6.1.12.C.8.b
6.1.12.D.8.a
6.1.12.D.8.b





Summarize the reaction in the US
to the perceived threat of
communism
Analyze the cause and effects the
quota system in the US
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement


Describe the post war conflicts
between labor and management
Contrast Harding’s policy of
normalcy with progressive era
reforms
Interpret a graph of immigration to the
US between 1921 and 1929. How did
the quota system affect where
immigrants came from?

Compare & contrast the post-Civil War
KKK with the KKK of the 1920s

Essay: Do you think Americans were
justified in the fear of radicals and
foreigners in the decade following
WWI. Explain your answer.
Identify scandals that plagued the
Harding administration
Summarize the impact of the
automobile and other consumer
goods on American life
Research the roots of the Red Scare
including communism in America, post
war labor conditions, media coverage of
significant events, and the Palmer Raids

Create a table listing 5 significant
events of Harding’s presidency.
Evidence of
Learning
Formative and
Summative
measures
Resources
Books, articles, text, etc.
 Text
 Simpsons
Episode: “Homer
vs. the
Eighteenth
Amendment”
 Clip of Dark
Charts/Graphic
Organizers
Timelines:
Essay:
Maps:
Knight
Video Questionnaire:
Biography of Henry
Ford
Power Points
Discussion/Notes
Quiz/Test:
Chapter 20 Test
Quiz 20
Charts/Graphic
Organizers:

Explain how prosperity affected
different groups of Americans

Interpret a political cartoon on the Tea
Pot Dome scandal
Prohibition
between 19201933.

Describe in what ways the
country’s prosperity was superficial

Use the internet to research car
companies that thrived in the 1920s,
but have since gone out of business
Timelines
(explanation of
anarchy)
 Creationist
museum virtual
tour:
http://creationmu
seum.org/whatshere/photopreview/?utm_so
urce=creationmuseumcreationevolution&utm_m
edium=Banner&u
tm_campaign=m
useum-virtualtour
Essay: Do you
North Arlington Public Schools

Explain how urbanization created a
new way of life that often clashed
with the values of traditional rural
society

Describe the controversy over the
role of science and religion in
American education and society in
the 1920s

Explain how the image of the
flapper embodied the changing
values and attitudes of young
women in the 1920s





Identify the causes and results of
the changing roles of women in the
1920s
Describe the popular culture of the
1920s

Analyze advertisements in the 1920s to
determine the underlying messages

Analyze history through art: Look at the
mural, Song of the Towers, by Aaron
Douglas. What parts of the painting
might be symbolic of African Americans
as they move North. How does Douglas
represent new freedoms in this mural?



Compare and contrast small town life
with city life in the 1920s.
Interpret chart: Prohibition between
1920-1933. Analyze the relationship
between causes and effects of
prohibition.
Work in pairs to present dramatic
reading of court room exchanges
between Darrow and Bryan during the
Scopes Monkey Trial.
Explain why the youth dominated
decade came to be called the
Roaring 20s

Identify the causes and results of
the migration of African Americans
to Northern cities in the early
1900s
Essay: Do you think the passage of the
Volstead Act and the ruling in the Scope
Trial represented genuine triumphs of
traditional values?

Analyze a political cartoon on
Prohibition and Organized Crime

Interpret graph of women’s changing
employment between 1910-1930

Create a cause and effects chart to
understand the reasons for and
consequences of the changing status of
women during the 1920s

Essay: During the 1920s a double
standard required women to observe
Describe the prolific African
American artistic activity that
became known as the Harlem
Renaissance
think the passage
of the Volstead Act
and the ruling in
the Scope Trial
represented
genuine triumphs
of traditional
values?
Maps:
 Primary Sources:
 Testimony from
the Scopes
Monkey Trial
 Bart Vanzetti’s
Speech to the
Jury
 Henry Ford
“Engineer with
a Vision”
 Reading- Inherit
the Wind
Video Questionnaire:
Al Capone
Cinderella Man
“Jump at the Sun”
Zola Hurston
 Interview with
Charles
Lindbergh
 The Great
Power Points
 Steamboat Willie
http://www.yout
ube.com/watch?
v=BBgghnQF6E
4
 “When the
Negro Was in
Vogue”
Langston
Hughes
 The Kid (silent
film)
http://www.yout
ube.com/watch?
v=0pKb7l0NlYo&
feature=related
 The Jazz Singer
(first talkie)
 Videos of Harry
Houdini’s escape
performances
http://www.yout
ube.com/watch?
v=mUbytEgTXZ
Q&NR=1
Discussion/Notes
Quiz/Test:
Chapter 21 Test;
Quiz 21
Gatsby
North Arlington Public Schools
stricter codes of behavior than men. Do
you think some women of this decade
made real progress towards equality?

Research fads and fashions of 1920s
culture and compare them with the
fads and fashions of today.

Listen to radio broadcasts of the 1920s
and compare them to radio broadcasts
of today.

Create a timeline of key events relating
to the 1920s popular culture

Create a chart illustrating changes in
society. Identify specific groups and
changes affecting these groups.

Develop presentations honoring writers,
performers, and musicians of the
Harlem Renaissance

Listen to the music of Duke Ellington
and Louis Armstrong.

Tree Diagram: Identify 3 areas of
artistic achievement in the Harlem
Renaissance. For each, name 2
outstanding African Americans.

Essay: Speculate on why an African
American Renaissance flowered during
the 1920s.
North Arlington Public Schools
Content Area: US History I
Essential Questions
Target Course/Grade level: 10th
Unit Title: The Great Depression and New Deal
What groups of people will be most hurt by the economic crash?
What can unemployed and impoverished people do to help each other?
How did the Great Depression affect the World Economy?
How did the government restore public confidence and economic security?
How did New Deal policies affect organized labor?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Standards/
CPI’s
6.1.12.A.9.a
6.1.12.B.9.a
6.1.12.C.9.a
6.1.12.C.9.b
6.1.12.C.9.c
6.1.12.C.9.d
6.1.12.D.9.a
6.1.12.D.9.b
6.1.12.A.10.a
6.1.12.A.10.b
6.1.12.A.10.c
6.1.12.B.10.a
6.1.12.C.10.a
6.1.12.C.10.b
6.1.12.D.10.a
6.1.12.D.10.b
6.1.12.D.10.c
6.1.12.D.10.d
Unit Learning Targets
As a result of this segment of learning, students
will
 Summarize the critical problems
threatening the American economy in the
late 1920s

Describe the causes of the stock
market crash and the Great Depression

Explain how the Great Depression
affected the economy in the United
States and throughout the world
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement
 Analyze the lyrics to the song Brother Can
You Spare a Dime
Chapter 22 and 23
Tests
 Create a political cartoon about life during the
Depression
Maps
 Analyze hobo markings
Section Quizzes
 Create a Venn Diagram comparing the Great
Depression to the recession of 2008
Projects
Understand basic elements of the stock
market and banks, and analyze their
roles in causing, worsening, and
perpetuating the Great Depression
 Interpret photographs and posters from the
Great Depression

Analyze the struggling lives of
Americans during the Great Depression
 Interpreting Maps: Dust Bowl, 1933-1936

Analyze how the Depression affected
men, women, and children.

Explain Herbert Hoover’s initial
response to the Great Depression

Summarize the actions Hoover took to
help the economy and the hardship
suffered by Americans

Evidence of
Learning
Formative and
Summative measures
 Interpreting Graphs: Depression Indicators
 Create a first person journal account of life in
a Hooverville
 Essay: Did Herbert Hoover fail as a president
or did he do the best he could?
 Debate the decision to forcibly disband the
Bonus Army
 Update Orson Welles’ War of the Worlds
Broadcast by creating your own video of a
Essays
Resources
Books, articles, text, etc.
 Film: The Century,
America’s Time:
Stormy Weather
 Video: How FDR
Walked With Polio
http://www.youtube
.com/watch?v=Q6
EB4aZ8DrY
 Primary Sources
o Film clip: Wizard
of Oz (twister
scene)
o Film clip: It’s a
Wonderful Life
(bank run scene)
o Video Clip: Bonus
Army march on
Washington
http://www.youtu
be.com/watch?v=
dWvCCxOUsM8
o Video: Life in a
Shantytown
http://www.yout
ube.com/watch?
v=bOdjuMkRBtw
o Orson Welles’
War of the
Worlds
Broadcast
North Arlington Public Schools

Describe the Bonus Army and Hoover’s
actions toward it.

Be able to evaluate the performance of
Herbert Hoover as president.
 Compare Hoover with FDR in terms of:
policies, beliefs, personal life.

Summarize the initial steps Franklin
Roosevelt took to reform banking and
finance
 Create a chart of the New Deal programs,
outlining what they did, when they were
enacted, and who they were designed to help

Describe the New Deal work programs
 Essay: Did the New Deal help or hurt the US
during the Depression?

Identify critics of the New Deal and
analyze their complaints
 Write and record a fireside chat

Describe the purpose of the Second
New Deal
 Interpreting Charts: Civilian Conservation
Corps

Summarize the New Deal programs for
farmers, young people, professionals,
and the elderly
 Analyzing political cartoons: Changing Course

Analyze labor and economic reforms
carried out under the Second New Deal

Analyze the effects of the New Deal
programs on women

Describe and evaluate FDR’s attitude
towards African Americans

Identify the groups that formed the
New Deal coalition

Describe the typical supporter of the
New Deal

Describe the entertainment provided
by the motion pictures and radio

Identify some of the artists and writers
of the New Deal era
realistic, but fictional, news story that takes
place in our area
http://www.yout
ube.com/watch?
v=Zl_J4J2mQpQ
&feature=related
 Essay: Was FDR wrong to try and pack the
Supreme Court? Explain your answer
 Interpreting photographs: “Migrant Mother”
Dorothea Lange
 Interpreting the Infographic: The Growing
Labor Movement, 1933-1940
 Interpreting Art: “American Gothic”
 Interpreting Graphs: Federal Deficit and
Unemployment, 1933-1945
North Arlington Public Schools

Summarize and evaluate opinions
about the effectiveness of the New
Deal

Describe the legacies of the New Deal
North Arlington Public Schools
Content Area: US History I
Essential Questions
Target Course/Grade level: 10th
Unit Title: World War II
Why might the U.S. try to remain neutral?
How can neutral countries participate in the affairs of warring countries?
Why did the new democracies set up after World War I fail?
What is appeasement and why did it fail? What was the importance of oil in the conflict between the US and Japan?
When the rights of one minority group are limited or eliminated how does that affect the rest of the population?
How can the U.S. use its resources to achieve victory?
What difficulties did women and minorities face in the wartime work force?
How did the results of the Yalta conference affect the history of the world for the next fifty years?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Standards/
CPI’s
Unit Learning Targets
As a result of this segment of learning,
students will
6.1.12.A.11.
a
6.1.12.A.11.
b
6.1.12.A.11.
c
6.1.12.A.11.
d
6.1.12.A.11.
e
6.1.12.B.11.
a
6.1.12.C.11.
a
6.1.12.C.11.
b
6.1.12.D.11.
a
6.1.12.D.11.
b
6.1.12.D.11.
c
6.1.12.D.11.
 Identify the types of governments that
took power in Russia, Italy, Germany,
and Japan after World War I
 Analyze the reasons behind America’s
isolationism in the 1930s
 Analyze Hitler’s motives for expansion
and the responses by Britain and
France
 Describe the blitzkrieg tactics that
Germany used against Poland
 Understand the first battles of World
War II
 Analyze the reasons behind the Nazis’
persecution of the Jews and the
problems facing Jewish refugees
 Describe the Nazi’s ‘final solution’ to
the Jewish problem and the horrors of
the Holocaust
 Identify and describe the profound
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement
Evidence of
Learning
Formative and
Summative measures
 Read selections of The Poisonous
Mushroom to analyze Nazi propaganda
Chapter 24 and 25
tests
 Create a ‘recipe’ for a dictator
Maps
 Compare international response to Hitler’s
annexation of Austria to Saddam Hussein’s
invasion of Kuwait in 2003
Essays
Section Quizzes
Projects
 Interpreting Maps: Japan Invades
Manchuria, 1931 and Italy Invades
Ethiopia, 1935-1936
 Assign students different countries in the
League of Nations and have them debate
what actions should be taken against Japan
after their resignation from the League
over the Manchurian incident
 Analyzing Political Cartoons: “It Ain’t What
It Used To Be”
 Write a newspaper editorial about FDR’s
foreign policy during the early years of
WWII
Resources
Books, articles, text, etc.
 Video clip: Saving
Private Ryan
 Video clip: Europa,
Europa
http://www.youtube.
com/watch?v=4v9Uk
0glSrQ
 Video clip: Chronicles
of Narnia
 Primary Sources:
o Poisonous
Mushroom
http://www.calvin.e
du/academic/cas/g
pa/story2.htm
o Dr. Seuss political
cartoons
o Survivor’s account
of the Bataan
Death March
o Atlantic Charter
o Selective Service
Act
o Lend-Lease Act
o Witnesses to the
Rape of Nanking
North Arlington Public Schools
d
6.1.12.D.11.
e
and lasting effects of the Holocaust on
survivors
 Describe the US response to the
outbreak of war in Europe in 1939
 Analyze FDR’s methods for assisting
the Allies without declaring war
 Summarize the events that brought
the US into armed conflict with
Germany and Japan
 Analyze the reasons for Japan’s attack
at Pearl Harbor and American
response
 Explain how the United States
expanded it armed forces in World
War II
 Describe the wartime mobilization of
the industry, labor, scientists, and the
media
 Evaluate the efforts of the US
government in trying to control the
economy and deal with alleged
subversions
 Summarize the Allies’ plan for winning
the war
 Identify events in the war in Europe
 Describe the liberation of Europe
 Identify key turning points in the war
in the Pacific
 Describe the Allied offensive against
the Japanese
 Analyze the Atlantic Charter, Lend-Lease
Act, and Selective Service Act, and assess
what statements they make about US
neutrality
 Write why you disagree with homework in
the style of one of Winston Churchill’s
speeches
 Compare the Rape of Nanking to the
Holocaust
o Der Fuhrer’s Face
http://www.youtub
e.com/watch?v=5L
YD0Fzf1LU
o Hitler giving a
speech
http://www.youtub
e.com/watch?v=_Q
6H4xOUrs&bpctr=1
348025859
 Interpreting Charts: Estimated Jewish
Losses [in the Holocaust]
 Compare Hitler’s reasons for anti-Semitism
with past reasons by analyzing and
comparing sections of Mein Kampf and
Martin Luther’s On the Jews and Their Lies
 Create a map with dates and locations of
Japanese aggression
 Essay: Was Nazi Germany or Imperial
Japan more of a threat to the world? Be
sure to use actual historical events as
evidence to support your claim.
 Analyzing the role of women during WWII
through war time production posters
 Interpreting Graphs: Production Miracle
 Analyze Der Fuhrer’s Face for US patriotism
and propaganda
 Debate dropping nuclear weapons on
Japan
 Interpreting Maps: World War II: Europe
and Africa, 1942-1944
North Arlington Public Schools
 Judge the moral implications of
developing and then using the atomic
bomb
 Analyze the challenges faced by the
Allies in building a just and lasting
peace
 Write a journal of eyewitness accounts for
various events of World War II
 Compare the inspirational photograph of
the raising of the flag on Iwo Jima with the
raising of the flag at ground zero on Sept
11
 Interpreting Maps: World War II: The War
in the Pacific, 1942-1945
 Debate: Should people be classified as war
criminals for simply following orders?
 Compare the lives of minorities in
Concentration Camps with the Japanese in
Internment Camps
North Arlington Public Schools