U.S. History A
Scope and Sequence
2012-2013
Prior to beginning work on unit 1, TLW be introduced to classroom procedures, the syllabus,
homework policies, etc. Additionally, depending on the classroom, TLW be given information
on use of Moodle, iPad usage, etc. by the classroom teacher. Depending on the teacher, this
process can take 1-2 days.
Chapter 6 – Industrialization
Standards: 6.1.1, 6.1.2, 6.1.3
1. TLW analyze the factors that enabled the United States to become an industrial power.
The lesson that coincides with this particular standard is called Where Should I Build? It
is a lesson based on the factors that enable a business, present or past, to build a
successful business. In addition, the bellwork question utilized for this standard is on pg.
231 that involves map interpretation.
2. TLW evaluate the different responses of labor to industrial change. The lesson that
coincides with this particular standard is called Carnegie: Robber Baron or Captain of
Industry. It is a lesson based on researching Andrew Carnegie’s actions and making a
decision as to whether or not he is a robber baron or captain of industry. In addition, the
bellwork utilized for this standard is on pg. 247.
3. TLW analyze the changing urban and rural landscape. The lesson that coincides with this
particular standard utilizes a document analysis handout that examines a political cartoon
based on populism. In addition, the bellwork utilized for this standard is on pg. 239.
4. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapter Six, Chapter Five (Section Four), Industrialism PowerPoint, Where Should I
Build Lesson, Carnegie: Robber Baron or Captain of Industry Lesson, document analysis
handout, U.S. History A Pre-Test, Bellwork Using Examples from Text, Unit Six Test, Kagaan
Review Strategies
Timeframe: 2 weeks
Chapter 7 – Immigration
Standards: 6.1.1, 6.1.3
1. TLW analyze the factors that enabled the United States to become an industrial power.
The patterns of the immigrant workforce are included in the unit test with a map that
shows population and immigration trends.
2. TLW analyze the changing urban and rural landscape. The lesson that coincides with this
particular standard is the Tenement Housing Lesson Plan. It is a lesson based on the
complications of tenement housing, which happened to have been located in industrial
cities. Another lesson that coincides with this particular standard is the Empathizing with
Immigrants Lesson. It is a lesson that examines the hardships of relocation. In addition,
the bellwork utilized for this standard is on pg. 255 and pg. 263.
3. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapter Seven, Power Point on Immigration, Tenement House Lesson Plan,
Empathizing With Immigrants Lesson Plan, Unit Seven Test, Bellwork, Kagaan Review
Strategies
Timeframe: 1 week
Chapter 8 – Life at the Turn of The Century
Standards: 6.1.1, 6.1.3, 6.3.1
1. TLW analyze the factors that enabled the United States to become an industrial power.
With the process of becoming an industrial power, new technology is produced to make
life efficient. A three column chart will be used as a graphic organizer to analyze
inventions involving city design, communication and transportation. This is found on pg.
281.
2. TLW analyze the changing urban and rural landscape. The lesson that coincides with this
particular standard is Creating a Jim Crow Political Cartoon Museum Lesson Plan. It is
a lesson based on resulting tensions between African Americans and Caucasians that
involves creating a museum based on Jim Crow Cartoons.
3. TLW describe at least three significant problems or issues created by America’s
industrial transformation between 1895 and 1930. A venn diagram will be used as a
graphic organizer to compare and contrast Booker T. Washington’s and WEB DuBois’s
responses to the problem of discrimination. Additionally, a two column chart will be
used as graphic organizer to look at why education was needed to improve the workforce.
4. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapter Eight, Life at the Turn of the Century Power Point, Creating a Jim Crow
Political Cartoon Museum Lesson Plan, Kagaan Review Strategies, Unit Test, Graphic
Organizers
Time Frame: 1 ½ weeks
Chapter 9 – Progressivism
Standards: 6.3.1, 6.3.2, 6.3.3
1. TLW describe at least three significant problems or issues created by America’s
industrial and urban transformation between 1895 to 1930. A changes chart will be used
to examine some of the current problems that students believe exist at the school, city,
state, nation, and world levels. The chart will also include proposed solutions to the
problems and initiatives to get those solutions to happen. In addition, the bellwork
question used for this standard involves interpreting photographs of child labor on pg.
311.
2. TLW analyze the causes, consequences, and limitations of Progressive reform. A
comparison and contrast chart will be used to examine the issues that Teddy Roosevelt
solved and how they connect with the present. In addition, the bellwork question used
for this standard involves a political cartoon about trust busting on pg. 319. Finally, there
will be a discussion about the limitations of Progressivism at the end of the unit.
3. TLW analyze the successes and failures of efforts to expand women’s rights. The lesson
that coincides with this standard is the Women’s Rights Lesson Plan. It is a lesson based
on creating a women’s forum that uses role playing and debating when it comes to
women’s rights.
4. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapter Nine, Progressivism Power Point, Bellwork, Graphic Organizers, Kagaan
Review Strategies, Changes Chart, Women’s Rights Lesson Plan, Roosevelt’s Actions
Comparison Chart, Unit Test
Timeframe: 2 weeks
Chapter 10 – Imperialism
Standards: 6.2.1
1. TLW locate on a map Cuba and the territories acquired by the United States during its
emergence an imperial power between 1890 and 1914, and analyze the role the SpanishAmerican War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and
the Roosevelt Corollary played in expanding America’s global influence and redefining
its foreign policy. For this standard, there are several activities/lessons that pertain to it.
First, an imperialism roots web will be used as a graphic organizer to analyze the
political, economic, and cultural aspects of the idea. Second, a Spanish-American War
timeline will be used as a graphic organizer to chronologically place the before, during,
and after events of America’s first foreign war. Third, an imperialism map will highlight
important countries that pertain to the unit, along with important concepts such as the
Open Door Policy, Roosevelt Corollary, Treaty of Paris, and the Panama Canal. This
shall be followed by a map quiz to assess such knowledge. Fourth, there is the
Philippines Letters Lesson that involves a group analysis of soldier’s letters in the
Philippines, along with creating a painting/sketch or dialogue about the experience in this
country. Finally, there will be various bellwork questions on pgs. 345 and 354 that
involve map analysis and political cartoon analysis.
2. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapter Nine, Imperialism Power Point, Bellwork, Kagaan Review Strategies, Roots
of Imperialism Web, Spanish-American War Timeline, Imperialism Mapwork, Mapwork Quiz,
Philippine Letters Lesson, Unit Test
Timeframe: 2 weeks
Chapter 11 – WWI
Standards: 6.2.2, 6.2.3, 6.2.4
1. TLW explain the causes of WWI, the reasons for American neutrality, entry into the war,
and America’s role in shaping the course of the war. The lesson that coincides with this
standard is the Zimmerman Note Lesson. It is a lesson based on analyzing the document
and working on cracking the codes of other documents. In addition, there will be a WWI
map that highlights the Allies and the Central Powers, along with a quiz that will assess
the knowledge acquired through these maps. Finally, the bellwork questions include a
discussion on war on pg. 371 and an analysis of battles on pg. 375.
2. TLW analyze the domestic impact of WWI on the growth of the government, the
expansion of the economy, and the expansion of women’s suffrage. A domestic changes
chart is used to analyze the domestic impact the war had on African Americans, women,
and immigrants. In addition, the bellwork involves analyzing a political cartoon about
government propaganda on pg. 391.
3. TLW explain how the Fourteen Points differed from proposals of the Allies. The lesson
that coincides with this standard is The Fate of Wilson’s Fourteen Points Plan lesson. It
is a lesson based on how the 14 Points demonstrates Wilson’s principles, the criticism of
the Allied Powers, and the parts that made it into the Treaty of Versailles.
4. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapter Eleven, Power Point on WWI, Bellwork, Kagaan Review Strategies,
Zimmerman Note Lesson, WWI Mapwork and Quiz, Domestic Changes Chart, The Fate of
Wilson’s Fourteen Points Plan Lesson, Unit Test
Timeframe: 2 weeks
Chapters 12 and 13 – The Roaring Twenties
Standards: 6.3.1, 7.1
1. TLW describe at least three significant problems or issues created by America’s
industrial and urban transformation between 1895 and 1930. A cause and effect chart
will be completed that highlights some of WWI’s post war issues. In addition, a lesson
that coincides with this standard would be the Anti-Lynching Campaign lesson. It is a
lesson based on the constitutional arguments for and against passing an anti-lynching law
and how Congress failed to add it to the Constitution.
2. TLW identify and explain the significance of the cultural changes and tensions in the
Roaring Twenties. The lesson that coincides with this standard is the Prohibition Case
Study. It is a lesson based on document analysis to develop an essay based on whether or
not Prohibition was effective.
3. TLW be assessed on their knowledge of the unit by completing a multiple choice
selection and a timed essay on Prohibition.
Resources: Chapters 12 and 13, Power Point on the Roaring Twenties, Kagaan Review
Strategies, Bellwork, Anti-Lynching Campaign Lesson, Prohibition Case Study, Unit Test
Timeframe: 3 weeks
Chapter 14 – The Great Depression Begins
Standards: 7.1.2
1. TLW explain and evaluate the multiple causes and consequences of the Great
Depression. For this standard, there are several activities/lessons that pertain to it. First,
a causes diagram will be used to highlight the causes of the Great Depression. This is
found on pg. 471. Second, a Great Depression simulation will involve role playing with
families and making decisions about what is necessary to buy for the survival of the
family. This will be followed by a personal analysis. Third, Great Depression photos
will be analyzed by providing an explanation of each photo and presenting a skit based
on the explanation. Fourth, a venn diagram will be used as a graphic organizer to
compare and contrast the lives of farmers and city dwellers during the Depression. This
is found on pg. 477. Finally, a cluster diagram will be used as a graphic organizer that
involves Hoover’s responses to the Great Depression. This is found on pg. 483.
2. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapters 14, Power Point on the Great Depression, Kagaan Review Strategies,
Graphic Organizers, Great Depression Simulation, Photo Narrative Lesson, Unit Test
Timeframe: 2 weeks
Chapter 15 – The New Deal
Standards: 7.1.3
1. TLW explain and evaluate Roosevelt’s New Deal policies. For this standard, there are
several activities/lessons that pertain to it. First, the lesson that coincides with this
standard is the Fireside Chats: The Power of Words Lesson. This lesson is based on
explaining and evaluating the effectiveness of FDR’s fireside chats. Second, another
lesson that coincides with this standard is the Social Security Act Lesson. It is based on
assessing those individuals that supported and opposed the act. Third, a web diagram
will be used as a graphic organizer to analyze the effects of the New Deal on minorities.
Finally, bellwork found on pgs. 493, 513, and 517 involves cartoon and art analyzation
and graph interpretation.
2. TLW be assessed on their knowledge of the unit by taking a test that involves multiple
choice, short answer, and essay questions.
Resources: Chapter 15, Power Point on the New Deal, Kagaan Review Strategies, Bellwork,
Fireside Chats: The Power of Words Lesson, Social Security Act Lesson, Graphic Organizers,
Unit Test
Timeframe: 2 weeks