US I, Grade 10                                                                                        Page  of

Units:

Unit # 1 Reconstruction

Unit # 2 Westward Expansion

Unit # 3 Industrialization

Unit # 4 Immigration

Unit # 5 Progressivism

Unit # 6 Imperialism

Unit # 7 World War I

Unit # 8 1920s

Unit # 9 Great Depression and New Deal

Unit #10 World War II




Unit Title

Unit # 1 Reconstruction

Timeframe 

4 weeks

Unit Summary

Students will participate in a variety of activities that use multiple forms of technology in order to be able to describe the effects of the Civil War on the South and be able to compare and contrast the differing visions for the United States as it moved past a time of war. Students will also focus their studies on the effects of Reconstruction on the population and culture of the South.

Learning Targets

Essential Questions

  • Was Reconstruction a success or a failure?

Enduring Understandings

Students will understand:

  • That rebuilding a nation following a civil war is difficulty due to pre-existing opinions and differing goals and views of the varying groups involved
  • Specifically the desire to preserve the ideals of the Constitution vs. the ideals of the Confederacy
  • During the rebuilding following a war, a country and its people need adapt to the new society
  • Due to differing opinions of how to govern and rebuild following a war, is is almost impossible to have a universal consensus and happiness is difficult to achieve
  • The rebuilding of nations following wars have similar patterns

Know

By the end of this unit, students will know

  • The US Civil War was caused by many factors that fall under the concept of state rights vs. individual rights
  • Factors that determine the possibility of a successful reconstruction include: internal/external threats; the economy, type of government (foundation) set prior to war, etc.
  • After the war and the struggles of Reconstruction, many African Americans will migrate North and West in search of more acceptance/freedom/opportunities.
  • The Reconstruction of the nation was largely dictated by the goals/needs of the Radical Republicans vs. President Johnson, who based his opinions off of President Lincoln
  • There was much resistance from the South to implement and adhere to the Civil War Amendments
  • Southern states implemented the Black Codes (eventually becoming Jim Crow laws), literacy tests, poll taxes, etc to reinstall a social order that was similar to the goals of the former Confederacy

Do

By the end of this unit, students will be able to

  • Analyze the different perspectives of why the war began
  • Explain the social, political, economic, and geographic impact Reconstruction had on America
  • Analyze the different opinions about who should be in control of Reconstruction
  • Research the reconstruction of other countries and compare/contrast to the United States.
  • Use their research to analyze whether other modern countries will be able to rebuild following their wars.

Evidence of Learning

Formative

Civil War Recap:

Damage to the South Photo Analysis Activity (Before and After Photographs) –

* Google Classroom Question:

* Class Discussion To Question Posed.

Comparative Reconstruction Plan Activity

Effects of Reconstruction Stations Activity and discussion

Summative/ Benchmark

  •  Reconstruction Unit Assessment
  • Modern Day Reconstruction Google Classroom Activity-

Alternative Assessments

  • Was Reconstruction a Success or Failure Debate
  • Free State of Jones Activity
  • Visual Metaphor creation

Learning Activities

Day 1:

Civil War Recap: Students will be paired together (on a characteristic or similar interest to help students create connections in the classroom) together students will watch Crash Course Civil War Parts 1 and 2 in order to complete both remedial and critical thinking questions to review the Civil  War.

Crash Course Civil War Part 1- https://www.youtube.com/watch?v=rY9zHNOjGrs

Crash Course Civil War Part 2- https://www.youtube.com/watch?v=GzTrKccmj_I

Crash Course Battles of the Civil War- https://www.youtube.com/watch?v=25HHVDOaGeE

Day 2:

Damage to the South Photo Analysis Activity (Before and After Photographs) – Have students be able to describe the damage done to the South (Infrastructure , Family Unit, Crops Production, African Americans, Women etc.)

* Google Classroom Question: In a small group or in pairs: If you were Lincoln what would be your top priority when approaching Reconstruction? (What do you need to address first? What is most important? Be able to justify your answer in a class discussion)

* Class Discussion To Question Posed.

Day 3- Day 5

Comparative Reconstruction Plan Activity:

  • Part 1- Discuss and describe Lincoln’s Plan for Reconstruction and his hopes for the country. Effects on the South and North
  • Part 2- Discuss the assassination of Lincoln and the possible implications of this on Reconstruction.
  • Part 3: Discuss and Describe Johnson becoming presidents and his plan for reconstruction. Effects on the South and North

As we are discussing and analyzing each plan students will creating a class wide Venn Diagram (can be done on chart paper or on a Google doc) comparing the two plans and visions for the south and the country.

Day 6-7:

Effects of Reconstruction Stations Activity: Students will discover the effects of Reconstruction by traveling to stations in the classroom that describe the following ( Carpetbaggers and Scalawags, Black Codes, 13th-15th Amendments, Rise of KKK and violence, economic and manufacturing in the South)

Day 8

Effects of Reconstruction on various social groups in the South Discussion. –Students will take the information from the previous days during the stations activity and be able to describe the effects of Reconstruction on (African Americans, Confederate Soldiers and Leadership, Women) ( T-Chart will be completed through Discussion)

Day 9- 11

Raft Activity- Quiz Grade

Day 12

Free State of Jones Activity

Day 13:

Modern Day Reconstruction Google Classroom Activity- Students will be assigned a current country that is rebuilding after civil war. Students will watch/read sources on this assigned topic and describe the similarities and differences of their country and the United States.

Day 14- 16 Was Reconstruction a Success or Failure Debate.

Day 17- Reconstruction Unit Assessment

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

The Americans Textbooks

Crash Course Youtube Channel

Lincoln's Reconstruction Plan Primary Source

Johnson's Reconstruction Plan Primary Sources

Free State of Jones Novel Excerpts

Equipment

Chromebooks

Supplemental Resources

Current event articles

Standards

Content Statement

Indicator

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


Unit Title

Unit # 2 Westward Expansion

Timeframe 

12 days

Unit Summary

Westward Expansion was a time when the American people and government believed it was our “manifest destiny” to expand westward.  The expansion created new opportunities for women, African-Americans, and other minorities while also allowing the development and expansion of new industries such as the railroads and cattle industry. Students will analyze primary and secondary sources in order to determine the effects of westward migration on the country and specific ethnic, religious and racial groups in the United States.

Learning Targets

Essential Questions

  • Why did we expand Westward?
  • What social, political, economic and geographic effect did Westward Expansion have on America?

Enduring Understandings

Students will understand:

  • Westward Expansion was a time in which America spread from East to West in search of opportunities, resources and to expand businesses
  • Westward Expansion created new opportunities in terms of rights and jobs available to minorities and women.

Know

By the end of this unit, students will know

  • Manifest Destiny is the belief that it is our fate (supported by the God’s)  to expand westward
  • Westward expansion was detrimental to the lives of Native Americans (homestead act/dawes act)
  • The railroads and cattle industry supported each other’s development
  • These industries contributed to opportunities for women and minorities (cowboys, homesteaders)

Do

By the end of this unit, students will be able to

  • Identify the reasons why individuals expanded west
  • Identify reasons why the government encouraged westward expansion
  • Explain how the nation changed economically, politically and socially.
  • Analyze available homesteads sites and determine which is the best area to live in.
  • Analyze the impact of the Dawes Act on the lives of Native Americans

Evidence of Learning

Formative

  • Motives West Activity
  • Site location activity.
  • Hybrid Notes
  • Trail of Tears

Summative/ Benchmark

  • Westward expansion assessment

Alternative Assessments

  • Motives to Move Essay
  • Jackson Essay

Learning Activities

  • Motives To Move Westward Primary Source Activity- Students will be put into groups and assigned a specific group/ethnic group that migrated westward. Students will analyze primary source documents in order to identify the motives of their specific group to travel westward. Students will work within their group to create a skit that will be performed in front of the class that will inform their classmates on the motives behind why they left and traveled westward.  
  • Motives Essay ( Quiz Grade) Students will use the information provided in the presentations from previous days in order to write a compare and contrast essay on 2-3 specific groups that travelled westward. Students will need to compare and contrast motives, experiences while traveling as well as the transition made by these groups once they made it west.
  • Hybrid Notes- Students will complete a hybrid notes presentation that has students analyzing primary and secondary sources in order to obtain information on the transcontinental railroad, technological advancements.
  • Homestead Act PBL- Students will be presented multiple fictional plots of land that all have their positives and negatives. Each student will need to analyze each plot of land and decide which they would choose to settle upon if they were taking advantage of the Homestead Act. Students will need to rank the plots of land and describe each ranking.   
  • Native American Culture/ Trail of Tears – Activity- Students will analyze primary sources in order to establish an understanding of Native American Culture in the west and be able to complete the Google classroom questions, What aspect of Americans traveling west disrupted their cultural and daily lives. ( Battle of Little Big Horn, Trail of Tears, Ghost Dancing, Disease)     
  • Jackson Actions towards the Native Americans Activity- Students will analyze President Jackson’s presidency and specifically his actions towards the Native Americans and grade his presidency. ( Writing Assignment) 
  • Unit Assessment 

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

texts

Westward Motives Primary Sources

Hybrid Notes Presentation

Homestead Act Problem Based Learning Activity

Native American culture primary sources

Native American trail of tears primary sources

Equipment

Chromebooks

Supplemental Resources

Current Event Articles

Standards

Content Statement

Indicator

Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.

6.1.12.A.5.a

Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.

6.1.12.A.5.b

Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and movement of populations.

6.1.12.B.5.a

Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.

6.1.12.D.6.a

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

R.H. 9-10.1-Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

R.H. 9-10.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, and economic aspects of history/social science.

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


Unit Title

Unit # 3 Industrialization

Timeframe 

3 weeks

Unit Summary

Industrialization was the timer period in the late 1800s-early 1900s in which cities and factories expanded. Industrialization was possible due to natural resources, rising population, new technology and innovations.   Industrialization was a time period of great growth but it also created a set of problems that America had never seen or knew how to deal with.

Learning Targets

Essential Questions

  • Has rapid industrial development been a blessing or a curse for Americans?
  • Were big business leaders “captains of industry” or “robber barons?”

Enduring Understandings

Students will understand

  • That industrialization is defined as the rise of factories and expansions of cities
  • Industrialization was a time of new developments that helped make life easier (electricity/light bulb, transportation development, skyscrapers, etc) but also furthered the gap between the majority poor and the minority elite rich.

Know

By the end of this unit, students will know

  • The causes and effects of industrialization
  • The major business owners of the time (Rockefeller, Morgan, Vanderbilt, Carnegie) and how they made their empires)
  • The positive and negative consequences of the era

Do

By the end of this unit, students will be able to

  • Analyze the working conditions of the time period and assess who should be held accountable/create solutions for change
  • Analyze the living conditions of the working class and assess who should be held accountable/create solutions for change
  • Identify and explain the objectives and means of Labor Unions
  • Create a digital portfolio

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Changing component of economy
  • Analysis of How the Other Half lives
  • Labor Union analysis
  • Triangle shirtwaist activity

Summative/ Benchmark

  • DBQ

Alternative Assessments

Performance Task:

  • Industrialization Assessment
  • Linkedin Creation

Learning Activities

Day 1- Comparison of Changing Economy through Westward Expansion and Industrialization. (Agricultural to Manufacturing. And Urbanization) Brainstorm effect of cities and living conditions. CRP 5 Consider the environmental, social and economic impacts of decisions

Day 2- Analysis of How the Other Half/ Lives/ The Jungle . Students will be given a specific chapter that discusses the changing living conditions and growing xenophobic feelings and attitudes of the US. Students will analyze their specific chapters in order to complete a class google doc that lists and examples the effects of Industrialization on the overall population.  

Day 3- Day 6

Triangle Shirtwaist Fire Trial Activity- Students will analyze primary sources dealing with the Triangle Shirtwaist Fire Accident. Students will participate in a trial activity that will have them preparing a defense/prosecution notice using their primary sources as evidence. ( Could be used as a writing assignments as well)

Day 7- Labor Union Analysis- Students will analyze primary sources In order to determine the purpose of each and the manners and techniques that they used to achieve their goals.

Day 8- 10- Linkedin Page Creation- Students will analyze the personal backgrounds, Education, Business Experience, Invention and business practices, success and failures.

  • Carnegie
  • Rockefeller
  • Vanderbilt
  • Morgan

Day 11- 13- Men Who Built America

Students will follow the experiences of major material tycoons as they built the United  States by watching the History Channel Documentary The Men Who Built America.

Day 14-  Day 15

DBQ

Day 16

Benchmark 1

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

The Americans textbook

Online portfolio maker:google sites/weebly/edublogs/kidblog

Primary Sources regarding the business leaders of the Industrial era.

How the Other Half Lives Specific Chapters

Triangle Shirtwaist Fire Primary Documents

Equipment

Chromebooks

Supplemental Resources

Current Events articles

Content Statement

Indicator

Assess the impact of rapid urbanization on the environment and on the quality of life in the cities.

6.1.12.B.5.b

Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations.

6.1.12.C.5.a

Compare and contrast economic development of the North, South, and West in the post-Civil War period.

6.1.12.C.5.b

Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on business and individuals.

6.1.12.C.5.c

Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.

6.1.12.D.5.a

Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.

6.1.12.D.5.b

Determine how supply and demand influence price and output during the Industrial Revolution.

6.1.12.C.6.b

Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.

6.1.12.C.6.c

Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.

6.1.12.D.6.a

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation 

R.H. 9-10.1-Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

R.H. 9-10.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, and economic aspects of history/social science.

  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


Unit Title

Unit # 4 Immigration

Timeframe 

3 weeks

Unit Summary

Immigration to America has occurred throughout its founding, but there are 2 distinct and major waves during the 1880s and 1900s.  Each wave had distinct characteristics and life experience in America, yet both groups dealt with similar issues.  Immigrants were vital to the success of the Industrial Era, Progressive Era and Westward expansion.

Learning Targets

Essential Questions

  • Did America fulfill the dreams of immigrants?
  • Has immigration been the key to America’s success?

Enduring Understandings

Students will understand

  • Immigration is caused by a series of push factors and result in individuals searching for a better life in a different country through pull factors
  • A large influx of immigrants often results in increased resentment and hostility from the Native born towards the immigrants.
  • A quick increase in population results in the need for adjustments to city living and working conditions.

Know

By the end of this unit, students will know

  • Push factors include famine, war, political persecution lack of land or jobs etc. (Negatives)
  • Pull factors include political freedom, job opportunities, land, etc (Positives)
  • Immigrants banded together in the cities (creating ethnic communities, such as Little Italy) and create parochial schools to continue
  • Nativism is the belief that those who have been born in America are significantly different than the new immigrants who are coming in.
  • Nativists believed that immigrants were stealing jobs, bringing in chaos due to their political and cultural views which resulted in increased discrimination against immigrants.

Do

By the end of this unit, students will be able to

  • Analyze primary sources to identify push/pull factors
  • Analyze the 14th amendment in regards to treatment of immigrants as constitutional or unconstitutional
  • Describe the immigrant life, including work, living conditions, acceptance/non acceptance by society
  • Describe how immigrants adapted to discrimination

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Analysis of primary sources for motives and experiences of immigrants
  • Analyze data on current us Immigration

Summative/ Benchmark

  • DBQ or Immigration Project of choice

Alternative Assessments

Performance Task:

  • Research current immigration trends and policies for the United States/create their own policy

Learning Activities

  • Day 1- Analysis of New Colossus Text Set- Students will analyze a text set that includes New Colossus as well as primary sources documents in order to complete critical thinking questions that provides students insight into motives and experiences of immigration.
  • Day 2- Push/ Pull Factors of Immigrants- Students will analyze primary sources in order to determine the motives and experiences of specific groups of immigrants in the late 1800’s early 1900’s through the millennium. 
  • Day 3-4- Ellis and Angel Island, Urbanization Effects, Political Bosses  Hybrid Notes- Students will be presented interactive notes on the effects of immigration on the cities of the United States. Students will watch videos, analyze primary and secondary source in order to complete their notes.
  • Day 5-7 Research of Current Immigration Trends and Policy- Students will analyze immigration statistics the year 2016 to those of the early 19th century. Students will analyze trends and effects of immigration on society.    
  • Day 8- 11- Family Immigration Project/ DBQ ( Student Choice) – The assessment for this unit will allow the students to choose between completing a Document Based Question or Conduct research into  their family history which will include immigration to the United States, Experiences once arrived and creating a item that represents their history.   

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

The Americans textbook

Online portfolio maker:google sites/weebly/edublogs/kidblog

New Colossus Text Set

Immigration Motivations Push/Pull Activity Primary Documents

Immigration Hybrid Notes Presentation

Presidential Immigration Plan Research Documents

Equipment

Chromebooks

Supplemental Resources

Current event articles

Standards

Content Statement

Indicator

Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations. 

6.1.12.D.5.c

Relate varying immigrants experiences to gender, race, ethnicity, or occupation

6.1.12.D.5.d

Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey and the United States.  

6.1.12.D.6.a

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation 

RH 9-10.5  Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP5. Consider the environmental, social and economic impacts of decisions.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

  • Select and use applications effectively and productively.

8.1.12.A.5  Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


Unit Title

Unit # 5 Progressivism

Timeframe 

3 weeks

Unit Summary

Students will be studying the impact of the progressive era and how the decisions made and the policies that were enacted effected specific populations in the American general population.

Learning Targets

Essential Questions

  • Were the Progressives successful in making government more responsive to the will of the people?

Enduring Understandings

Students will understand

  • the main goals of the Progressive era.
  • the Square Deal and be able to describe the purpose and focus of the Deal.
  • the perceived identity of women during the 19th century and how it compares to the identity of women today.

Know

By the end of this unit, students will know

  • Progressive goals and reforms
  • Purpose of the Square Deal
  • Role of women in the Progressive Era

Do

By the end of this unit, students will be able to

  • Create a soundtrack of the Progressive Era
  • Cite textual evidence in a DBQ

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Quiz/exit slips

Summative/ Benchmark

  • Progressive Era Soundtrack (online creator)
  • DBQ

Alternative Assessments

Learning Activities

  • Day 1- 4 Main Goals of Progressivism- Students will analyze the actions and significant legislation of the Progressive era and predict and create the 4 main goals of the era.
  • Day 2- Hybrid Notes ( Local and Federal Government Reform/ Introduction of Societal Norms ( Identify of 19th Century Women)- Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on societal norms and local and federal governmental reform of the early progressive era.
  • Day 3- Analysis of Advertisements 1900’s Vs. 2016/2017. Students will analyze advertisements and other primary sources of the progressive era as well as current day in order to provide the societal identity of women in each era.
  • Day 4- Introduction of Square Deal/ Roosevelt’s Presidency ( Hybrid Notes) -  Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on The Roosevelt Presidency and specifically the motives and specifics of the Square Deal.
  • Day 5- Hybrid Notes- Taft and Wilson Presidency- Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on The Roosevelt Presidency and specifically the motives and specifics of the Square Deal.
  • Day 6- Day 9- Progressive Era Soundtrack( Quiz)- Students will analyze the major themes of the Progressive era  and create a soundtrack that includes 10-15 songs of any specific era whose lyrics mirror the struggles and improvise made during the Progressive Era. Students will be required to present specific lyrics of songs and explain why their chosen songs reflect their theme. Students will also be required to create a cd cover that reflects their theme.
  • Day 10- 12- DBQ- Students will complete a Document Based Question exploring the themes and specific topics of our Progressivism unit.
  • Day 13- 16- Iron Jawed Angels- Students will watch the major motion picture Iron Jawed Angels which will allow students to analyze the specific journey of Alice Paul and her fight towards equality.  A writing assignment/project will be attached to the viewing of this movie. 

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Hybrid Notes Presentations

Square Deal Documents

Iron Jawed Angels DVD

The Americans textbook

Equipment

Chromebooks

Supplemental Resources

Current Events articles

Standards

Content Statement

Indicator

Compare and Contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a World Power.  

6.1.12.D.6.b


Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders and the eventual ratifications of the 19th Amendment.

6.1.12.D.6.c

Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social injustice.

6.1.12.A.6.a

Evaluate the ways in which women organized to promote government policies designed to address injustice, inequality, workplace, safety and immorality.

6.1.12.A.6.b

Compare and Contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the periods of industrial expansion.

6.1.12.B.6.b

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.1  Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date, and origin of the information.
RH 9-10.2  Determine the central ideas or information of a primary or secondary source provide an accurate summary of how key events or ideas develop over the course of the text.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9. Model integrity, ethical leadership and effective management.
  • CRP12. Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


Unit Title

Unit # 6 Imperialism

Timeframe 

3 weeks

Unit Summary

Students will learn about the American journey to become a superpower through government and military takeover of foreign lands and how its citizens of both the United States and foreign lands were affected positively and negatively.

Learning Targets

Essential Questions

  • Was American expansion overseas justified?

Enduring Understandings

Students will understand

  • describe the economic, governmental and social motives that led to American imperialism.
  • explain and describe the effects of American imperialism on foreign populations.
  • describe the manner in which the United States became involved in the Spanish American War.
  • evaluate the effect of the Open Door Policy in China.

Know

By the end of this unit, students will know

  • The role of American Imperialism
  • Open Door Policy
  • Spanish American War

Do

By the end of this unit, students will be able to

  • Cite textual evidence in a DBQ
  • Perspective reflection
  • Analyze primary sources

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Quizzes/Exit Slips

Summative/ Benchmark

  • Good Bad Ugly jigsaw
  • Writing Assignment-perspective reflection
  • DBQ
  • Unit Assessment
  • MP 2  Benchmark  

Alternative Assessments

Learning Activities

  • Day 1-Age of Imperialism Overall Video with Questions- Students will view a History channel documentary that provides a overview of American imperialism and its effects of the United States as well as the lands that were colonized by the United States.
  • Day 2- Motives of Imperialism Primary Sources Activity- Students will analyze primary sources that will indicate American motives behind the era of imperialism.
  • Day 3-4  US Imperialism Map Activity- Students will create a Map of the world which indicates countries and territories that the United States imperialized and describe the motives behind American colonization and benefits and drawbacks to each of the territories colonized.  
  • Day 5-8  Good, Bad and Ugly of Imperialism Activity/Presentations- Students will be assigned a territory that was taken over by the United States. Students will analyze the positive and negatives aspects of American imperialism to the native people. Students will create a poster and present to the class.  
  • Day 9- 10 Sinking of the Maine Reading Like A Historian Activity- Students will analyze the events of the Sinking of the Maine as well as the effects of the Yellow Journalism on public opinion then and compare it to social media’s effect of public opinion today.
  • Day 10- Spanish American War Documentary with Questions- https://www.youtube.com/watch?v=5D_04Nr8at4-  Students will watch a History Channel documentary that provides an overview of the Spanish American War.
  • Day 11- 12 Open Door Policy (Sphere of Influence in China ) and Presidential Ideals of Imperial Hybrid Notes -  Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on the Open Door Policy as well as the influence of the United States felt in China.
  • Day 12- Unit Assessment- Students will complete a traditional style assessment will require them to analyze maps of influence, political cartoons, primary sources as well as secondary sources in order to complete multiple choice and short answer questions.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Sinking of Lusitania and Zimmerman Note Primary Sources

Audio of Wilson Declaration of War

Selective Service Documents

Hybrid Notes Presentation

Propaganda Pieces

Patriot Act Excerpts

League of Nations and Treaty of Versailles Documents

Lost Battalion DVD

The Americans textbook

Equipment

Chromebooks

Supplemental Resources

Current Event articles

Standards

Content Statement

Indicator

Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

6.1.12.B.6.a


Compare and Contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power.

6.1.12.D.6.d

Explain how global competition by nations for land and resources led to increased militarism. 

6.1.12.B.7.a

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.9 Compare and contrast testaments of the same topic in several primary and secondary sources.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

  • Select and use applications effectively and productively.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT


Unit Title

Unit # 7 World War I

Timeframe 

10 days

Unit Summary

In order to establish the overall impact on the United States government, society and military students will study the first world war.

Learning Targets

Essential Questions

  • Was world war inevitable in 1914?
  • Was it possible for the US to maintain neutrality in World War I?

Enduring Understandings

Students will understand

  • the events that led to the United States involvement in the first world war.

Know

By the end of this unit, students will know

  • explain how the war effort affected societal norms in regards to gender and race.
  • to analyze and evaluate the impact of improving technology on the war effort. 

Do

By the end of this unit, students will be able to

  • to defend their chosen stance on allowing women to be included in the Selective Service Act.
  • to analyze primary sources in order to describe major battles and their overall impact to the war effort.

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Quiz/Exit slips

Summative/ Benchmark

  • Unit assessment
  • DBQ

Alternative Assessments

Learning Activities

  • Day 1- Overview Video with Questions- Students will watch a History Channel Documentary on World War 1 to provide them with a general overview of the subject matter.
  • Day 2- Discussion of Events that Started World War 1 in Europe.- With the information provided the overview video from the previous day students in groups will discuss the causation of World War 1 for those in Europe. While in groups students will be provided an individual cause of war in Europe and provide an explanation of whether they feel it was a justifiable reason for war.
  • Day 3- Analysis of American Neutrality during World War 1- Through the use of primary source documents, students will be able to discover the reasons why the United States wanted to remain neutral at the beginning of World War 1.
  • Day 4- Sinking of Lusitania and Zimmerman Note- Through primary source documents students will analyze the two major events that led the United States to become involved in World War 1.
  • Day 5- Wilson Speech Comparison- Students will analyze the Declaration of War speech made by Wilson. Students will then comparing the overall message, tone and other attributes to that to a speech of neutrality given by Wilson.
  • Day 6- Army Size Analysis and Selective Service Act Description and Introduction of Selective Service Debate.- Students will analyze primary and secondary sources in order to explain the need for the Selective Service Act and begin research to justify their chosen/assigned stance in a debate on whether women should be included in the Selective Service Act in the current day.
  • Day 7- 8- Selective Service Debate- Students will research in order to create a presentation of information to justify their chosen/assigned stance in a debate on whether women should be included in the Selective Service Act in the current day.  CRP 4- Communicate clearly and effectively and with reason.
  • Day 9- 11 World War 1 Major Leaders and Battle Hybrid Notes- - Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on the major military leaders and battles of World War 1.
  • Day 12-14 – Military Technology Auction Activity- Students will analyze the impact that improved technology had on the overall war effort. Students will be split into the countries in the war, each country will be given a specific amount of money. Students will bid on a variety of improved military technology. The countries with the most impactful technology will win the war.
  • Day 15- World War 1 Propaganda Analysis – Effects on Women, Minorities- Students will analyze visual and audio forms of propaganda used during the World War 1 Era. Students will analyze the propaganda in order to determine the effect the war effort had on Women and Minorities specifically.  
  • Day 16- Analysis of Espionage Act, National Origins Act, Sedition Acts- Through both visual and audio sources students will analyze several acts put out by the government during World War 1. Students will determine the motive of the acts and the overall effect to the public.
  • Day 17- Comparison of Federal Orders during World War 1 and Patriot Act after 9/11- Students will analyze and compare the federal orders enacted by the government during World War 1 and those enacted by the government after the attacks on September 11th.
  • Day 18- Analysis of the Treaty of Versailles and League of Nations. ( Perspectives of both documents from different nations) – As a class, we will look at the Treaty of Versailles and analyze the treaty from differing perspectives and predict effects the treaty may have on the countries involved.
  • Day 19- Define Fascism, Communism, Socialism and life under each type of government post World War 1.- Students will determine the differences between the political theories and how life under each differed.
  • Day 20-21-  DBQ-  Students will analyze primary and secondary sources in order to complete a Document Based Question on the causation and overall effects of the first World War.
  • Day 22-24- The Lost Battalion- Students will watch the major motion picture The Lost Battalion to complete our unit of study on World War 1. 

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

World War 1 Overview Video with Questions

Hybrid Notes Presentation

Zimmerman Note and Sinking of the Lusitania Primary Sources

Wilson Declaration of War Speech

Selective Service Act Documents

Military Technology Packets

Homefront Propaganda

Espionage Acts and National Origins Act Comparison

Patriots Acts Excerpts

Treaty of Versailles and League of Nations Documents

Lost Battalion 

Equipment

Chromebooks

Supplemental Resources

Current Events articles

Standards

Content Statement

Indicator

Analyze the reasons for the policy of neutrality regarding World War 1 and explain why the United States eventually entered the war.

6.1.12.A.7.a

Evaluate the impact of government policies designed to promote patriotism and to protect national security during time of war on individual rights

6.1.12.A.7.b

Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.

6.1.12.A.7.c

Determine how technological advancements affected the nature of World War 1 on land, on the water and in the air.

6.1.12.C.7.a

Assess the immediate and long term impact of women and African Americans entering the workforce in large number during World War 1.

6.1.12.C.7.b

Evaluate the effectiveness of Woodrow Wilson leadership during and immediately after World War I.

6.1.12.D.7.a

Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War 1.

6.1.12.D.7.b

Analyze the factors contributing to a rise in authoritarian forms of government and ideologies.

6.1.12.D.7.c

Evaluate the effectiveness of international agreements following World War 1, Treaty of Versailles, Washington Naval Conference in preventing international disputes.

6.1.12.A.11.a

Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at the time. 

6.1.12.A.11.b

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.3  Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

  • CRP4. Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

  • Select and use applications effectively and productively.

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


Unit Title

Unit # 8 1920s

Timeframe 

10 days

Unit Summary

Students will analyze the cultural and economic effects that the United States endured after a period of war.

Learning Targets

Essential Questions

  • Was American foreign policy during the 1920s isolationist or internationalist?
  • Did the Nineteenth Amendment radically change women’s role in American life?

Enduring Understandings

Students will understand

  • Culture of the 1920’s
  • Changing women’s role in the 1920’s
  • American foreign policy in the 1920’s

Know

By the end of this unit, students will know

  • how government policies lead to the creation of the American Dream.
  • the effect that increased isolationism had  on American business and farming.
  • the push for Americanization (nativism/xenophobia) and international isolationism

Do

By the end of this unit, students will be able to

  • justify whether  America truly achieved the idea of isolationism during the 1920s.
  • create a 1920’s portfolio

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Quiz/exit slip

Summative/ Benchmark

  • 1920s Portfolio
  • DBQ/Unit Assessment
  • MP 3 Benchmark

Alternative Assessments

Learning Activities

  • Day 1-2- 1920’s Government Policies  Portfolio Assignment – Students will analyze primary and secondary sources in order to determine and gain the information required by each section in the unit portfolio packet. Students will be responsible for completing several mini projects as well written assignments as well document analysis to complete the portfolio.  
  • Day 3- 6- Isolationism and Business Policies Portfolio Assignments Students will analyze primary and secondary sources in order to determine and gain the information required by each section in the unit portfolio packet. Students will be responsible for completing several mini projects as well written assignments as well document analysis to complete the portfolio
  • Day 7- 11 Americanization Portfolio Assignments Students will analyze primary and secondary sources in order to determine and gain the information required by each section in the unit portfolio packet. Students will be responsible for completing several mini projects as well written assignments as well document analysis to complete the portfolio
  • Day 12-14- The Great Migration Portfolio Assignments-Students will analyze primary and secondary sources in order to determine and gain the information required by each section in the unit portfolio packet. Students will be responsible for completing several mini projects as well written assignments as well document analysis to complete the portfolio
  • Day 15-17- American Culture Portfolio Assignment
    Students will analyze primary and secondary sources in order to determine and gain the information required by each section in the unit portfolio packet. Students will be responsible for completing several mini projects as well written assignments as well document analysis to complete the portfolio.
  • Day 18-19- DBQ/ Unit Assessment- Students will have the choice of whether they would prefer to complete Document Based Question or a traditional test to assess their knowledge gained from this unit. Each assessment will require students to analyze primary and secondary sources in order to complete multiple choice and short answer questions or complete the document based question essay.
  • Day 20- Benchmark Exam 

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

The Americans textbook

1920s primary sources

Equipment

Chromebooks

Supplemental Resources

Current Events articles

Standards

Content Statement

Indicator

Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer.

6.1.12.A.8.a



Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy and labor organization.

6.1.12.A.8.c

Determine the impact of the expansion of agricultural production into marginal farmlands  and other ineffective agricultural practices on people and the environment.

6.1.12.B.8.a

Analyze the push-pull factors that led to the Great Migration.

6.1.12.C.8.a

Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.

6.1.12.C.8.b

Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations and an increase in violence.

6.1.12.D.8.a

Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.

6.1.12.D.8.b

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.10 By the end of grade 10, read and comprehend history/ social studies texts in the 9-10 text complexity band independently and proficiently.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.2  Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

  • Select and use applications effectively and productively.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT


Unit Title

Unit # 9 Great Depression and New Deal

Timeframe 

4 weeks

Unit Summary

Students will analyze the approaches by government officials in dealing with the effects of the Great Depression and explore the global implications of this global financial disaster.

Learning Targets

Essential Questions

  • Was the Great Depression inevitable?
  • Did the New Deal effectively end the Great Depression and restore prosperity?

Enduring Understandings

Students will understand

  • to define and describe the financial terms used to express the effects of the Great Depression.
  • to analyze the causes of the Great Depression.
  • to explain the effects of the Great Depression and be able to compare the effects in different areas of the country.

Know

By the end of this unit, students will know

  • Causes and effects of the Great Depression
  • New Deals programs

Do

By the end of this unit, students will be able to

  • analyze the global impact of the Great Depression.
  • evaluate the New Deal and its programs.
  • compare and contrast the Great Depression with the Great Recession.

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Quizzes/exit slips

Summative/ Benchmark

  • Portfolio
  • Cinderella Man Writing Assignment
  • New Deal Success or Failure writing assignment
  • DBQ
  • Unit Assessment

Alternative Assessments

Learning Activities

  • Day 1- Financial Terms Activity- ( GDP, CPI, National Debt, Trade Deficit, Market Economy, Federal Reserve)- To better understand the unit on the Great Depression, Students will be exposed to the definition and modern day job and effects of the terms listed above.
  • Day 2- Causes  of the Great Depression- Students will analyze primary source documents In order to determine the events and causations of the Great Depression in the United States.  
  • Day 3- Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on the effects of the Great Depression specifically in the western areas of the country.( Depression in the West)-
    •        Dust Bowl
    •        Agricultural Practices
    •        Overproduction
    •        Migrant Mother Photograph Analysis
  • Day 4- (Depression in the Cities)
    •        American Family
    •        Women
    •        Immigrants
    Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on the effects of the Great Depression specifically in the urban areas of the country.
  • Day 5- Hybrid Notes Presidential Comparison in Handling the Great Depression. ( Hoover vs. Roosevelt)  Students will participate and complete interactive notes that will require them to watch videos, analyze primary and secondary sources in order to gain the information on the differing presidential theories of how Hoover and Roosevelt felt it was best to deal with the Great Depression.
  • Day 6- 9- Cinderella Man Movie with Character Analysis Writing Assignment- Students will analyze the differing effects and perspectives of  the Great Depression by watching Cinderella Man.
  • Day 10- 11- Global Context and Effect of the Great Depression Graphing Activity  Students will be assigned a specific country and through research students will need to describe and depict the effects that the Great Depression of the United States had on a foreign nation economically.
  • Day 12-15- New Deal Analysis and Purpose Activity- Students in groups will analyze the New Deal and determine the overall purpose of the piece of legislation.  
  • Day 16-17- New Deal Success or Failure Debate/ Writing– In pairs students will debate whether the New Deal was a Success or Failure. Students will use primary source documents to support their stance. After debating students will come up with a consensus and defend their common stance with facts.
  • Day 18- 19- Comparison of Great Depression and Great Recession. Using secondary sources and class discussion, students will compare and contrast the Great Depression and the Great Recession.  
    •        Causation
    •        Effects
    •        President, Government and Public Response.
    •        Role of Government
    •        Long Term Effects
  • Day 20-21- DBQ- Students will analyze primary and secondary sources in order to complete a document based question essay.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

Financial Terms Videos

Causes of the Great Depression Primary Source Activity

Hybrid Notes Presentation

Cinderella Man Scenes

Global Impact of the Great Depression

Great Depression Vs. Great Recession Packet

New Deal Hybrid Notes

The Americans textbook

Equipment

Chromebooks

Supplemental Resources

Current Events articles

Standards

Content Statement

Indicator

Analyze how the actions and policies of the United States government contributed to the Great Depression.

6.1.12.A.9.a

Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.

6.1.12.B.9.a

Explain how government can adjust taxes, interest rates and spending and use other policies to restore the country’s economic health.

6.1.12.C.9.a

Explain how economic indicators are used to evaluate the health of the economy.

6.1.12.C.9.b

Explain the interdependence of various parts of a marking economy.

6.1.12.C.9.c

Compare and contrast the causes and outcomes of the stock market crash in 1929 with other periods of economic instability.

6.1.12.C.9.d

Explore the global contexts of the Great Depression and the reasons for the worldwide economic collapse.

6.1.12.D.9.a

Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.

6.1.12.D.9.b

Evaluate the arguments regarding the role of the federal government during the New Deal era.

6.1.12.10.a

Assess the effectiveness of governmental policies enacted during the New Deal period in protecting the welfare of individuals.

6.1.12.A.10.b

Evaluate the short and long term impact of the expanded role of government on economic policy, capitalism and society.

6.1.12.A.10.c

Assess the effectiveness of New Deal programs designed to protect the environment.

6.1.12.B.10.a

Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression.

6.1.12.C.10.a

Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today.

6.1.12.C.10.b

Analyze how other nations responded to the Great Depression.

6.1.12.D.10.a

Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.

6.1.12.D.10.b

Explain how key individuals, including minorities and women, shaped the core ideologies and policies of the New Deal.

6.1.12.D.10.c

Determine the extent to which New Deal public works and arts programs impacted  New Jersey and the nation.

6.1.12.D.10.d

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.5  Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

  • Select and use applications effectively and productively.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


Unit Title

Unit #10 World War II

Timeframe 

2-3 weeks

Unit Summary

Students will study the government, militaristic, cultural effects of the Second World War in the United States.

Learning Targets

Essential Questions

  • Should the US employ atomic (nuclear) weapons to defeat its enemies in war?
  • How important was the home front in the United States’ victory in World War II?

Enduring Understandings

Students will understand

  • Students will be able to able to describe the events that brought Europe as well as the United States into the Second World War.
  • Students will be able to describe the effects of Total War on the American home front.
  • Students will be able to describe the effect of major military events fought on both fronts of the second world war.
  • Students will be able to describe the events of the Holocaust and analyze perspectives of victims, bystanders and perpetrators.

Know

By the end of this unit, students will know

  • Causes of World War II
  • Effects war on the home front
  • Events related to the Holocaust

Do

By the end of this unit, students will be able to

  • research prominent individuals and their contributions to the war efforts from New Jersey and Pennsylvania
  • evaluate the overall impact that the second world war had domestically and internationally.

Evidence of Learning

Formative

  • Kahoots/coogle surveys
  • Quizzes/Exit slips

Summative/ Benchmark

  • WWII Menu Portfolio
  • DBQ/Unit Assessment

Alternative Assessments

  • Research Paper (Honors)

Learning Activities

  • Day 1-2  Causes of the war and Major Leaders Scavenger Hunt- Students will complete a scavenger hunt activity that will have them watching videos, analyze primary sources as well as read and analyze secondary sources in order to gain the information on the topics below:
    •        Review of World War 1
    •        Major Leaders and Ideologies
    •        War in Europe 1939-1941
    •        American Neutrality
  • Day 3- 4  Students will complete a scavenger hunt activity that will have them watching videos, analyze primary sources as well as read and analyze secondary sources in order to gain the information on the topics below:
    Bombing of Pearl Harbor
    •        Footage of Events
    •        Roosevelt Speech/ Declaration of War
    •        Comparison to 9/11 Speech by President Bush
  • Day 5- Mobilization, Total War, Effects of Pearl Harbor Video with Questions
  • Day 6- 9- War in Europe Scavenger Hunt  Students will complete a scavenger hunt activity that will have them watching videos, analyze primary sources as well as read and analyze secondary sources in order to gain the information on the topics below:
    •        Normandy Landing
    •        Major Battles
    •        Weaponry
    •        V-E Day
  • Day 10- 12 Holocaust Scavenger Hunt:  Students will complete a scavenger hunt activity that will have them watching videos, analyze primary sources as well as read and analyze secondary sources in order to gain the information on the topics below:
    •        Final Solution
    •        Concentration Camps
    •        Population
    •        Nazi, SS
    •        Nuremberg Trials
  • Day 13- Hometown Hero’s Research Activity  
    •        Easy Company Members of Philadelphia
  • Day 14- 17 War in Pacific Scavenger Hunt  Students will complete a scavenger hunt activity that will have them watching videos, analyze primary sources as well as read and analyze secondary sources in order to gain the information on the topics below:
    •        Military Leaders
    •        Major Battles
    •        Dropping of Atomic Bomb
    •        V-J Day
  • Day 18-World War 2 Casualty Video and Discussion
  • Day 19- 31- Research Paper/ Project- Students will complete a traditional research project on a topic of their choice on the general topic of World War 2. Students will be required to complete a research, develop a research question and thesis statement along with write a properly cited research paper. Students will have the option of submitting their research in either a paper or project format. 

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Google classroom or google sites (class site)

The Americans textbook

Hybrid Notes Presentation

Pearl Harbor Footage

Roosevelt Declaration of War Speech

George Bush 9/11 Declaration of War Speech

Hometown Heroes Presentation

Casualty Video

Research Paper Materials

Equipment

Chromebooks

Supplemental Resources

Current Events articles

Standards

Content Statement

Indicator

Analyze the decision to use the atomic bomb and the consequences of doing so.

6.1.12.A.11.d

Assess the responses of the United States and other nation to the violation of human rights that occurred during the Holocaust and other genocides.

6.1.12.A.11.c

Explain the role that geography played in the development of  military strategies and weaponry in World War II.

6.1.12.B.11.a

Evaluate the shift in economic resources from the production of domestic military goods during World War II in terms of opportunity cost and tradeoffs and analyze the impact of the post war shirt back to domestic production.

6.1.12.C.11.a

Relate new wartime inventions to scientific and technological advancements in the civilian world.

6.1.12.D.11.b

Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of World War II.

6.1.12.D.11.a

Evaluate the role of New Jersey and prominent citizens in World War II.

6.1.12.D.11.b

Explain why women, African Americans, Native Americans, Asian Americans and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.

6.1.12.D.11.c

Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.

6.1.12.D.11.d

Explain how World War II and the Holocaust led to the creation of international organizations to protect human rights, and describe the subsequent impact of these organizations.

6.1.12.D.11.e

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP5. Consider the environmental, social and economic impacts of decisions.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.2  Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

  • Select and use applications effectively and productively.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.