Course number: 2721OR1
Course title: US History 1 (Semester 1)
Subject: Social Studies
Grade Level(s): 10
This United States History course consists of the following content area strands: United States History, Geography, and Humanities. The primary content emphasis for this course pertains to the study of United States history from Reconstruction to the Great Depression. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events which occurred before the end of Reconstruction.
Priority Standards and Final Proficiencies:
This course is a standards-based course. All students will be exposed to CCSS or Oregon state 10 standards--below are the standards that mastery must be shown in order to earn credit.
SS.9-10.CG.31 Describe United States foreign policy and evaluate its impact on the United States and other countries.
SS.9-10.CS.H.1 Analyze and apply cause and effect relationships to a variety of historical issues, events, and problems.
SS.9-10.CS.SSA.28 Analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.
SS.9-10.HK.6 Analyze ideas critical to the understanding of history, including, but not limited to: populism, progressivism, isolationism, imperialism, communism, environmentalism, liberalism, fundamentalism, racism, ageism, classism, conservatism, cultural diversity, feminism, and sustainability.
SS.9-10.HK.24 Analyze and critique the impact of constitutional amendments.
SS.9-10.RH.RR/TC.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 complexity band independently and proficiently.
SS.9-10.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advances searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
SS.HS.CG.32 Examine and evaluate documents and decisions related to the Constitution and Supreme Court decisions (e.g., Federalist Papers, Constitution, Marbury v. Madison, Bill of Rights, Constitutional amendments, Declaration of Independence).
Schedule of Units Covered:
evaluate the causes and consequences of the Civil War
identify the economic, political, and/or social causes of the Civil War
assess the influence of individuals and groups in the U.S. government on Reconstruction
assess the influence of individuals and groups in the South on Reconstruction
distinguish and analyze the freedoms guaranteed to African Americans in the 13th, 14th, and 15th Amendments to the Constitution
analyze the various components of Jim Crow legislation and their effects on Southern minorities
describe efforts by the U.S. government to assimilate Native Americans into American culture
identify significant events that impacted the relationship between the government, Native Americans, and American citizens
identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90
analyze social, political, and economic changes that resulted from the Second Industrial Revolution
explain the need for labor unions and assess their level of success
identify different economic and philosophic ideologies
explain the concept of a political machine and identify significant players
explain how the inventions of the Second Industrial Revolution impacted the United States during the late 19th and early 20th centuries
understand how business practices of the Industrial Revolution affected the U.S. economy
analyze the response of the government, corporations, and society to Eastern and Western immigration
explain how society changed as a result of the Second Industrial Revolution
identify the leaders of reform movements during the late 19th and early 20th centuries and explain their aims
explain how industrialization led to imperialism
identify the territories acquired by the United States and the methods by which the lands were acquired
explain the causes and the effects of the Spanish-American War
analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction
identify and explain the causes of World War I
analyze the effect World War I had on U.S. social, economic, and foreign policy
describe American attitudes toward the conflict and analyze how the United States was drawn into a war that most Americans did not want
identify the causes of WI
explain how the US mobilized for war both at home and abroad
explain how government policies during WWI affected the lives of citizens
identify and state the impact of the new technological developments of weaponry during World War I
explain how World War I impacted minority groups who served
identify significant individuals and their role in military leadership
analyze and explain how World War I impacted minority groups on the home front
explain the purpose, benefits, and risks of the League of Nations
analyze how non-U.S. involvement affected the success of the League of Nations
explain the economic effects World War I had on the United States
identify and explain the reasons behind the U.S.'s renewed policy of isolation
compare and contrast Wilson's Fourteen Points and the Treaty of Versailles
explain the U.S. Senate's opposition to the Treaty of Versailles
explain the causes and consequences of the Red Scare
identify reasons for the rise of nativism in the 1920s and 1930s
describe the various domestic and international peace and relief efforts in which the United States was involved following World War I
identify and evaluate the social, political, and economic incentives for the development of peace and relief efforts after World War I
recognize the cause-and-effect relationships of economic trends as they relate to society in the United States during the 1920s and 1930s
explain the effects of the changing role of tourism in Florida's development and growth (1890–1930), the land boom and bust (1920–1930)
assess how new attitudes following World War I impacted society
determine the role of the arts in 1920s American society
analyze how Fundamentalist Americans resisted the trends of the 1920s and advocated returning to more traditional ways
analyze how civil rights issues both united and divided society in the United States in the period 1919–1939.
identify and/or evaluate the decisions made by national and state governments related to immigration and other civil rights issues
explain the effects of the changing role of tourism in Florida's development and growth (1890–1930), the land boom and bust (1920–1930), and/or the impact of the Great Depression (1926–1940)
identify and/or evaluate the impact of business practices, consumer patterns, and government policies of the 1920s and 1930s as they relate to the Great Depression
examine the human experience during the Great Depression
identify the impact of business practices, consumer patterns, and government policies of the 1930s as they relate to the New Deal
examine the human experience during the New Deal
analyze the long-term social, political, and economic consequences of the 1920s and 1930s on society in the United States
American Federation of Labor (AFL)
Article X (Article 10)
Balance of power
Balance of trade
Bataan Death March
Battle of Guadalcanal
Battle of Iwo Jima
Battle of Leyte Gulf
Battle of MIdway
Battle of Okinawa
Battle of the Bulge
Big stick diplomacy
Buying on margin
California Gold Rush
Camp David Accords
Chinese Exclusion Act of 1882
Civil rights legislation
Civil Rights Movement
Committee on Public Information
Demilitarized zone (DMZ)
Double V Campaign
Executive Order 8802
Executive Order 9066
First Hundred Days
First Industrial Revolution
First New Deal
Five-Power Naval Treaty of 1922
Four-Power Treaty of 1921
Free Silver Movement
GI Bill of Rights
Gross domestic product
Gross national product (GNP)
Gulf of Tonkin Resolution
Immigration Act of 1924
Intercontinental ballistic missile (ICBM)
Interstate Commerce Commission (ICC)
Interstate Highway System
Jim Crow laws
Knights of Labor (KOL)
Ku Klux Klan
League of Nations
Morrill Land Grant Act
National Aeronautics and Space Administration (NASA)
National Association for the Advancement of Colored People (NAACP)
National War Labor Board
No man's land
North Atlantic Treaty Organization (NATO)
Open Door policy
Panic of 1893
Plessy v. Ferguson
Salerno (Italian invasion)
Sand Creek Massacre
Second Industrial Revolution
Second New Deal
Selective Service Act
Sherman Silver Purchase Act
Smoot-Hawley Tariff Act
Social Gospel movement
Social welfare program
Sphere of influence
Teapot Dome Scandal
Tenure of Office Act
Treaty of Paris
Treaty of Portsmouth
Treaty of Versailles
United States Food Administration
Universal Declaration of Human Rights
Universal Negro Improvement Association (UNIA)
Unrestricted submarine warfare
War Industries Board
War Powers Act
100 Percent Americanism
Differentiation/Accessibility Strategies and Support (TAG, ELL,SpEd, other):
Accommodations based on IEP and 504 will be adhered to with guidance from case manager. Case manager approval is required for a student to take a VS course.
Instruction and assessments are created and delivered with a mind to multiple learning styles; it is with active cognition that teachers build material for students who learn in many different ways.
Career-Related Learning Experiences
Essential Skills and Required Work Samples:
Being a standards-based course, work will need to be scored at “Successful” or higher in order to earn credit.
Students are expected to submit work in each course weekly. Students can learn at their own pace; however, students must follow their course calendar and make progress in the course every week. Students are required to complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to:
- Make regular progress (follow course calendar)
- Maintain regular contact with teachers
When teachers, students, and families work together, students are successful.
This course is a standards-based course.
Course lessons and assessments are targeted to a specific set of CCSS/Oregon state standards. Students will be expected to score at the “Successful” level or higher in order to be marked proficient in each assessment. Students are expected to complete all assessments in the course.
If a student scores “Work In Progress” on an assessment, they will be able to revise and resubmit it for re-scoring.
Final grades in Virtual Scholars are determined using the VS Proficiency Matrix.
PLAGIARISM is strictly monitored.
From the PPS Student Acceptable Use Guide:
Students will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the student.
Students will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies appropriate use of that work, the student should follow the expressed requirements. If the student is unsure whether or not they can use a work, they should request permission from the copyright owner.
Students will adhere to the regulations outlined in the PPS Student Acceptable Usage guide
Safety Issues and Requirements