american studies: the role of the people€¦ · august 3, 2009 dear tenth grade social studies...
TRANSCRIPT
August 3, 2009 Dear Tenth Grade Social Studies Teachers, Your tenth grade representatives have worked very diligently to revise the tenth grade pacing guides. We hope that it is now easier to interpret and therefore will be utilized as a curriculum guide by every teacher. This year, all tenth graders will be tested using quarterly assessments in quarters one, two and four. As always, these pacing guides are aligned to Ohio’s Tenth Grade Academic Content Standards. Teaching the Content Standards is imperative for our students’ success. As teachers, it is our professional responsibility to insure that all students receive an education that hallmarks the minimum that the State of Ohio requires. The philosophy of Toledo Public Schools is that the textbooks are issued as a resource to assist in instruction and are not the definitive curriculum.
American Studies: The Role of the People
In tenth grade we examine the role of the citizen in American History. Students will compare and contrast the role of citizens and their plight through our history. Within the framework, plan on spending about one week for each central idea. The outline of the year would include the following:
1st QUARTER
I. Comparative Governments – This becomes the foundation for many classroom discussions. A graphic organizer has been included to facilitate comprehension.
II. Comparative Economics Traditional, Command, Market and Mixed America’s Federal Reserve System
III. U.S. Constitution A. Natural Rights, Enlightenment thinkers and their role in the American, Latin and
French Revolutions B. Overview of the Bill of Rights – Especially the 13th, 14th, 17th, 19th, 24th and 26th
amendments C. Extensions of the 14th amendment through Plessy v. Ferguson, Jim Crow laws, Brown
v. the Board, an Bakke v. Cali
IV. Power of the People and the Limits of the 1st Amendment A. Compare the Movement of women’s suffrage, NOW, AIM, and Vietnam Protesters B. Civil Rights groups: NAACP, CORE, SCLC and SNCC C. Limits: Liable and Slander: Schenck v. U.S., Debs v. U.S.; Korematsu v. U.S.
V. American Rights v. Citizens’ Rights Abroad
A. State of Israel B. Partition of India and Pakistan C. Apartheid D. Reunification of Germany E. Genocide: Holocaust, Bosnia, Rwanda, My Lai
VI. Americans and the Industrial Revolution v. Industrial Revolution Anywhere
A. Population change from rural to urban; Household Economics to Market Economics B. Modernization of Agriculture causing population shift C. Impact of the Industrial Revolution on peoples’ living conditions D. Standard of living at this time and the reason; Exploration of Laisse-Faire and
monopolies
VII. The Work Force A. Child Labor B. Immigration (European and Asian dominance) C. Great migration of African Americans D. Nativism and Quota systems
VIII. Society Responds to Industrialization
A. Progressivism and Populism B. Muckrakers, socialism C. Knights of Labor; AF of L and UFW D. Sherman Anti-Trust Act, Clayton Act, Conservation Act, meat Inspection and Pure
Food and Drug Act
2nd QUARTER
IX. Keeping the People Employed and Imperialism A. Cultural Superiority; the need for New Markets (Open Door Policy); need for
resources B. Expansion into Hawaii; Seward’s Folly; and the Spanish American War C. Positives and Negatives of Imperialism on Indigenous peoples
X. Cultural Superiority and Imperialism Leads to War
A. Causes of WWI: American and European Causes (African and Asian Imperialism) B. Results of WWI C. Treaty of Versailles with emphasis on leading to WW II; Wilson’s 14 points and
League of Nations ( with emphasis on first 5 points)
XI. The Peoples’ Experience After WWI A. Revisit Immigration patterns, nativism and Quota Systems from week 7 B. Red Scare, reintroduce Command economy from week 2 and the Russian Revolution
from World Studies
C. Great Migration from week 7 and the establishment of the Harlem Renaissance D. Early signs which lead to the Great Depression, (installment buying, problems in
farming and house building industry, people not planning for the future (no savings) and buying stocks on margin
XII. The Great Depression and the Effect on the People A. Hoover’s Failure B. FDR’s 1st and 2nd New Deal
XIII. World War II and the People
A. Fascism vs. FDR and the role of the People (Week I – Comparative Governments – dictatorship to Presidential Democracy
B. Appeasement and revisit the Treaty of Versailles; Neutrality Acts C. U.S. oil embargo and Pearl Harbor
XIV. World War II
A. European Theater; Operation Torch; Battle of Stalingrad; Italian Campaign; Invasion of Normandy
B. Pacific Theater: Battle of Coral Sea; Midway; Doolittle’s Raid; Guadalcanal; Iwo Jima; Okinawa; and the Atomic Bomb
C. Mobilization and support of the war effort, Korematsu v. U.S.
XV. Cold War Begins A. Problems with Communism (Russian Revolution,; Red Scare; Stalin and Non-
Aggression Pact) B. Definition of the Cold War; Atomic Diplomacy C. Division of Germany and the Berlin Airlift D. Start of the Arms Race in 1949 and Sputnik in 1957
3rd Quarter
XVI. Cold War Continues
A. Marshall Plan; Truman Doctrine; NATO; Warsaw Pact; Non-Aligned nations B. McCarthyism; Korean Conflict and Domino Theory C. Cuban Missile Crisis; Vietnam Conflict D. NOW; Vietnam Protestors; Counterculture v. 50’s Conformity E. Israel revisid;1967 War and 1973 War
XVII. Fall of Communism and the Role of the U.S.
A. Eastern block wants democracy B. Brinkmanship to Détente; SALT I and SALT II C. Ronald Reagan and conservatism; SDI
XVIII. Geography and The Changing Face of the World
A. Changing areas of urbanization; suburbanization; farmland; centers of industry and technology
B. Industrialization and Post-Industrialization C. Immigration D. Comparison of death rates; birth rates; education levels; and per capita GDP E. Global Interdependence
*** The teacher will be able to work in the ideas of propaganda, bias, credible and non-credible sources in many of the weeks.
OGT REVIEW and 4th QUARTER * This schedule allows for approximately 20 days for OGT overview or a few extra days in case of snow days, assemblies, field trips, etc. One must keep in mind that every day taken from the schedule takes a day from the overall OGT review. If a subject does not get covered or is not presented in as much detail the teacher would like, you can use 4th quarter to add detail, complete projects or further enhance those areas of student or teacher interest.
FOURTH QUARTER ASSESSMENT
*The fourth quarter assessment will cover information taught in third quarter. ABBREVIATION KEY FOR SUPPLEMENTAL
MATERIALS:
HD Hollandays Questions of the Day
LP Lesson Plan
HA History Alive Binders
IDR In-Depth Resources (with unit number)
EH Economics in History
WB Workbook
SCD Historic Supreme Court Decisions
RSG Reading Study Guide
Changes you may notice: Since the pacing guides are now divided by themes not all pages, sections or chapters in the book are addressed. Some graphic organizers are included to assist student comprehension.
Recommendations: Please use History Alive whenever possible. The Ohio Social Studies teacher with the highest OGT success rate in the state uses History Alive exclusively. History Alive binders are located in your school’s library. According to research vocabulary development is very important for every grade level and in every subject area. Marzano’s six-step process for teaching academic vocabulary includes:
1. Providing a description, explanation or example of the new term. 2. Ask students to restate the description, explanation or example in their own words. 3. Ask students to construct a picture, symbol or graphic representing the term. 4. Periodically engaging students in activities that help them add to their knowledge of
terms in their notebooks. 5. Frequently ask students to discuss the terms with one another. 6. Regularly involve students in games that allow them to play the terms.
*** Please note that Marzano’s list does not include having students write the word and definition multiple times. We know that our students have a difficult time remembering what they are taught from one day to the next, let alone for one year or three years (the grade span for the OAT). However, research tells us that we must review, review, review in order for students to retain what they have learned. This means relating a concept back to a prior learning whenever we can, asking questions about prior units, chapters or sections taught, having “questions of the day” be review questions and including a few review questions on every test or quiz given. One suggestion is to begin the year with a book scavenger hunt to help familiarize students with the textbook and how it is organized. We hope the pacing guide becomes the skeleton from which you design your lessons and by incorporating the above recommendations into your lessons your students will have the advantage they need to succeed. If you have questions, concerns or are in need of assistance, please contact Jennifer Lawless at 419-671-8235 or [email protected].
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
SOCIAL STUDIES SKILLS AND METHODS TAUGHT THROUGHOUT THE YEAR
SSSM, 1: Determine the credibility of sources by considering the
following: a) The qualifications and
reputation of the writer
5 224, R15,
R21, R22
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_31.pdf
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_28.pdf
SSSM, 1: Determine the credibility of sources by considering the
following: b) Agreement with other credible
sources
5 763, 875, R15,
R21-R23
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_23.pdf
15. Which source of information about candidates for public office probably would be free of bias? A. a pamphlet written by a; political campaign worker B. a newspaper
editorial stating the newspaper's position C. a reprint of the complete text of the last
candidate debate D. a political advertisement paid for by a political action
committee
SSSM, 1: Determine the credibility of sources by considering the
following: c) Recognition of stereotypes
5 R9, R15, R17, R18,
R21-R23
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_23.pdf
2009-10, Toledo Public Schools, Office of Curriculum 1
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
SSSM, 1: Determine the credibility of sources by considering the
following: d) Accuracy and consistency of
sources
5 R15, R21-R23
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_11.pdf
SSSM, 1: Determine the credibility of sources by considering the
following: e) The circumstances in which the
author prepared the source.
5 R21-R23 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_37.pdf
SSSM, 2: Critique evidence used to support a thesis.
R16-R20 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_15.pdf
SSSM, 3: e or more issues and present a persuasive argument to
defend a position.
R16-R20 Crit. Thinking Problems - Each Section Review
A town is considering building a community swimming pool. At a
public hearing on the issue, supporters and opponents of the
pool make the following statements: Supporters
A report by the U.S. Surgeon General emphasized the health benefits of
swimming for both children and adults. A recent university study
found that communities with adequate recreation facilities had
lower rates of juvenile delinquency than communities that did not.
Opponents The pool is a bad idea for many
reasons. There are better, more cost- effective ways to help kids than by building a pool. The town should be spending its money on more critical issues at this time. The pool would be a complete waste of the town’s
money.
LP: A World Power
• Which of these two statements includes credible sources of information that uphold the
statement’s position? • Why does agreement with
credible sources of information help make a statement
believable?
2009-10, Toledo Public Schools, Office of Curriculum 2
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
QUARTER ONE MATERIAL BEGINS HERE
COMPARATIVE GOVERNMENTS
SEE EXTENSION ACTIVITY A
COMPARATIVE ECONOMICS
SEE EXTENSION HANDOUT B
ECON, 1: Evaluate the affects of specialization, trade and
interdependence on the economic system of the United States.
9 308-309 EH: 13, 15, 17, 18, 27, 29 IDR (2): 20, 23, 48
IDR (7): 46, 55 RSG: 65
WB: 102, 103
HA: Rise of Industrial America 1.4 HD p.22.2
http://internationalecon.com/Trade/Tch40/T40-10.php
ECON, 3: Demonstrate how U.S. governmental policies, including taxes, antitrust legislation and
environmental regulations affect individuals and businesses.
9 319-324, 333-334
IDR (2): 32 IDR (7): 11, 15, 16
HT: 47, 48 WB: 96
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_23.pdf
LP: Death & Taxes,and HD p.23 http://www.bna.com/products/corplaw/atrr.ht
m
ECON, 4: Explain the reasons for the creation of the Federal
Reserve System and its importance to the economy.
9 334 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_30.pdf
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_26.pdf
HD p.28 http://encarta.msn.com/encyclopedia_76157
4452/Federal_Reserve_System.html
2009-10, Toledo Public Schools, Office of Curriculum 3
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
ECON, 5: Analyze the impact of the Great Depression and WWII
on the economy of the United States and the resulting expansion
of the role of the federal government .
14 462-523 EH: 20, 22-25 IDR (4): 41-84 IDR (5): 22, 25
RSG: 141-146, 149-158, 177
It is accurate to say that after the Depression and WW II the role of the US government in the US economy A. decreased to the point of absolute
laissez-faire B. decreased by eliminating taxation C. increased, as evidenced by New Deal
programs D. stayed
HA: Roaring 20's & Great Depression 4.1, 4.2, 4.3 HA: The US in WW II 3.1 LP: The Great Depression and the Federal
Government HD p.27 http://www.kentlaw.edu/ilhs/curricul.htm#10
ECON, 5: Analyze the impact of the Great Depression and WWII
on the economy of the United States and the resulting expansion
of the role of the federal government .
17 562-568 591-592
EH: 20, 22-25 IDR (4): 41-84 IDR (5): 22, 25
RSG: 141-146, 149-158, 177
It is accurate to say that after the Depression and WW II the role of the US government in the US economy A. decreased to the point of absolute
laissez-faire B. decreased by eliminating taxation C. increased, as evidenced by New Deal
programs D. stayed
HA: Roaring 20's & Great Depression 4.1, 4.2, 4.3 HA: The US in WW II 3.1 LP: The Great Depression and the Federal
Government HD p.27 http://www.kentlaw.edu/ilhs/curricul.htm#10
ECON, 3: Demonstrate how U.S. governmental policies, including taxes, antitrust legislation and
environmental regulations affect individuals and businesses.
17 567 IDR (2): 32 IDR (7): 11, 15, 16
HT: 47, 48 WB: 96
Ecuador is a major exporter of bananas, a product in high demand in the United States. How might the United States adjust its trade policy toward Ecuador to assure a supply?
A. eliminate the tariff on bananas from Ecuador
B. increase export taxes on U.S. products sold to Ecuador C. increase tariffs on bananas from
Ecuador D. prohibit the import of any other products from Ecuador
LP: Death & Taxes HD p.27 http://www.bna.com/products/corplaw/atrr.ht
m
2009-10, Toledo Public Schools, Office of Curriculum 4
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
ECON, 5: Analyze the impact of the Great Depression and WWII
on the economy of the United States and the resulting expansion
of the role of the federal government.
19 635-636 EH: 20, 22-25 IDR (4): 41-84 IDR (5): 22, 25
RSG: 141-146, 149-158, 177
HA: Roaring 20's & Great Depression 4.1, 4.2, 4.3 HA: The US in WW II 3.1 LP: The Great Depression and the Federal
Government HD p.27 http://www.kentlaw.edu/ilhs/curricul.htm#10
ECON, 3: Demonstrate how U.S. governmental policies, including taxes, antitrust legislation and
environmental regulations affect individuals and businesses.
20 687-691 IDR (2): 32 IDR (7): 11, 15, 16
HT: 47, 48 WB: 96
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_23.pdf
LP: Death & Taxes HD p.27http://www.bna.com/products/corplaw/atr
r.htm
GOV, 2: Explain why the 19th and 26th Amendments were enacted and how they affected individuals
and groups.
24 798 WB: 91 RSG: 93-94
IDR (3): 13, 14, 17, 18, 23
IDR (4): 27
How did the U.S. Constitution change as a result of the
ratification of the 19th Amendment? A. The right of suffrage was
extended to women. B. Freedom of assembly was
restricted. C. The power of government
decreased. D. Freedom of the press was
HD p.39 http://www.socialstudieshelp.com/Lesson_81
_Notes.htm
2009-10, Toledo Public Schools, Office of Curriculum 5
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
ECON, 4: Explain the reasons for the creation of the Federal Reserve System and its
importance to the economy.
24 811 Key Developments for the United States in the 1920s • easy credit and a rise in
consumer debt • growing unemployment in key industries such as construction • overproduction and declining
farm income • buying stocks on margin and
soaring stock prices GC0072HIFXX0072B
17. What was significant about the developments shown above for the
United States in the 1920s? A. They were causes of World
War II. B. They were signs of difficulties
within the U.S. economy. C. They demonstrated the ability of
the Federal Reserve to control the money supply.
D. They led to legislation restricting immigration to the
United States.
HD p.28 http://encarta.msn.com/encyclopedia_76157
4452/Federal_Reserve_System.html
ECON, 4: Explain the reasons for the creation of the Federal Reserve System and its
importance to the economy.
26 870, R42, R57
HD p.28 http://encarta.msn.com/encyclopedia_76157
4452/Federal_Reserve_System.html
2009-10, Toledo Public Schools, Office of Curriculum 6
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 3: Explain how Jim Crow laws legalized discrimination based on
race.
8 286-291 WB: 33 SCD: 67-72 RSG: 85-86
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_14.pdf
http://www.jimcrowhistory.org/home.htm
GOV, 11: Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court
decisions including: a) Plessey v. Ferguson
8 287-291 WB: 12, 82 RSG: 85-86
EH: 29 SCD: Case 12
4. In the case of Plessey v. Ferguson, the Supreme Court ruled that
A. lynching was a federal crime.
B. school segregation was unconstitutional.
C. voting rights could not be tied to any form of
tax.
D. racial segregation in public facility
LP: Preserving American Democracy LP: The Living Constitution
http://www.thisnation.com/library/plessy.html
GOV, 2: Explain why the 19th and 26th Amendments were enacted and how they affected individuals
and groups.
9 314-316, 334-335
WB: 91 RSG: 93-94
IDR (3): 13, 14, 17, 18, 23
IDR (4): 27
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_26.pdf
http://www.socialstudieshelp.com/Lesson_81_Notes.htm
PS, 3: Explain how Jim Crow laws legalized discrimination based on
race.
9 325, 335-337
WB: 33 SCD: 67-72 RSG: 85-86
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_14.pdf
http://www.jimcrowhistory.org/home.htm
U.S. CONSTITUTION
2009-10, Toledo Public Schools, Office of Curriculum 7
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 3: Explain how Jim Crow laws legalized discrimination based on
race.
21 700-702 WB: 33 SCD: 67-72 RSG: 85-86
Jim Crow laws, which were passed in Southern states following
Reconstruction, were intended to A. support the goals of the 13th,
14th and 15th Amendments. B. encourage African-Americans to
buy their own farms. C. provide basic education to
former slaves D. institue racial segregation
http://www.jimcrowhistory.org/home.htm
H, 14: Analyze the origins, major developments, controversies and consequences of the civil rights
movement with emphasis on: a) Brown v. Board of Education
21 702-703, 708-709
SCD: Case 13 IDR (6): 28
In Brown v. Board of Education, the doctrine of ___ relating to public education was finally
overturned.
A. due process of law
B. "separate but equal"
C. "all deliberate speed"
D. equal protection under the law
GA: The Civil Rights Movement 2.1, 2.2, 2.3
http://www.pbs.org/jefferson/enlight/brown.htm
http://www.nps.gov/archive/brvb/home.htm
GOV, 1: Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court
decisions including: b) Brown v. Board of Education ;
21 702-709 IDR (6): 28-29 SCD: Case 13
The Brown v. Board of Education case dealt with the issue of A. voting rights B. school
desegregation C. rights of the accused D. the constitutionality of the poll tax
HA: The Civil Rights Movement 2.1 LP: The Living Constitution
http://www.pbs.org/jefferson/enlight/brown.htm
http://www.nps.gov/archive/brvb/home.htm
2009-10, Toledo Public Schools, Office of Curriculum 8
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 4: Analyze instances in which the rights of individuals were
restricted including: d) African-Americans during the
civil rights movement .
21 703-726 IDR (6): 20-38 Martin Luther King was the target of FBI surveillance in the 1960s because of the fear that
he was a communist. The director of the FBI at this time was A. Robert Kennedy B.. Elliot Ness C. Richard Nixon D. J. Edgar Hoover
HA: The Civil Rights Movement 4.2 http://encarta.msn.com/encnet/refpages/Ref
Article.aspx?refid=761580647
GOV, 1: Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court
decisions including: c) Regents of the University of
California v. Bakke .
24 818-819 The Regents of the University of California v. Bakke case dealt with the issue of A. literacy tests for voting B. the right to an attorney C.
women serving in the military D.. Reverse discrimination
HA: The Civil Rights Movement 4.2 LP: The Living Constitution
http://www.infoplease.com/spot/affirmative1.html
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
f) Equal opportunity.
24 818-819, 905
RSG: 197 Bakke vs. Cali http://www.contilaw.com/fedlawlaw.html
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
f) Equal opportunity.
25 843-845, 911-911
RSG: 197 http://www.contilaw.com/fedlawlaw.html
2009-10, Toledo Public Schools, Office of Curriculum 9
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
SEE EXTENSION ACTIVITY C
PS, 2: Analyze the perspectives that are evident in African-
American, American Indian and Latino art, music, literature and
media and how these contributions reflect and shape culture in the
United States.
5 225 WB: 54, 77 RSG: 137-139, 195-196
IDR (4): 23, 29, 35, 40, 58
IDR (5): 71
Short-response: An American city is planning its yearly calendar of events. Scheduled is a Cinco de mayo Festival, A Juneteenth Celebration and
an indian pow-wow. Chosse one of the above events and 1) List which group is hosting the
celebration, and 2) Describe how this ethinic or cultural group hads contributed something to
American Culture. ( 2 points.)
http://memory.loc.gov/ammem/aap/
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: g) Educational policy.
8 282-283 The Brown v. Board of Education case was argued by a lawyer from the NAACP (National Association for the Advancement of Colored
People). The image above shows this man (in the middle).1) Identify this lawyer who would go on to
become a Supreme Court Justice 2) Describe one important result of this case
See handout from text on education
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: a) The National Association for
the Advancement of Colored People (NAACP)
8 288, 291 SCD: 73-78 RSG: 209-210
The National Association for the Advancement of Colored People (NAACP) one of the oldest and most influential civil rights organizations in the
United States was founded in 1909 by a diverse group including W.E.B. Du Bois. This group was
created to address
LP: The 60's HA: The Civil Rights Movement 1.1,
3.1http://memory.loc.gov/ammem/aap/
H, 9: Analyze the major political, economic, and social
developments of the 1920's, including:
b) Women's right to vote
9 304-305, 315-316, 332-335
WB: 36 IDR (3) 13, 17, 18, 23
The 1848 Seneca Falls Convention is considered the birthplace of which social justice movement?
A. prohibition B. women's rights C. abolitionism D. animal rights
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4 LP: The Roaring
Twenties LP: What Caused the Great Depression?
POWER OF THE PEOPLE & LIMITS OF THE 1ST AMENDMENT
2009-10, Toledo Public Schools, Office of Curriculum 10
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: a) Extension of suffrage
9 314-316, 332, 334
IDR (3): 13, 17 RSG: 93
The Declaration of Sentiments that came out of the Seneca falls Convention in 1848 helped to influence public opinion regarding A. abolition B.. Immigration C. women's rights D. free
public schooling
http://lcweb2.loc.gov/ammem/vfwhtml/vfwhome.html
PS, 4: Analyze the struggle for racial and gender equality and its impact on the changing status of
minorities since the late 19th century.
9 315-316, 332-335
SCD: 67-68, 157-162 WB: 33, 36, 52, 70, 70, 78,
82-84, 90-91, 99 RSG: 57-58, 83-84, 93-96, 99-101, 133-134, 153-154, 177-179, 197-199, 209-215, 229-232 IDR (2):
62, 63, 68,
What issue is represented in the image above? Describe one way that the status of women is
different today than in 1913 when this paper was published.
LP: Cultural Influence HA: The Civil Rights Movement 1.2, 2.1
HA: Contemp. Amer. Society 2.3 http://www.socialstudieshelp.com/Lesson_81
_Notes.htm
CRR, 2: Explain how civil disobedience differs from other
forms of dissent and evaluate its application and consequences
including: a) Women's suffrage movement of
the later 1800's
9 316, 332-335
IDR (3): 9, 13, 17, 18, 23 In 1872, as part of a state-by-state campaign for women’s suffrage, Susan B. Anthony knowingly and
deliberately violated New York state law by casting a ballot in the
presidential election. She was tried, found guilty, and ordered to pay a
fine. What was the purpose of Susan B. Anthony’s act of civil disobedience?
A. to call attention to a perceived injustice
B. to use propaganda to influence public opinion
C. to gain support for a particular candidate
D. to show that unjust laws could not be enforced
http://www.socialstudieshelp.com/Lesson_81_Notes.htm
2009-10, Toledo Public Schools, Office of Curriculum 11
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: a) The National Association for
the Advancement of Colored People (NAACP)
9 325, 335-336
SCD: 73-78 RSG: 209-210
LP: The 60's HA: The Civil Rights Movement 1.1,
3.1http://memory.loc.gov/ammem/aap/
CRR, 4: Analyze instances in which the rights of individuals were
restricted including: a) Conscientious objectors in
World War I
11 386 IDR (3): 62, 66, 67 Conscientious objectors are those who A. refuse to cast votes in Congress that are considered
immoral B. Practice dissent by organizing marches and letter-writing campaigns C. refuse to serve in combat because of moral or religious reasons D. Stand up for their rights by refusing
to pay taxes
http://www.warmuseum.ca/cwm/exhibitions/guerre/objectors-e.aspx
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
a) Clear and present danger
11 392, 396-397
SCD: Case 18 Schenck Case
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_44.pdf
HD p. 12
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
f) Equal opportunity.
12 428-429 RSG: 197 After President Lyndon B. Johnson signed Executive Order 11246 (Equal Opportunity
Employment) in 1965 t federal contractors were prohibited from discriminating against employees on the basis of all of the following except A. race,
B. sex C. religion D. job skills
http://www.contilaw.com/fedlawlaw.html
2009-10, Toledo Public Schools, Office of Curriculum 12
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: a) The National Association for
the Advancement of Colored People (NAACP)
13 453 SCD: 73-78 RSG: 209-210
LP: The 60's HA: The Civil Rights Movement 1.1,
3.1http://www.contilaw.com/fedlawlaw.html
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including: b) Compelling government interest
15 502-503 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_10.pdf
http://www.contilaw.com/fedlawlaw.html
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
c) National security
17 594-597 SCD: Case 19 In the United States, a citizen’s exercise of speech and expression may be legally restricted when that
individual A. threatens public safety. B. opposes public opinion. C. criticizes public officials.
D. condemns public institutions.
http://www.contilaw.com/fedlawlaw.html
2009-10, Toledo Public Schools, Office of Curriculum 13
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
a) Clear and present danger
18 620-621 SCD: Case 18 Korematsu Case
During times of war or perceived danger to the United States, groups of Americans have been singled out
as potentially disloyal to the country. For example, during World War I, patriotic support for the war led to a distrust and persecution of
German-Americans. In some places, German language instruction was
forbidden, and German culture and heritage were subject to
discrimination. • Identify a group of Americans that was targeted as potentially disloyal in the years between
1940 and 1985. • Explain why this group was
targeted.
http://www.contilaw.com/fedlawlaw.html
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
c) National security
18 620-621 SCD: Case 19 Korematsu LP: Japanese Internment
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
d) Libel and slander
18 620-621 A newspaper cannot knowingly print lies about someone due to laws regarding A. libel B.
slander C. national security D. perjury
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: c) Civil rights legislation ;
19 637-640 IDR (2): 63, 69 IDR (6): 20-36, 72, 74
RSG: 209-214
"I have a dream that one day this nation will rise up and live out the true meaning of its creed: 'We hold these truths to be self-evident, that all men are created equal.'" These words helped to urge Americans to fight for civil rights. The line is from a speech by A. Malcolm X B. William E.B. du Bois C. Martin Luther King D. Rev. Al
Sharpton
HA: The Civil Rights Movement 2.1, 4.1, 4.2
2009-10, Toledo Public Schools, Office of Curriculum 14
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 4: Analyze the struggle for racial and gender equality and its impact on the changing status of
minorities since the late 19th century.
19 641, 644-645
SCD: 67-68, 157-162 WB: 33, 36, 52, 70, 70, 78,
82-84, 90-91, 99 RSG: 57-58, 83-84, 93-96, 99-101, 133-134, 153-154, 177-179, 197-199, 209-215, 229-232 IDR (2):
62, 63, 68,
LP: Cultural Influence HA: The Civil Rights Movement 1.2, 2.1
HA: Contemp. Amer. Society 2.3 http://www.contilaw.com/fedlawlaw.html
H, 13: Trace social unrest, protest and change in the United
States including: c) The women's liberation
movement.
19 644-645 WB: 91 IDR (6) 70, 72, 76, 82
The modern feminist movement became more organized and focused after the
A. passage of the Civil Rights Act of 1964.
B. publication of The Feminine Mystique.
C. publication of the first issue of Ms. magazine.
D. founding of the National Women's Political
Caucus
HA: The Civil Rights Movement 3.2, 3.3
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public
opinion with emphasis on: c) Civil rights legislation
20 687-688 IDR (2): 63, 69 IDR (6): 20-36, 72, 74
RSG: 209-214
HA: The Civil Rights Movement 2.1, 4.1, 4.2
PS, 14: Analyze the struggle for racial and gender equality and its impact on the changing status of
minorities since the late 19th century.
20 688-690 SCD: 67-68, 157-162 WB: 33, 36, 52, 70, 70, 78,
82-84, 90-91, 99 RSG: 57-58, 83-84, 93-96, 99-101, 133-134, 153-154, 177-179, 197-199, 209-215, 229-232 IDR (2):
62, 63, 68,
LP: Cultural Influence HA: The Civil Rights Movement 1.2, 2.1
HA: Contemp. Amer. Society 2.3
2009-10, Toledo Public Schools, Office of Curriculum 15
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
e) Public safety
20 692-695 Which of the following would not be protected under the First Amendment? A. a protester urging people to throw rocks B. a
satirical cartoon about the mayor C. profanity in an R-rated movie D. starting a newspaper
http://www.ready.gov/kids/home.html
CRR, 2: Explain how civil disobedience differs from other
forms of dissent and evaluate its application and consequences
including: b) Civil rights movement of the
1960's
21 698-726 IDR (6): 20-38 RSG: 209-214
HT: 27
Martin Luther King wrote Letter from a Birmingham Jail in 1963 after being jailed at a
protest. King's actions would be considered civil disobedience because A. his protest was non-
violent B. he broke the law C. his cause was just D. he was mistreated by the police
LP: Civil Disobedience During Civil Rights Movement HA: The Civil Rights Movement 2.1, 2.2 http://memory.loc.gov/ammem/aap/
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: c) Civil rights legislation
21 698-727 IDR (2): 63, 69 IDR (6): 20-36, 72, 74
RSG: 209-214
HA: The Civil Rights Movement 2.1, 4.1, 4.2 http://encarta.msn.com/encnet/refpages/Ref
Article.aspx?refid=761580647/
H, 14: Analyze the origins, major developments, controversies and consequences of the civil rights
movement with emphasis on: b) Changes in goals and tactics of leading civil rights advocates and
organizations
21 700-725 HT: 26, 27 WB: 82, 83, 84
RSG: 209, 211, 213 IDR (6): 20-22, 24, 26,
30-39, 63 Video:
Appealing to many African Americans' anger and frustration over a lack of social and economic
power, ___ preached a militant approach to civil rights.
A. Martin Luther King, Jr.
B. Malcolm X
C. Medgar Evars
D. Fannie Lou Hamer
HA: The Civil Rights Movement 2.2 http://encarta.msn.com/encnet/refpages/Ref
Article.aspx?refid=761580647
2009-10, Toledo Public Schools, Office of Curriculum 16
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: a) The National Association for
the Advancement of Colored People (NAACP)
21 702-709 SCD: 73-78 RSG: 209-210
LP: The 60's HA: The Civil Rights Movement 1.1, 3.1
http://memory.loc.gov/ammem/aap/
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: g) Educational policy.
21 702-709
PS, 4: Analyze the struggle for racial and gender equality and its impact on the changing status of
minorities since the late 19th century.
21 700-727 SCD: 67-68, 157-162 WB: 33, 36, 52, 70, 70, 78,
82-84, 90-91, 99 RSG: 57-58, 83-84, 93-96, 99-101, 133-134, 153-154, 177-179, 197-199, 209-215, 229-232 IDR (2):
62, 63, 68,
LP: Cultural Influence HA: The Civil Rights Movement 1.2, 2.1
HA: Contemp. Amer. Society 2.3
CRR, 2: Explain how civil disobedience differs from other
forms of dissent and evaluate its application and consequences
including: c) Student protests during the
Vietnam War .
22 741-757 IDR (6): 41, 56, 57, 59-61, 63, 68
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_40.pdf
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_10.pdf
HA: The Cold War 2.3, 2.4
2009-10, Toledo Public Schools, Office of Curriculum 17
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: d) United Farm Workers.
23 768-770 EH: 31 IDR (4): 80-82
IDR (6): 74-75, 81
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_36.pdf
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_36.pdf
http://www.ufw.org/_page.php?menu=research&inc=history/03.html
PS, 2: Analyze the perspectives that are evident in African-
American, American Indian and Latino art, music, literature and
media and how these contributions reflect and shape culture in the
United States.
23 168, 772, 786
WB: 54, 77 RSG: 137-139, 195-196
IDR (4): 23, 29, 35, 40, 58
IDR (5): 71
http://memory.loc.gov/ammem/aap/
H, 14: Analyze the origins, major developments, controversies and consequences of the civil rights
movement with emphasis on: c) The linkages between the civil rights movement and movements to gain justice for other minorities.
23 768-773 HT: 29 EH: 29, 31 WB:
90 RSG: 229, 231 IDR (6): 64, 65, 74, 75,
78-81 Video: Amer. Stories: A S
Martin Luther King gave a speech in 1967 in which he charged that the United States was acting toward a country "to occupy it as an
American colony" and called the US government "the greatest purveyor of violence in the world today'. To which country was he referring? A. USSR B. Cuba C. South Africa D. Vietnam
HA: The Civil Rights Movement 1.1, 1.2, 3.1 http://memory.loc.gov/ammem/aap/
PS, 4: Analyze the struggle for racial and gender equality and its impact on the changing status of
minorities since the late 19th century.
23 768-773, 776-780
SCD: 67-68, 157-162 WB: 33, 36, 52, 70, 70, 78,
82-84, 90-91, 99 RSG: 57-58, 83-84, 93-96, 99-101, 133-134, 153-154, 177-179, 197-199, 209-215, 229-232 IDR (2):
62, 63, 68,
LP: Cultural Influence HA: The Civil Rights Movement 1.2, 2.1
HA: Contemp. Amer. Society 2.3
2009-10, Toledo Public Schools, Office of Curriculum 18
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: b) Labor legislation
23 770-771 IDR (2): 22, 23 RSG: 69
HA: Rise of Industrial America 1.4
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: c) American Indian Movement
(AIM)
23 771-773 RSG: 229-232 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_41.pdf
http://www.ufw.org/_page.php?menu=research&inc=history/03.html
H, 13: Trace social unrest, protest and change in the United
States including: c) The women's liberation
movement.
23 776-780 WB: 91 IDR (6) 70, 72, 76, 82
http://www.feminist.org/research/chronicles/fc1953.html
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: b) National Organization for
Women (NOW)
23 778, 780 IDR (6): 65, 70, 72, 76, 82
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_03.pdf
HA: The Civil Rights Movement 3.2, 3.3
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
f) Equal opportunity.
23 778-779 RSG: 197
2009-10, Toledo Public Schools, Office of Curriculum 19
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 13: Trace social unrest, protest and change in the United
States including: b) The counterculture movement
23 781-787 WB: 87, 92 RSG: 221, 233 IDR (6) 66, 68
The conservative reaction to the counterculture was
A. largely ineffective.
B. helped propel Richard M. Nixon into the White
House.
C. set the nation on a more liberal course.
D. posed a danger to traditional values.
HA: Contemp Amer Society 3.3
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups , lobbyists, the media and public
opinion with emphasis on: g) Educational policy.
24 797
CRR, 3: Explain the considerations and criteria commonly used in
determining what limits should be placed on specific rights including:
c) National security
24 806-807 SCD: Case 19 The Patriot law passed after 9/11 was controversial because A. it singled out Arab-
Americans B. it was passed over the president's veto C. it gave the government
more powers of surveillance over American citizens D. it repealed the First Amendment
LP: Japanese Internment
2009-10, Toledo Public Schools, Office of Curriculum 20
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: c) Civil rights legislation
24 818-819 IDR (2): 63, 69 IDR (6): 20-36, 72, 74
RSG: 209-214
HA: The Civil Rights Movement 2.1, 4.1, 4.2
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups , lobbyists, the media and public
opinion with emphasis on: e) Environmental legislation
24 820-825 IDR (7): 4, 6, 10-12, 15, 16
RSG: 243
H, 13: Trace social unrest, protest and change in the United
States including: c) The women's liberation
movement.
25 842-843, 910-911
WB: 91 IDR (6) 70, 72, 76, 82
HA: The Civil Rights Movement 3.2, 3.3 http://www.feminist.org/research/chronicles/f
c1953.html
2009-10, Toledo Public Schools, Office of Curriculum 21
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 4: Analyze the struggle for racial and gender equality and its impact on the changing status of
minorities since the late 19th century.
25 842-845, 910-911
SCD: 67-68, 157-162 WB: 33, 36, 52, 70, 70, 78,
82-84, 90-91, 99 RSG: 57-58, 83-84, 93-96, 99-101, 133-134, 153-154, 177-179, 197-199, 209-215, 229-232 IDR (2):
62, 63, 68,
LP: Cultural Influence HA: The Civil Rights Movement 1.2, 2.1
HA: Contemp. Amer. Society 2.3
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: c) Civil rights legislation
25 843-845 IDR (2): 63, 69 IDR (6): 20-36, 72, 74
RSG: 209-214
HA: The Civil Rights Movement 2.1, 4.1, 4.2 http://memory.loc.gov/ammem/aap/
http://encarta.msn.com/encnet/refpages/RefArticle.aspx?refid=761580647
2009-10, Toledo Public Schools, Office of Curriculum 22
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 14: Analyze the origins, major developments, controversies and consequences of the civil rights
movement with emphasis on: c) The linkages between the civil rights movement and movements to gain justice for other minority
groups.
25 844-845 HT: 29 EH: 29, 31 WB:
90 RSG: 229, 231 IDR (6): 64, 65, 74, 75,
78-81 Video: Amer. Stories: A S
HA: The Civil Rights Movement 1.1, 1.2, 3.1 http://memory.loc.gov/ammem/aaphttp://encarta.msn.com/encnet/refpages/RefArticle.as
px?refid=761580647/
PS, 1: Describe how the perspectives of cultural groups helped to create political action
groups such as: c) American Indian Movement
(AIM)
26 887 RSG: 229-232 http://www.ufw.org/_page.php?menu=research&inc=history/03.html
Week 5 is basically a review of 9th grade World History and therefore, the Holoclaust is the only standard listed. Week 4 is very long and addresses Peoples' Rights in the U.S. We are suggesting that you have students identify the similarities and differences between the United States and the world. Discuss the limits on the First Amendment
and limits placed on U.S. citizens as compared by those in othe parts of the world.
2009-10, Toledo Public Schools, Office of Curriculum 23
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 11: Analyze the impact of U.S. participation in World War II , with
emphasis on: b) the internment of Japanese-
Americans.
17 594-597 SCD: Case 27 IDR (5) 40
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_22.pdf
LP: National Security-Japanese Internment HA: The U.S. in WWII 3.2, 3.3
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
a) Changes in work and the workplace
6 230-250 DBQ: 43-50 RSG: 65, 67
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_27.pdf
http://odur.let.rug.nl/~usa/H/1990/ch6_p1.ht
m
H, 2: Analyze the impact of industrialization and the modern corporation in the United States
on economic and political practices with emphasis on:
c) Standard of living .
6 232-233 Video: Amer. Stories: Fong See
EH: 16 RSG: 87 IDR (2): 28
The Industrial Revolution can be described as a blessing and a curse for the working class. One benefit of industrialization for the working class
was A. Immediate guaranteed right to join a union B. Health benefits C. Job security D. Less
expensive consumer goods
http://odur.let.rug.nl/~usa/H/1990/ch6_p1.htm
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
d) Urbanization
6 234-235 WB: 29, 31 RSG: 75, 81 DBQ: 56-63
IDR (2): 40, 48, 61
One effect of industrialization in the United States in the late 19th century
was A. a decrease in child labor. B. an increase in demand for
handicraft goods. C. a decrease in immigration to
the United States. D. an increase in urbanization
http://odur.let.rug.nl/~usa/H/1990/ch6_p1.htm
AMERICAN RIGHTS V. CITIZEN'S RIGHTS ABROAD
INDUSTRIAL REVOLUTION
2009-10, Toledo Public Schools, Office of Curriculum 24
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 2: Analyze the impact of industrialization and the modern corporation in the United States
on economic and political practices with emphasis on:
a) Laissez-faire policies
6 242 EH: 12, 13 WB: 25, 26, 27
Which of the following resulted from the investigation of the Triangle Shirtwaist fire?
A. the imprisonment of company officials
B. the passage of the Sherman Antitrust Act
C. the adoption of equal wages for men and
women
D. changes in local labor laws for women and children
LP: Social, Political & Economic Effects of Industrialization
H, 2: Analyze the impact of industrialization and the modern corporation in the United States
on economic and political practices with emphasis on:
b) Monopolies
6 243, 249 HT: 35 IDR (2) 22, 32
Andrew Carnegie gained control of a large percentage of the steel industry by doing all of
the following A. buying out his suppliers.
B. cutting the quality of his products. C. buying out his competitors.
D. underselling his competitors.
HA: Rise of Industrial America 1.1 HA: U.S. Coming of Age 2.2
PS, 5: Explain the effects of immigration on society in the
United States: e) Labor practices
7 255-256, 262-263
An economic argument in support of allowing immigration into the US is that immigrants A.
usually demand high wages B. immediately seek to join labor unions C. have escaped political
persecution D. will often perform manual labor in jobs that are hard to fill by Americans
http://www.harcourtschool.com/activity/biographies/mccormicksp/
2009-10, Toledo Public Schools, Office of Curriculum 25
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 5: Explain the effects of immigration on society in the
United States: b) Political affiliation ;
7 259, 268, 272
Anti-Castro Cuban immigrants in Florida are mostly supporters of which political party? A.
Republican B. Green C. Socialist D. Democrat
http://www.harcourtschool.com/activity/biographies/mccormicksp/
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
d) Urbanization; and
7 262-266 WB: 29, 31 RSG: 75, 81 DBQ: 56-63
IDR (2): 40, 48, 61
Industrialization affected the United States A. through the growth of urban centers B. by
encouraging westward movement C. through the growth of small family farms D. by emigration
from the United States to Europe
GEO, 3: Analyze the geography processes that contributed to changes in American society
including b) Urbanization and suburbanization
7 262-266 GT: 27One effect of widespread
suburbanization in the United States during the 1920s was
A. airlines adding routes to new cities.
B. increased reliance upon the automobile.
C. decreased immigration from Europe and Asia.
D. television replacing radio as the most popular medium.
LP: Immigration to the United States
PS, 5: Explain the effects of immigration on society in the
United States: c) Education system
7 263, 266 http://odur.let.rug.nl/~usa/H/1990/ch6_p1.htm
PS, 5: Explain the effects of immigration on society in the
United States: d) Language
8 284 IDR (4): 22 http://odur.let.rug.nl/~usa/H/1990/ch6_p1.htm
PS, 5: Explain the effects of immigration on society in the
United States: f) Religion.
8 284 http://odur.let.rug.nl/~usa/H/1990/ch6_p1.htm
2009-10, Toledo Public Schools, Office of Curriculum 26
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
d) Urbanization
8 276-279 WB: 29, 31 RSG: 75, 81 DBQ: 56-63
IDR (2): 40, 48, 61
The fact that the first 12 presidents of the United States came from small farming backgrounds,
but the Presidents from 1865 to 1912 represented urban or business families was a
result of: A. the Great Migration B. socialism C. the Industrial Revolution D. World War I
http://www.stormwatercenter.net/Slideshows/impacts%20for%20smrc/sld001.htm
GEO, 3: Analyze the geography processes that contributed to changes in American society
including b) Urbanization and suburbanization
8 276-279 GT: 27 The main factor causing urban sprawl in the 1920s was
A. the automobile. B. the use of electricity. C. growth in industry.
D. a change in the birthrate.
http://www.stormwatercenter.net/Slideshows/impacts%20for%20smrc/sld001.htm
H, 2: Analyze the impact of industrialization and the modern corporation in the United States
on economic and political practices with emphasis on:
b) Monopolies
9 319, 326, 330-334
HT: 35 IDR (2) 22, 32
Vertical integration, a business strategy used by steel mogul Andrew Carnegie, involves
A. buying out raw material producers and distributors.
B. merging with companies producing similar products.
C. forming trusts. D. using new methods to increase production
http://encarta.msn.com/encnet/refpages/refarticle.aspx?refid=761576185
2009-10, Toledo Public Schools, Office of Curriculum 27
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 2: Analyze the impact of industrialization and the modern
corporation in the United States on economic and political practices
with emphasis on: b) Monopolies
10 356, R41, R43
HT: 35 IDR (2) 22, 32
The Sherman Antitrust Act
A. outlawed the formation of trusts that interfered with free trade.
B. was supported by millionaire industrialists.
C. was used by labor unions to fight for workers'
rights.
D. encouraged the establishment of large-scale businesses.
HA: Rise of Industrial America 1.1 HA: U.S. Coming of Age 2.2
http://encarta.msn.com/encnet/refpages/refarticle.aspx?refid=761576185
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
12 412-418 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
http://encarta.msn.com/encnet/refpages/refa
rticle.aspx?refid=761576185
ECON, 1: Evaluate the affects of specialization, trade and
interdependence on the economic system of the United States.
12 422-429 EH: 13, 15, 17, 18, 27, 29 IDR (2): 20, 23, 48
IDR (7): 46, 55 RSG: 65
WB: 102, 103
HA: Rise of Industrial America 1.4 http://internationalecon.com/Trade/Tch40/T4
0-10.php
ECON, 1: Evaluate the affects of specialization, trade and
interdependence on the economic system of the United States.
19 648-649 EH: 13, 15, 17, 18, 27, 29 IDR (2): 20, 23, 48
IDR (7): 46, 55 RSG: 65
WB: 102, 103
HA: Rise of Industrial America 1.4 http://internationalecon.com/Trade/Tch40/T4
0-10.php
2009-10, Toledo Public Schools, Office of Curriculum 28
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 5: Explain the effects of immigration on society in the
United States: e) Labor practices
23 769 http://encarta.msn.com/encnet/refpages/refarticle.aspx?refid=761576185
GEO, 3: Analyze the geography processes that contributed to changes in American society including; c) Immigration.
23 769 GT: 15, 20 HT: 39 RSG:
73
LP: Immigration to the United States
ECON, 1: Evaluate the affects of specialization, trade and
interdependence on the economic system of the United States.
24 798-799, 814
EH: 13, 15, 17, 18, 27, 29 IDR (2): 20, 23, 48
IDR (7): 46, 55 RSG: 65
WB: 102, 103
HA: Rise of Industrial America 1.4 http://internationalecon.com/Trade/Tch40/T4
0-10.php
2009-10, Toledo Public Schools, Office of Curriculum 29
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
ECON, 3: Demonstrate how U.S. governmental policies, including taxes, antitrust legislation and
environmental regulations affect individuals and businesses.
25 837 IDR (2): 32 IDR (7): 11, 15, 16
HT: 47, 48 WB: 96
http://www.bna.com/products/corplaw/atrr.htm
ECON, 1: Evaluate the affects of specialization, trade and
interdependence on the economic system of the United States.
26 869-873, R44, 46,
47
EH: 13, 15, 17, 18, 27, 29 IDR (2): 20, 23, 48
IDR (7): 46, 55 RSG: 65
WB: 102, 103
HA: Rise of Industrial America 1.4 http://internationalecon.com/Trade/Tch40/T4
0-10.php
2009-10, Toledo Public Schools, Office of Curriculum 30
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
b) Immigration and child labor and their impact on the labor force
6 237 GT: 15, 20 HT: 39 WB: 28 RSG: 73
DBQ: 69-76 IDR (2): 39, 43, 52-54,
56--59 IDR (3) 16, 19
http://www.studyzone.org/testprep/ss5/b/ecotech19li.cfm
HA: U.S. Coming of Age 1.1 (I & J) http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
b) Immigration and child labor and their impact on the labor force
7 252-263, 268
GT: 15, 20 HT: 39 WB: 28 RSG: 73
DBQ: 69-76 IDR (2): 39, 43, 52-54,
56--59 IDR (3) 16, 19
http://encarta.msn.com/encnet/refpages/refarticle.aspx?refid=761576185
http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
GEO, 3: Analyze the geography processes that contributed to changes in American society including; c) Immigration.
7 254-268 GT: 15, 20 HT: 39 RSG:
73
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_11.pdf
LP: Immigration to the United States http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
PS, 5: Explain the effects of immigration on society in the
United States: a) Housing patterns
7 255, 263-264
WB: 28, 104 RSG: 73-76, 123-124, 263-265 IDR (2):
39, 45, 54, 56-59 IDR (7): 48, 54, 60-62
Which statement is true regarding most immigrants coming to the United States today? A. They are from Western Europe B. They are settling in small towns across the Midwest C. They are concentrating in large cities on both
coasts D. Most immediately buy their own homes
HA: Rise of Industrial America 2.1 thru 2.4 HA: U.S. Coming of Age Act 1.1 thru 1.4
THE WORK FORCE
2009-10, Toledo Public Schools, Office of Curriculum 31
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 5: Explain the effects of immigration on society in the
United States: f) Religion.
7 255, 258, 263
The high percentage of Catholics in the southwestern USA is partly due to A. the First
Amendment B. the high concentrations of Latinos C. government policies D. immigration
restrictions
http://www.thearda.com/internationalData/countries/Country_112_1.asp
PS, 5: Explain the effects of immigration on society in the
United States: d) Language
7 263 IDR (4): 22 A local newsstand carries newspapers in 15 different languages. This is most likely due to: A.
immigration to the USA B. assimilation C. foreign language instruction in local schools D.
government regulations
http://www.thearda.com/internationalData/countries/Country_112_1.asp
http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: e) The regulation of child labor.
9 306, 310-311, 314,
321
HA: U.S. Coming of Age 2.2 (G) http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
PS, 5: Explain the effects of immigration on society in the
United States: e) Labor practices
9 310-311 http://www.thearda.com/internationalData/countries/Country_112_1.asp
http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
b) Immigration and child labor and their impact on the labor force
9 310-314 GT: 15, 20 HT: 39 WB: 28 RSG: 73
DBQ: 69-76 IDR (2): 39, 43, 52-54,
56--59 IDR (3) 16, 19
HA: U.S. Coming of Age 1.1 (I & J) http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
2009-10, Toledo Public Schools, Office of Curriculum 32
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
GEO, 3: Analyze the geography processes that contributed to changes in American society including; c)
Immigration.
11 391 GT: 15, 20 HT: 39 RSG:
73
What factor contributed to the migration of large numbers of people from Europe
to the United States in the late 19th century? A. Industrialization in the United States attracted
laborers from Europe. B. Economic prosperity in Europe allowed people
to purchase land in the United States.
C. European social reform movements wanted to spread their beliefs to the
United States. D. The United States needed people to colonize the overseas territories it had recently acquired.
http://www.thearda.com/internationalData/countries/Country_112_1.asp
H, 9: Analyze the major political, economic, and social
developments of the 1920's, including:
c) African-American migrations from the South to the North
11 392-395 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_24.pdf
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4 LP: The Roaring
Twenties LP: What Caused the Great Depression?
GEO, 3: Analyze the geography processes that contributed to changes in American society including; c)
Immigration.
12 414-415 GT: 15, 20 HT: 39 RSG:
73
Which of the following would be considered a push factor regarding immigration to the United States? A. political oppression in the country of
birth B. the prospect of a job C. relatives in America D. Protection under the US Constitution
LP: Immigration to the United States
PS, 5: Explain the effects of immigration on society in the
United States: e) Labor practices
12 414, 428-429
H, 9: Analyze the major political, economic, and social
developments of the 1920's, including:
c) African-American migrations from the South to the North
13 452-453 HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4 LP: The Roaring
Twenties LP: What Caused the Great Depression?
2009-10, Toledo Public Schools, Office of Curriculum 33
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 9: Analyze the major political, economic, and social
developments of the 1920's, including:
c) African-American migrations from the South to the North
19 660 HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4 LP: The Roaring
Twenties LP: What Caused the Great Depression?
PS, 5: Explain the effects of immigration on society in the
United States: e) Labor practices
19 662 http://www.thearda.com/internationalData/countries/Country_112_1.asp
GEO, 3: Analyze the geography processes that contributed to changes in American society including; c)
Immigration.
19 662 GT: 15, 20 HT: 39 RSG:
73
LP: Immigration to the United States
2009-10, Toledo Public Schools, Office of Curriculum 34
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 9: Analyze the major political, economic, and social
developments of the 1920's, including:
c) African-American migrations from the South to the North
26 689 HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4 LP: The Roaring
Twenties LP: What Caused the Great Depression?
PS, 5: Explain the effects of immigration on society in the
United States: a) Housing patterns
23 769 WB: 28, 104 RSG: 73-76, 123-124, 263-265 IDR (2):
39, 45, 54, 56-59 IDR (7): 48, 54, 60-62
HA: Rise of Industrial America 2.1 thru 2.4 HA: U.S. Coming of Age Act 1.1 thru 1.4
http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
PS, 5: Explain the effects of immigration on society in the
United States: a) Housing patterns
26 885, R5 WB: 28, 104 RSG: 73-76, 123-124, 263-265 IDR (2):
39, 45, 54, 56-59 IDR (7): 48, 54, 60-62
HA: Rise of Industrial America 2.1 thru 2.4 HA: U.S. Coming of Age Act 1.1 thru 1.4
GEO, 3: Analyze the geography processes that contributed to changes in American society including; c)
Immigration.
26 885-889, 896-897
GT: 15, 20 HT: 39 RSG:
73
LP: Immigration to the United States http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
2009-10, Toledo Public Schools, Office of Curriculum 35
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
PS, 5: Explain the effects of immigration on society in the
United States: e) Labor practices
26 888-889, 896-897,
R5
http://www.thearda.com/internationalData/countries/Country_112_1.asp
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
b) Immigration and child labor and their impact on the labor force
26 896-897 GT: 15, 20 HT: 39 WB: 28 RSG: 73
DBQ: 69-76 IDR (2): 39, 43, 52-54,
56--59 IDR (3) 16, 19
HA: U.S. Coming of Age 1.1 (I & J)
2009-10, Toledo Public Schools, Office of Curriculum 36
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
c) Modernization of agriculture
5 211, 214-218
WB: 23, 24 RSG: 59
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_02.pdf
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_12.pdf
http://www.harcourtschool.com/activity/biographies/mccormicksp/
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
5 220-221 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
From the perspective of a business owner, a unionized work force might not be desirable because A. wages may rise B. workers may demand to send work overseas C. unionized workers do not pay taxes D. union workers
usually have less job-security
HA: Rise of Industrial America 1.5
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups , lobbyists, the media and public
opinion with emphasis on: f) Business regulation
6 239-240 IDR (3): 3, 16, 19 Upton Sinclair, author of The Jungle, is considered a muckraker. This term refers to
people who A. expose social ills in an attempt to remedy them B. accept pay-offs from business owners to keep quiet C. run for office to solve
problems D. avoid responsibility for their actions
Primary Source excerpt for the the jungle
A POPULUS AND GOVERNMENTAL RESPONSE TO THE INDUSTRIAL REVOLUTION
2009-10, Toledo Public Schools, Office of Curriculum 37
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups , lobbyists, the media and public
opinion with emphasis on: b) Labor legislation
6 239-249 IDR (2): 22, 23 RSG: 69
After much lobbying by unions the Occupational Safety and Health Act (OSHA), a United States federal law, was signed into law by President
Richard M. Nixon on December 29, 1970. This legislation A. created the minimum wage B. outlawed sweatshops C. made the workplace safer D. created a system of health care for all
Americans
HA: Rise of Industrial America 1.4
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
6 241-249 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
H, 2: Analyze the impact of industrialization and the modern corporation in the United States
on economic and political practices with emphasis on:
a) Laissez-faire policies
6 242 EH: 12, 13 WB: 25, 26, 27
Which of the following resulted from the investigation of the Triangle Shirtwaist fire?
A. the imprisonment of company officials
B. the passage of the Sherman Antitrust Act
C. the adoption of equal wages for men and
women
D. changes in local labor laws for women and children
LP: Social, Political & Economic Effects of Industrialization
2009-10, Toledo Public Schools, Office of Curriculum 38
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 3: Analyze the reasons for the rise and growth of labor
organizations in the United States (I.e. Knights of Labor, American
Federation of Labor and Congress of Industrial Organizations)
including: b) Laissez-faire politics toward big
business
6 242 One reason that workers organized to form labor unions was because of unsafe working conditions due to laissez-faire policies by the government. The term laissez-faire refers to A. a "hands-off"
attitude toward regulating business B. strict governmental controls over many aspects of
business C. Regulation of the currency supply D. the outlawing of labor unions
Use handout in textbook cause and effect inductrial growth
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: c) Business regulation and
antitrust legislation
6 244, 249 HT: 35 SCD: Case 7 8. Progressive reformers after 1900
sought federal legislation to regulate working conditions and to set a minimum age for child labor. The need for this legislation was
prompted by A. Civil War casualties leading to
children taking the jobs of adults.
B. unions restricting membership to adult workers.
C. industrialists using child labor to keep production costs down.
D. lack of job opportunities for children seeking after-school
jobs.
H, 3: Analyze the reasons for the rise and growth of labor
organizations in the United States (I.e. Knights of Labor , American
Federation of Labor and Congress of Industrial Organizations )
including: a) Unregulated working conditions
6 244-249 EH: 14 RSG: 69
SCD: Case 9 & 10 Video: Amer. Stories: A Child
on Strike
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_33.pdf
HA: U.S. Coming of Age 2.2
2009-10, Toledo Public Schools, Office of Curriculum 39
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: e) The regulation of child labor.
6 245-246 Why were early progressive attempts to enact federal bans on child labor unsuccessful?
A. The bans had little public support.
B. Labor unions fought the legislation.
C. Factory owners simply ignored the laws.
HA: U.S. Coming of Age 2.2 (G)
H, 3: Analyze the reasons for the rise and growth of labor
organizations in the United States (I.e. Knights of Labor, American
Federation of Labor and Congress of Industrial Organizations )
including: c) Violence toward supports of
organized labor.
6 247-248 IDR (2): 33, 38 In the late 1800s, collective bargaining was a technique used to
A. expand industry.
B. win workers' rights.
C. restrict labor unions.
D. organize labor unions.
HD. P. 6
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: a) Urban reforms
7 266 WB: 35, 37, 38, 39 RSG: 91, 93, 95, 97, 99
IDR (3) 1-5, 22 IDR (2) 71
In The Jungle, Upton Sinclair exposed
A. dangers faced by coal miners.
B. corrupt business practices of the Standard Oil Company.
C. unsanitary conditions in the meat-packing
industry.
D. illegal deals between special interests and the government.
HA: Rise of Industrial America 3.1, 3.2, 3.3 HD P.6
2009-10, Toledo Public Schools, Office of Curriculum 40
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 2: Analyze the impact of industrialization and the modern
corporation in the United States on economic and political practices
with emphasis on: c) Standard of living.
8 279-285, 292-299
Video: Amer. Stories: Fong See
EH: 16 RSG: 87 IDR (2): 28
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: d) The movement for public
schooling
8 282-285 WB: 32 RSG: 83
IDR (2) 62
The factor that prevented the greatest number of children from attending public high schools was
A. racism. B. poverty.
C. language differences. D. transportation problems.
HD. P. 6
PS, 5: Explain the effects of immigration on society in the
United States: c) Education system
8 282-285 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_01.pdf
use handout in textbook cause and effect expanding educatuin
GEO, 3: Analyze the geography processes that contributed to changes in American society including; c) Immigration.
8 284-289 GT: 15, 20 HT: 39 RSG:
73
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_11.pdf
LP: Immigration to the United States
PS, 5: Explain the effects of immigration on society in the
United States: e) Labor practices
8 288-289 http://www.montereyinstitute.org/courses/US%20History%20I/course%20files/multimedia/
lesson23/lessonp.html?showTopic=1
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
e) the emergence of a middle class and its impact on leisure, art, music, literature and other
aspects of culture.
8 292-299 Thomas Edison changed life for Americans in the 19th century by inventing the A. telephone B.
phonograph C. sewing machine D. automobile
2009-10, Toledo Public Schools, Office of Curriculum 41
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 1: Explain the effects of industrialization in the United
States in the 19th century including:
a) Changes in work and the workplace
8 296-297 DBQ: 43-50 RSG: 65, 67
HA: Rise of Industrial America 1.2, 1.4
ECON, 1: Evaluate the affects of specialization, trade and
interdependence on the economic system of the United States.
8 296-297 EH: 13, 15, 17, 18, 27, 29 IDR (2): 20, 23, 48
IDR (7): 46, 55 RSG: 65
WB: 102, 103
Short Response: The effects of trade globalization are evident with a trip to any
department store. An examination of where goods are produced will show that our products come from many regions, especially Asia. 1)
Describe one reason why this is so, and 2) Describe how this phenomenon effects the
American economy.
HA: Rise of Industrial America 1.4
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
9 306-309 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
2009-10, Toledo Public Schools, Office of Curriculum 42
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: a) Urban reforms
9 306-312 WB: 35, 37, 38, 39 RSG: 91, 93, 95, 97, 99
IDR (3) 1-5, 22 IDR (2) 71
HA: Rise of Industrial America 3.1, 3.2, 3.3
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: b) Labor legislation
9 310-311 IDR (2): 22, 23 RSG: 69
HA: Rise of Industrial America 1.4
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: c) Business regulation and
antitrust legislation
9 310-311, 319-320, 329, 333
HT: 35 SCD: Case 7
2009-10, Toledo Public Schools, Office of Curriculum 43
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups , lobbyists, the media and public
opinion with emphasis on: f) Business regulation
9 310-333 IDR (3): 3, 16, 19
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups , lobbyists, the media and public
opinion with emphasis on: f) Business regulation
9 310-333 IDR (3): 3, 16, 19
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: b) Conservation
9 322-324, 329
Which US President who had a deep interest in conservation is credited with creating the National
Park System? A. Theodore Roosevelt B. Franklin Roosevelt C. Herbert Hoover D. William
Taft
2009-10, Toledo Public Schools, Office of Curriculum 44
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
11 389, 394 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
H, 3: Analyze the reasons for the rise and growth of labor
organizations in the United States (I.e. Knights of Labor, American
Federation of Labor and Congress of Industrial Organizations)
including: c) Violence toward supports of
organized labor .
12 417 IDR (2): 33, 38 Why were scabs unpopular with striking workers during the late 1800s?
A. They were socialists.
B. They were federal troops.
C. They were part of management.
D. They were workers used to break strikes.
H, 3: Analyze the reasons for the rise and growth of labor
organizations in the United States (I.e. Knights of Labor, American
Federation of Labor and Congress of Industrial Organizations )
including: a) Unregulated working conditions
12 412, 417-418
EH: 14 RSG: 69
SCD: Case 9 & 10 Video: Amer. Stories: A Child
on Strike
HA: U.S. Coming of Age 2.2
2009-10, Toledo Public Schools, Office of Curriculum 45
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: d) The movement for public
schooling
13 446-447 WB: 32 RSG: 83
IDR (2) 62
Which of the following was true of public education around 1900?
A. High school curriculums were expanding to include science and civics.
B. Kindergartens were being added to elementary school programs.
C. The number of blacks attending public school was rapidly catching up with whites.
D. State laws required students to attend school from ages 8 to 14.
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
14 466-471 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
15 499-509, 518
EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: b) Labor legislation
15 499-509, 518
IDR (2): 22, 23 RSG: 69
HA: Rise of Industrial America 1.4
2009-10, Toledo Public Schools, Office of Curriculum 46
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
ECON, 3: Demonstrate how U.S. governmental policies, including taxes, antitrust legislation and
environmental regulations affect individuals and businesses.
15 519 IDR (2): 32 IDR (7): 11, 15, 16
HT: 47, 48 WB: 96
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_36.pdf
HD P.5
H, 4: Explain the goals and outcomes of the late 19th and
early 20th century reform movements of Populism and
Progressivism with emphasis on: b) Conservation
15 519 HD P.6
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: b) Labor legislation
17 565-566 IDR (2): 22, 23 RSG: 69
HA: Rise of Industrial America 1.4
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
19 642-643 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
2009-10, Toledo Public Schools, Office of Curriculum 47
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
24 813-814 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties , interest groups , lobbyists, the media and public
opinion with emphasis on: b) Labor legislation
26 864, 870 IDR (2): 22, 23 RSG: 69
HA: Rise of Industrial America 1.4
ECON, 2: Analyze the development and impacts of labor
unions , farm organizations and business organizations on the U.S.
economy.
26 869-873 EH: 14, 16, 31 IDR (2): 21, 22, 28, 32, 33
IDR (3): 16, 19 IDR (4): 13
RSG: 61, 67, 69
HA: Rise of Industrial America 1.5
2009-10, Toledo Public Schools, Office of Curriculum 48
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 5: Trace the development of the United States as a world power
with emphasis on: b) U.S. imperialism in the Far East, South Pacific, Caribbean
and Central America.
10 342-345, 356-357, 359-365
GT: 18 EH: 18 HT: 37
WB: 42, 43 IDR (3): 24, 26, 27, 34-37, 40-
45
Which of the following did not stimulate U.S. imperialism?
A. need for a new source of cheap labor B. thirst for new economic markets
C. desire for military strength D. a belief in the cultural superiority of the Anglo-
Saxon culture
HA: U.S. Coming of Age 3.1, 3.2, 3.3 LP: A World Power
CRR, 1: Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups , lobbyists, the media and public
opinion with emphasis on: d) Military policy
10 346-351 TE: 339d IDR (3): 36, 48, 50, 52-
56 IDR (5): 22
IDR (7): 31, 34 RSG: 103, 105, 115,
167-177, 217-226
The Vietnam War has been called the first "TV War" because of the extensive coverage by the media. The images of war brought into people's living rooms each evening had the effect of A.
turning public opinion against the war B. increasing support for the war in Vietnam C.
guaranteeing the reelection of the president D. Congress passing laws forbidding television
coverage of the war
HA: US Coming of Age 4.1 HA: The US in WWII 1.3, 2.1, 2.2 HA:
The Cold War 2.2
NEW MARKETS and IMPERIALISM
2009-10, Toledo Public Schools, Office of Curriculum 49
SOCIAL STUDIESGRADE 10
QUARTER 1
Standard/Grade Level Indicator Chapter Pages Supplemental Material Assessment Interventions
H, 5: Trace the development of the United States as a world power
with emphasis on: a) The Spanish-American War ;
and
10 346-355, 358
RSG: 103, 107, 109 WB: 40, 41 RSG: 105 IDR
(3) 25, 38, 39
All of the following countries came under some form of U.S. control as a result of the Spanish-
American War except A. Cuba.
B. Hawaii. C. Puerto Rico.
D. the Philippines.
HA: U.S. Coming of Age 3.1, 3.2, 3.3 LP: A World Power
ECON, 1: Evaluate the affects of specialization, trade and
interdependence on the economic system of the United States.
10 354-367 EH: 13, 15, 17, 18, 27, 29 IDR (2): 20, 23, 48
IDR (7): 46, 55 RSG: 65
WB: 102, 103
HA: Rise of Industrial America 1.4
H, 5: Trace the development of the United States as a world power
with emphasis on: a) The Spanish-American War
11 404 RSG: 103, 107, 109 WB: 40, 41 RSG: 105 IDR
(3) 25, 38, 39
HA: U.S. Coming of Age 3.1, 3.2, 3.3 LP: A World Power
2009-10, Toledo Public Schools, Office of Curriculum 50
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 6: Trace the development of the United States as a world power with
emphasis on: a) The decision to enter into WW I
11 372-373, 377-380
RSG: 113, 115 GT: 19
WB: 44, 45, 46 RSG: 117
IDR(3): 48, 49, 59-66 Video: Ame
Of the following, the most compelling reason for the United States to enter World War I
was A. a moral obligation to halt the refugee
crisis in Belgium. B. concern over the repayment of Allied
debts to American banks. C. a desire to become more involved n the
affairs of Europe D. the outrage of American citizens over German
submarine warefare
HA: U.S. Coming of Age 4.1, 4.2 and
http://edsitement.neh.gov/view_lesson_plan.asp?id=471
CRR, 1: Describe the ways in which
government policy has been shaped and set by the influence of
political parties , interest groups ,
lobbyists, the media and public opinion with emphasis on: d) Military policy
11 377-381, 404-405
TE: 339d IDR (3): 36, 48, 50,
52-56 IDR (5): 22
IDR (7): 31, 34 RSG: 103, 105, 115,
167-177, 217-226
HA: US Coming of Age 4.1 HA: The US in WWII 1.3, 2.1,
2.2 HA: The Cold War 2.2
WORLD WAR I
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
PS, 2: Analyze the perspectives that are
evident in African-American, American Indian and Latino art, music, literature and media and how these
contributions reflect and shape culture in the
United States.
11 393 WB: 54, 77 RSG: 137-139, 195-196
IDR (4): 23, 29, 35, 40, 58
IDR (5): 71
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7b.html
H, 6: Trace the development of the United States as a world power with
emphasis on: b) President Wilson's
Fourteen Points
11 398-400, 403
RSG: 119 Extended Response Question:Toward the end of World War I, US
President Woodrow Wilson delivered a speech before Congress in which he outlined
his Fourteen Points, a set of ideas that he felt would create a more just and peaceful world and prevent future wars. Wilson felt
that the adoption of his ideas would address the underlying causes of WWI.
http://web.jjay.cuny.edu/~jobrien/reference/ob34.html
H, 6: Trace the development of the United States as a world power with
emphasis on: c) The Treaty of
Versailles
11 400-403, R20
WB: 47 IDR (3): 50 https://ims.ode.state.oh.us/ODE/IMS/Assess
ment/Content/CSS_AI_200503_GR10_06.pdf
HA: U.S. Coming of Age 4.4 and HD p.11
http://www.spartacus.schoolnet.co.uk/FWWversailles.htm
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 6: Trace the development of the United States as a world power with
emphasis on: d) The decision of the United States not to
participate in the League of Nations .
11 401-402 HT: 38 RSG: 119
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_16.pd
f
HD p.11 http://encarta.msn.com/encnet/refpages/RefArticle.aspx?refid=761
560118
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
PS, 2: Analyze the perspectives that are
evident in African-American, American Indian and Latino art, music, literature and media and how these
contributions reflect and shape culture in the
United States.
8 298-299 WB: 54, 77 RSG: 137-139, 195-196
IDR (4): 23, 29, 35, 40, 58
IDR (5): 71
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7b.html
PS, 2: Analyze the perspectives that are
evident in African-American, American Indian and Latino art, music, literature and media and how these
contributions reflect and shape culture in the
United States.
9 325 WB: 54, 77 RSG: 137-139, 195-196
IDR (4): 23, 29, 35, 40, 58
IDR (5): 71
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7b.html
The PEOPLES' EXPERIENCE after WORLD WAR I
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: d) Immigration
restrictions, nativism, race riots and the
reemergence of the Ku Klux Klan
11 394 WB: 33 Which of the following did not keep African Americans in the South from voting?
A. poll taxes
B. grandfather clauses
C. the separate-but-equal doctrine
D. literacy tests
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression?http://encarta.msn.com/encnet/refpages/refarticle.as
px?refid=761562317
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: c) African-American migrations from the South to the North;
11 392-395 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_24.pd
f
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression?
CRR, 4: Analyze instances in which the
rights of individuals were restricted
including: b) Immigrants during
the Red Scare
12 413-414 IDR (4): 11-12 The Palmer Raids (1919-1921) resulted in A. a government crackdown on political radicals
in the United States B. the complete destruction of the Mafia in New York City C. The resignation of the director of the FBI for abusing power D. the US Constitution being
amended to limit police power
http://www.spartacus.schoolnet.co.uk/USAredscare.htm
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: a) The Red Scare
12 413-415 RSG: 123 IDR (4) 1, 11, 13, 17
Nicola Sacco and Bartolomeo Vanzetti were charged with, and convicted of,
A. treason.
B. anarchy.
C. receiving bribes.
D. robbery and murder
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression? http://encarta.msn.com/encnet/refpages/refarticle.aspx?refid=761
562317
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: d) Immigration
restrictions, nativism, race riots and the
reemergence of the Ku Klux Klan
12 414-415 WB: 33 Which term refers to the belief that immigrants pose a threat to American
society? A. nativism B. assimilation C. appeasement D.
reconciliation
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression?http://encarta.msn.com/encnet/refpages/refarticle.as
px?refid=761562317
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: e) The Roaring
Twenties and the Harlem Renaissance
12 422-427 WB: 50, 51, 52, 54 RSG: 137
IDR (4): 23, 35, 40 Video: Amer. Stories:
Jump at the Sun
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_01.pd
f
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression?
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
PS, 2: Analyze the perspectives that are
evident in African-American, American Indian and Latino art, music, literature and media and how these
contributions reflect and shape culture in the
United States.
11 452-459 WB: 54, 77 RSG: 137-139, 195-196
IDR (4): 23, 29, 35, 40, 58
IDR (5): 71
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7b.html
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: d) Immigration
restrictions, nativism, race riots and the
reemergence of the Ku Klux Klan
13 453 WB: 33 To expand its membership in the 1920s, the Ku Klux Klan engaged in all of the following
except A. blaming national problems on
immigrants. B. encouraging white women to join the
organization. C. playing on people's fears of political
radical. D. allowing members to profit from recruiting new members.
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression? http://encarta.msn.com/encnet/refpages/refarticle.aspx?refid=761
562317
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: e) The Roaring
Twenties and the Harlem Renaissance ;
and
13 432-459 WB: 50, 51, 52, 54 RSG: 137
IDR (4): 23, 35, 40 Video: Amer. Stories:
Jump at the Sun
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression?
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: c) African-American migrations from the South to the North
13 452-453 HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression?
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: f) Stock market
speculation and the stock market crash of
1929.
14 464, 467-471
R45
EH: 20 WB: 55, 56, 57 RSG: 127, 141,
143, 145 IDR (4): 41-46, 51, 52
Buying stocks on the chance of a quick profit without considering risks is known as
A. buying on margin.
B. speculation.
C. profit-taking.
D. living on credit.
HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression? http://invest-faq.com/articles/strat-
margin.html
H, 9: Analyze the major political,
economic, and social developments of the
1920's, including: c) African-American migrations from the South to the North
19 660 HA: Roaring Twenties & Great Depression: 1.1, 1.2, 1.3, 1.4
LP: The Roaring Twenties LP: What Caused the Great
Depression?
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 10: Analyze the causes and
consequences of major political,
economic and social developments of the 1930's with emphasis
on: a) The Great Depression
14 464-483 EH: 22, 23 HT: 22
RSG: 149, 151, 153, 157 IDR
(4): 49, 55
All of the following were important causes of the Great Depression except
A. both individuals and businesses built up large debts because of easy credit.
B. tariffs on foreign imports were lowered. C. the federal government did not insure
people's bank accounts D. the stock market crashed
HA: Roaring Twenties & Great Depression: 2.1, 2.2, 2.3, 3.1,
3.2 LP: The Great Depression and the Federal Government LP: What
Caused the Great Depression? And HD p.27
http://www.socialstudieshelp.com/USRA_Depression.htm
H, 10: Analyze the causes and
consequences of major political,
economic and social developments of the 1930's with emphasis
on: b) The Dust Bowl
14 474-475 HT: 21 IDR (4) 53
Video: Amer. Stories Broke but not Broken
Which was not a cause of the Dust Bowl?
A. drought
B. high winds
C. thick layers of prairie grasses
D. overproduction of crops
LP: The Dust Bowl and HD p.27 http://www.socialstudieshelp.com
/USRA_Depression.htm
H, 10: Analyze the causes and
consequences of major political,
economic and social developments of the 1930's with emphasis
on: b) The Dust Bowl
15 514 HT: 21 IDR (4) 53
Video: Amer. Stories Broke but not Broken
LP: The Dust Bowl and HD p.27 http://www.socialstudieshelp.com
/USRA_Depression.htm
THE GREAT DEPRESSION
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 10: Analyze the causes and
consequences of major political,
economic and social developments of the 1930's with emphasis
on: c) The New Deal .
15 486-522, 906-909
GT: 22, 23 SCD: Case 25, 26 WB: 58, 59, 60, 62
IDR (4) 60-64, 74-76, 78, 80-84
The New Deal was controversial because A. it was largely designed to create
opportunities for African-Americans B. it was started during a time of prosperity C. the
president vetoed most of its provisions D. the national government became involved in
regulating the economy
LP: The Great Depression and the Federal Government
LP: What Caused the Great Depression?
H, 10: Analyze the causes and
consequences of major political,
economic and social developments of the 1930's with emphasis
on: a) The Great Depression
15 497, 510-514
EH: 22, 23 HT: 22
RSG: 149, 151, 153, 157 IDR
(4): 49, 55
Which of the following was not an effect of the Great Depression?
A. Many children had a poor diet.
B. Many families became homeless.
C. Many men became unemployed.
D. Many people started farming.
HA: Roaring Twenties & Great Depression: 2.1, 2.2, 2.3, 3.1,
3.2 LP: The Great Depression and the Federal Government LP: What
Caused the Great Depression? http://www.socialstudieshelp.com
/USRA_Depression.htm
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
ECON, 5: Analyze the impact of the Great
Depression and WWII on the
economy of the United States and the resulting expansion of the role of the federal
government.
15 462-523 EH: 20, 22-25 IDR (4): 41-84 IDR (5): 22, 25
RSG: 141-146, 149-158, 177
HA: Roaring 20's & Great Depression 4.1, 4.2, 4.3 HA: The US in WWII 3.1
LP: The Great Depression and the Federal Government
CRR, 1: Describe the ways in which
government policy has been shaped and set by the influence of
political parties , interest groups ,
lobbyists, the media and public opinion with emphasis on: d) Military policy
16 534-535, 550, 557
TE: 339d IDR (3): 36, 48, 50,
52-56 IDR (5): 22
IDR (7): 31, 34 RSG: 103, 105, 115,
167-177, 217-226
HA: US Coming of Age 4.1 HA: The US in WWII 1.3, 2.1,
2.2 HA: The Cold War 2.2
http://www.loc.gov/vets/stories/ex-war-intel.html
WORLD WAR II and the PEOPLE
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 7: Analyze the impact of U.S.
participation in World War II , with emphasis on the change from
isolationism to international
involvement including the reaction to the
attack on Pearl Harbor.
16 534-535, 550-558
GT: 24, 25 EH: 24, 25 HT: 23, 24
WB: 63, 64-66, 67 DBQ: 81-88
IDR (5):
Foreign policy refers to how a nation deals with other countries. United States foreign policy made a drastic change in the late
1930s and early 1940s.
® Describe the United States’ outlook on involvement in foreign affairs for most of the
interwar years(between the World Wars). Describe a factor that caused the United
States foriegn policy to change direction and ultimately lead to war.
HA: The U.S. in WWII 1.1, 1.2, 1.3
H, 7: Analyze the impact of U.S.
participation in World War II, with emphasis on the change from
isolationism to international
involvement including the reaction to the
attack on Pearl Harbor.
17 562-568, 594-597
GT: 24, 25 EH: 24, 25 HT: 23, 24
WB: 63, 64-66, 67 DBQ: 81-88
IDR (5):
HA: The U.S. in WWII 1.1, 1.2, 1.3
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
PS, 2: Analyze the perspectives that are
evident in African-American, American Indian and Latino art, music, literature and media and how these
contributions reflect and shape culture in the
United States.
17 590-593 WB: 54, 77 RSG: 137-139, 195-196
IDR (4): 23, 29, 35, 40, 58
IDR (5): 71
http://memory.loc.gov/ammem/aap/
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
ECON, 5: Analyze the impact of the Great
Depression and WWII on the
economy of the United States and the resulting expansion of the role of the federal
government.
15 462-523 EH: 20, 22-25 IDR (4): 41-84 IDR (5): 22, 25
RSG: 141-146, 149-158, 177
HA: Roaring 20's & Great Depression 4.1, 4.2, 4.3 HA: The US in WWII 3.1
LP: The Great Depression and the Federal Government
H, 11: Analyze the impact of U.S.
participation in World War II , with emphasis
on: a) Events on the
home front to support the war effort,
including industrial mobilization, women and minorities in the
work force.
17 562-568, 590-591
WB: 70 RSG: 167, 171, 177
During WW II "Rosie the Riveter" became the symbol for A. Women serving in the
military B. women working in factories to make war goods C. Women's newly-gained right to vote D. women elected to Congress
HA: The U.S. in WWII 3.1 http://www.historyandtheheadline
s.abc-clio.com/ContentPages/ContentPage.aspx?entryId=1146318¤tSection=1130224&productid=
3
WORLD WAR II
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
CRR, 1: Describe the ways in which
government policy has been shaped and set by the influence of
political parties, interest groups ,
lobbyists, the media and public opinion with emphasis on:
g) Educational policy.
19 640 http://www.socialstudieshelp.com/Cold_War_Outline_Essay.htm
H, 12: Explain major domestic developments
after 1945 with emphasis on:
a) Postwar prosperity in the United States
19 641-659 RSG: 181, 183, 185, 187 EH: 27, 28
WB: 75, 76, 77, 78 RSG: 191, 193, 195, 197
With more money to spend and an increased number of products to buy, ___ became an
American way of life.
A. consumerism
B. social conformity
C. planned obsolescence
D. a 40-hour work week
HA: Contemp Amer Society 2.1 and HD p.12
http://www.socialstudieshelp.com/Cold_War_Outline_Essay.htm
THE COLD WAR BEGINS
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIES GRADE 10
QUARTER 2Standard/Grade Level Indicator
Chapter Pages Supplemental Material Assessment Interventions
H, 12: Explain major domestic developments
after 1945 with emphasis on:
c) The space race
20 668-669, 679, 681
EH: 26 Which event in 1957 shocked many Americans into thinking that the Soviet Union was ahead of
the US in technology? A. the launching of Sputnik B. The construction of the Berlin Wall C. the first super-computer D. the invention of wireless radio
transmission
http://www.thespacerace.com/
H, 12: Explain major domestic developments
after 1945 with emphasis on:
c) The space race ;
24 796 EH: 26 http://www.thespacerace.com/
H, 12: Explain major domestic developments
after 1945 with emphasis on:
d) Immigration patterns.
26 882-889 The Displaced Persons (DP) Act of 1948 finally allowed displaced people of World War II to start immigrating to the United States. Most of these
immigrants came from which continent? A. Europe B. Asia C. Africa D. South America
http://www.immigration-usa.com/ina_96.html
2009-10, Toledo Public Schools, Office of Curriculum
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
H, 12: Explain major domestic developments
after 1945 with emphasis on:
b) McCarthyism
18 600-601, 616-621
WB: 72, 73 3 One of Senator Joseph McCarthy's legacies is the term McCarthyism which refers to A. using political
office to get rich B. unfairly questioning one's
patriotism and loyalty C. using illegal campaign tactics D. introducing
legislation and then voting against it
HA: The Cold War 1.3 http://www.writing.upenn.edu/~afilreis/50s/theohari
s.html
H, 8: Explain how the Cold War and related
conflicts influenced U.S. foreign policy after
1945 with emphasis on: a) The Marshall Plan
18 606-608 IDR (5): 45-48, 50, 61 IDR (5): 55
3 The main goal of the ___ was to help rebuild
European nations friendly to the United States after
WW II. A. Truman Doctrine
B. Marshall Plan C. iron curtain
D. Warsaw Pact
and HD p.13 http://www.trumanlibrary.o
rg/marshall/teach.htm
COLD WAR (continued)
2009-10, Toledo Public Schools, Office of Curriculum 87
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
H, 8: Explain how the Cold War and related
conflicts influenced U.S. foreign policy after
1945 with emphasis on: c) The Korean War and
the Vietnam War .
18 611-615 GT: 30 WB: 85, 86, 88, 89
RSG: 217, 219, 225
DBQ: 93-100 IDR (6): 39-40, 43,
45, 53-55, 58-62
3 When an armistice was signed ending the Korean
War, A. North and South Korea were still divided along the
38th parallel. B. a communist government was
established in South Korea. C. communist fears in the United States were lifted.
D. China gained control of the entire penisula
HD p.13 http://www.korean-
war.com/ http://www.english.illinois.edu/maps/vietnam/timelin
e.htm
2009-10, Toledo Public Schools, Office of Curriculum 88
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
CRR, 4: Analyze instances in which the
rights of individuals were restricted
including: c) Intellectuals and artists during the
McCarthy Era
18 616-618 3 During the McCarthy era in the 1950s "blacklisting" referred to A.identifying
individuals as unpatriotic or subversive and banning them from working in the Hollywood film industry B.
removing a suspected communist from the voting
rolls C. discriminating against potential
government agents based on race D. using illegal tactics to win an election
HA: The Cold War 1.3 http://www.writing.upenn.edu/~afilreis/50s/theohari
s.html
H, 8: Explain how the Cold War and related
conflicts influenced U.S. foreign policy after
1945 with emphasis on: b) Communist
containment, including the Truman Doctrine , Berlin Blockade and Cuban Missile Crisis
20 673-678 GT: 26 HT: 25
3 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR1
0_12.pdf
HD p.13 http://www.learningcurve.gov.uk/coldwar/G3/cs3/de
fault.htm
2009-10, Toledo Public Schools, Office of Curriculum 89
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
H, 8: Explain how the Cold War and related
conflicts influenced U.S. foreign policy after
1945 with emphasis on: c) The Korean War and
the Vietnam War.
22 728-750, 754-755, 758-763
GT: 30 WB: 85, 86, 88, 89
RSG: 217, 219, 225
DBQ: 93-100 IDR (6): 39-40, 43,
45, 53-55, 58-62
3 http://www.korean-war.com/
http://www.english.illinois.edu/maps/vietnam/timelin
e.htm
CRR, 1: Describe the ways in which
government policy has been shaped and set by the influence of political parties ,
interest groups , lobbyists, the media
and public opinion with emphasis on: d) Military policy
22 732-761 TE: 339d IDR (3): 36, 48, 50, 52-56
IDR (5): 22 IDR (7): 31, 34
RSG: 103, 105, 115, 167-
177, 217-226
4 HA: US Coming of Age 4.1 HA:
The US in WWII 1.3, 2.1, 2.2 HA:
The Cold War 2.2 68, 101, 102
H, 13: Trace social unrest, protest and change in the United
States including: a) Antiwar protest
during the Vietnam War
22 741, 744-752, 756-
757
IDR (6) 41, 56, 57 Video: Amer
Stories: Matters of Conscience
3 Burning draft cards in the 1960s was a protest
against A. the Korean war B. segregated schools C. the Vietnam War D. poll
taxes
HA: The Cold War 2.3, 2.4
http://www.english.illinois.edu/maps/vietnam/timelin
e.htm
2009-10, Toledo Public Schools, Office of Curriculum 90
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 2: Explain how perceptions and characteristics of
geographic regions in the United States have changed over
time including: c) Farmland
5 214-218, 220
RSG: 59 HT: 21, 42
4 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200
503_GR10_20.pdf
LP: The Dust Bowl 76-80 and HD p.46
http://www.aitc.sk.ca/pdf/gr7/Land_Use_Deba
te.pdf
GEO, 2: Explain how perceptions and characteristics of
geographic regions in the United States have
changed over time including:
c) Farmland
5 214-218, 220
RSG: 59 HT: 21, 42
3 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR1
0_20.pdf
LP: The Dust Bowl and HD p.46
http://www.aitc.sk.ca/pdf/gr7/Land_Use_Debate.pdf
FALL OF COMMUNISM and the ROLE of the U.S.
GEOGRAPHY and The CHANGING FACE of the WORLD
2009-10, Toledo Public Schools, Office of Curriculum 91
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 1: Explain how perceptions and characteristics of
geographic regions in the United States have changed over
time including: d) Centers of industry and technology.
6 230-244 GT: 16, 17, 22 IDR (3): 34
HT: 14 RSG: 65, 67, 69,
259, 261 IDR (4): 9
4 LP: The Dust Bowl and HD p.46
http://www.aitc.sk.ca/pdf/gr7/Land_Use_Deba
te.pdf
GEO, 2: Describe how changes in
technology, transportation and
communication affect the location and
patterns of economic activities and use of
productive resources.
6 230-249 RSG: 81 IDR (3): 41
4 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200
503_GR10_39.pdf
1, 3 and HD p.45 http://odur.let.rug.nl/~usa/H/1963/ch6_p5.htm
2009-10, Toledo Public Schools, Office of Curriculum 92
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 3: Analyze the geography processes
that contributed to changes in American
society including; a) Industrialization
and post-industrialization
6 230-250 IDR (7): 55 1 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_08.pdf
LP: Immigration to the United States and HD p.47
http://www.nationalgeographic.com/xpeditions/lessons/17/
g912/disease.html
GEO, 3: Analyze the geography processes that contributed to changes in
American society including; b) Urbanization and
suburbanization
6 234-235 GT: 27 1 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_08.pdf
LP: Immigration to the United States and HD
p.47 http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
2009-10, Toledo Public Schools, Office of Curriculum 93
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 2: Explain how perceptions and characteristics of
geographic regions in the United States have changed over
time including: a) Urban areas
7 252-253, 262-279
GT: 14, 15 IDR (2): 50-51
RSG: 75 HT: 15
4 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200
503_GR10_39.pdf
https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200603_GR10_04.pdf
2009-10, Toledo Public Schools, Office of Curriculum 94
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 3: Analyze the geography processes that contributed to changes in
American society including; b) Urbanization and
suburbanization
7 262-266 GT: 27 1One effect of widespread
suburbanization in the United States
during the 1920s was A. airlines adding routes to
new cities.
B. increased reliance upon the automobile.
C. decreased immigration from Europe and Asia.
D. television replacing radio as the
most popular medium.
LP: Immigration to the United States and HD
p.47 http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
GEO, 1: Explain how perceptions and characteristics of
geographic regions in the United States have changed over
time including: c) Farmland; and
7 263 RSG: 59 HT: 21, 42
4 76-80 HD p.46 http://www.aitc.sk.ca/pdf/gr7/Land_Use_Deba
te.pdf
2009-10, Toledo Public Schools, Office of Curriculum 95
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 3: Analyze the geography processes
that contributed to changes in American
society including; b) Urbanization and
suburbanization
8 276-279 GT: 27 1 The main factor causing urban sprawl in the 1920s was
A. the automobile. B. the use of electricity. C. growth in industry.
D. a change in the birthrate.
LP: Immigration to the United States and HD
p.47 http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
GEO, 3: Analyze the geography processes
that contributed to changes in American
society including; a) Industrialization
and post-industrialization
8 276-280, 296-297
IDR (7): 55 1 https://ims.ode.state.oh.us/ODE/IMS/Assessment/Content/CSS_AI_200503_GR10_14.pdf
LP: Immigration to the United States and HD
p.47 http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
2009-10, Toledo Public Schools, Office of Curriculum 96
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 3: Analyze the geography processes
that contributed to changes in American
society including; c) Immigration.
11 391 GT: 15, 20 HT: 39
RSG: 73
1 What factor contributed to the migration of large numbers of
people from Europe to the United States in the late
19th century? A. Industrialization in the United States attracted laborers from Europe.
B. Economic prosperity in Europe allowed people to
purchase land in the United States.
C. European social reform movements wanted to spread
their beliefs to the United States.
D. The United States needed people to colonize the
overseas territories it had recently acquired.
LP: Immigration to the United States
http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
GEO, 3: Analyze the geography processes
that contributed to changes in American
society including; b) Urbanization and
suburbanization
12 423 GT: 27 1 LP: Immigration to the United States and HD
p.47 http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
2009-10, Toledo Public Schools, Office of Curriculum 97
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
GEO, 3: Analyze the geography processes
that contributed to changes in American
society including; b) Urbanization and
suburbanization
19 643, 646 GT: 27 1 LP: Immigration to the United States and HD
p.47 http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
PS, 2: Analyze the perspectives that are
evident in African-American, American Indian and Latino art, music, literature and media and how these
contributions reflect and shape culture in the
United States.
19 655-657, 660
WB: 54, 77 RSG: 137-139, 195-
196 IDR (4): 23, 29,
35, 40, 58 IDR (5): 71
3 HD p.47 http://memory.loc.gov/am
mem/aap/
2009-10, Toledo Public Schools, Office of Curriculum 98
SOCIAL STUDIESGRADE 10
QUARTER 3Standard/Grade Level
IndicatorChapter Pages Supplemental
MaterialQtr. Assessment Interventions
PS, 2: Analyze the perspectives that are
evident in African-American, American Indian and Latino art, music, literature and media and how these
contributions reflect and shape culture in the
United States.
26 874-875 WB: 54, 77 RSG: 137-139, 195-
196 IDR (4): 23, 29,
35, 40, 58 IDR (5): 71
3 HD p.45 http://memory.loc.gov/am
mem/aap/
GEO, 3: Analyze the geography processes
that contributed to changes in American
society including; b) Urbanization and
suburbanization
26 882-884 GT: 27 1 LP: Immigration to the United States and HD
p.45 http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disea
se.html
OGT and 4th QUARTER
*** This schedule allows for approximately 20 days for OGT overview or a few extra days in case of snow days, assemblies, field trips, etc. One must keep in mind that every day taken from the schedule takes a day from the overall OGT review. If a subject does not get covered or is not presented in as much detail the teacher would like, you can use 4th quarter to add detail, complete projects or further enhance those
areas of student or teacher interest
2009-10, Toledo Public Schools, Office of Curriculum 99
Content Term Quarter Test Termaffiliation 1 analyze agriculture 1 interpret antitrust 1 explain antitrust legislation 1 causes and effects civic 1 trace conscientious objectors 1 connect conservation 1 show the interrelationship consistency 1 compare Constitution 1 evaluate consumers 1 describe and compare corporation 1 Students collect, organize, evaluate and synthesize information credibility 1 use data and evidence to support or refute a thesis.criteria 1 develop and present critique 1 detect cultural practices 1culture 1economic 1emigration 1immigration 1interdependent 1investors 1labor 1Laissez-faire 1middle class 1migrations 1minorities 1oppression 1persuasive 1political 1populism 1post-industrialization 1producers 1Progressivism 1redistributes 1refute 1relative 1reliability 1rural 1savers 1social 1sources 1specialization 1stereotypes 1suburbanization 1suffrage 1textile 1thesis 1trade 1urban 1urbanization 1working class 1
19 th Amendment 126th Amendment 1
Vocabulary and Identification Terms Drawn for 10th Grade Standards
Content Term QuarterVocabulary and Identification Terms Drawn for 10th Grade Standards
enacted 1federal government. 1Harlem Renaissance 1mobilization 1nativism 1advocates 1amendments 1American Indian Movement 1Brown v. Board of Education 1civil rights 1consequences 1controversies 1cultural groups 1discrimination 1domestic 1environmental regulations 1foreign policy 1gender 1intellectuals 1Jim Crow 1Latino 1liberation 1living document 1NAACP 1National Organization for Women 1perspectives 1Plessy v. Ferguson 1prosperity 1protest 1United Farm Workers 1University of California v. Bakke 1unrest 1Vietnam War 1civil disobedience 1clear and present danger 1compelling 1interest groups 1libel 1lobbyists 1media 1national security 1perception 1political action groups 1political parties 1slander 1wilderness 1economy 1thesis 1Fourteen Points 2imperialism 2League of Nations 2legislation 2monopolies 2
Content Term QuarterVocabulary and Identification Terms Drawn for 10th Grade Standards
Treaty of Versailles 2Dust Bowl 2Great Depression 2home front 2internment 2isolationism 2Ku Klux Klan 2New Deal 2Red Scare 2Roaring Twenties 2speculation 2stock market 2Cold War 2containment 2evolution 2Marshall Plan 2Truman Doctrine 2Federal Reserve System 2Pearl Harbor 2World War II 2Marshall Plan 2Berlin Blockade 3counterculture 3Cuban Missile Crisis 3Korean War 3McCarthyism 3compelling government interest 3geographic regions 3region 3space race 3
Pacing Guide Activity A
Name ___________________________________ Date ______________
COMPARING SYSTEMS of GOVERNMENT
Governmental System
Acquisition of Power
Governmental Structure
Governmental Function
Example
Absolute Monarchy
Constitutional Monarchy
Dictatorship
Parliamentary Democracy
Presidential Democracy
Theocracy
Pacing Guide Activity B
Name ____________________________________________ Date _______________
IMPERIALISM
Colonial Power Colonial Territories Economic Advantage Military Advantage
Belgium
France
Germany
Great Britain
Italy
United States
Pacing Guide Activity C
Name ____________________________________________ Date _______________
Power to the People
EVENT
TYPE OF ORGANIZATIONS (Citizen Involvement)
ACTIONS OF THE PEOPLE (Effectiveness of Citizen Involvement)
French Revolution
Abolitionist Anti-Slavery Movement
Russian Revolution
India Independence Movement
Fall of Communism in Europe
End of Apartheid in South Africa
Women’s Suffrage Movement
Civil Rights Movement
Vietnam War Protests
ECONOMIC SYSTEMS
FOCUS
TERMS TO KNOW:
traditional economy, command economy,
market economy, capitalism, free
enterprise, mixed economy
Describe the main features of
traditional economies, command
economies, and market economies.
Explain how mixed economies are
a combination of other economic
systems.
OBJECTIVES
Economists have identified three basic
kinds of economic systems – the
traditional economy, the command
economy and the market economy. In
each of these systems, economic decisions
are made differently. For example, in a
command economy, the government
makes economic decisions; in a market
economy, the consumers make these
choices. However, rarely does a country
have only one kind of system. Most
countries have a combination of economic
systems or a mixed economy.
TRADITIONAL ECONOMIES
In a traditional economy, economic decisions are made according to customs handed down from one generation to another. People supply the goods they need b hunting, farming, gathering, and making things by hand. Traditional economies are largely untouched by technology. Farmers use the same methods as their parents and grandparents did. People make their clothing and tools and build their homes the same way their ancestors did. In a traditional economy, economic activities generally center on the family and the ethnic group or other social unit. In addition, men and women often have different economic roles and perform different tasks. Traditional economies exist primarily in rural, non‐industrial areas of the world. Some traditional economies can be found in parts of Africa, outh America, Asia and the Middle East. S
COM
In a command economy, the government makes all economic decisions. In decides what products to make, how many to make, how to make them, and who gets them. The leaders of the government direct the economy as they see fit. The government also controls the means of production – the factories, farms, natural resources, transportation systems, and stores. In a command economy, the individual has
little, if any, influence on basic economic
MAND ECONOMIES
decisions.
Until the collapse of the Soviet Union in 1991, the economy of that nation was primarily a command economy controlled by the government. The soviet people had little or no say in economic matters. The government told the managers of the each farm and factory what to produce and provided the necessary money and raw materials. The government also determined how much to produce by setting weekly, monthly and yearly production quotas or goals for each factory and farm. For example, a shirt factory would be expected to produce a certain number of shirts each month.
D ies isadvantages of Command Econom
One of the major characteristics of a command economy is that there is no competition. The government does not have its factories compete with one another. As a result, consumers have little or no choice about what type of refrigerator or what style of shoes to buy. In addition, consumer goods may be poorly made or in short supply. Factories are more concerned with meeting quotas than with producing well‐made goods. Farms and factories tend to be poorly run and shortages of goods are common.
In addition, although the government in a command economy often provides low‐cost housing, free medical care and free education, the citizens have no individual freedoms. Nor do the people
have basic human rights. They must even ork at the jobs the government dictates. w
Advantages of Command Econ
On the other hand, because the government in a command economy owns the factories and farms, it is able to set the prices of goods. Factories and farms are in business to provide the goods that the government wants to produce. Therefore, the government can set low prices for consumer goods and it can provide financial support for factories that lose money. Consumers can thus be assured of buying goods at reasonable
omies
prices when they are available.
Since the collapse of the Soviet Union, only a few nations have primarily command economies. The best known are the People’s Republic of China, North orea and Cuba. K
MARKET ECONOMIES
The word market refers to buying and selling. A market can be a physical place – such as a supermarket or a shopping mall – where buyers and sellers come together
ange goods and seto exch rvices.
In a market economy, individual consumers make basic economic decisions according to the principles of supply and demand. People are free to buy, sell and produce whatever they want, whenever they want and in any way
they want. They can also work wherever they want. In addition, individuals own the means of production in a market economy. Many nations in the world, including the United States, have some form of market economy.
Market economies are often called capitalist economies. In capitalism, individuals put their capital (money) into a business in hopes of making a profit. This profit motive is what influences people to take the risk of starting a business enterprise.
An important characteristic of capitalism is free enterprise. In a system of free enterprise, people enjoy many economic freedoms. These include the freedom of individuals to own their own property, to go into business for themselves and to buy and sell things to make a profit. Business owners are free to compete with others. Competition helps determine prices. Since consumers have freedom of choice, they are likely to choose the product that offers the best uality at the lowest price. q
MIXED ECONOMIES
Pure forms of command or market economies are rare. In most cases a country’s economic system combines these principles in what is known as a mixed economy. In a mixed economy, individuals and the government share the decision‐making process. In mixed economies most of the means of
production are privately owned, but the government also plays an important role in guiding and regulating the economy. Mixed economies are the most efficient way of providing consumers with goods and services. At the same time, government regulation prevents business owners from cheating or abusing workers and consumers.
The economy of the United States can be considered a mixed economy. Although it is primarily a market economy, it also combines features of other economic systems. For example, the federal, state and local governments play a large role in regulating and promoting the American economy. Various agencies regulate business to ensure that they sell safe products (they do not pollute or harm individuals) and do not cheat consumers.
The United States government also promotes the economy by providing services to businesses and consumers. For example, the federal and state governments have built extensive highway systems that have helped promote travel and the transportation of goods. The government also owns and operates some businesses itself, such as the U.S. Postal Service and Amtrak, the federally owned passenger rail system.
Review Questions
VOCABULARY DEFINE THE FOLLOWING: traditional economy, command economy, market economy, capitalism, free
nomy. enterprise, mixed eco
REV WIE QUESTIONS
1. What are the main features of a traditional economy?
2. What are the main features of a command economy?
3. What are the main features of a market economy?
4. In what ways can mixed economies be considered a combination of other economic systems?
5. Traditional economies use the methods of past generations to produce goods. What group is the major focus of economic activity in a traditional economy?
6. The United States has a mixed economy. The federal government provides some services, such as passenger train service, directly to consumers. What other government actions make this a mixed economy?
7. You can compare economic systems on a number of key features. Under which system does the government make all economic decisions?
Name ____________________________________________ Date __________________
ECONOMIC GRID
Keyword Private
Property?
Freedom of
Enterprise?
Government’s
Role?
Examples
Traditional
Economy
Market
Economy
Command
Economy
Mixed
Economy
Study Chart
Three Economic Systems
Traditional Economy:
• Economic decisions made according to custom
• People meet basic needs by hunting, gathering, and farming
• Little technology
Command Economy:
• Government owns all means of production and distribution
• Government makes all economic decisions
• Businesses not run for profit
Market Economy (Free Enterprise)
• Means of production privately owned
• Supply and demand are the main factors in economic decisions
• Competition for business
• Individual profit is the motive