course outline - u.s. history i - honors · introduction this one year survey of united states...

INTRODUCTION

This one year survey of United States History from 1901 to 1950 is designed for the honors students who meet the entrance criteria itemized alter in the document. It is the first year of two mandated by the State of New Jersey and the Board of Education to meet graduation requirements. It also meets the New Jersey Core Curriculum Content Standards, the Workplace Readiness/Career Standards, the New Jersey Holocaust/Genocide mandate, and the High School Proficiency Assessment (HSPA).

The topics covered are life, the arts, culture, and social developments in the United States. The events surrounding World Wars I and II will be studied as well as their impact upon the American people and their culture and lives. The Great Depression and a intensive study of economic concepts are also included. The political history of America will be studied side by side with the others to show the interconnections of all the topics and their impact upon one another. New Jersey’s role in all these will be infused into the studies at the appropriate time as will career education.

Since this is an honors program, the teacher expectations and standards will be high. Assignments will be demanding and students are expected to meet these. Critical thinking, analysis of primary sources, and many written assignments will be made to make a student understand the importance of learning the past, reviewing material from many sources, and drawing logical conclusions. Students will improve all their social studies skills especially the technical. The computer, the Internet, and the library will be tools used by the students and teacher to foster intellectual growth. Students will be required to use the computer technology to present oral reports on research and topics assigned to them. This research and independent work and decision making are important to the class. Within this context, students will review career choices and possibilities and how careers develop and change over time.

At the course’s conclusion, students will have enhanced their knowledge of the United States and improved their study skills, and be better able to think critically, evaluate, and draw conclusions.

COURSE OUTLINE - U.S. HISTORY I - HONORS

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CROSS-CONTENT WORKPLACE READINESS

STANDARD 1 - All students will develop career planning and workplace readiness skills.

Cumulative Progress Indicators

All students will be able to:

1. Demonstrate employability skills and work habits, such as work ethic, dependability, promptness, and getting along with others, needed to get and keep a job.

2. Describe the importance of personal skills and attitudes to job success.3. Identify career interests, abilities, and skills.4. Develop an individual career plan.5. Identify skills that are transferable from one occupation to another.7. Describe the importance of academic and occupational skills to

achievement in the work world.8. Demonstrate occupational skills developed through structured learning

experiences, such as volunteer, community service, and work-based experiences or part-time employment.

9. Identify job openings. 10. Prepare a resume and complete job applications. 11. Demonstrate skills and attitudes necessary for a successful job interview. 12. Demonstrate consumer and other financial skills.

STANDARD 2 - All students will use information, technology, and other tools.



1. Understand how technological systems function.2. Select appropriate tools and technology for specific activities.3. Demonstrate skills needed to effectively access and use technology-

based materials through keyboarding, troubleshooting, and retrieving and managing information.

4. Develop, search, and manipulate databases.5. Access technology-based communication and information systems.6. Access and assess information on specific topics using both

technological (e.g. computer, telephone, satellite) and print resources available in libraries or media centers.

7. Use technology and other tools to solve problems, collect date, and make decisions.


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8. Use technology and other tools, including word-processing, spreadsheet and presentation programs, and print or graphic utilities, to produce products.

9. Use technology to present designs and results of investigations. 10. Discuss problems related to the increasing use of technologies.

STANDARD 3- All students will use critical thinking, decision-making, and problem- solving skills.



1. Recognize and define a problem, or clarify decisions to be made.2. Use models, relationships, and observations to clarify problems and

potential solutions.3. Formulate questions and hypotheses.4. Identify and access resources, sources of information, and services in the

school and the community.5. Use the library media center as a critical resource for inequity and

assessment of print and non-print materials.6. Plan experiments.7. Conduct systematic observations.8. Organize, synthesize, and evaluate information for appropriateness and

completeness.9. identify patterns and investigate relationships.

10. Monitor and validate their own thinking. 11. Identify and evaluate the validity of alternative solutions. 12. Interpret and analyze data to draw conclusions. 13. Select and apply appropriate solutions to problem-solving and decision-

making situations. 14. Evaluate the effectiveness of various solutions. 15. Apply problem-solving skills to original and creative/design projects.

STANDARD 4 - All students will demonstrate self management skills.



1. Set short and long term goals.2. Work cooperatively with others to accomplish a task.3. Evaluate their own actions and accomplishments.4. Describe constructive responses to criticism.5. Provide constructive criticism to others.


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6. Describe actions which demonstrate respect for people of different racesages, religions, ethnicity and gender

7. Describe the roles people play in groups.8. Demonstrate refusal skills.9. Use time efficiently and effectively.

10. Apply study skills to expand their own knowledge and skills. 11. Describe how ability, effort, and achievement are interrelated.

STANDARD 5 - All students will apply safety principles.

All students will be able to :

1. Explain how common injuries can be prevented.2. Develop and evaluate an injury prevention program.3. Demonstrate principles of safe physical movement.4. Demonstrate safe use of tools and equipment.5. Identify and demonstrate the use of recommended safety and protective

devices.6. Identify common hazards and describe methods to correct them.7. Identify and follow safety procedures for laboratory and other hands on

experiences.8. Discuss rules and laws designed to promote safety and health, and their

rationale.9. Describe and demonstrate procedures for basic first aid and safety

precautions.


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CORE CURRICULUM CONTENT STANDARDS

STANDARD 6.1 ALL STUDENTS WILL LEARN DEMOCRATIC CITIZENSHIP AND HOW TO PARTICIPATE IN THE CONSTITUTIONAL SYSTEM OF GOVERNMENT OF THE UNITED STATES.


By the end of Grade 12, students will:

10. Explain the origins and interpret the continuing influence of key principles embodied in the United States Constitution.

11. Analyze the balance between the rights and responsibilities of citizens, and apply the analysis to understanding issues facing society in NewJersey and the United States.

12. Locate, access, analyze, organize, and apply information about publicissues in order to evaluate the validity of different point of view.

13. Analyze the roles of the individual and the government in promoting the general welfare of the community under our Constitution.

14. Analyze the functioning of government processes, such as elections, in school, town, or community project.

STANDARD 6.2 ALL STUDENTS WILL LEARN DEMOCRATIC CITIZENSHIP THROUGH THE HUMANITIES, BY STUDYING LITERATURE, ART, HISTORY AND PHILOSOPHY, AND RELATED FIELDS.

By the end of grade 12, students will:

9. Give examples of historical, literary, and artistic works which have influenced society in the past and present, and identify their effect on our understanding of basic human rights.

10. Examine the relationship between the beliefs and life circumstances of a writer, artist, and philosopher, and that person’s creative work.

11. Compare artistic and literary interpretations of historical events with accounts of the same events that aim at objectivity.


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STANDARD 6.3 ALL STUDENTS WILL ACQUIRE HISTORICAL UNDERSTANDING OF POLITICAL AND DIPLOMATICIDEAS, FORCES, AND INSTITUTIONS THROUGHOUTTHE HISTORY OF NEW JERSEY, THE UNITED STATES, AND THE WORLD.


By the end of grade 12, students will:

9. Understand the complexity of historical causation.

10. Analyze how and why different historians may weigh casual factors differently, and why historical interpretations change over time.

11. Compare and contrast divergent interpretations of historical turningpoints, using available evidence.

12. Understand the views of people of other times and places regarding theissues they have faced.

13. Synthesize historical facts and interpretations to reach personal conclusions about significant historical events.

14. Analyze and formulate policy statements demonstrating an understanding of issues, standards, and conflicts related to universal human rights.

STANDARD 6.4 ALL STUDENTS WILL ACQUIRE HISTORICAL UNDERSTANDING OF SOCIETAL IDEAS AND FORCESTHROUGHOUT THE HISTORY OF NEW JERSEY, THE

UNITED STATES, AND THE WORLD.


9. Evaluate the views, beliefs, and impact of different social groups on a given historical event or issue.

10. Evaluate how individuals, groups, and institutions influence solutionsto society’s problems.

11. Analyze historical and contemporary circumstances in which institutions function either to maintain continuity or to promote change.

12. Argue an ethical position regarding a dilemma from the study of key turning points in history.

13. Evaluate actions an individual, group, or institution might take to counteract incidents of prejudice, discrimination, expulsion, genocide,slavery, and the Holocaust.


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STANDARD 6.5 ALL STUDENTS WILL ACQUIRE HISTORICAL UNDERSTANDING OF VARYING CULTURES THROUGHOUT THE HISTORY OF NEW JERSEY, THEUNITED STATES, AND THE WORLD.


By the end of grade 12, the student will:

13. Analyze the mutual influences among different cultures throughouttime.

14. Understand views held by people in other times and places regardingissues they have faced.

15. Interpret how various cultures have adapted to their environment.

16. Analyze how beliefs and principles are transmitted in a culture.

17. Understand the multiple influences of gender, family background, religion, ethnicity, socioeconomic position, and nationality as the bases for analysis of individual identity.

18. Evaluate the mutual influence of technology and culture.

STANDARD 6.6 ALL STUDENTS WILL ACQUIRE HISTORICALUNDERSTANDING OF ECONOMIC FORCES, IDEAS, AND INSTITUTIONS THROUGHOUT THE HISTORY OFNEW JERSEY, THE UNITED STATES, AND THE WORLD



11. Apply economic concepts and reasoning when evaluating historical and contemporary developments and issues.

12. Evaluate principles and policies associated with international trade.

13. Evaluate ho the economic system meets wants and needs.

14. Analyze the success and failures of various economic systems in meeting the needs and wants of their people.

15. Evaluate an economic decision.

16. Analyze and evaluate economic growth in the contest of environmentalconditions and sustainable development.


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STANDARD 6.7 ALL STUDENTS WILL ACQUIRE GEOGRAPHICALUNDERSTANDING BY STUDYING THE WORLD IN SPATIAL TERMS.



11. Use and interpret maps and other graphical representations to analyze, explain, and solve geographical problems.

12. Use maps of physical and human characteristic of the world to answercomplex geographical questions.

STANDARD 6.8 ALL STUDENTS WILL ACQUIRE GEOGRAPHICAL UNDERSTANDING BY STUDYING HUMAN SYSTEMSIN GEOGRAPHY.



12. Predict trends in world population numbers and patterns.

13. Analyze the impact of human migration on physical and human systems.

14. Analyze and compare the functions and spatial arrangement of citieslocally and globally.

15. Analyze the processes that change urban structure, and the impact ofchanges in urban areas.

16. Explain the historical movement pattern of people and goods, and analyze the bases for increasing global interdependence.

17. Explain how physical, social, cultural, and economic processes shape the features of places and regions.

STANDARD 6.9 ALL STUDENTS WILL ACQUIRE GEOGRAPHICALUNDERSTANDING BY STUDYING THE ENVIRONMENT AND SOCIETY.



6. Evaluate policies and programs related to the use of resources locally and globally.


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7. Draw conclusions regarding the global impact of human modificationof the environment.

8. Evaluate the environmental consequences of technological change in human history.


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CORE PROFICIENCIES

The students will be able to:

1. Know the causes and effects of the Great Depression on the nation and the economic theories about it

2. Describe the changes in American life and culture

3. Outline American involvement in wars during this time period and their impact upon America

4. Describe the social, economic, and political changes from 1901 - 1950

5. Demonstrate skill in the interpretation and use of graphs, maps, and tables

6. Show mastery of historical vocabulary

7. Present a viewpoint in writing and speech

8. Use of the computer and the Internet

9. Use the electronic sources for research

10. Submit all essays and reports using word processing

11. Complete a technology based project and oral presentation

12. Use the Internet whenever possible as a part of their studies


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COURSE OBJECTIVES/SKILLS

Helping students develop and effectively use a wide variety of skills is a central purpose of social studies. These skills are central to one’s learning throughout life. A command of these tools will be of assistance to students in understanding their society and in becoming productive members of the American community.

A. GENERAL SKILLS

Students will be able to:

1. locate information- print and non-print sources

2. organize information

3. evaluate information

4. acquire information by reading, observing, and listening

5. communicate orally and in writing

6. interact and work with others

7. acquire information from non-print and electronic sources

8. apply conflict resolution skills

9. use the Internet and word processor

B. TECHNOLOGY SKILLS

Student will be able to

1. use the electronic sources for all research

2. submit all essays and reports using word processing

3. complete a technology based project and oral presentation


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4. use the Internet whenever possible as a part of their studies

C. CRITICAL THINKING SKILLS


1. identify main issues

2. recognize assumptions

3. evaluate evidence from primary and secondary sources

4. recognize clichés and stereotypes

5. recognize bias and emotional factors

6. distinguish between verifiable and unverifiable data

7. draw inferences

8. understand what is relevant

9. distinguish between fact and opinion

10. determine the strength of an argument

11. draw conclusions

12. recognize cause and effect

13. develop debating skills

14. develop ability to think creatively

15. develop problem solving abilities

D. MAP SKILLS



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1. orient a map

2. locate places on a map using a grid system

3. identify and interpret map symbols

4. identify and locate physical and political features

5. understand map scales and projections

6. compare various maps

7. use maps to understand and explain historical and current events

8. understand the impact of geography upon historical events

E. PICTURE, CHART, GRAPH & TABLE INTERPRETATION SKILLS


1. interpret pictures, apply information and draw conclusions

2. understand cartoons as a means to express views and interpret the view expressed

3. interpret the information given on graphs, charts, and tables, and draw inferences from the data

4. relate information obtained from pictures, charts, graphs, and tables with that gained from other sources

E. UNDERSTANDING TIME AND CHRONOLOGY SKILLS


1. comprehend historical chronology


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2. understand and construct time lines

3. identify what constitutes differences and duration of various historical periods.


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I. Rivalry in Europe and World War I

A. Long term issues

1. Imperialism - colonial vs. non-colonial powers

2. Militarisma. Arms race for the best military forceb. Constant plans for war

3. Nationalisma. Ethnic minorities seeking independenceb. Each nation acting in their own self interest

4. Alliancesa. Complicated system to improve national

securityb. Triple Alliancec. Triple Entente

B. Immediate Cause of war

1. Assassination of Archduke Ferdinand, June 28, 1914

2. Nationalism - Bosnia v. Serbia v. Austria Hungary

3. Use military power to punish - war declared

4. Alliance system forces other nations to declare wara. Central powersb. The Allies

C. Strategies

1. Central powersa. Schlieffen Plan - defeat Franceb. Attack Russiac. First strike strategy


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2. The Alliesa. Defend Franceb. Use naval blockade again Central Powers

3. Trench warfarea. No man’s landb. New weapons

1. Machine guns2. Artillery shells3. Grenades4. Poison gas

c. Statements in combat

4. Technology and warfarea. Submarine and unrestricted warfareb. Airplanec. Motorized vehicles

D. American response to European War

1. Ties to families in Europe

2. Identification with old national rivalries

3. Dislike of militarism and dictators

4. Support for both enemies

E. American neutrality

1. Protect American trade interest in Europe

2. Prepare for possibility of war

3. Anti-war, pro peace advocates


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F. United States declares war

1. The Lusitania and the U-boat

2. The Sussex Pledge

3. 1916 Presidential election

4. Increasing economic ties to the Allies

5. The Zimmerman Note

6. Unrestricted submarine warfare

7. March 1917 - the Czar of Russia overthrown

8. April 6, 1917 - Declaration of war

G. America in combat

1. American expeditionary forcea. Selective Service Actb. Women in the militaryc. African-Americans in the military

2. Combata. Chateau Thierryb. St. Mihielc. Convoy system

3. Armistice - November 11, 1918

H. Genocide - The Armenian Genocide

The teacher will devote time to studying how the Ottoman forces killed hundreds of thousands of Armenian civilians during the war and into the early 1920.


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I. The home front and the economy

1. Food Administration

2. Fuel Administration

3. War Industries Board

4. National War Labor Board

5. Financing the war

6. Committee on Public Information

7. Migration of African Americans to the North

8. Women in the work force

9. Sedition Act

J. Peace Conference

1. Wilson and the Fourteen Points

2. The Treaty of Versaillesa. The Big Fourb. The League of Nationsc. Reparationsd. War guilte. Changing borders and governments in Europe

K. The United States debate the treaty

1. Isolationism

2. Wilson v. Lodge


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3. Senate rejects the treaty

4. Separate peace made by the United States with theformer enemies

II. Global Problems in the post war era

A. European trouble

1. Economic instability

2. Lack of democratic traditions

3. Migration of people

4. Failure of the international cooperation

B. Fascism

1. Political beliefs

2. Social concepts

3. Economic concepts

C. Mussolini takes control of Italy

D. Weinmar Republic

1. Failure of the German democracy

2. Election of the Nazi Party

E. Hilter takes control of Germany


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F. Hitler and Germany

1. Hitler’s background

2. Rise of militarism

3. Rejection of the Treaty of Versailles

4. Expansion in Europea. Rhinelandb. Austriac. Sudetenland and Czechoslovakia

G. Japanese expansion in Asia and the Pacific

1. Causesa. Lack of Resources and marketsb. Southeast Asiac. Effects of world wide depression

2. Expansiona. Invasion of Manchuriab. Southeast Asiac. Alliance with Germany and Italy

H. The United States

1. Continuing isolation

2. Problems of the Great Depression

3. Neutrality lawsa. Cash and carryb. Land leasec. Arsenal of democracy


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I. War erupts

1. September 1, 1939 - Germany invades Poland

2. Great Britain and France declare war

3. The Phoney War - winter 1939-40

4. Hitler attacks Europea. Fall of many nationsb. Retreat at Dunkirkc. Battle of Britaind. Invasion of the Soviet Union

5. Pearl Harbor, December 7, 1941a. United States declares war on Japanb. Germany and Italy declare war on the United

States

J. War and Victory in Europe

1. United States militarya. Selective Service Actb. New role for women in the militaryc. African Americans in the military

2. Combata. Battle of the Atlanticb. Invasion of North Africac. Invasion of Italyd. Battle of Stalingrade. Normandy invasionf . V-E Day - Germany surrenders

L. War and victory in the Pacific

1. Persecution of the Jewish by the Nazis

2. Battle of the Coral Sea


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3. Battle of Midway

4. Island hopping strategy

5. Kamikazes

6. The Manhattan Project

7. Hiroshima and Nagasaki

8. V-J. Day

9. Military occupation by the United States

M. The Holocaust and genocide

1. Persecution of the Jewish by the Nazis

2. Kristallnact - organized attacks on Jews

3. Concentration camps

4. The Final Solution

5. Death and forced labor camps

6. War Refugee Board

7. Liberation by the Allied armies

8. The Nuremberg War Crimes Trials

N. The war at home - mobilizing the economy

1. Office of Price Administrationa. Price controlsb. Shortages and rationing

2. War Production Board

3. Office of War Mobilization


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4. Conversion of industries to war production

5. Financing the war

6. Women and minorities in the work force

7. Fair Employment Practices Act

8. Office of War Information

O. Origins of the Cold War

1. The Yalta Conferencea. Division of Germany and Berlinb. Dispute over the future of Polandc. Organizing the United Nations

2. The Potsdam Conference

3. Soviet Union occupies Eastern Europea. Failure of democratic electionsb. Soviet soldiers never withdrawn

4. The Iron Curtain and Churchill

5. The Truman Doctrine in Greece and Turkey

6. The use of atomic power

7. The Marshall Plan

8. The Berlin airlift

9. Creation of the North Atlantic Treaty Organization and the Warsaw Pact


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III. Life in America, 1901 - 1929

A. Progressivism

1. Social reformsa. Government responsible for human welfare

1. Protect health and safety2. Protect disabled and elderly3. Eliminate child labor4. Protect women in the workplace

2. Political reforms in citiesa. Eliminate political machines and bossesb. Provide welfarec. Improve housing and services for workers

3. State reformsa. Direct primariesb. Initiativec. Referendumd. Recalle. Direct election of US Senators ( 17th

Amendment)

4. Federal government reformsa. Creation of the Labor Departmentb. Income taxes ( Sixteenth Amendment)c. Prohibition ( Eighteenth Amendment)d. Pure Food and Drug Acte. National Park Servicef . Meat Inspection Actg. Women’s Suffrage ( Nineteenth Amendment)

5. Progressive presidentsa. Theodore Roosevelt

1. The Muckrakersa. Upton Sinclair - “The Jungle”b. Ida Tarbell - The Standard Oil Trustc. Ladies Home Journal


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b. The Square Dealc. Trust Bustersd. Environmental protectione. Big Stick Diplomacy

1. Panama and the Canal2. Roosevelt Corollary3. Build a strong navy to fly the

flagb. William Howard Taft

1. Break with Roosevelt on Progressive needs on

environmenta. Environment

2. Continues trust busting3. Dollar Diplomacy in Latin America

c. Woodrow Wilson1. 1912 election2. New Jersey resident3. Clayton Anti-trust Act4. Creation of the Federal Reserve System5. Moral diplomacy6. The women’s suffrage movement

6. America 1901-1916a. African Americans

1. Booker T. Washington - philosophy2. W.E.B. DuBois - philosophy

b. Contrast between rich and poorc. Transition from nineteenth century to

twentiethcentury life styles

d. Changing origins of immigrantse. Modern technology begins to impact on

Americansf . Increase in leisure time and activitiesg. More education for more people

IV. The Roaring Twenties - prosperity


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A. Changing role of women

1. The Flapper

2. Working women

B. The automobile

1. Demographic changesa. Move to suburbsb. New immigrants move into cities

2. Road construction

3. Changes in life style by car owners

C. American Heroes

1. Charles A. Lindbergh

2. Amelia Earhart

3. Sports heroes

D. Mass media

1. Movies

2. Radio

3. Newspapers

E. The Jazz Age

1. Jazz clubs

2. Louis Armstrong

3. Duke EllingtonF. The Arts


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1. Paintinga. Edward Hopperb. Georgia O’Keefe

G. Literature1. Sinclair Lewis

2. Eugene O’Neill

3. The Lost Generationa. Zelda and F. Scott Fitzgeraldb. John Dos Passosc. Ernest Hemingway

H. The Harlem Renaissance (African American Culture)

1. Center of entertainment ( jazz clubs)

2. Literacy centera. Claude McKayb. Countee Cullenc. Alain Locked. Zora Neal Hurstone. Langston Hughes

I. Cultural issues

1. Prohibitiona. Rise of organized crimeb. Bootlegging and violation of the law

2. Religiona. Increase in Fundamentalismb. Scopes Trial

3. Racial issuesa. Violence against African Americansb. Resurgence of the Ku Klux Klan


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c. National Association for the Advancement of Colored

Peopled. Marcus Garvey - racial pride

J. Immigration

1. The Red Scare

2. The Palmer Raids

3. The National Origins Act ( quota system)

4. Sacco and Vanzetti

K. Presidents

1. Warren Harding - Teapot Dome Scandals

2. Calvin Coolidge - The business of America is business

3. Isolationist foreign policy

V. Economics - The economic issues of the 1920s and 1930s will be used as examples to illustrate the theories studied.

A. Study of Economics

1. Scarcity, choice and spending

2. Economic resourcesa. Landb. Laborc. Capitald. Entrepreneurship

3. Basic economic questionsa. What will be produced?


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b. How will it be produced?c. For whom will it be produced?

4. Economic systems - basic features comparedFree Enterprise v. Socialism ( command economies)

B. Supply and demand

1. Concepts of supply and demand

2. Supply and demand curves

3. Factors influencing the curbs and their shifts

4. Elasticity of demand

5. Price as a rationing device

C. Basic business types

1. Sole proprietorship

2. Partnership

3. Corporations

D. Markets and competition

1. Perfect competition

2. Oligopolistic market

3. Monopoly market

E. Labor in the market

1. Determinants of wages

2. Labor unions in the market


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3. Unemployment

F. Role of government

1. Use of laws to regulate business and markets

2. Costs and benefits of government intervention

3. Agriculture, productivity, and government regulation

4. Regulation of the environment

G. Money and banking

1. Origins and function of money

2. Consumers and the money supply

3. Banks and their functions

H. The Federal Reserve System

1. Structure of the system

2. Functions of the Fed in the economy

3. Creation and regulation of money and its effects

I. Economic performance measured

1. Gross Domestic Product

2. Business cycles

3. Consumer price index

4. Rate of inflation

5. Unemployment rate


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J. Fiscal policy

1. Expansionary and contractionary policies and their affects

(John Maynard Keynes)

2. Types of monetary policies and their pros and cons

3. Proportional, regressive and progressive tax policies and

types of taxes

4. Budgets - balanced and deficit spending

K. International economics

1. Trade imports, exports, and balance of trade

2. Tariffs and quotas

3. Economic integration and organizations

4. Exchange rate

VI. The Great Depression

A. Problems underlying the prosperity of the twenties

1. Uneven prosperity - wealth concentrated in the hands of a few

2. Increased credit purchases and personal debt

3. Speculation in the stock market and buying on margin

4. Industrial overproduction, large supply, little demand

5. Declining farm prices and increasing production


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6. Many workers underpaid and unable to purchase what they

produced

7. Lack of government regulation in the economy (Laissez- Faire)

B. The Stock Market Crash, part of the business cycle

1. Obvious sign of economic difficulties

2. Millions of individuals invested in stock

3. Black Tuesday

4. Impact of the crasha. Takes time for many to feel the extent of the

crashb. Fall of the Gross National Productc. Closing of banksd. Impact on the world’s economye. Triggers Great Depression

C. Impact of the Great Depression on Americans

1. Rising poverty and bread lines

2. Homeless people increase in numbersa. Hoovervillesb. Hoover blanketsc. Hoover flags

3. Dust Bowl - John Steinback and the Okies

4. High unemployment - 25% average


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5. Stress on familya. Lack of food and shelterb. Poor health carec. Dorothea Lange - New Jersey photographer of

the Depression

6. Rising racial discrimination

D. Comparison of Presidents Hoover and Roosevelt in dealing withthe Great Depression

1. Hoovera. Project confidenceb. Rely on voluntary assistance by charities to

the poorc. Rely on voluntary cooperation from big

business tostem the onslaught of the Depression

d. Rely on Rugged American Individualisme. Part of history of business cycles and the

government will not interferef . Followed nineteenth century economic theoriesg. Trickle down theory - government will provide

money to big business, hoping that they will create

jobs,(too little, too late)

2. Roosevelta. Realistic approachb. Use the laws to make changes and provide

assistance to the needyc. Rejects Rugged American Individualisme. Adopts modern economic theories of John

MaynardKeynes


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f . Direct relief to the poor by the governmentg. Government takes an active role in planning and

regulating the economy

E. The New Deal

1. Relief to the poora. Federal Emergency Relief Administrationb. Civil Works Administrationc. Civilian Conservation Corpsd. Indian Reorganization Acte. Works Progress Administration

2. Recovery for businessesa. National Recovery Administrationb. Public Works Administrationc. Federal Securities Act

d. Securities and Exchange Commissione. Home Owner’s Loan Corporationf . Agricultural Adjustment Administrationg. Tennessee Valley Authority

3. Reforma. National Labor Relations Actb. Social Security Systemc. Federal Deposit Insurance Corporation

4. New Deal and American culturea. Literature

1. James Agee and Walter Evans2. John Steinbeck3. Zora Neale Hurston4. Pearl S. Buck

b. Radio and movies1. Escape from reality in movies2. Radio - major source of family

entertainmentc. WPA and the arts

1. Federal Writers Project2. Federal Music Project


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3. Federal Art Project4. Federal Theater Project

VII. Post World War II American to 1950 - parallels to post World War I

A. Movement to suburbs

1. The GI Bill and housing

2. The Levittowns

3. Highway construction

4. Growth of the automobile industry

B. The economy

1. Shift to a peacetime economy

2. Lift wartime economic controls

3. High inflation and strikes

4. Changing role of the government in the economy

C. President Truman

1. 1948 election issues

2. The Taft-Hartley Act

3. The Fair Deal

VIII. New Jersey Studies

In each unit, information and study of New Jersey and its part in United States history will be introduced and studied.

1. Identify the role of New Jersey in World War I and II

2. Study local examples of life and culture that parallel that


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of the United States

3. Understand the significance of New Jersey in the growth and development of the United States

4. Review the contributions of New Jersey residents in :a. The artsb. Science and researchc. Politicsd. Industrial growth and developmente. New Jersey geography

IX. Career and workplace readiness

The teacher will adhere to the Cross Content Workplace Readiness Standards and their Cumulative Progress Indicators. Suggestions for

integrating the Workplace Readiness Standards into the Social Studies lessons are found at the end of the document. Ideas and topics may focus on the following in the appropriate units of study:

1. New and development career opportunities

2. Social studies as a preparation for career

3. High school/college preparation for careers

4. Use of current events to study career availability and change

5. Technological abilities needed for successful careers


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I. ASSESSMENTS

A. Student assessments

1. Homework assignments - 20% of marking period grade as per Board policy

2. Test and quizzes

3. Oral participation, reports, and presentations on historical topics and current events

4. Debates

5. Research

6. Geography and map work

7. Class participation

8. Group presentations and projects


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9. Students evaluating students

10. Final examination - 20% of final grade as per Board policy

11. Independent research papers

12. Individual oral presentations

13. Complete a technology based project and oral presentation

14. Summer reading assignment

B. Teacher/Curriculum Assessment

Throughout the academic year, the teacher and supervisor will continually discuss the curriculum to assess changes and needs. The teacher is always encouraged to make suggestions for improvement. The supervisor will also request an annual meeting or written review from the teacher for suggestions or modification.

III. Grouping

Students are generally required to have an A average to be admitted and remain in the honors class for its duration.

Additionally, each student must have the recommendation of their present social studies teacher to be admitted. The following criteria are those upon which the recommendation is based.


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1. Actively participates in class discussions and activities.

2. Expresses thoughts well in discussions and in writing.

3. Maintains an “A” average in class.

4. Poses challenging and interesting questions.

5. Shows evidence of being an avid reader and reads well above grade level.

6. Maintains a high interest level in history and current affairs.

7. Keeps up with contemporary affairs by reading newspapers and magazines on a regular basis.

8. Demonstrates the ability to work independently and to cooperate fully in group work.

9. Demonstrates proficiency in using technology for research and oral presentations.

10. Is able to relate past events to the present - is able to compare, contrast and analyze material.

11. Recommendations of social studies teachers based upon the criteria.

12. Recommendation of the guidance counselor.

IV. Articulation/Scope - Sequence/Time Frame

This one year United States History program is designed for tenth grade students and in part fulfills the three year social studies requirement for grade nine to twelve. Grade nine is World Cultures/History and grade eleven is the second part of United States History. The Honors program is limited to those students who meet and maintain the standards, prerequisites and grade level.


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V. Resources

A. Speakers

Teachers are encouraged to use local individuals, parents, and organizations to obtain speakers who can enhance the curriculum with the approval of the administration. The New Jersey Speakers Bureau can also be consulted.

B. References

The Social Studies office has many references for teacher use. These include all the New Jersey Holocaust and Genocide Suggested Materials and Plans information. The library contains all the audio visual materials and technology and printed reference. Student atlases are also available in each room.

C. Technology resourcesEach classroom has at least one computer with full e-mail

and Internet capabilities. There is also a TV and VCR in each

room. Additionally there are several computer labs which classes can use on request. There are CD roms available for use when appropriate.

D. Supplies/MaterialsAll classrooms are equipped with roll down maps,

computers and supplies. Whatever else may be needed can be requested in the annual budget.

E. Textbooks1. Textbook - America, Pathways to the Present

Cayton, Perry, Reed, Winkler -2000, Prentice Hall

2. Text - Economics, Principles and Practices, Gary E.


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Clayton, Ph.D.., McGraw Hill Companies, 1999

3. Summer readingAll students are given reading assignments to be

completed in the summer prior to entering the classes.

Teachers will assess each student upon submission of

the completed assignment. It will also be used in class to

further their studies.

3. Supplemental ReadingThe Social Studies Department maintains several

booksto be used for supplemental reading as needed.

Additionaltitles are ordered on request

New Jersey: A Mirror on America , John T. Cunningham,

Afton Publishing, 1988

Only Yesterday, Frederick Lewis Allen, Harper & Rowe

Since Yesterday 1929-1939, Frederick Lewis Allen,Harper & Rowe

The Grapes of Wrath, John Steinbeck, Penquin Books

The Moon is Down, John Steinbeck, Penquin Books

Reasoning with Democratic Values, Alan Lockwood, David Harris, Teacher College Press

4. Methodologies


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This honors course is for those who meet its standards and criteria. There will be a range of academic abilities and learning styles for which the teacher must use a variety of instructional methods. The following are suggestions, not limits, as to what a teacher will do.

a. Individualized assignmentsb. Group work of all typesc. Computer and technology used. Videotapese. Differentiated instruction

5. Technology

Each classroom has at least one computer with full e-mail and Internet capabilities. There is also a TV and VCR in each room. Additionally there are several computer labs which classes can use on request

VI. Suggested activities

Making appropriate adjustments to content, teaching strategies, expectations of student mastery, and scope and sequence is necessary in educating gifted students. Gifted students are more likely to develop study and production skills, experience success and struggle, and feel challenged in a classroom setting that encourages learners to master information more quickly.

Teaching strategies that will help gifted students do well include the following:

Interdisciplinary and problem-based assignments with planned scope and sequence

Advanced, accelerated, or compacted content

Abstract and advanced higher-level thinking activities

Allowance for individual students interests

Assignments geared to development in areas of affect, creativity, cognition, and research skills

Complex, in-depth assignments

Diverse enrichment that broadens learning


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Variety in types of resources

Community involvement in student learning

Projects that focus on cultural diversity

Internship, monitorship, and other forms of apprenticeship

Specific instructional approaches and arrangements for gifted education included acceleration, enrichment, and grouping.

A. Field trips to enhance the curriculum with administrative approval

B. Variety of technological projects

C. Debates on current issues

D. Group projects and presentations

E. Enrichment assignments such as in depth reading on issues

F. Study of leadership qualities of outstanding Americans in history

VII. Interdisciplinary Connections

The teacher will use all resources available in the district to

enhance the student’s knowledge of art, music, and literature. The English and art teachers especially will be called upon to supplement what is learned in history. The music, literature and

art of the Harlem Renaissance or the Roaring 20s can be used for cross curriculum development. As curriculum coordination develops this interdisciplinary involvement will grow.

VIII. Professional DevelopmentThe teacher will continue to improve his/her expertise through


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participation in a variety of professional development opportunities as provided by the Board of Education as per the PIP/100 hour requirements.


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course outline - u.s. history i - honors · introduction this one year survey of united states...

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