Curriculum Framework Quarter 1 U. S. History High School

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

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“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Corehttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: ReadingBehavior of individuals & groupsEntering:Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet)

Beginning:Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles)

Developing:Compare and contrast visually supported information on social issues or inequities from various news sources

Expanding:Interpret visually supported information on social issues or inequities from various news sources

Bridging:Evaluate authenticity of information on social issues or inequities from various news sources

Example: WritingHistorical figures and timesEntering:Label significant individuals or historical times in politics, economics, or society using illustrations or photographs and models

Beginning:Outline contributions of significant individuals or historical times in politics, economics, or society using illustrations or photographs and models

Developing:Describe contributions of significant individuals or historical times in politics, economics, or society using illustrations or photographs and models

Expanding:Discuss how significant individuals or historical times have impacted politics, economics, or society using illustrations or photographs

Bridging:Explain and evaluate contributions of significant individuals or historical times in politics, economics, or society

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WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) WIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities – Suggested Tasks, DBQs, TDQs, assignments and projects for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleNote:

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Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

US History Topics & Big Ideas

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Time Suggested 1st Quarter Time Suggested 2nd Quarter

Weeks 1-3 The Rise of Industrial America (1877-1914)Big Ideas: Use of natural resources, markets and trade. Relate to patterns of agricultural and industrial development. Money causing problems.

Weeks 1-4 The 1920’s (1920-1929)Big Ideas: America brings change through proabiation and women’s suffrage.

Weeks 4-5 The Progressive Era (1890-1920)Big Ideas: Progressives believed in change.

Weeks 5-6 The Great Depression (1929-1932) From the best to the worst of times.

Weeks 6-7 American Imperialism (1914-1920)Big Idea: Imperialism: The Beginning of American becoming a world power.

Weeks 7-8 Roosevelt and the New Deal (1922-1941) The most influential president.

Weeks 8-9 World War I (1914-1920)Big Idea: From Isolation to global warfare America engages with world.

Week 9 EOC Prep & DBQ Practice Week

Time Suggested 3rd Quarter Time Suggested 4th QuarterWeeks 1-6 Between the Wars and WWII (1921-1947)

Big Ideas: The treaty of Versailles, the spark that ignited the second war.

Weeks 1-6 Modern United States (1945-1979)Big Idea: Entering modern world.

Weeks 7-9 The Cold War (1945-1975) Big Idea: Introducing the superpower America and the Soviet Union.

Weeks 7-8 Postwar America (1945-1968)Big Ideas: Welcome to the global society. The New Frontier (1960-1968)Civil Rights, A time for Change. Political and Social Movements (1954-1980)Contemporary United States (1980-Present Day)

Week 9 United States Citizenship & Citizenship Exam* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.

Curriculum Framework Quarter 1 U. S. History

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High SchoolThe Rise of Industrial America (1877-1914)

Weeks: 1-3Textbook: McGraw-Hill - United States History and Geography: Modern TimesTN State recommended Primary Documents and Anchor Texts:excerpts from: “The New Colossus,” Emma Lazarus (Lexile – NP) http://www.poetryfoundation.org/poems-and-poets/poems/detail/46550excerpts from: the "Cross of Gold" speech, William Jennings Bryan (1340L) http://www.let.rug.nl/usa/documents/1876-1900/william-jennings-bryan-cross-of-gold-speech-july-8-1896.phpExcerpts from Twenty Years at Hull House, Jane Addams (1650L) https://www.gutenberg.org/cache/epub/1325/pg1325.htmlExcerpts from The Gospel of Wealth, Andrew Carnegie (1070L) http://www.gutenberg.org/ebooks/1325?msg=welcome_stranger

TN Social Studies State Standards Big Ideas, Questions and Vocabulary Suggested DBQs, Activities and Resources

US.1 Explain patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets and trade, the growth of major urban areas, and describe the geographic considerations that led to the location of specialized industries such as textiles, automobiles, and steel.

Use of natural resources, markets and trade.

Relate to patterns of agricultural and industrial development.

Money causing problems.

US.1 How does climate, use of natural resources, markets and trade relate to patterns of agricultural and industrial development?

Textbook Reference: Chapter 3- Industrialization pages 89-110 and Chapter 4- Urban America pages 111- 138Lesson Review Questions: Chap. 3 pages 95, 99, 103, 109; Chapter 4 pages 117,121,127,132,137Assessments: Chapter 3 Lesson Review Questions- page; Exploring Essential Questions (Analyzing); Analyzing Historical Documents (Identifying Central Ideas, Making Inferences) Extended Response Question (Informative/ Explanatory) Assessments: Chapter 4 Lesson Review Questions- page; Exploring Essential Questions (Exploring Issues); Analyzing Historical Documents (Specifying), Extended Response Question (Informative/Explanatory)Literacy RH.9-10.4; RH.11-12.4 RH.9-10.1; RH.11-12.1US.1 Students will write an explanation of patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets and trade, the growth of major urban areas, and describe the geographic considerations that led to the location of specialized industries such as textiles, automobiles, and steel.

Textbook Chapter 3 and the links:http://study.com/academy/lesson/the-industrial-revolution-1750-1850-growth-impact.html or http://study.com/academy/lesson/the-agricultural-revolution-timeline-causes-inventions-effects.htmlLiteracy W.9-12.1

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Analyze the map on textbook page 93. Locate the various resource deposits in the United States. Answer- Which types of resource do you think were the most important to industrialization? Defend the answers costs, productions, and sales. McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015. Literacy RI.9-12.1, W.9-12.1US.1 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 3, items 1-3

US.2 Summarize the major developments in Tennessee during the Reconstruction era, including the Constitutional Convention of 1870, the yellow fever epidemic of 1878, and the election of African Americans to the General Assembly.

US.2 What were the major developments in Tennessee during the Reconstruction era?

US.2 The students will summarize the major developments in Tennessee during the Reconstruction era, including the Constitutional Convention of 1870, the yellow fever epidemic of 1878, and the election of African Americans to the General Assembly by conducting research on the Yellow Fever epidemic and complete an organizer and a chart to display: affected areas, number of people, deaths, location spread, and the number of years it lasted. Textbook pp. T18, T30 and 19 or usehttp://www.tncivilwar.org/research_resources/reconstructionhttp://www.tn4me.org/era.cfm/era_id/5Literacy RH9-10.2; RH.11-12.2, W.9-12.1

US.3 Explain the impact of the Hayes-Tilden Presidential election of 1876 and the end of Reconstruction on African Americans, including Jim Crow laws, lynching, disenfranchisement methods, efforts of Pap Singleton and the Exodusters.

US.3 What was the impact of the Hayes-Tilden Presidential election of 1876 and the end of Reconstruction have on African Americans?

US.3 Students will be able to explain the impact of the Hayes-Tilden Presidential election of 1876 and the end of Reconstruction on African Americans, including Jim Crow laws, lynching, disenfranchisement methods, efforts of Pap Singleton and the Exodusters. Have students construct a matrix describing life in America before the Civil War, during the Reconstruction period and after Reconstruction for the following groups: males, females, African-Americans, whites, immigrants. Ideas for comparison may include: ability to vote, freedom at birth, safeguards under the law, ability to hold office, ability to advance economically. Textbook pp. T18-T32 Literacy RH.9-10.4; RH.11-12.4 RH.9-10.1; WHST.11-12.1

US.4 Analyze the causes and consequences of Gilded Age politics and economics, including the rise of political machines, major scandals, civil service reform, and the economic difference between farmers, wage earners, and industrial capitalists, including the following: Boss Tweed, Thomas Nast, Credit Mobilier, Whiskey Ring, Garfield’s assassination, Pendleton Act, Interstate

US.4 What were the causes and consequences of Gilded Age politics and economics?

US.4/US.8 Thomas Nast Political Cartoon Analysis – In this lesson, students will analyze two cartoons drawn by Thomas Nast, to chart the evolution of Northern attitudes towards freedman during Reconstruction. Students will analyze the causes and consequences of Gilded Age politics and economics, including the rise of political machines, major scandals, civil service reform, and the economic difference between farmers, wage earners, and industrial capitalists, including the following: Boss Tweed, Thomas Nast, Credit Mobilier, Whiskey Ring, Garfield’s assassination,

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Commerce Act Pendleton Act, Interstate Commerce Act (The activity is available through the link below.) This lesson also makes connections between understanding modern day political cartoons and Reconstruction political cartoons. http://sheg.stanford.edu/thomas-nastLiteracy RH9-10.7; RH.11-12.7; WHST.11-12.1

US.5 Analyze the controversy that arose over the currency system in the late 1800’s, including the impact of gold and silver strikes in the West, the contrasting views of farmers and industrialists, the Sherman Silver Purchase Act of 1890, the Gold Crisis during the Cleveland administration, and an analysis of William Jennings Bryan’s Cross of Gold speech.

US.5 Why was there a controversy over the currency system in the late 1800’s?

US.5 Divide students into two groups to role play the views of farmers and industrialists during the Sherman Silver Purchase Act of 1890. Each group will give a speech or rally to gain support their view of life.

US.5 Read as a primary source the excerpt from William Jennings Bryan’s Cross of Gold speech during the Cleveland administration on textbook page 132. Answer: Do you think Bryan might have won the election with a different platform? Why or why not?

Literacy RH.9-10.7; RH.11-12.7McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015

US.5 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 7, items 11-13

US.6 Describe the changes in American life that resulted from the inventions and innovations of business leaders and entrepreneurs of the period: Henry Bessemer · George Pullman · Alexander Graham Bell · Andrew Carnegie · Thomas Edison · J.P. Morgan · John D. Rockefeller · Swift and Armour · Cornelius Vanderbilt

US.6 What changes in American life were resulted from the inventions and innovations of business leaders and entrepreneurs?

US.6 Read textbook page 94 (New Inventions) section. Write an advertisement for one of the inventions listed. Write a summary or generalization about how the inventors and entrepreneurs contributed to industrialization.

Literacy RH.9-10.7; RH.11-12.7McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015.

US.7 Analyze the movement of people from rural to urban areas as a result of industrialization.

US.7 Why was there a movement of people from rural to urban areas during industrialization?

US.7 Growth of Western Cities–In this activity, students will analyze two graphs on pages 115 and 117, then use the information gained from the graphs to explain the growth of western cities. McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015. Literacy RH.9-10.7; RH.11-12.7

US.8 Evaluate multiple sources of information presented in diverse formats and media as in the political cartoons of Thomas Nast and others during the Gilded Age.

US.8 What was the Gilded Age? US.4/US.8 Thomas Nast Political Cartoon Analysis – In this lesson, students will analyze two cartoons drawn by Thomas Nast, to chart the evolution of Northern attitudes towards freedman during Reconstruction. (The activity is available through the link below.) This lesson also makes connections between understanding modern day political cartoons and Reconstruction political cartoons. http://sheg.stanford.edu/thomas-nast

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Literacy RH.9-10.7; RH.11-12.7

US.9 Describe the difference between “old” and “new” immigrants and analyze the assimilation process and consequences for the “new” immigrants and their impact on American society, including ethnic clusters, competition for jobs, rise of nativism, the work of Jane Addams, and the documentation of living conditions by Jacob Riis, Chinese Exclusion Acts, and the Gentlemen’s Agreement.

US.9 What are differences between “old” and “new” immigrants?

Content Vocabulary(Tier 3): Economies of Scale, Monopoly, Holding company, Trust, Gross national product, Corporation, Entrepreneur, Time zone, Laissez-faire, Land grant, Industrial union, Deflation, Lockout, Arbitration, Closed shop, Injunction, Skyscraper, Political Machine, Nativism, Tenement, Party boss, Graft, Individualism, Social Darwinism, Philanthropy, Settlement house, Populism, Americanization, Greenbacks, Graduated income tax, Inflation, Cooperatives, Deflation, Poll tax, Segregation, Jim Crow Laws, Lynch

Academic Vocabulary(Tier 2): Resource, Practice, Integrate, Investor, Distribution, Consumer, Restraint, Constitute, Immigrant, Ethnic, Incentive, Trigger, Evolution, Publish, Currency, Bond, Strategy, DiscriminationSee pg. 5 for Vocabulary Instructions

US.9 Jacob Riis–In this lesson, students look at Riis’s photographs and read his descriptions of subjects to explore the context of his work and consider issues relating to the trustworthiness of this depiction of urban life. This resource includes a power point with Jacob Riis’s photographs as well as excerpts of his book, How the Other Half Lives. Literacy RH.9-10.7; RH.11-12.7

US.9 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 4, items 4-5

The Progressive Era (1890-1920)Weeks: 4-5

Text: McGraw-Hill - United States History and Geography: Modern TimesTN State recommended Primary Documents and Anchor Texts:Excerpts from 'Atlanta Exposition' speech by Booker T. Washington(1170L) -http://historymatters.gmu.edu/d/39/The 'Niagara Movement' speech by W.E.B. DuBois (1340L)-http://teachingamericanhistory.org/library/document/niagara-movement-speech/Excerpts from The Souls of Black Folk by W.E.B. Dubois (1310L) -http://history.hanover.edu/courses/excerpts/111dub.html'New Nationalism' speech by Theodore Roosevelt(1340L) -http://teachingamericanhistory.org/library/document/new-nationalism-speech/

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Excerpts from The Jungle by Upton Sinclair( 1170L) - http://inside.sfuhs.org/dept/history/US_History_reader/Chapter8/sinclairexcerpts.htmlState Recommended Primary Sources To Consider:Excerpts from The Gospel of Wealth, Andrew Carnegie (1340L)-http://www.gutenberg.org/ebooks/1325?msg=welcome_strangerThe Political Economist and the Tramp (1170L)_-http://caho-test.cc.columbia.edu/dbq/11021.htmThe History of Standard Oil by Ida Tarbell (1370L)-http://www.pagetutor.com/standard/The Shame of the Cities by Lincoln Steffens (1410L)-http://historymatters.gmu.edu/d/5732/1.Chicago’s Black Metropolis (1370L) – http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/53black/53black.htm2. New York City Race Riots of 1900 (NR-L)–http://www.loc.gov/rr/news/topics/nyriot.html3. http://people.hofstra.edu/alan_j_singer/294 Course Pack/x10. Civil Rights/112a.pdf4. http://www.history.com/topics/black-history/great-migration5. NPR interview about the Great Migration(NR-L) –http://www.npr.org/templates/story/story.php?storyId=129827444

TN State Social Studies Standards Essential Questions and Vocabulary Suggested Activities and Resources

US.10 Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel.

Progressives believed in change.Textbook Reference: Chapter 4- Urban America pages 111- 138Chapter 4 pages 117,121,127,132,137Chapter 4 Assessments: Lesson Review Questions- page; Exploring Essential Questions (Exploring Issues); Analyzing Historical Documents (Specifying), Extended Response Question (Informative/Explanatory)Chapter 6- The Progressive Movement pages 159-180Lesson Review Questions: pages 168, 174, 179 Chapter 6 Assessments: Lesson Review Questions- page; Exploring Essential Questions (Synthesizing); Analyzing Historical Documents (Making Connections), Extended Response Question (Argument)Literacy RH9-10.1; RH.11-12.1 RH9-10.4; RH.11-12.4McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015. US.10 Create a Venn diagram comparing and contrasting the ideas of Social Darwinism and Social Gospel, then write a brief reflective paragraph to explain which a better approach to government and economics is. Pages 123 -125, C p.123, Primary Source p.123, Image & Question p.125 Literacy RH.9-10.4, 11-12.4

Biography p.125 - Billy Sunday, C p.125.

McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015

US.11 Using textual evidence compare and contrast the ideas and philosophies of Booker T. Washington and

American Imperialism (1914-1920)Big Idea: Imperialism: The Beginning of

US.11 Have students to read excerpts from Booker T Washington’s Atlanta Compromise speech and Dubois’s Niagara Movement

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W.E.B. Dubois. American becoming a world power. Speech. Write are the advantages and disadvantages of the movements or ideas. Literacy RH9-10.4; RH.11-12.4

US.11 US.1 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 8, items 14-16

US.12 Explain the characteristics and impact of the Granger Movement and Populism, including the problems between farmers and the railroads, the call for banking reform, support for a graduated income tax, and regulation of public utilities.

Populism, the people’s partyUS.12 How did the Granger Movement and Populism impact the American economy and society?

US.12 Populism and the Election of 1896 – In this lesson, students read two Populist speeches in order to explain why the movement gained such broad appeal and powerful influenceTextbook pg. 130Literacy RH9-10.4; RH.11-12.4

US.13 Describe the rise of trusts and monopolies, their subsequent impact on consumers and workers, and the government’s response, including the Sherman Anti-Trust Act of 1890.

US.13 What were Theodore Roosevelt’s beliefs about big business and how did he act on those beliefs during the early 1900s?

US.13 The Pullman Strike – In this lesson, students read each newspaper closely to identify the key phrases that demonstrate each newspaper’s position on the strike. Utilize the link below: http://lhs.loswego.k12.or.us/z-hoppesk/APHIR/Quarter1/activities/ThePullmanStrikeof1894.pdfLiteracy RH9-10.4; RH.11-12.4

US.13 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 5, items 6-7

US.14 Describe working conditions in industries, including the use of labor by women and children.

US.14 In what ways did the Progressive movement affect women and children?

US.14 Progressive Social Reformers SAC – In this structured academic controversy, students read documents written by reformers and by an immigrant to investigate American attitudes during the Progressive Era. Utilize the link below:https://sheg.stanford.edu/settlement-house-movementLiteracy RH9-10.4; RH.11-12.4

US.15 Analyze the rise of the labor movement, including its leaders, major tactics, and the response of management and the government.

US.15 What political changes were made in order to begin to shift the balance of power to average American citizens?

US.15 How did Progressive changes accomplish this shift in power?

US.15 Albert Parsons SAC (The Haymarket Affair) – In this lesson, have students to read six different sources that provide insight into what happened at Haymarket Square on the day of the riot, and the nature of Parsons’ anarchistic beliefs. Students will engage in a structured academic controversy in order to determine whether Parsons was a dangerous man. Textbook pg. 107Literacy RH9-10.4; RH.11-12.4

US.16 Citing textual evidence as appropriate, explain the US.16 How did muckrakers affect the US.16 Life as a Muckraker – In this lesson, students will be

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significant roles played by muckrakers and progressive idealists, including Robert La Follette, Theodore Roosevelt, Ida Tarbell, Lincoln Steffens and Upton Sinclair.

Progressive Era? interpreting, comparing, and evaluating primary sources from the early 20th century. They will understand how photojournalism exposed desperate social conditions and political corruption on many different levels. Students will engage in visual and informational literacy experiences that will enhance their investigative and analytical skills. Literacy RH9-10.7; RH.11-12.7

US.17 Analyze the goals and achievements of the Progressive movement, including the following: Adoption of the initiative, referendum, and recall Adoption of the primary system, 16th Amendment, 17th Amendment, impact on the relationship between the citizen and the government

US.17 How did Progressivism change the relationship between big business, labor and government?

US.17 Discuss the relationship between the 16th Amendments to the Underwood Tariff act. Explain how was one necessary before the other could exist. Textbook pg.177.Literacy RH9-10.4; RH.11-12.4McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015

US.18 Describe the movement to achieve suffrage for women, including its leaders, the activities of suffragettes, the passage of the 19th Amendment, and the role of Tennessee in the suffrage effort (Anne Dallas Dudley, Harry Burn, Josephine Pearson, “Perfect 36”).

US.18 Why did the Progressives support the women suffrage movement?

US.18 Women’s suffrage flyer – In this lesson, students will utilize previous knowledge of the women’s suffrage movement and follow the rubric provided to create their own women’s suffrage flyer. The flyer can either be in support or against women’s suffrage. Background on Women’s Suffrage- http://sheg.stanford.edu/woman-suffrageLiteracy RH9-10.4; RH.11-12.4

US.18 Background on Women’s Suffrage – In this lesson, students explore the broad context of the women’s suffrage movement through reading selections from Frederick Douglas, Sojourner Truth, and Elizabeth Cady StantonTextbook pg. 136US.18 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 6, items 8-10

US.19 Analyze the significant progressive achievements during the administration of Theodore Roosevelt including the Square Deal, “trust-busting,” the passage of the Pure Food and Drug Act, the Meat Inspection Act and support for conservation.

US.19 What factors or actions would allow Theodore Roosevelt and Woodrow Wilson to be classified as Progressive President?

US.19 Have students to evaluate statistics on the number of work-related accidents in meatpacking industry in the late 1800s

Literacy RH9-10.3; RH.11-12.3

US.20 Analyze the significant progressive achievements during the administration of Woodrow Wilson, including his New Freedom, the Underwood Tariff, the Federal Reserve Act and the Clayton Anti-Trust Act.

US.20 What factors or actions would allow Theodore Roosevelt and Woodrow Wilson to be classified as a Progressive President?

Content Vocabulary(Tier 3): Muckraker, Direct primary, Initiative, Referendum, Recall, Suffrage, Prohibition, Social Darwinism, Arbitration, Insubordination,

US.20 Create a bubble map of Wilson’s 'New Freedom' programs explaining the purpose of each and what is actually accomplished.Textbook pp. 176, 250

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Income tax, Unfair trade practices

Academic Vocabulary(Tier 2): Legislation, Advocate, Regulate, Environmental, Academic, Unconstitutional

See pg. 5 for Vocabulary Instructions

American Imperialism (1914-1920)Weeks: 6-7

Text: McGraw-Hill - United States History and Geography: Modern TimesTN State recommended Primary Documents and Anchor Texts:American Imperialism(1170L)- http://sheg.stanford.edu/american-imperialismU.S.S. Maine Explosion(1040L) - http://sheg.stanford.edu/maine-explosionThe Spanish American War (1340L)- http://sheg.stanford.edu/spanish-american-warExcerpt from the 'March of the Flag' speech given by Indiana Senator Albert Beveridge(1340L) - http://nationalhumanitiescenter.org/pds/gilded/empire/text5/beveridge.pdf

TN State Social Studies Standards Essential Questions and Vocabulary Instructional Activities and ResourcesWeeks: 6-7

US.22 Assess the causes of American imperialism in the late 19th and early 20th centuries, including the desire for raw materials and new markets, yellow journalism, and the desire to spread American democratic and moral ideals.

Imperialism: The Beginning of American becoming a world power.

US.22 What were the major causes of American imperialism in the late 19th and early 20th centuries?

Textbook Reference: Chapter 5- Becoming A World Power pages 139-158Lesson Review Questions: 145, 151, 157 pages Chapter 5 Assessments: Lesson Review Questions- page; Exploring Essential Questions (Categorizing); Analyzing Historical Documents (Analyzing Visuals), Extended Response Question (Informative/Explanatory)US.22 American Imperialism – Have students to outline the causes, justifications, and effects of the different territories, which came under US control during the Progressive Era.Literacy RH9-10.8; RH.11-12.8 RH9-10.1; RH.11-12.1McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015.

US.23 Evaluate the arguments of interventionists and non-interventionists of the period, including Alfred T.

US.23 How did the arguments of interventionists and non-interventionists of the period impact American

US.23 If I Were President–In this activity, students will be given 4 scenarios, all of which were historical events, and

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Mahan, Senator Albert Beveridge, Mark Twain and Theodore Roosevelt.

society? they are to act as if they are President, and decide whether or not to get US military involved. It is an excellent launching point into discussing the causes of US imperialism and to involve the voices of interventionists and non-interventionists.

US.24 Describe the consequences of American imperialism of the period, including the following events: annexation of Hawaii, Spanish-American War (Teller, Platt, and Foraker Acts), Philippine Insurrection Roosevelt Corollary, Panama Canal

US.24 What were the consequences of American imperialism of the period?

US.24 What led to the annexation of Hawaii?

Content Vocabulary(Tier 3): Protectorate Imperialism, Pan Americanism, Guerrilla, Sphere of influence, Dollar diplomacy, Open door policy, Jingoism, Yellow Journalism, Autonomy

Academic Vocabulary(Tier 2): Expansion, Conference, Intervene, Volunteer, Access, Tension

Connection to the Language StandardsGreek & Latin Roots and Affixes-ism – a doctrine, theory or practice of

Examples from the unit: imperialism, Pan-Americanism, Militarism, NationalismOther examples are: racism, sexism, criticism, realism

Language StandardsL. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).Connection to Language StandardsGreek & Latin Roots and Affixeswww.cognatarium.com

US.24 U.S.S. Maine Explosion –Read the conflicting accounts of the explosion and analyze how each uses evidence to support its claims. Finally, students will use their analyses to decide which account is more believable. Students will explore the influence of yellow journalism in the start of the Spanish-American War. U.S.S. Maine Explosion- http://sheg.stanford.edu/maine-explosion

US.24 The Spanish-American War – Watch a documentary video, read a telegram describing Spanish treatment of Cubans, and examine an American campaign speech to explore the long-term reasons for why the US invaded Cuba in 1898. You must download the lesson plan in order to copy the link, and watch the video. The Spanish American War- http://sheg.stanford.edu/spanish-american-war Literacy RH9-10.2; RH.11-12.2

US.1 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 9-10, items 17-22

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US.25 Draw evidence from informational texts to compare and contrast Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy and Woodrow Wilson’s Moral Diplomacy.

US.25 What were the major differences between Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy and Woodrow Wilson’s Moral Diplomacy?

US.25 Presidential Diplomacy – Read and analyze excerpts of speeches given by Roosevelt, Taft, and Wilson in order to determine the basis of their foreign policy. Literacy RH9-10.2; RH.11-12

World War I (1914-1920)Weeks: 8-9

Text: McGraw-Hill - United States History and Geography: Modern TimesTN State recommended Primary Documents and Supporting Readings:Trench Warfare(1070L) https://www.dropbox.com/home/Era%202.3%20CurriculumLife in the Trenches (1100L) https://www.dropbox.com/home/Era%202.3%20CurriculumLeague of Nations (1170L) http://sheg.stanford.edu/league-of-nationsMap Analysis: Before and After WWI (1040L) https://www.dropbox.com/home/Era%202.3%20Curriculum

TN State Social Studies Standards Big Ideas, Questions and Vocabulary Suggested Activities and ResourcesUS.21 Analyze the impact of the Great Migration of African Americans that began in the early 1900s from the rural South to the industrial regions of the Northeast and Midwest.

From Isolation to global warfare America engages with world.

US.21 How did the Great War affect domestic legislation and the actions and migrations of American citizens?

Textbook Reference: Chapter 7 –World War I and Its Aftermath pages 181-204 Lesson Review Questions: pages 405,409,413Chapter 7 Assessments: Lesson Review Questions- page 262; Exploring Essential Questions (Exploring Issues); Analyzing Historical Documents (Identifying/Interpreting), Extended Response Question (Informative/Explanatory)McGraw-Hill - United States History and Geography: Modern Times Ohio: Columbus, 2015. US.21 Use a cause and effect foldable to illustrate an event such as the Great Migration, the Plessy Decision, Atlanta Compromise and/or the formation of NAACP.

US.21 Calculate the number of African Americans that moved north during the Great Migration using census data and charts. Textbook p.190, p.226, Map p.226, https://www.census.gov/dataviz/visualizations/020/Literacy RH.9-10.2; RH.11-12.2

US.21 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam

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Practice Book page 11, items 23-24US.26 Explain the causes of World War I in 1914 and the reasons for the initial declaration of United States’ neutrality.

US.26 How was WWI different from any previous and subsequent wars?

US.26 Atlantic Magazine WWI in pictures –Choose one of the many photographs provided, and explain how their chosen photograph fits into the context of WWI. In order to do this, they must summarize what is happening in the picture, why it was taken, who is present, and then explain context. Students will then share their picture and responses to the class. Atlantic Magazine WWI in pictures: http://www.theatlantic.com/static/infocus/wwi/introduction/Literacy RH9-10.2; RH.11-12

US.27 Justify with supporting detail from text, the reasons for American entry into World War I, including the use of unrestricted submarine warfare by the Germans, the Zimmerman Note, the defense of democracy, and economic motivations.

US.27 Why do nations go to war? US.27 US Entry into WWI – Have students address the question, “What changed between 1914 and 1917 that caused the US to enter WWI?” As they corroborate a textbook account with two documents: a speech by President Wilson and an excerpt from Howard Zinn’s A People’s history of the United States.Literacy W.9-12.1

US.28 Identify and explain the impact of the following events and people during World War I: Major turning points, Impact of trench warfare, Use of new weapons and technologies, Herbert Hoover, John J. Pershing and the American Expeditionary Force, Doughboys, Alvin C. York

US.28 How did the new weapons and technologies of the time contribute to the brutality of the war

US.28 Trench Warfare Reenactment – In this lesson, students will reenact trench warfare under strict guidelines, and through the reenactment students will see first-hand, the futility of trench warfare and stalemate. Textbook Pp. 194-5US.28 Life in the Trenches – Have students to read several soldiers’ accounts of life in the trenches, and complete a series of activities bringing together other concepts and terms of WWI. Textbook Pp. 194-5Literacy RH9-10.2; RH.11-12

US.29 Analyze the aims and negotiating roles of world leaders, including Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.

US.29 How did the US rejection of the League of Nations affect world politics?

US.29 League of Nations – Have students to investigate the political conflict between Woodrow Wilson and Congress over the entrance of the US into the League of Nations by comparing speeches delivered by Wilson and Henry Cabot Lodge. Textbook Pp.198-9

US.30 Analyze the political, economic, and social ramifications of World War I on the home front, including the role-played by women and minorities, voluntary rationing, the Creel Committee, opposition by conscientious objectors, and the case of Schenck v. United States

US.30 How did the Progressive Era affect WWI and the entrance of the US into the war?

Content Vocabulary Tier 3: Militarism, Nationalism, Propaganda, Contraband, Victory garden, Espionage, Convoy, Armistice, National self- determination, Cost of Living, General Strike, Reparations, Deport

Academic Vocabulary Tier 2: Emphasis, Erode, Migrate, Draft, Wide spread, Authorities

US.30 Sedition in WWI – Have students to consider whether critics of the Great War were anti-American as they read anti-war documents from prominent socialist leaders Eugene Debs and Charles Schneck, as well as excerpts from the Sedition Act and a Supreme Court ruling upholding the act. Textbook pp. 183,191Literacy RH9-10.2; RH.11-12

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Resources

You must sign up and register on some of the websites in order to have access to the activities. Sign in, come back to the document, and then click the link to get you directly to the desired activity.

Rise of Industrial America: Populism and the Election of 1896 – http://sheg.stanford.edu/jacob-riisChinese Immigration and Exclusion – http://sheg.stanford.edu/chinese-immigration-exclusionYellow Fever http://www.tennessee.gov/tsla/exhibits/disasters/epidemics.htm https://www.dropbox.com/home/Era%201%20African Americans effects on TN legislation (informational resource) http://www.tn.gov/tsla/exhibits/blackhistory/jimcrow.htmAfrican Americans – Members of the TN General Assembly (1873 – 2013) http://www.tennessee.gov/tsla/exhibits/blackhistory/pdfs/TNGenAssemBlack.pdfA history of various Jim Crow laws: http://people.sju.edu/~brokes/jimcrow.htmHistory of wages: http://outrunchange.com/2012/06/14/typical-wages-in-1860-through-1890/Article on current minimum wage- http://www.businessweek.com/articles/2014-02-13/making-the-economic-case-for-more-than-the-minimum-wageArticle on United Auto Workers vote in Chattanooga: http://online.wsj.com/news/articles/SB10001424052702304434104579382541226307368?mg=reno64wsj&url=http%3A%2F%2Fonline.wsj.com%2Farticle%2FSB10001424052702304434104579382541226307368.htmlTennessee and Reconstruction (informational resource) http://www.tncivilwar.org/research_resources/reconstruction “The Gospel of Wealth”, by Andrew Carnegie, excerpts: http://www.fordham.edu/halsall/mod/1889carnegie.aspGrowth of Western Cities- http://www.geog.nau.edu/courses/alew/gsp220/text/chapters/ch7.htmlhttp://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3838The Growth of the Steel Industry – http://www.library.pitt.edu/voicesacrosstime/LessonPlans/documents/SteelUnit.pdfThomas Nast Political Cartoon analysis: http://sheg.stanford.edu/thomas-nastReconstruction SAC – structured academic controversy - http://sheg.stanford.edu/reconstructionAmerican Imperialism: If I were President https://www.dropbox.com/home/Era%202%20CurriculumAmerican Imperialism- https://www.dropbox.com/home/Era%202%20CurriculumPresidential Diplomacy https://www.dropbox.com/home/Era%202%20Curriculum/Diplomacy%20Primary%20Sources%20and%20Guiding%20QuestionsProgressive EraProgressive Social Reformers- http://sheg.stanford.edu/progressive-social-reformersLife as a Muckraker- http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Life_As_Muckraker.pdfThe Pullman Strike- http://sheg.stanford.edu/pullman-strikeAlbert Parsons SAC (The Haymarket Affair)- http://sheg.stanford.edu/albert-parsonWomen’s suffrage flyer- https://www.dropbox.com/home/Era%202.1%20CurriculumWorld War IUS Entry into WWI- http://sheg.stanford.edu/us-entry-wwiTrench Warfare https://www.dropbox.com/home/Era%202.3%20CurriculumLife in the Trenches- https://www.dropbox.com/home/Era%202.3%20CurriculumSedition in WWI- http://sheg.stanford.edu/sedition-wwiLeague of Nations: http://sheg.stanford.edu/league-of-nationsMap Analysis: Before and After WWI https://www.dropbox.com/home/Era%202.3%20CurriculumThe Great Migration- http://www.history.com/topics/black-history/great-migrationAdditional References for Social Studies Curricula

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Engage New Yorkhttps://www.engageny.org/resource/new-york-state-k-12-social-studies-frameworkAchieve the Corehttp://achievethecore.org/

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