America and The World (A)

Term 1

Fall of 2014

Mr. Westerholm

Course Description: This class will take a look at American history from the ending of the Civil War to the end of World War One. During this time period the United States went through great changes in society, economics, and politics. We will take a deeper look into these changes and how these changes affect you and the World today.

Credit Hours: .5 of 3.00 hours required.

Required Course Materials:

Reading-

Cayton, A., Perry, E., Reed, L., & Winkler, A. (2005). America: Pathways to the

present. Needham, Mass., Prentice Hall.

Hakim, J. (1999). A history of us: an age of extremes: 1870-1917.V 8, 9. New York. Oxford University Press.

Miscellaneous-

Spiral notebook for daily warm-ups and journal entries, 3 ring binder for organization, paper, pencil, and a thirst for knowledge.

Topics and Objectives:

Reconstruction- The Era immediately following the Civil War which shapes the “New South”. The reconstruction of the New South focuses on the society, politics, and the economy of the south. We will learn about these conditions in the South following the Civil War and learn how the freed slaves and citizens of the country began to rebuild their lives. We will also analyze why the goals of reconstruction were never realized through political and societal patterns.

Readings:

Pathways to the Present-Ch. 5

Objectives:

Ch. 5

  1. Learn about conditions in the South following the Civil War.
  2. Analyze Lincolns and Johnsons Reconstruction plans for similarities.
  3. Find out how newly freed slaves began to rebuild their lives.
  4. Discover how black codes and the Fourteenth Amendment were related.
  5. Analyze the differences between congress’s reconstruction plan and Andrew Johnson’s.
  6. Learn the significance of the Fifteenth Amendment.
  7. Find out who supported the Republican governments of the South.
  8. Find out how farming in the South changed after the Civil War.
  9. Explore how the growth of cities and industry began to change the South’s economy after the war.
  10. Learn about tactics used by the Ku Klux Klan to spread terror throughout the South.
  11. Find out why Reconstruction ended with the Election of 1877. The Jim Crow Era begins. Ch. 9.3
  12. Review major successes and failures of Reconstruction.

Industrialism-Beginning before the Civil War, rapid industrial progress transformed the United States, but relations between those who managed the industries and those who labored in them were filled with tensions. Conditions for the workers grew worse. Infrastructures, civil offices, and social structures were not able to adapt at the great rapidity of change. Students will be able to understand the underlying conditions of industrialism and the effects this economic change had on the people of the United States.

Readings:

Hakim Book 8- Ch. 1-6, 10, 15

Pathways to the Present-Ch. 6

Objectives Ch. 6-

  1. Learn how the daily lives changed in the decades following the civil War.
  2. Find out how advances in electric power and communication affected people and business.
  3. Discover the effects the development of railroads had on industrial growth.
  4. Understand the importance of the Bessemer process on American Culture.
  5. Analyze factors needed for countries to Industrialize.
  6. Compare and contrast Robber Barons vs Captains of Industry.
  7. Discover how social Darwinsism affected Americans views on big business.
  8. Compare big business vs small business. What are some of the impacts on small business.
  9. Learn how Industrialist gain a competitive edge over their rivals.
  10. Analyze why competition is an important factor for workers, consumers, and business.

Gilded Age-This term coined by Mark Twain to describe the corruption that takes place after the era of reconstruction. Extreme wealth, greed, corruption, and those that were preyed upon characterize the gilded age. In this short unit we will find out how business influenced politics during the Gilded Age, learn the ways in which government reformed the spoils system and regulated railroads, and discover the effects of prosperity on politics.

Readings:

Hakim-ch. 12-14

Pathways to the Present- Ch. 8 sect. 1, 3, 4

Objectives ch. 8-

  1. Find out how business influenced politics during the Gilded Age.
  2. Learn the ways in which government reformed the spoils system and regulated railroads.
  3. Discover the effect the transition from depression to prosperity had on politics.
  4. Find out why cities expanded in the late 1800’s.
  5. Review new developments that helped cities grow.
  6. Learn how living conditions in the cities changed.
  7. State the results of city growth.
  8. Study the ways in which different movements helped the needy.
  9. Learn how and where sociology developed.
  10. Examine efforts to control immigration and personal behavior in the late 1800s.

Progressivism- At the turn of the century, many Americans hoped to change American society for the betterment of all of its citizens. These reformers minded citizens, who became known as progressives, worked for many different causes at the National, State, and local levels. These reformers wanted to make change in political reform, societal reform, and economic reforms. We still are affected by the many changes that benefit us today. Students will understand the relationships of laws and regulations today to the reforms of the progressive era.

Readings:

Hakim- ch. 17, 18, 22-28, 31-36

Pathways to the Present- ch. 11

Objectives ch. 11

  1. Learn the key goals of Progressives.
  2. Find out how the ideas of progressive writers helped inspire new reform movements.
  3. Understand why progressive reforms met with resistance.
  4. Why did progressives want to expand the role of government?
  5. Discover the municipal and state reforms achieved by progressives.
  6. Learn what federal reforms Theodore Roosevelt championed as President.
  7. Find out who contended in the election of 1912 and learn the outcome of that election.
  8. Discover the limitations placed on the achievements of progressivism.
  9. Discover two main strategies pursued by suffrage leaders.
  10. Find out why a new generation of leaders was needed in the suffrage effort.
  11. Study the factors that led to a final victory for suffrage.

The Great War- This war was first coined the “war to end all wars” by patriotic Americans who were going over seas to fight in the war. The Great War was a whirlwind of causes that pulled some 60 plus nations into the battle zones. This war vanished some from the earth and left no real answers solved. During this unit we will read a novel by Eric Remarque called All Quiet on the Western Front. Students will be able to depict what war entails and understand causes that led the world to take up arms against one another.

Readings:

Hakim- ch. 37, Book 9 ch. 1-2

Pathways to the Present- ch. 12

Objectives ch. 12-

  1. Identify the main causes of WWI
  2. Understand how the conflict expanded to draw in much of Europe.
  3. Analyze how the United States responded to the war in Europe.
  4. Discover how Germany’s use of submarines affected the war.
  5. Find out the steps the United States took toward war in Early 1917.
  6. Analyze the preparations of the United States for WWI.
  7. Study the ways in which the American Troops Helped turn the tide of the war.
  8. Learn about conditions in Europe and the United States at the end of the war.
  9. Learn about the steps the government took to finance the war and manage the economy.
  10. Describe how the government enforced loyalty to the war effort.
  11. Find out how the war changed the lives of Americans on the home front.
  12. Discover the expectations that Wilson and the Allies brought to the Paris peace conference.
  13. Learn about the important provisions of the peace treaty.
  14. Find out how the federal government and ordinary Americans reacted to the end of the war.
  15. Understand Wilsons 14 point agenda.

Common Core State Standards For America and The World – Grade 10

Key Ideas and Details

  • CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  • CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
  • CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure

  • CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
  • CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
  • CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas

  • CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
  • CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity

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

Student Expectations: I expect students to come to class with the attitude that they will learn something today. Open up your mind and let great things happen.

  1. Respect the classroom
  2. Respect your classmates
  3. Respect the teacher
  4. Respect yourself

Grading:

All material assigned should be turned in on due date. If material is late a 10% drop in grade will occur daily. If student has excused the assignment should be turned in no later than the number of days excused.

90-100A

80-90B

70-80C

60-70D

60-UnderF