Instructional Timeline 11Th Grade U s2

6/15/2011

Instructional Timeline – 11th Grade U.S. History – 1st Nine Weeks /
Unit 3 – The Birth of Modern America
Settling the West (8) /
Suggested Time Frame: ≈ 1 block days
Assessment / Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation
Essential Questions / How Did the mining industry contribute to the development of the west? What factors contributed to the making of the Wheat Belt in the Great Plains and then to troubled times for wheat farmers in the 1890’s? Why do you think the policy of assimilation of Native Americans was a failure? Analyze the Social consequences between Whites, Native Americans, and African Americans created by war, policies, or Reconstruction Amendments.
Core Components / TEKS/SEs / Specifications/Examples
(2)(1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major characteristics that define an historical era;
(B)(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(C)(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(D)(C) explain the significance of the following dates years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I). / Gilded Age (Industrialization, Urbanization, Political Machines)
Demographic change, laissez faire, Social Darwinism, Social Gospel and nativism
Tammany Hall
Tenement/Slum Living
Ethnic Neighborhoods
Rise of new imperialism
(3)(2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
(A) analyze political issues such as Indian policies, the growth of political machines,
(B) analyze economic issues such as the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, and the rise of entrepreneurship , free enterprise, and the pros and cons of big business; and / Indian policies - Worchester v Georgia, Trail of Tears, Little Big Horn, Chief Joseph, treaties, Dawes Act, Indian removal, destruction of buffalo and Plains Culture, reservation system
Political realities – Hayes-Tilden election, solid democratic South, assassination of Garfield, political machines, Boss Tweed, Pendleton Act of 1883 and Civil Service Reform, Thomas Nast
(12)(11)(9) Geography. The student understands the impact of geographic factors on major events. The student is expected to:
(A) analyze the effects impact of physical and human geographic factors on major events including the building of the settlement of the Great Plains, the Klondike Gold Rush, / Urbanization, Patterns of settlement, and Immigration
pollution (analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions
(13)(12)(10) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, / Testing will include:
· maps,
· graphs,
· charts, and
· models
(14)(13)(11) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
(A) identify the effects of population growth and distribution and predict future effects on the physical environment; and / Including :
· Opening of the Great Plains
· Transcontinental Railroad
· Environmental issues and concerns
· Farming and Mining (Resources: Gold, Silver, Etc)
(C) understand the effects of governmental actions on individuals, industries, and communities , including the impact on Fifth Amendment property rights. / · The Populist Party
· California Gold Rush
· Railroads and Growth of Big Business
(15)(14)(12) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
(A) analyze the relationship between private property rights and the settlement of the Great Plains
(A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century;
(B) describe compare the purpose of the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire / Sample issues may include (but not limited to):
1. industrialization,
2. growth of railroads,
3. growth of labor unions,
4. farm issues, and
5. rise of big business
`
urbanization, westward expansion, and development of the market economy
New South
Grange, Populist, William Jennings Bryant, silverites and gold bugs
Homestead Act
End of the open range
Dawes Act
(20)(19)(16) Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
(A) describe evaluate the impact of events on the relationship between the legislative and executive branches of government; and
(C) evaluate constitutional change in terms of strict construction versus judicial interpretation.
(A)(C) discuss Alexis de Tocqueville’s five values crucial to America’s success as a constitutional republic:
(B)(A) describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations; and
(C)(B) describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths / · 1. Liberty
· 2. Egalitarianism
· 3. Individualism
· 4. Populism
· 5. Laissez Faire
Vocabulary
Alliance antitrust boundary doctrine domestic issue economy environment
free enterprise system graft interstate intrastate isolation market-oriented migration
Recommended Lessons / Recommended Lessons:
Growth of Railroads in 1800’s DBQ PowerPoint: Populism and the Election of 1896
Populism Lesson Plan Populism DBQ
Westward Expansion DBQ Group Project of Western Expansion and Early Industrial Growth
Differentiation / Special Education – all differentiation per SPED modifications and requirements
TAG - differentiation according to TAG mandates. To include:
independent study,
alternative projects in lieu of test
in depth reading
504 – All differentiation according to student needs as specified per 504 committee.
ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include:
small group instruction,
sentence stem activities,
HIS,
T-Chart-Pair and Defend.
Instructional Resources / Books or Readings- selections from “Across the Wide Missouri” – Bernard DeVoto
Videos - Dances With Wolves
Websites - www.pbs.org/wgbh/aia/part4/4narr4.html www.americanhistory.about.com/od/westwardexpansion
College and Career Readiness Standards / I
A- 1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B
B- 1-AB 2-B 3-B
C- 1-AD 2-ABCEF 3-ABC
D- 1-A 2-AB
E- 1-A 2-AB 3-C
F- 1-A 2-A
II
A- 1AB 2-AB
B- 1-ABC 2-A 4-AC 5-ABC 6-ABC
III
A- 1-B 2-AB 3-AB
B- 1-B
IV
A- 1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB
B- 1-AB 2-AC 3-ABC 4-ABC
C- 1-ABC
D- 1-AB 2-AB
V
A- 1AB 2-AB
B- 1-ABCDEF
Essential Questions / Unit III
Chapters 8,9,10,11
1. In choosing Indian removal, white society of the 1830’s was rejecting the concept of:
a) Establishing Indian reservations
b) Creating a shared world with the Indians
c) Segregating Indian and white societies
d) Treating the territories as virgin land
2. White settlement of the Great Plains west of the Mississippi River occurred because of:
a) All of the answers below
b) The discovery of gold and silver deposits
c) Encouragement by the Federal government
d) The passage of the Homestead Act
3. The philosophy of Social Darwinism promoted the idea that:
a) Left to itself, society would decay
b) Only the fittest individuals survived in free marketplace
c) The natural course of social evolution dictated the need for government intervention
d) Wealthy industrialists needed to make charitable donations
4. Despite the problems of rapid urban growth, the city of the late 1800’s continued to grow because:
a) Federal legislation was favorable to urban growth
b) The cities were becoming the economic hub of the country
c) The traditional values of rural America were deteriorating
d) Drought caused severe decline in the rural economy
5. In the late 1800’s, most of the foreign immigrants to the cities
a) Were quickly absorbed into the American culture
b) Established close-knit ethnic communities
c) Returned home after a few years
d) Soon moved to rural areas
6. The most important factor in allowing farmers to settle the Great Plains was the:
a) Decline of cattle ranching
b) The abundance of fertile soil
c) Transcontinental railroad
d) Scarcity of Indian attacks
7. The purpose Bessemer Kelly Process was to:
a) Increase the percentage of gold extracted from poorer ores
b) Burn the impurities out of iron by blowing air through it
c) Increase the speed on assembly lines
d) Create plastics from petroleum
8. The Sherman Anti-Trust Act of 1890 declared illegal any contract, trust or restraint of trade in:
a) Interstate commerce
b) Manufacturing
c) Intrastate commerce
d) Industry
9. In general the Populist movement was primarily supported by:
a) Small farmers
b) Urban middle class
c) Big city political machines
d) Corporate farming interests
10. The Black Codes passed by many of the southern state governments in 1865 aimed to:
a) Provide economic assistance to get former slaves started as share croppers
b) Ensure a stable and subservient labor force under white control
c) Permit blacks to vote if they met certain educational or economic standards
d) Gradually force blacks to leave the South