U. S. History Since 1850 Grade Level - 11th
1st - Nine Week Period – End Date October 14
* An asterisk after a /Objective number indicates an objective that is not assessed on the State EOI. Social Studies Process Skills under Standard 1 should be taught thought the curriculum.
PASS / Content and Essential Questions / EOI Topics / InstructionTime / Suggested Resources
1.1 / Examine the economic and philosophical differences (e.g., sectionalism, popular sovereignty, states’ rights debate, nullification, abolition, and tariffs) between the North and South, as articulated by Daniel Webster and John C. Calhoun.
1. What issues divided America in the first half of the 19th Century?
2. How were the economic structures of the North and South different?
3. Why did the issue of slavery flare up in 1819 and then again in 1850?
4. Discuss states rights vs. federal rights. / 1. Abolition
2. Sectionalism
3. Underground Railroad
4. Harriet Tubman
5. William Lloyd Garrison
6. Frederick Douglas
7. Daniel Webster
8. John C. Calhoun
9. Missouri Compromise 1820 / 5-7 days / Chapter 2 pages 46-48, 58-59
Chapter 3
· Have students read exerts of Webster’s & Calhoun’s speeches given in response to the Compromise of 1850. Then have them compare and contrast the ideas of the speeches.
· See revised EOI Review Checklist
· Balance sheet of war (Political leaders of North and South, etc.)
· Websites: http://www.digitalhistory.uh.edu/ahd/index.html
· Compare Lincoln-Douglas Debates
1.2 / Trace the events leading to secession and war (e.g., the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, “Bleeding Kansas,” the Dred Scott case, John Brown’s Raid on Harpers Ferry, 1860 presidential election, secession of South Carolina, and the attack on Fort Sumter).
1. Why did Southern States secede?
2. How did Dred Scott decision divide the Nation? / 1. events leading to succession and war
2. Popular Sovereignty
3. Compromise of 1850
4. Fugitive Slave Act
5. Kansas-Nebraska Act
6. Bleeding Kansas
7. Dred Scott case
8. Lincoln-Douglas Debates
9. John Brown’s Raid
10. Election of 1860
11. Harriet Beecher Stowe and Uncle Tom’s Cabin
11. critical developments in the war (pgs 96-97) / · Create a time line highlighting the events that heightened the conflict between the North and South and led to secession.
· Provide students with excerpts from “Uncle Tom’s Cabin” and have them relate this to furthering sectionalism in the U.S. Was Harriet Beecher Stowe “the little lady who started the big war”?
http://www.historyteacher.net/
http://www.animatedatlas.com
http://www.historyanimated.com
1st - Nine Week Period – End Date October 14
PASS / Content and Essential Questions / EOI Topics / InstructionTime / Suggested Resources
1.3 / Identify political and military leaders of the war (e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison).
1. Who were the key leaders of the Civil War?
2. What were the military strategies for the North and South? / 1. Robert E. Lee
2. Ulysses S. Grant
3. Abraham Lincoln
4. Jefferson Davis
5. Stonewall Jackson
6. William T. Sherman
7. Clara Barton / 5-7 days for all of chapter 4 / Chapter 4
· Create a chart listing all political, social, and military leaders of this era, making sure to provide their significance and contributions.
· Ken Burns’ Civil War series
1.4 / Interpret the importance of critical developments in the war, including major battles (e.g., Fort Sumter, “Anaconda Plan,” Bull Run, Gettysburg, Vicksburg, Antietam, battle of the Monitor and Merrimack, and the North’s “total war strategy”), the Emancipation Proclamation, and Lee's surrender at Appomattox.
1. What were Lincoln’s intentions for issuing the Emancipation Proclamation?
2. How did each side’s resources and strategies affect the early battles of the war?
3. What advantages did each side have? / 1. Fort Sumter
2. critical developments in the war (pgs 104-110)
3. Anaconda Plan
4. Border States
5. Battle of Bull Run
6. Monitor and Merrimack
7. Antietam
8. Emancipation Proclamation
9. Vicksburg
10. Gettysburg
11. Sherman’s March
12. Total War
13. 54th Massachusetts Regiment
14. Lee’s surrender at Appomattox / · Create a diagram listing the military actions, political issues, and social and economic changes of the first two years of the Civil War.
· Have students write a letter to President Lincoln in the perspective of either, a slave owner, abolitionist, a slave in a border state or a slave in the Confederacy expressing their opinions about the Emancipation Proclamation.
1st - Nine Week Period – End Date October 14
PASS / Content and Essential Questions / EOI Topics / InstructionTime / Suggested Assessments,
Activities and Resources
1.5 / Relate the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the Constitution.
1. What did the Civil War Amendments do for African Americans?
2. How were African Americans prevented from receiving immediate benefits of the Civil War? / 1. 13th Amendment
2. 14th Amendment
3. 15th Amendment / 3-5 days / Chapter 5
· Outline the three Civil War Amendments explaining the goal/purpose of each then have students determine which, if any, of these rights were denied and by what means.
· Create a map over the Reconstruction Zone.
1.6 / Evaluate the continuing impact of Reconstruction policies on the South, including southern reaction (e.g., tenant farming, Freedmen’s Bureau, sharecropping, Black Codes, Ku Klux Klan, Carpetbaggers, scalawags, exodusters, Plessy v. Ferguson, and Jim Crow laws).
1. Describe Southerner’s reaction to reconstruction. How did their reaction affect the freedom?
2. How and why did Reconstruction end?
3. Was reconstruction a success or failure? Explain / 1. Black Codes
2. impact of Reconstruction policies on the South
(ie., Lincoln/Johnson/Radical Plan)
3. Military Reconstruction Act
4. Carpetbaggers
5. Scalawag
6. Freedman’s Bureau
7. Sharecropping
8. Tenant Farmers
9. Ku Klux Klan
10. Compromise of 1877 / · Create a chart of the three plans for reconstruction.
· Have students evaluate the presidential election of 1876 and the compromise of 1877. Explain the effect this compromise had on African Americans in the South.
· Research to find examples of Black Codes that existed in the South.
1st - Nine Week Period – End Date October 14
PASS / Content and Essential Questions / EOI Topics / InstructionTime / Suggested Assessments,
Activities and Resources
2.2.A / Identify the impact of new inventions and industrial production methods, including new technologies in transportation and communication between 1850-1920 (e.g., Thomas Edison, Alexander G. Bell, Henry Ford, the Bessemer process, the Westinghouse Company, barbed wire, the western cattle drives).
1. How did Natural resources, new recovery and refining methods and new uses for them lead to the Industrial Revolution?
2. What inventions changed the way people lived and worked?
3. What were the technological advances & urban planning at the turn of the century in city life? What effect did they have? / 1. Black Gold – Edwin L. Drake
2. Bessemer Steel Process
3. Electric Power: Thomas Edison
4. Westinghouse
5. Communication:
· Samuel Morse
· Alexander Graham Bell / 4-5 days / Chapter 6
· Create a chart that lists new technological breakthroughs in the left column and the impact they had on society in the right column.
2.1.D
2.2.B / Evaluate the significance of immigration on the labor supply and the movement to organize workers (e.g., growth of labor pool, rise of the labor movement, Pullman strikes, Haymarket Riot, Eugene V. Debs, Samuel Gompers, John L. Lewis, and the use of court injunctions to halt labor strikes).
Describe the effects of the "muckrakers" (e.g., Carey Nation, Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, Ida Tarbell, Upton Sinclair, and William Jennings Bryan) and reform movements (e.g., Women's Suffrage, Temperance, Populism, and the Grange Movement) that resulted in government policies affecting child labor, wages, working conditions, trade, monopolies, taxation and the money supply (e.g., Sherman Anti-trust Act and Triangle Shirtwaist Factory Fire).
1. Who were Andrew Carnegie and John D. Rockefeller?
2. How did big business arise in the U.S.?
3. What were the social effects of the rise of big business?
4. How did the rise of labor unions shape relations among workers, big business, and government?
5. Identify the early major labor unions and the violent strikes of the time including the reactions of management and the government.
6. How did the courts intervene to halt strikes? / Industrial Growth
1. Robber Barons or Captains of Industry
2. J.P. Morgan
3. John D. Rockefeller
4. Andrew Carnegie
5. Social Darwinism
6. Sherman Anti-Trust Act
7. Interstate Commerce Act
Labor Movement
8. Significance of immigration on the labor supply and the movement of organize workers
9. Collective bargaining
10. AFL
11. Samuel Gompers
12. Haymarket Riot
13. Pullman Strike
14. Eugene Debbs / · Compare the lives & beliefs of Andrew Carnegie & John D. Rockefeller using a Venn diagram. Then write a paragraph defending or criticizing these tycoon’s accomplishments.
· Create a time line of major events in labor activism between 1876 & 1911. Then write a news report describing the most important event you listed.
1st - Nine Week Period – End Date October 14
PASS / Content and Essential Questions / EOI Topics / InstructionTime / Suggested Assessments,
Activities and Resources
2.1.A / Analyze immigration, including the reasons for immigration, employment, settlement patterns, and contributions of various immigrant, cultural, and ethnic groups (e.g., Irish, Chinese, Italians, Germans, Japanese, and Southeast/Central Europeans) from 1850-1930.
1. What was the journey immigrants endured and how did they pass through immigration stations? / 1. Reasons why immigrants came to the U.S.
2. Settlement patterns
3. Contributions from immigrant groups: Irish, Chinese, Italians, Germans, Japanese, Southeast/Central Europeans (1850-1930)
4. Old vs. New immigrants / 3-5 days / Chapter 7
· Have students write a paragraph providing examples of contributions of immigrant groups in today’s society such as: St. Patrick’s Day celebration, Little Italy, macaroni, pizza, etc.
2.1.C / Analyze changes in the domestic policies of the United States relating to immigration (e.g., the Chinese Exclusion Act, the rise of nativism, Ellis Island, and the “Gentlemen’s Agreement”) from 1850-1930.
1. Examine the reaction of the American people and government to various immigrant groups. / 1. Establishment of Ellis Island/Angel Island
2. Rise of Nativism
3. Chinese Exclusion Act / · Define the ideas Melting Pot vs. A Salad Bowl. In today’s society which do you believe to be more accurate in one page?
2.1.B * / Examine ethnic conflict and discrimination. / 1. Urbanization
2. Housing Conditions
3. Tenements
4. Gilded Age/Mark Twain / · Have students create a journal about an immigrant traveling across the Atlantic Ocean and describe why they left Europe, life on the ship, and what happened when they arrived at Ellis Island.
1st - Nine Week Period – End Date October 14
PASS / Content and Essential Questions / EOI Topics / InstructionTime / Suggested Assessments,
Activities and Resources
2.1.E / Compare and contrast social attitudes and federal policies toward Native American peoples (e.g., the Indian Wars of 1850-1890, establishment of reservations, attempts at assimilation, and the Dawes Act, and the destruction of the bison herds) and actions of the United States Army, missionaries, and settlers during the settlement of the American West, 1850-1890.
1. How did the pressures of westward expansion impact the Native Americans?
2. How and why did the Federal Government attempt to assimilate the Native Americans and what was their reaction?
3. Contrast cultures of Native Americans and white settlers and explain why white settlers moved west?
4. What effect did the destruction of the bison herds have on the Native Americans’ way of life? / 1. Civil Rights Act of 1875
2. Establishment of reservations: Second Removal
3. Actions of the United States Army and missionaries
4. Indian Wars 1850-1890: Little Big Horn, Sand Creek Massacre, Wounded Knee, George Custer, Chief Joseph
5. Destruction of the bison herds
6. Assimilation
7. Dawes Act of 1877
8. Exodusters
9. Homestead Act / 4-6 Days / Chapter 8
· Have students read excerpt from the speech given by Red Cloud in 1870, during a visit to Washington, D.C. Then answer: 1. How does Red Cloud compare Native Americans and settlers? 2. Explain whether you agree or disagree with his assessment of the Great Father.
2.2.A / Identify the impact of new inventions and industrial production methods, including new technologies in transportation and communication between 1850-1920 (e.g., Thomas Edison, Alexander G. Bell, Henry Ford, the Bessemer process, the Westinghouse Company, barbed wire, the western cattle drives). / 1. Transcontinental Railroad
2. Homestead Act
3. Pony Express, Railroads
4. End of the frontier: barbed wire
5. Western cattle drives
6. Federal land grants
1st - Nine Week Period – End Date October 14
PASS / Content and Essential Questions / EOI Topics / InstructionTime / Suggested Assessments,
Activities and Resources
1.6
2.2.B
4.1.B / Evaluate the continuing impact of Reconstruction policies on the South, including southern reaction (e.g., Plessy v. Ferguson, and Jim Crow laws).
Describe the effects of the "muckrakers" (e.g., Susan B Anthony and William Jennings Bryan) and reform movements (e.g., Women's Suffrage, Temperance, Populism, and the Grange Movement) that resulted in government policies affecting child labor, wages, working conditions, trade, monopolies, taxation and the money supply.
Investigate the long term effects of the Early Civil Rights Movement and leaders (e.g., Booker T. Washington and W. E. B. Du Bois).
1. How were the civil rights of certain groups in America undermined during the years after Reconstruction?
2. What types of discrimination did African Americans face at the turn of the century?
3. Explain the significance of the 1896 Supreme Court Case Plessy v. Ferguson. / 1. Gilded Age
2. Segregation and Discrimination: literacy test, poll tax, grandfather clause
3. Plessy v. Ferguson
4. Jim Crow Laws
5. Booker T. Washington
6. W.E.B. Du Bois
7. Ida B. Wells
8. Susan B. Anthony
9. Spoils System/Pendleton Civil Service Act
10. Gold Standard/Free Silver
11. Grange Movement
12. Populism
13. Increased political strength of third party
14. Political machine: Tammany Hall, William Marcy Tweed
15. Bimetallism
16. William Jennings Bryan / 3-4 days / Chapter 9
· Present students with the story of Homer Plessy and allow them to determine the outcome of the case given.
· Compare Booker to. Washington to W.E.B. DuBois.
· Re-create trial of Plessy v. Ferguson and then debate the issues.
2nd - Nine Week Period Ends December 18