11 th grade united states history: america past and present rm. 148 Course description
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Required Reading: America: Past and Present, Chapter 13 Biography: Susanna Wilkerson Dickinson John O’ Sullivan “The Great Nation of Futurity” (1845) Testimony Before the Massachusetts Legislature” (1845) by the Female Labor Reform Association MyHistoryLab Media Assignments: View the Map: United States Territorial Expansion in the 1850s View the Map: Texas Revolution, 1836 • Watch the Video: The Annexation of Texas Read the Document: Thomas Corwin, “Against the Mexican War” (1847) View the Map: Mexican-American War, 1846–1848 Read the Document: Senate Report on the Railroads (1852) Watch the Video: Mastering Time and Space: How the Railroads Changed America Complete the Assignment: Hispanic America After 1848: A Case Study in Majority Rule Read the Document: Samuel Morse, Foreign Immigration (1835)
Theme 5 (WOR-5) — Students read the sources in a document-based question on the Mexican-American War (2010 DBQ) and engage in a classroom debate on President Polk’s motives for entering the war. -Students will analyze and discuss documents from the Stanford Reading Like a Historian website: -Students will write a persuasive essay with a thesis where they write and present arguments supporting or opposing the annexation of Texas in 1844,the declaration of war against Mexico in 1846, or the ratification of the Treaty of Guadalupe Hidalgo in 1848. Their positions may provide the basis for either a role-play debate or a conventional discussion. -Students will analyze and discuss a political cartoon related to: The Annexation of Texas -Political Cartoon: Volunteers for Texas -Students will conduct a mock Senate hearing where they discuss /debate reasons why the US should assist the Republic of Texas - Students will identify, read, and interpret a map related to: Settling the Boundary with Canada 14. The Sectional Crisis Required Reading: America: Past and Present, Chapter 14 Literature: Narrative of the Life of Frederick Douglass, An American Slave Lewis G. Clarke. “The Testimony of a Former Slave” (1843) Henry Highland Garnet, “Let Your Motto Be Resistance” (1848) MyHistoryLab Media Assignments: View the Map: The Compromise of 1850 Read the Document: The Fugitive Slave Act (1850) View the Map: The Compromise of 1850 and the Kansas-Nebraska Act Read the Document: John Gihon, Kansas Begins to Bleed Watch the Video: Harriet Beecher Stowe and the Making of Uncle Tom’s Cabin Watch the Video: Dred Scott and the Crises that Lead to the Civil War Read the Document: Stephen A. Douglas, Debate at Galesburg, Illinois (1858) Complete the Assignment: The Enigma of John Brown Read the Document: John Brown’s Address Before Sentencing Read the Document: Abraham Lincoln, Debate at Galesburg, Illinois (1858) Complete the Assignment: Law and Society: The Case of Dred and Harriet Scott—Blurring the Borders of Politics and Justice Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 9 (extra credit) Key Discussion Topics: Compromise of 1850, Fugitive Slave Act, Stephen A. Douglas, popular sovereignty, Kansas-Nebraska Act, James Buchanan, Abraham Lincoln, Lincoln-Douglas debates, Jefferson Davis, Confederate States of America, Preston Brooks, Squatter Sovereignty, Franklin Pierce, Know-Nothings, John Brown, James Buchanan, Dred Scott v. Sanford Special Activities/Class Exercises: -Using primary sources from Northern wage workers, Southern slaves, abolitionists, and slave masters, as well as the textbook, students debate the working conditions in the pre-Civil War era. -Students write an essay in which they argue about the extent to which the tensions that affected the drafting of the Constitution remained relevant to the political debates of the late 19th century. -Students will create a chart that shows all political parties of this era and outline each parties’ platform. -Students will create a series of political cartoons about issues in this chapter. -Students will take the role of the Senate and debate the Compromise of 1850. Class will be divided ino Northern and Southern sections. -Students will write a newspaper editorial about the Dred Scott Decision expressing their support or opposition to the Dred Scott Decision. -Students will complete a Document Based Questions activity and write and essay on: The Evolution United States between 1810 and 1860 15. Secession and the Civil War Required Reading: America: Past and Present, Chapter 15 Clara Barton, “Medical Life at the Battlefield” Lucy Breckenridge, “Diary”
Watch the Video: What Caused the Civil War? Read the Document: South Carolina Declaration of the Causes of Secession View the Map: Secession Complete the Assignment: Soldiering the Civil War Read the Document: The Emancipation Proclamation View the Closer Look: Black Union Soldiers Read the Document: “If it were not for my trust in Christ,” Testimony from the New York Draft Riots (1863) View the Map: The Civil War Part II: 1863–1865 Read the Document: William T. Sherman, the March Through Georgia Watch the Video: The Meaning of the Civil War for Americans
-Students will analyze and discuss: Document Based Activity -African Americans and the Civil War Students analyze the factors that led to Abraham Lincoln’s issuance of the Emancipation Proclamation and its resulting impacts on the Union’s war effort. -Students will create a chart that explains Northern grievances with the South and Southern grievances with the North. -Students will discuss and compare and contrast Southern strengths and weaknesses versus Northern Strengths and weaknesses. -Students will discuss and compare Union and Confederate military and political leaders. -Students will become members of the the House of Representative and debate the issue of Secession. - Students will identify, read, and interpret information on a map related to: The Secession Crisis/The Civil War -Analyzing Tables and Charts: Differences between the North and South
David Blackmon, Slavery by Another Name, “The Freedman’s Agenda for Reconstruction” Bayley Wyatt, “A Right to the Land” Henry Blake, “Working on Shares”
Read the Document: Pearson Profiles, Robert Smalls Read the Document: Thirteenth, Fourteenth, and Fifteenth Amendment (1865, 1868, 1870) Read the Document: The Mississippi Black Code (1865) View the Map: Reconstruction Read the Document: A Sharecrop Contract (1882) Watch the Video: The Schools that the Civil War and Reconstruction Created View the Closer Look: The First Vote, Read the Document: Hannah Irwin Describes Ku Klux Klan Ride Complete the Assignment: “Forty Acres and a Mule” Watch the Video: The Promise and Failure of Reconstruction
-Students will write diary entries from the perspective of a freedman veteran detailing the events or actions that would have created optimism and pessimism. -Students will compare and contrast Congressional and Presidential Reconstruction plans infer which would have provided a smoother transition back into the union. -Students will become members from the House of Representative and debate the issue of Reconstruction. -Students will compare and contrast Northern Mill Workers with Southern slaves. Were the arguments of the South justified? -Students will conduct an impeachment trial of President Andrew Johnson. (Johnson and four lawyers vs. the class) - Students will identify, read, and interpret information on a map related to: Reconstruction -Students will create a vignette (written and kinesthetic) that shows the shows the Compromise of 1877. Students will then discuss the implications of the compromise on United States society then and now. 17. The West: Exploiting Empire Required Reading: America: Past and Present , Chapter 17 Black Elk, “Account of the Wounded Knee Massacre” (1890) Benjamin Harrison, “Report on the Wounded Knee Massacre and the Decrease in Indian Land Acreage (1891) Frederick Jackson Turner, “The Significance of the Frontier in American History” (1893) MyHistoryLab Media Assignments View the Map: Native Americans, 1850–1896 Read the Document: Chief Red Cloud’s Speech Watch the Video: Sioux Ghost Dance Read the Document: Accounts of the Wounded Knee Massacre Complete the Assignment: Blacks in Blue: The Buffalo Soldiers in the West View the Closer Look: Railroad and Buffalo Read the Document: Homestead Act of 1862 Read the Document: John Lester, “Hydraulic Mining” View the Closer Look: Railroad Routes, Cattle Trails, Gold and Silver Rushes Read the Document: Turner, “The Significance of the Frontier in American History”
Theme 5 (WOR-5) — Students read excerpts from the work of historians Reginald Horsman, Sean Wilentz, and Sam Haynes and write an essay using evidence to justify which perspective they believe the most convincing account of Manifest Destiny -Students will work in groups to present in pictorial format how the inventions of the era helped settlers, yet decimated the Natives. -Students will complete a visual analysis/document based activity from the Reading Like a Historian site on: Manifest Destiny -Students will create advertising flyers to entice young women to go to California. Students will use the textbook and Vine/Faragher's, The American West Ch.4 and Zinn's, A People's History of the United States to complete a graphic organizer that compares and contrasts the historical interpretations of the factors that led to the causes of conflict between white settlers and the demise of Native American culture. 18. The Industrial Society (WINTER BREAK) Required Reading: America: Past and Present, Chapter 18 Andrew Carnegie, “The Gospel of Wealth” (1899) Mother Jones, “The March of the Mill Children” (1903) Rose Schneiderman, “The Triangle Shirtwaist Fire” (1911) MyHistoryLab Media Assignments: Watch the Video: Railroads and Expansion Read the Document: Andrew Carnegie, “Wealth” (1889) Read the Document: Thomas Edison, The Success of the Electric Light Complete the Assignment: Shopping in a New Society • Read the Document: Mother Jones, “The March of the Mill Children” Read the Document; Massachusetts Bureau of Statistics of Labor (1884) Read the Document: Leonora M. Barry, Report to the Knights of Labor (1887) View the Map: Organizing American Labor in the Late Nineteenth Century Read the Document: George Engel, Address by a Haymarket Anarchist Watch the Video: The Gilded Age: The Rise of Capitalism, Industrialism, and Poverty Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 9 (extra credit) Key Discussion Topics: Centennial Exposition, Central and Union Pacific Railroad Companies, J.P. Morgan, Andrew Carnegie, John D. Rockefeller, National Labor Union, Knights of Labor, American Federation of Labor, Thomas Alva Edison, Trunk lines, Special Activities: -Students will compare the immigrants who built the railroads to the slaves in the South prior to 1860. -Students will write an essay that includes a thesis that answers the following question: “Unions, martyr or menace?” -Students will create advertising flyers to entice young workers to join a union. -Students will analyze "Tables and Graphs: Railroads after 1865" -Students will create a political cartoon associated with the role of industrialists like Carnegie or Rockefeller and then write an editorial in support or opposition to their monopolistic tendencies as businessmen. 19. Toward an Urban Society (WINTER BREAK) Required Reading: America: Past and Present, Chapter 19 Charles Lorin Brace, The Life of the Street Roles” The Secret Oath of the American Protective Society (1893)
Read the Document: Charles Loring Brace, “The Life of the Street Rats” View the Closer Look: Group of Emigrants (Women and Children) from Eastern Europe on the Deck of the S.S. Amsterdam Watch the Video: Ellis Island Immigrants View the Map: Immigration, 1880–1920 Complete the Assignment: Ellis Island: Isle of Hope, Isle of Tears Watch the Video: Democracy and Corruption: The Rise of Political Machines Read the Document: The Morrill Act (1862) Hear the Audio: Address at the Atlanta Exposition by Booker T. Washington Read the Document: Edward Bellamy, from Looking Backward Read the Document: Jane Addams, from Twenty Years at Hull House Complete the Assignment: Law and Society, Plessy v. Ferguson: The Shaping of Jim Crow. Optional/Suggested Reading: Zinn, A People’s History of the United States Chapter 10 (extra credit) Key Discussion Topics: The “new woman”, Booker T. Washington, “new” immigrants, tenements, political “machines”, Social Darwinism, Henry George, Social Gospel, settlement houses, social workers Special Activity/Class Exercises: -Students will analyze and discuss political cartoon: "That's What the Matter" by Thomas Nast, a outspoken critic of Boss Tweed -Students will create advertising flyers to entice young workers to join a political party. -Students will analyze Tables and Graphs: Urban v. Rural Population at the Turn of the Century -Students will create a newspaper which traces the industrialization of the U.S. and its effects on the people of the U.S. include photographs from the time period. (4 one-page articles with headline-1 per group member; two positive/two negative)
Susan B. Anthony, Bread Not Ballots (1867) Mary Elizabeth Lease, Populist Crusader (1892)
Read the Document: The Interstate Commerce Act (1887) Read the Document: Workingman’s Amalgamated Sherman Anti-Trust (1893) Read the Document: Proceedings of the Grange Session, 1879 Read the Document: Mary E. Lease, The Populist Crusader (1879) Read the Document: Ocala Platform, 1890 • Read the Document: Jacob S. Coxey, “Address of Protest” (1894) Read the Document: “Everybody Works But Father” (1905) Complete the Assignment: The Wonderful Wizard of Oz Read the Document: William Jennings Bryan, “Cross of Gold” Speech (1896) View the Closer Look: Republican Campaign Poster of 1896, William McKinley Optional/Suggested Reading: A People’s History of the United States Chapter 11/13 (extra credit) The American West by Robert Hine/ John Faracher (extra credit) Key Discussion Topics: state commissions, Populism, Coxey’s army, Pullman strike, Grover Cleveland, realism, naturalism, free silver coinage, William Jennings Bryan, William McKinley Special Activities/Class Exercises: -Students will work in groups that represent poor white farmers in the Midwest, poor white farmers in the South, black sharecroppers in the South, and any other group you think appropriate. Each group should list five of their dreams or goals—they should be as specific as possible. Then have them describe the reality of their situation. Finally, they will determine, given the probable gap between dreams and reality, what they should do. Report and discuss. -Students will create political cartoons in support or opposition to : The “Cross of Gold Speech” -Students will research and discuss: The Wizard of Oz and William Jennings Bryan comparing and contrasting -Students will analyze and write an essay on the 2007 DBQ 1865-1900 Technology, Government, and Economics which examines the settling of the West during the time period.. -Students will analyze and discuss a political cartoon using SOAPSTONE using Joseph Keppler's"The Bosses of the Senate" from Puck, 1889 which demonstrates the need for a populist movement 21. Toward Empire Required Reading: America: Past and Present, Chapter 21 Albert Beveridge, “The March of the Flag” (1898) William Graham Sumner, “On Empire and the Phillipines” (1898)
Watch the Video: Roosevelt’s Rough Riders Read the Document: Josiah Strong, from Our Country (1885) Read the Document: Liliuokalani, Hawaii’s Story Read the Document: Alfred Thayer Mahan, The Interest of America in Sea Power View the Map: Activities of the United States in the Caribbean (1898 – 1930s) Watch the Video: Burial of the Main Victims • View the Map: The Spanish-American War View the Closer Look: American Empire Read the Document: Carl Schurz, Platform of the American Anti-Imperialist League View the Image: Emilio Aguinaldo Complete the Assignment: The 400 Million Customers of China Optional/Suggested Readings: Zinn, A People’s History of the United States, Chapter 12 (extra credit) Key Discussion Topics: Theodore Roosevelt, James G. Blaine, Queen Liliuokalani, William McKinley, Alfred Thayer Mahan, The Maine, Anti-Imperialist League, Emiliano Aguinaldo, William Howard Taft, Open Door Policy Special Activities/Class Exercises: • Theme 2 (WXT-1) — Students compare and contrast the presentation of European colonization efforts in a U.S. history and a World history textbook and debate the approach used by each discipline. Theme 5 (WOR-7) — Students create a political cartoon arguing for or against annexation of Cuba after the Spanish American War and create an accompanying editorial paragraph. -Students will engage in a class discussion that compares and contrasts American and European imperialism between 1880 and 1914. -Students will find and catalog: Yellow Journalism articles from the Spanish American War -Students will analyze and discuss a Political Cartoon Analysis: U.S. Imperialism -Students will develop a reasoned argument and prepare a speech either for or against the annexation of the Philippines. Bring the speeches to class, which should meet as the U.S. Senate in January 1899. Have the students debate and vote. Then discuss the role-playing exercise, its dynamics, and its results. Students will identify, read, and interpret a map exercise related to: The Spanish-American War/American Empire Mid-year Exam Our mid-year exam is part academic, part social, and part “trial run” for the actual AP Examination in May. Its format is exactly the same as the newly released May 2014 exam except that it covers material only to the year 1900 (Up through the McKinley administration). It will take place over two days as we do not have time to complete it in the allotted time during the mid-term finals and will include 55 multiple choice questions, 4 thematic short answer questions, a Document Based Essay, and a Long Essay question. (4 hours total). 22. The Progressive Era Required Reading: America: Past and Present, Chapter 22 Booker T. Washington, “Atlanta Exposition Address” (1895) W.E.B. Dubois, “Of Mr. Booker T. Washington and Others” (1903) Ida B. Wells, “A Red Record” (1895) MyHistoryLab Media Assignments: Watch the Video: The Rise and Fall of the Automobile Economy Read the Document: Frederick Winslow Taylor, Scientific Management (1911) Watch the Video: Rural Free Delivery Mail • Read the Document: Gifford Pinchot, The Fight for Conservation (1910) Read the Document: John Spargo, The Bitter Cry of the Children (1906) Watch the Video: The Conflict Between Booker T. Washington and W. E. B. DuBois Read the Document: Samuel Gompers: The American Labor Movement (1914) Complete the Assignment: The Triangle Fire • View the Closer Look: Triangle Fire, March 25, 1911 Watch the Video: A Vaudeville Act Optional/Suggested Readings: Zinn, A People’s History of the United States, Chapter 13 (extra credit) Key Discussion Topics: Lincoln Steffens, Progressivism. Henry Ford, Triangle Shirtwaist Company Fire, National Association for the Advancement of Colored People, Madam C.J. Walker, “New” Immigration, Women’s Trade Union League, Amoskeag, The New York Armory Show, The Ashcan School Special Activities/Class Exercises: Theme 7 (CUL-6) — Students examine the writing and photographs of Jacob Riis, Lewis Hine, and other progressive era writers and create a mock exposé of urban social conditions in the early 20th century. -Students will analyze and discuss documents from the Stanford Reading Like a Historian website: Jacob Riis photos -Students will participate in a class project focusing on muckraking. Each student has the task of writing an exposé of wrongdoing in their own community/world today. Just as well, ask each should provide a visual image (picture) associated with their expose. Students should discuss whether photos heighten or distort reality and justify reasoing. -Students will identify, read, and interpret a map exercise related to: Immigration, 1870-1930
Directory: staff staff -> Contests, Competitions, and Activities humanities staff -> United states army space and missile defense command april 2000 Shiloh staff -> Historic Waterfront Cruise Introduction staff -> U. S. Senate Committee on Energy and Natural Resources staff -> An alphabetised list of vocabulary references staff -> ~ la 1 Alphabet Book ~ June 19, 2009 staff -> The skill of multi-model seasonal forecasts of the wintertime North Atlantic Oscillation staff -> Curriculum vitae personal details Download 210.72 Kb. Share with your friends:
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