United States History Indianapolis Public Schools 2008-2009 Benchmark 1



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INDICATOR
USH 3.4

CONTENT/CONCEPT

CRITICAL VOCABULARY

SKILLS

ASSESSMENTS

only assessments that all teachers in a given course will agree to administer



Summarize the Treaty of Versailles, the formation and purpose of the League of Nations and the inter-relationship between the two.
Videos:

The Treaty of Versailles  (GL)

The Effects of the Treaty of Versailles on Germany   (GL)

Treaty of Versailles: An Unsettling Peace (1918) (GL)

1919: The Versailles Peace Conference: Herbert Hoover Raises Relief Money for Starving Europe (GL)

League of Nations Council Meets in Rhine Situation (GL)

May 1932: Japan Breaks Agreements and is Expelled from the League of Nations (GL)

1919: Speeches For and Against the League of Nations (GL)

Wilson's Battle with the Senate (GL)

Woodrow Wilson: Scholar, Reformer, and Father of the United Nations   

Late-Nineteenth-Century Europe

Images:

The League of Nations building at Geneva.

The League of Nations in session at Geneva.

Wilson campaigns for the League of Nations.

Aristide Briand, France's "apostle of peace."

"C.K." McClatchy, editor of Sacramento Bee.

Alsace-Lorraine: "You may take me..."

French troops in an Alsace town after World War I.

Map: the unification of Germany, 1866-1871.

Articles:

League of Nations

Lodge, Henry Cabot (1850-1924)

Alsace-Lorraine

Wilson, Thomas Woodrow

Reparations

Ruhr

The French statesman Raymond Poincaré.

Audio:

U.S. Government: The First 200 Years: America during the First World War  

Warren G. Harding: "League of Nations" (1920)  

Concepts

Peace Treaty

Diplomatic Solutions

Diplomatic Forum

Restrictions

Reparations

Demilitarization
People/Places/Ideas/

Events/Things

The Big Three

War Reparations

War Guilt

Military Restrictions

League of Nations

Seeking Diplomatic Solutions to Prevents Wars

A Weakened Germany

Right of National Self-Determination

Rhineland

Ruhr Region

Alsace and Lorraine

Military Restrictions





Diplomatic Forum

Reparations

Military Restrictions

War Guilt

Transfer of Territory


Analyze the purpose of the War Guilt Clause.
Analyze the provisions of the treaty that were designed to keep Germany economically and militarily weak.
Analyze Wilson’s reasoning on why the League of Nations would prevent future wars.
Analyze how the League of Nations was intended to build on the peace created by the Treaty of Versailles.
Compare and Contrast the examples of retribution and national repression in the Treaty of Versailles with the concepts of national self-determination, equal representation, and the creating of consensus solutions of international differences in the Covenant of the League of Nations.




Benchmark 2

18-21 November



Core Standard 4 The 1920’s

Describe how key events, people, and groups in 1920s America reflect the conflicting values and changing society of those living in the period of prosperity before the Great Depression



INDICATOR
USH 3.6


CONTENT/CONCEPT

CRITICAL VOCABULARY

SKILLS

ASSESSMENTS

only assessments that all teachers in a given course will agree to administer



Identify the contributions to American culture made by individuals and groups.
Videos:

African Americans in the Progressive Era (GL)

Women in the Progressive Era   (GL)

Technology in the Progressive Era (GL)

Defining the Progressive Movement (GL)

Prohibition and Temperance Movements (GL)

The Jungle: A View of Industrial America   (GL)

The Status of African Americans  (GL)

Rosa Parks and the NAACP (GL)

Tuskegee Institute and Segregation (GL)

The Black Press  (GL)

Southern Industry (GL)

The First Nine Years: Slavery and Poverty (GL)  

Freedom Seekers (GL)

Hellfighters  (GL)

A Mass Women's Suffrage Movement   (GL)

Women's Rights (GL)

Married Women's Property Act  (GL)

Images:

Robert La Follette at his desk in 1906.

Not all artists of Progressive era were realists.

A YWCA group in Washington, D.C.

Carrie Nation (1848-1911), on shipboard.

Governor Peter Norbeck (1870-1936) of SD.

George Wesley Bellows (1882-1925), self-portrait.

Lillian D. Wald (1867-1940).

Leo Frank.

Finley Peter Dunne (1867-1936).

Upton Sinclair and His Son

"The Royal Family of America," 1902.

Progressive leader Father John A. Ryan.

Progressive historian Charles A. Beard.

Theodore Roosevelt (1858-1919) .

W.E.B. Du Bois (1868-1963).

Margaret (Higgins) Sanger (1883-1966).

Ida M. Tarbell (1857-1944).

A Pacific Electric interurban railway car.

John Dewey (1859-1952).

A woman typist in 1906.

Louis Armstrong, with Marable's Capital Revue.

Mrs. Carrie Chapman Catt (1859-1947).

Roosevelt and Booker T. Washington at White House.

Frank Norris (1870-1912).

Paul Laurence Dunbar (1872-1906).

George Benjamin Luks (1867-1933).

"Hell Hole," John Sloan, 1917.

The African-American leader Booker T. Washington.

Lincoln Steffens, muckracking editor, journalist.

Office of the NAACP' S Crisis Magazine

Cover of the First Issue of "The Crisis"

NAACP Youth Council Members

Walter White (1893-1955).

James Weldon Johnson (1871-1938).

Members of the WCTU.

Mary Church Terrell***

Articles:

La Follette, Robert Marion

Tuskegee University
Steffens, (Joseph) Lincoln

Riis, Jacob August

White, Walter Francis

National Association for the Advancement of Colored People

Du Bois, W(illiam) E(dward) B(urghardt)
Charlotte Perkins, feminist writer, lecturer.

Audio:

Cultural Contributions of Black Americans: Art: Reactionary Leaders Marcus Garvey & W. E. B. DuBois

African American History: Achievement in a Hostile Era  

Leading Black Americans: George Washington Carver

Writing Prompt:

Women and Civic Work

Equality for All

Concepts

Contribution(s)

American Culture

Muckrakers

Progressives

Quality of Life



People/Places/Ideas/

Things/ Events

Government Reform

Frederick Law Olmsted – Landscaper & Creator of Central Park

Booker T. Washington

W.E.B. DuBois

Tuskegee Institute

Lincoln Steffens

Jacob Riis

Upton Sinclair--The Jungle

Women’s Christian Temperance Union (WCTU)

Prohibition

NAACP



Contribution(s)

Culture


The Arts

Identify areas within which contributions could be/were made.
Identify contributions.
Analyze how each individual/group’s contribution changed the way Americans lived.
Evaluate the importance of each contribution to the quality of life in the US for its citizens or groups of its citizens.







INDICATOR
USH 3.8


CONTENT/CONCEPT

CRITICAL VOCABULARY

SKILLS

ASSESSMENTS

only assessments that all teachers in a given course will agree to administer



Describe the Progressive Movement and its impact on political, economic and social reform.
Videos:

Elements of a Social Movement (GL)

Progressive Era Social Controls  (GL)

The Birth of the Progressive Era   (GL)

Suffrage  (GL)

The Progressive Party (GL)

The Wilson Administration   (GL)

The Triangle Shirtwaist Fire (GL)

Progressivism   (GL)

Roosevelt, Taft, & Reform  (GL)

The Square Deal (GL)

The Plight of Laborers (GL)

The Populists (GL)

American Political Movements and Civil Liberties in the Twentieth Century (GL)

Immigration in the Progressive Era  (GL)

Politics and Progressives  (GL)

Special Interest Groups  (GL)

A Path to Reform (GL)

William Howard Taft's Presidency and the Return of Roosevelt (GL)

Progressive Era Social Controls  (GL)

Women and the Right to Vote  (GL)

Progressives' Programs (GL)

The Sixteenth, Seventeenth, Eighteenth, and Nineteenth Amendments (GL)

A New America: Mobility for Women: The 18th Amendment and Prohibition (GL)

The Economic Conditions at Home: New Legislation for Workers, Segregation of Blacks, and the Suffragette Movement (GL)

Child Labor & Bad Working Conditions (GL)

Women and Children (GL)

President Roosevelt Addresses Congress on State of Nation   (GL)

Urbanization: Changing the Landscape (GL)

NEW YORK CITY: FIVE POINTS NEIGHBORHOOD AND TAMMANY HALL (GL)

William Howard Taft's Presidency and the Return of Roosevelt (GL)

THE IMPACT OF THE JUNGLE (GL)

Images:

McClure's Magazine.

Search for bodies after Triangle Shirtwaist Fire.

The Supreme Court in 1904.

Cartoon, economic influence of Standard Oil.

Women at first convention of Women's Trade Union.

Ladies? Tailors Union strikers, NYC, 1910.

Workers in a Chicago meat packing plant in 1905.

March 3, 1913 suffragists parade, Washington, DC.

"4-year-old Mary,.shucks oysters."

Teenage boy worked in factory for two years.

A young textile mill worker.

Woman's suffrage headquarters in Cleveland, Ohio.

Opponents of womens suffrage also organized.

Most urban reform demanded was of city police.

Bohemian cigarmakers at work in their tenement.

An Italian mother, Jersey Street, NY, 1890.

"Five cents a spot" unauthorized rental lodgings.

Child labor; children tying "hands" of tobacco.

Child workers, newsboys, around 1900.

Child workers in a glass factory, around 1900.

Most cotton mill workers were women & children.

Child of an African-American tenant farmer.

Articles:

Women's Rights

League of Women Voters of the United States

Child Labor

Tammany Society

Audio:

Social Reform Movements: The Progressive Reform Movement

Theodore Roosevelt: "Social & Industrial Justice" (August, 1912)

William H. Taft: "The Rights of Labor" (August 3, 1908)

Writing Prompt:

Activism
Leading a Cause

Concepts

Government Reform

Initiative

Referendum

Recall

Prohibition



Conservation

Direct Election of Senators

Women’s Suffrage

Political Machines

State Machines

City Machines

Muckrakers

Mass Circulation Journalism

Child Labor

Work Place Protection


People/Places/Ideas/

Places/Things

17th Amendment

18th Amendment

19th Amendment

Tammany Hall

City Manager Government

City Commission Government

Progressive Presidents

Theodore Roosevelt

William H. Taft

Woodrow Wilson

Child Labor Laws




Government Reform

Social Reform

Conservation

Reform


Identify political, economic, and social problems that arose between 1880 and 1900.
Identify reforms pushed by the Progressives.
Compare and contrast the political, economic, and social structures of the United States from 1880-1900 with those of 1900-1919.
Evaluate implemented Progressive reforms for their impact on making government more responsive to American voters.




INDICATOR
USH 4.1


CONTENT/CONCEPT

CRITICAL VOCABULARY

SKILLS

ASSESSMENTS

only assessments that all teachers in a given course will agree to administer



Give examples of support shifting to big business during the postwar period between World War I and the Great Depression.
Videos:

Warren G. Harding (GL)

Reluctant Nomination   (GL)

Ideal American (GL)

Silent Cal (GL)

Life After World War I  (GL)

Round Two: Calvin Coolidge (GL)

Concluding Remarks  (GL)

"The Business of America Is Business"   (GL)

American Individualist (GL)

Miracle Man (GL)

A Rising Economy, Flourishing Job Market, Tax Cuts, and Speculation: Election of 1928 (GL)

America, 1920 (GL)

Wall Street, 1929  (GL)

Serving as Governor of New York (GL)

Survival Theories: Social Darwinism and Eugenics  (GL)

Social Darwinism and Socialism  (GL)

Social Darwinism and Capitalism  (GL)

Images:

Warren G. Harding (1865-1923) .

Harding's Attorney General resigned in scandal.

"Teapot Dome" principals.

Calvin Coolidge (1872-1933) as vice president.

Wall Street in New York City, 1924.

Herbert Spencer, who founded "Social Darwinism."

A Horatio Alger book.

Articles:

Fall, Albert Bacon

Teapot Dome

Social Darwinism

Fiske, John

Audio:

Warren G. Harding: "The Republic Must Awaken" (1917)

U.S. Government: The First 200 Years: A Nation in Economic Crisis

Concepts

Economic Boom

Stock

Stock Market



Consumer Economy
People/Places/Ideas/

Events/Things

Warren G. Harding

Calvin Coolidge

Herbert Hoover

Consumer Goods


Big Business

Business Community

Social Darwinism


Analyze changes in American society that resulted in a demand for consumer goods.
Evaluate the role of credit in creating a booming stock market.
Compose a statement summarizing the role of the presidency as practiced by Harding, Coolidge, and Hoover.
Evaluate reasons many Americans felt ensuring a good life for big business meant a good life for Americans.





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