Social Studies – U. S. Since 1877 Unit of Study: World War I second Grading Period – Unit 1 curriculum overview

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  The United States at the Turn of the Century was quickly becoming a strong international presence.
  

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  Lesson 1: U.S. Expansion
  
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  Lesson 2: The MAIN Causes of World War I
  
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  Lesson 3: World War I and the Aftermath
  

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  Under what conditions should a nation go to war?
  
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  Under what conditions should any political body expand its territorial holdings?
  

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  What rational was there for the Spanish American War?
  
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  How did war change the international standing of the United States around the Turn of the Century?
  
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  What was the overall impact of World War I on Europe and the United States?
  

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  US.1A Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
  
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  US.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
  
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  US.1C Explain the significance of the following dates: 1898 and 1914-1918.
  

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  US.3A Explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, [Henry Cabot Lodge, Alfred Thayer Mahan,] and Theodore Roosevelt, moved the United States into the position of a world power.
  
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  US.3B Identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare.
  
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  US.3C Analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I.
  
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  US.3D Analyze major issues raised by U.S. involvement in World War I, Wilson’s Fourteen Points, and the Treaty of Versailles.
  

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  TEKS.9A Analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal.
  

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  TEKS.9B Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
  

Including, but not limited to:

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  Explaining the significance of the years 1898 and 1914-1918.
  
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  Identify the characteristics of this era and utilize absolute and relative chronology.
  
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  Explain the people and events involved in making the United States a world power.
  
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  Identify and analyze the political, economic and social aspects of World War I.
  
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  Analyze the major issues surrounding World War I including Wilson’s Fourteen Points and the Treaty of Versailles.
  
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  Analyze the role of geography on events such as the building of the Panama Canal.
  
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  Identifying and explaining the reasons for territorial expansion of the U.S. during this era.
  
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  Analyze the effects of the Open Door Policy and Dollar Diplomacy.
  
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  Explain the effects of technological developments on the United States during this period of time.
  

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  US.12D Analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy.
  
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  US.12E Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
  

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  US.15B Explain the impact of significant international events such as World War I on changes in the role of the federal government.
  

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  US..22B Explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs.
  

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  US.24A [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information about the United States.
  
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  US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.
  
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  US.24G Support a point of view on a social studies issue or event.
  
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  US.24H Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
  

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  US.25A Use social studies terminology correctly.
  
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  US.25B Use standard grammar, spelling, sentence structure, and punctuation.
  
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  US.25C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
  
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  US.25D Create written, oral, and visual presentations of social studies information.
  

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  US.26A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
  
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  US.26B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
  

Including, but not limited to:

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  Maps showing the changing boundaries within the United States.
  
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  Journal entries reflecting on social studies information and issues.
  
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  Looking at various primary and secondary resources.
  
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  Problem solving social, economic and political issues of this era.
  

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  ELPS C.1a. The student is expected to use prior knowledge and experiences to understand meanings in English.
  
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  ELPS C.2g The student is expected to understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.
  
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  ELPS C.4j The student is expected to demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs.
  

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  use prior knowledge of governments to compare and contrast the types of governments that were in existence at the beginning of World War I.
  
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  understand the general meaning, main points and details of the causes of World War I familiar and unfamiliar by using graphic organizers and foldables.
  
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  demonstrate comprehension of political and social structures of the United States at the Turn of the Century by creating graphical posters using vocabulary and textual evidence.
  

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  CCRS IB.3 The student is expected to analyze causes and effects of major political, economic, and social changes in U.S. and world history.
  
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  CCRS IC.1 The student is expected to evaluate different governmental systems and functions.
  
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  CCRS IC.2 The student is expected to evaluate changes in the functions and structures of government across time.
  
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  CCRS IIB.5 The student is expected to explain the concepts of socioeconomic status and stratification.
  
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  CCRS ID.1 The student is expected to identify and evaluate the strengths and weaknesses of different economic systems.
  

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  CCRS IB.3 The student is expected to gather evidence to support arguments, findings, or lines of reasoning.
  
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  CCRS IE.1 The student is expected to work independently.
  
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  CCRS IE.2 The student is expected to work collaboratively.
  
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  CCRS IIA.8 The student is expected to connect reading to historical and current events and personal interest.
  

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  analyze the political, economic and social causes and effects of World War I on society.
  
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  evaluate the role of government on territorial expansion during this era.
  
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  evaluate how different forms of government functioned during this era.
  
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  explain the socioeconomic statues of people living in the United States at the Turn of the Century.
  
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  identify and evaluate the strengths and weaknesses of different economic systems during this era and how economics played a role in territorial acquisition.
  

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  gather evidence to an opinion on a historical topic.
  
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  work by myself to gather information and draw conclusion.
  
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  work and contribute in a group.
  
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  connect past issues with modern issues.
  

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  Given information on the political, economic, and social issues surrounding the expansion of the United States at the Turn of the Century, the student will evaluate the ramifications of imperialism on the United States with 90% accuracy.
  
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  Given information on World War I, the student will analyze the political, economic, and social issues surrounding the causes of the war with 90% accuracy.
  
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  Given information on World War I, the student will evaluate the positive and negative results of World War I on the United States with 90% accuracy.