This course is the first semester of United States History, an 11th grade course and graduation requirement. Content Material covered in this course will include the following California Social Studies Content Standards: 11.1: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. 11.2: Students analyze the relationship among the rise of industrialization, large-scale rural-tourban migration, and massive immigration from Southern and Eastern Europe. 11.3: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberties. 11.4: Students trace the rise of the United States to its role as a world power in the twentieth century. 11.5: Students analyze the major political, social, economic, technological and cultural developments of the 1920 s. 11.6: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Text Appleby, Brinkley, Broussard, McPherson, Ritchie, The American Vision: Modern Times, Glencoe, 2006 Websites Some coursework must be completed online. It s recommended that you bookmark these sites for easy access from week to week. If you do not have internet access at home, be prepared to complete online assignments from a student computer at your school site. See your teacher for usernames and passwords. 1. http://tav.mt.glencoe.com (Textbook companion website; no password required) 2. http://www.sascurriculumpathways.com (Supplemental activities; username required) 3. http://www.discoveryeducation.com (Supplemental activities; username and password required) 4. http://www.teachersdomain.org (Supplemental activities; username and password required) Grades Each week s lesson is worth 100 points. The breakdown is as follows: Section Assessments 40 points Chapter Assessments 20 points Supplemental Activity 20 points Weekly Assessment 20 points Weekly Assignments will be graded based on the following standard breakdown for work complete/correct: A 90-100% B 80-89% C 70-79% D 60-69% F 0-59% Weekly coursework makes up 95% of your final course grade. The Final Exam or Project will constitute the remaining 5%. Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 1 of 12
CONTENT STANDARDS FOR WEEK #1: Creating a Nation (Beginnings to 1789) STANDARDS 11.1, 11.1.1, 11.1.2, 11.3, 11.3.1, 11.3.2 ASSIGNMENTS FOR WEEK #1: Creating a Nation (Beginnings to 1789) 1. For all three sections in Chapter 1: 2. In the Chapter 1 Assessment, complete the following: c. Critical Thinking d. Writing About History (Choose any one question; minimum 100-word answer.) e. Geography and History Chapter 1 and complete and print out both of the following: ii. epuzzles and Games (Concentration Game) b. Go to the Student Center of the textbook companion website. Choose activities for Chapter 1 and complete the Student Web Activity Constructing the Constitution. c. Go to the SAS Curriculum website and complete one of the following activities in the Social Studies/United States History/Forging a New Nation section: i. Interactivity: The Stamp Act ii. Interactivity: Early Foreign Policy d. Go to the Discovery Education website and view the following three video clips: Writing the Declaration of Independence, Composing the Constitution, and Establishing the Bill of Rights. Write a one-paragraph summary of each clip that includes a definition of each document and the reasons why it was written. e. Read Primary Sources: Eyewitness to History, pages 132-133 and answer the DBQs (Document Based Questions) on page 133. Differentiate between the Declaration of Independence, the Articles of Confederation, the Constitution, and the Bill of Rights. Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 2 of 12
CONTENT STANDARDS FOR WEEK #2: Growth and Conflict (1789-1877) STANDARDS 11.1, 11.1.2, 11.1.3, 11.1.4, 11.2, 11.2.6, 11.3.1, 11.3.2, 11.3.3, 11.10.2, 11.10.7 ASSIGNMENTS FOR WEEK #2: Growth and Conflict (1789-1877) 1. For all five sections in Chapter 2: 2. Choose one of the following activities: Chapter 2 and complete and print out both of the following: ii. epuzzles and Games (Crossword Puzzle) b. Go to the SAS Curriculum website and complete one of the following activities in the Social Studies/United States History section: i. Interactivity: The Mexican American War (in the Era of Westward Expansion section). ii. Interactivity: John Brown s Raid on Harper s Ferry (in the Civil War and Reconstruction section). c. Go to the Discovery Education website and view the full video American History: The Civil War: A Nation Divided. Write a one-page summary identifying three causes and three results of the Civil War. d. Go to the Teacher s Domain website and watch the video clips The Fourteenth Amendment, parts 1 and 2. Write a three-paragraph report. The first paragraph should summarize the first clip; the second paragraph should summarize the second clip. The third paragraph should differentiate the 14 th amendment from the 13 th and 15 th amendments. e. Read Primary Sources: Eyewitness to History, pages 228-229 and answer the DBQs (Document Based Questions) on page 229. 3. Prepare for your weekly assessment by completing the following: What were the causes and results of the Civil War? (Name at least two of each.) Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 3 of 12
CONTENT STANDARDS FOR WEEK #3: The Birth of Modern America (1877-1900) STANDARDS 11.1.4, 11.2, 11.2.1, 11.2.2, 11.2.3, 11.2.4, 11.2.5, 11.2.6, 11.2.7, 11.2.8, 11.3.1, 11.3.2, 11.3.3, 11.6.5, 11.10.2 ASSIGNMENTS FOR WEEK #3: The Birth of Modern America (1877-1900) 1. For all five sections in Chapter 3: 2. Choose one of the following activities: Chapter 3 and complete and print out both of the following: ii. epuzzles and Games (Drag and Drop) b. Go to the Student Center of the textbook companion website. Choose activities for Chapter 3 and complete the Student Web Activity The 1892 Homestead Mill Strike. c. Go to the SAS Curriculum website then go to the Social Studies/United States History/Modern America Emerges section and complete the Interactivity: The Standard Oil Monopoly. d. Go to the Discovery Education website and view the video clips: Inventions and Industry, The Rise of New York City and New York s Early Street Gangs. For each clip write a one-paragraph summary. e. Go to the Teacher s Domain website and watch the video The Triangle Shirtwaist Factory Disaster. Write a one-page expository essay on the disaster reporting what it was, where it happened, when it happened, who was involved, why it happened, and how it affected the course of American history. f. Read Primary Sources: Eyewitness to History, pages 284-285 and answer the DBQs (Document Based Questions) on page 285. 3. Prepare for your weekly assessment by completing the following: Describe the relationship between industrialization, immigration, urbanization, and political reform in late 19 th and early 20 th century America. Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 4 of 12
CONTENT STANDARDS FOR WEEK #4: Becoming a World Power (1872-1912) STANDARDS 11.2.7, 11.3.2, 11.4, 11.4.1, 11.4.2, 11.4.3, 11.4.4 ASSIGNMENTS FOR WEEK #4: Becoming a World Power (1872-1912) 1. For all three sections in Chapter 4: 2. In the Chapter 4 Assessment, complete the following: c. Critical Thinking d. Writing About History (Choose any one question; minimum 100-word answer.) e. Geography and History Chapter 4 and complete and print out both of the following: ii. epuzzles and Games (Crossword Puzzle) b. Go to the SAS Curriculum website then go to the Social Studies/United States History/Modern America Emerges section and complete the Web Inquiry: How did Yellow Journalism Contribute to the start of the Spanish-American War? c. Go to the Discovery Education website and view the video American in the 20 th Century: America Becomes a World Power and take the quiz at the end of the video. d. Go to http://www.iolanipalace.org/history/queen.html and read about the last Queen of Hawaii. Write a one page report summarizing how native rule ended in Hawaii. e. Read Primary Sources: Eyewitness to History, pages 318-319 and answer the DBQs (Document Based Questions) on page 319. As a result of winning what war did the US become an empire? What colonies did it gain? Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 5 of 12
CONTENT STANDARDS FOR WEEK #5: The Progressive Movement (1890-1919) STANDARDS 11.2, 11.2.1, 11.2.5, 11.2.9, 11.5.3, 11.5.4 ASSIGNMENTS FOR WEEK #5: The Progressive Movement (1890-1919) 1. For all four sections in Chapter 5: 2. In the Chapter 5 Assessment, complete the following: c. Geography and History Chapter 5 and complete and print out both of the following: ii. epuzzles and Games (Drag and Drop) b. Go to the Discovery Education website and view the video American in the 20 th Century: The Progressive Era and take the quiz at the end of the video. c. Go to http://www.historyplace.com/unitedstates/childlabor/index.html and view photos and read about child laborers in the late 19 th and early 20 th centuries. Choose any three profiles and write down your reflections on their stories. Who were they? How old were they? What type of work did they have to do? Finally, using your textbook or the internet, identify specific pieces of legislation passed by the Progressives that finally ended the abuse of child labor in America. d. Read Primary Sources: Eyewitness to History, pages 358-359 and answer the DBQs (Document Based Questions) on page 359. Name three reforms brought on by the Progressive Movement in the late 18 th and early 19 th centuries. Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 6 of 12
CONTENT STANDARDS FOR WEEK #6: World War I and Its Aftermath (1914-1920) STANDARDS 11.4, 11.4.4, 11.4.5 ASSIGNMENTS FOR WEEK #6: World War I and Its Aftermath (1914-1920) 1. For all four sections in Chapter 6: 2. In the Chapter 6 Assessment, complete the following: c. Geography and History Chapter 6 and complete and print out both of the following: ii. epuzzles and Games (Concentration Game) b. Go to the Student Center of the textbook companion website. Choose activities for Chapter 6 and complete the Student Web Activity Wartime Propaganda. c. Go to the Discovery Education website and view the video: America in the 20 th Century: World War I: On the Homefront. Take the quiz at the end of the video. d. Go to http://www.pbs.org/lostliners/lusitania.html and read about the sinking of the Lusitania. Write a one-page expository essay on this incident reporting what happened, where it happened, when it happened, who was involved, why it happened, and how it affected the course of American history. e. Read Primary Sources: Eyewitness to History, pages 396-397 and answer the DBQs (Document Based Questions) on page 397. What roles did the sinking of the Lusitania and the Zimmerman telegram play in the entry of the US into World War I? What treaty ended World War I? Why did the US Senate reject it? Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 7 of 12
CONTENT STANDARDS FOR WEEK #7: The Jazz Age (1921-1929) STANDARDS 11.2.3, 11.3.3, 11.5, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6 ASSIGNMENTS FOR WEEK #7: The Jazz Age (1921-1929) 1. For all three sections in Chapter 7: 2. In the Chapter 7 Assessment, complete the following: c. Critical Thinking d. Writing About History (Choose any one question; minimum 100-word answer.) e. Geography and History Chapter 7 and complete and print out both of the following: ii. epuzzles and Games (Concentration Game) b. Go to the Student Center of the textbook companion website. Choose activities for Chapter 7 and complete the Student Web Activity The Harlem Renaissance. c. Go to the SAS Curriculum website then go to the Social Studies/United States History/The 20s and the Great Depression section and complete the Web Inquiry: What do the youth of today have in common with the flappers of the 20s? d. Go to the Discovery Education website and view the video clips: The Roaring Twenties, The Birth of Jazz and The Rise of Prohibition. For each clip write a one-paragraph summary. e. Read Primary Sources: Eyewitness to History, pages 436-437 and answer the DBQs (Document Based Questions) on page 437. What was Prohibition? Why was it a failure? Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 8 of 12
CONTENT STANDARDS FOR WEEK #8: Normalcy and Good Times (1921-1929) STANDARDS 11.2, 11.2.1, 11.2.9, 11.4, 11.4.5, 11.4.6, 11.5, 11.5.1, 11.5.4, 11.5.6, 11.5.7 ASSIGNMENTS FOR WEEK #8: Normalcy and Good Times (1921-1929) 1. For all three sections in Chapter 8: History Social Science Standards. Complete your work in the section with the goal of being able to discuss each standard with your teacher using specific facts, figures, and companion site. (Make sure you select the correct chapter and section.) 2. In the Chapter 8 Assessment, complete the following: c. Critical Thinking d. Writing About History (Choose any one question; minimum 100-word answer.) e. Economics and History Chapter 8 and complete and print out both of the following: ii. epuzzles and Games (Drag and Drop Puzzle) b. Go to the Student Center of the textbook companion website. Choose activities for Chapter 8 and complete the Student Web Activity The Coolidge Era and the Consumer Economy. c. Go to http://www.hfmgv.org/exhibits/showroom/1908/model.t.html. Read about the Model T. View the photos and advertisements. Answer the following questions: i. Whose company created and manufactured the Model T? ii. When was it first introduced? iii. How many were made? iv. How much did they cost? v. What features about the car were highlighted in advertisements? vi. Why did sales of the Model T eventually go down? vii. What other American industries do you think were stimulated by automobile manufacturing (name at least three)? d. Read Primary Sources: Eyewitness to History, pages 460-461 and answer the DBQs (Document Based Questions) on page 461. What was the meaning of the slogan Return to Normalcy? What were the main crimes committed in the Teapot Dome scandal? Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 9 of 12
CONTENT STANDARDS FOR WEEK #9: The Great Depression Begins (1929-1932) STANDARDS 11.5.1, 11.6, 11.6.1, 11.6.2, 11.6.3 ASSIGNMENTS FOR WEEK #9: The Great Depression Begins (1929-1932) 1. For all three sections in Chapter 9: being able to discuss each standard with your teacher using specific facts, figures, and concepts you learn. companion site. (Make sure you select the correct chapter and section.) 2. In the Chapter 9 Assessment, complete the following: c. Critical Thinking d. Writing About History (Choose any one question; minimum 100-word answer.) e. Economics and History Chapter 9 and complete and print out both of the following: ii. epuzzles and Games (Concentration Game) b. Go to the Student Center of the textbook companion website. Choose activities for Chapter 9 and complete the Student Web Activity The Hobo Life. c. Go to the SAS Curriculum website then go to the Social Studies/United States History/The 20s and the Great Depression section and complete the Web Lesson: Great Depression: Photo Essay. d. Go to the Discovery Education website and view the video clips: The Great Depression in America, The Story Behind the Grapes of Wrath and Farmers and their Lost Dreams: The Dust Bowl Years. For each clip write a one-paragraph summary. e. Go to http://www.worldwar1.com/dbc/bonusm.htm and read about the Bonus March. Write a short expository essay reporting on the following: What was the Bonus March? Who were involved? When did it happen? Where did it happen? Why did the marchers march? How did it end? How did it affect the course of American history? f. Read Primary Sources: Eyewitness to History, pages 490-491 and answer the DBQs (Document Based Questions) on page 491. Name three causes of the Great Depression. Why did people call shantytowns Hoovervilles? What was the Dust Bowl? Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 10 of 12
CONTENT STANDARDS FOR WEEK #10: Roosevelt and the New Deal (1933-1939) STANDARDS 11.6.2, 11.6.4, 11.6.5 ASSIGNMENTS FOR WEEK #10: Roosevelt and the New Deal (1933-1939) 1. For all three sections in Chapter 10: 2. In the Chapter 10 Assessment, complete the following: c. Critical Thinking d. Writing About History (Choose any one question; minimum 100-word answer.) e. Economics and History Chapter 10 and complete and print out both of the following: ii. epuzzles and Games (Drag and Drop Puzzle) b. Go to the Student Center of the textbook companion website. Choose activities for Chapter 10 and complete the Student Web Activity Dr. Mary McLeod Bethune. c. Go to the SAS Curriculum website and complete one of the following activities in the Social Studies/United States History/Forging a New Nation section: i. Interactivity: African-Americans and the New Deal ii. Interactivity: FDR and the New Deal d. Go to the Discovery Education website and view the video America in the 20 th Century: The Great Depression. Take the quiz at the end of the video. e. Read Primary Sources: Eyewitness to History, pages 526-527 and answer the DBQs (Document Based Questions) on page 527. What was the New Deal? Under whose presidency was it implemented? Describe any three New Deal programs. Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 11 of 12
ASSIGNMENTS FOR WEEK #11: Final Exam OPTION 1: Take home and complete the Glencoe textbook final exam for United States History A. OPTION 2: Consult with your teacher to pick a subject covered in this course from this course. Choose one of the following alternative assessments to elaborate on your chosen subject: Artistic Expression: Compose a song, choreograph a dance, write a poem, or create a painting or other visual art piece that explains or demonstrates a concept you learned in this course. Lyrics for songs and poems must fill at least one standard piece of paper (double-spaced with a 12 point font). Songs and Dances must be performed live or on video and must last 2-3 minutes. Dances and visual art pieces will need to be submitted with a one-minute verbal explanation or one-page report of your work. At least five terms learned in this course should be incorporated. Film Documentary Summary Watch a documentary or feature film (minimum 1 hour) on a topic related to a concept you learned in this course. Write a five-paragraph summary of the documentary using the following format. o Paragraph 1: Cite the title and source of the movie and give a brief description of what it covers. o Paragraph 2: A description of one new concept you learned from the movie. o Paragraph 3: A description of another new concept you learned from the movie. o Paragraph 4: A description of a third new concept you learned from the movie. o Paragraph 5: General final thoughts on the movie. (i.e. Would you recommend it? Explain.). NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long Museum Visit: Visit a local museum that features exhibits relevant to this course. Write a five-paragraph summary of your visit using the following format: o Paragraph 1: A general description of the museum and the date and time you visited. o Paragraph 2: A description of an exhibit and how it relates to a concept you ve learned in this course. o Paragraph 3: A description of a second exhibit and how it relates to another concept you ve learned in this course. o Paragraph 4: A description of a third exhibit and how it relates to another concept you ve learned in this course. o Paragraph 5: General final thoughts on your visit to the museum. NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long. Newspaper or Magazine Article Summary: Find three recent (no more than six months old) newspaper or magazine articles with topics related to concepts you ve learned in this course. Write a five-paragraph synopsis of the three articles using the following format: o Paragraph 1: Cite the names, authors, and sources of your three articles. o Paragraph 2: A synopsis of the first article and how it relates to a concept you ve learned in this course. o Paragraph 3: A synopsis of the second article and how it relates to a concept you ve learned in this course. o Paragraph 4: A synopsis of the third article and how it relates to a concept you ve learned in this course. o Paragraph 5: General final thoughts on your three articles. NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long. Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The poster should be at least 2x3 feet and use bold letters and colors. It should also include at least five terms you learned in this course. Feel free to use illustrations in your textbook. You will need to explain your poster in a two-minute speech/presentation to your PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or demonstrating a concept learned in this course. You must include at least 5 slides. At least five terms learned in this course should be incorporated. You will present your report to an audience that will include teachers and fellow students. Video or Audio Presentation: Create, present, and record a 2-3 minute presentation explaining or demonstrating a concept learned in this course. The presentation could be a straightforward delivery of information or it could be a skit acted out by you and others (e.g. fictional scene, news report, interview, mock debate, etc.). At least five terms learned in this course should be incorporated. Revised 11/9/09 #091028 http://www.lausd.net/city_of_angels/igs.html Page 12 of 12