Office of Curriculum and Instruction United States History I Grade 10 Prerequisite: None Credit Value: 5 ABSTRACT Students in United States History I analyze the growth of American power and influence from the period of Reconstruction to the post-world War I era. An examination of technological innovations and immigration patterns provides students with an understanding of the shifting demographic and economic landscape of the United States in the early 20 th century. A discussion of the conflict among emerging philosophies prepares students to examine World War I and the sociological, political, and economic outcomes of that global event. Students discuss injustice and inequality and the shift in moral values that took place after the war as they study the long-term effects of that conflict. Connections are made to current economic, social, and moral issues as students research historical events and present global occurrences. Benchmark assessments are employed to track individual student progress. Adopted by the Somerville Board of Education on August 21, 2012
2009 New Jersey Core Curriculum Content Standards (NJCCCS)* Essential Question: Content: 6.1.12.A.4.a-b, 6.1.12.C.4.a September October November December January What factors led to the Civil War? Skills and Topics: compare and contrast the economies, societies and political views of the North and the South during the 1850 s analyze why slavery in the territories was a divisive issue assess how deepening sectional distrust affected the nation s policies investigate the events that led to the outbreak of war contrast the resources and strategies of the North and South summarize content of appropriate authentic documents of the era establish an electronic journal to fulfill writing tasks 6.1.12.A.4.c, 6.1.12.D.4.a, 6.1.12.D.5.b-c How did the Civil War bring temporary and lasting change to the United States? 6.1.12.A.6.c, 6.1.12.C.5.b, 6.1.12.D.4.c-e In what ways did the results of Reconstruction affect American culture? 6.1.12.A.5.a, 6.1.12.B.5.a, 6.1.12.C.5.a, 6.1.12.C.5.c, 6.1.12.C.6.a-c, 6.1.12.D.5.a-b How did emerging technologies transform life in the United States? Sectionalism The Civil War Reconstruction The Industrial Revolution analyze the decision to issue the Emancipation Proclamation assess the result of the issuance of the Emancipation Proclamation research the roles played by women, African Americans, and other minorities during the Civil War compare and contrast the experiences of the North versus those of the South during the war describe the outcomes and effects of the major battles of the Civil War determine why the North won assess diverse perspectives regarding Reconstruction (e.g., social, political, economic, regional) evaluate proposed plans to reunite the nation analyze the implications of Constitutional Amendments 13-15 on Reconstruction and New Jersey history investigate regional economic growth during the post-civil period discuss innovations that transformed business practice (e.g., Homestead Act, transcontinental railroad, assembly lines) analyze the effect of industrialization on the working class (e.g., creation of labor unions, boycotts, strikes) dramatize the response of workers to abuses in the workplace determine the response of the national government to the actions of organized discuss technological advances that impacted American society historically and currently 6.1.12.B.5.b, 6.1.12.D.6.a, 6.1.12.D.5.c What factors were change agents during the early 20 th century? Turn of the Century/Immigration/ Urbanization utilize technology to research immigrant experiences from the late 1800s to early 20th century (e.g., Angel Island, Ellis Island) assess the social, cultural, and economic challenges associated with urban growth due to immigration differentiate among the experiences of diverse subgroups by race, gender, ethnicity, and occupation investigate the correlation between technological advances and immigrant experiences in New Jersey (e.g., Paterson Silk Strike)
September October November December January Skills and Topics: summarize and analyze the content of appropriate authentic summarize the social and political trends in post-reconstruction determine the effects of technological advances analyze the need for reform due to urban growth documents of the era America, including (e.g., electricity, research issues reflect on learning in electronic journal entries immigration, restriction laws, Jim Crow laws, the rise of railway system, telephone on daily life) impacting the lives of urban dwellers, e.g. housing, sanitation, the Ku Klux Klan, and the Plessey vs. compare and contrast technology of early transportation, early public education Ferguson decision 20th century and determine the response analyze appropriate current advances of politicians to urban authentic documents analyze appropriate plight authentic documents investigate the personal gain of politicians due to industrialization maintain an electronic journal entry reflecting the experiences of an immigrant analyze appropriate authentic documents Integration of Technology: http://www.state.nj.us/education/, content-related websites, Internet, Web Quests, ThinkQuest, wireless laptop computers, interactive maps, ipads, SMART Boards, Google apps, Google Docs, prezis, wikis, VoiceThread, video streaming, podcasting Writing: Open-ended responses, conclusions and analysis of exploratory activities, reflective electronic journal entries Formative Oral presentation, multimedia presentations, self-assessments, peer assessments, scoring rubric, benchmark assessments Summative Quizzes, tests, reports, presentations, benchmark assessments Performance Oral reports, debates, re-enactments, dramatizations, multimedia presentations
Interdisciplinary Connections: September October November December January Arts: 1.3.12.C.1 21 st Century Themes: Global Awareness Civic Literacy World Language: 7.1.NM.A.3 Arts: 1.3.12.C.1 Health/PE: 2.1.12.E.3 9.1.12.E.4, 9.1.12.F.1-2, 9.1.12.F.6, 9.3.12.C.8 Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy 21 st Century Skills: Creativity and Innovation Media Literacy Critical Thinking and Problem Solving Life and Career Skills Resources: Careers: Information and Communication Technologies Literacy Communication and Collaboration Information Literacy Textbook, trade books, magazines, periodicals, newspapers, maps, videos, CDs, culturally-authentic documents, teacher-created resources Applicable career options are discussed as they arise throughout the social studies program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster. *2010 Common Core Content Standards: RL: Reading Literature N: Real Number System RI: Reading Informational Text A: Algebra W: Writing F: Functions SL: Speaking and Listening G: Geometry L: Language S: Statistics and Probability MD: Measurement and Data
2009 New Jersey Core Curriculum Content Standards (NJCCCS)* Essential Question: February March April May June 6.1.12.A.6.a-b, 6.1.12.B.6.b, 6.1.12.D.6.c How do the outcomes of political reform continue to affect American society? 6.1.12.B.6.a, 6.1.12.C.6.c, 6.1.12.D.6.b How did the United States increase its role as a world power? 6.1.12.A.7.a-b, 6.1.12.B.7.a, 6.1.12.C.7.a-b, 6.1.12.D.7.a-b What factors influenced the involvement of the United States in global conflict? 6.1.12.A.7.a, 6.1.12.A.8.b-c, 6.1.12.B.7.a, 6.1.12.C.7.b, 6.1.12.D.7.a-b How did World War I affect the emergence of political philosophies? 6.1.12.A.8.a, 6.1.12.B.8.a, 6.1.12.C.8.a-b, 6.1.12.D.8.a-b In what ways were moral values affected by World War I? Content: Progressivism Imperialism World War I Post-World War I The 1920s Skills and Topics: trace the development of labor unions in response to unfair business practices determine the natural resources used to develop the United States economy define MAIN (militarism, alliances, imperialism, nationalism) and the discuss the emerging philosophies during the post-world War I period (e.g., fascism, define the Great Migration analyze factors that led to the Great Migration investigate the political reforms that (e.g., coal, oil, natural gas) impact on the beginning of World communism, socialism) relate racial tensions, violence, restrictive addressed unfair business practices and political and economic assess the needs of the United States to effect expanded global trade War I research the major events, people, and assess reasons for United States isolationism laws, and repressive organizations to the Great Migration corruption market (e.g., access to places of World War I (e.g., xenophobia, explain the increased research advocacy natural resources, in Europe social intolerance, wealth and decreased movements political agreements) analyze the United global marketing agricultural production (e.g., women s compare and contrast States policy of practices) of the 1920s suffrage, temperance the foreign policies of neutrality regarding collaborate to present compare and contrast movement, workplace American presidents World War I research findings the economic situation safety movement) that led to the explain the factors regarding sociological of the 1920s with later dramatize the efforts of reformers (e.g., Susan B. establishment of global power for the United States (e.g., trade and the Zimmerman note) that led to United States effects of the interwar period on special interest groups historical eras in the United States, including present day Anthony, Elizabeth entry in World War I in a multimedia present the impact of Cady Stanton, Jane presentation the Harlem Hull) (e.g., women, Renaissance and collaborate to assess minorities, farmers, 1920s on changed early efforts to protect industrialists) moral values natural resources analyze the impact of new financial practices on the lives of American citizens and the future of the United States (e.g., investment, credit, debt) assess the importance of propaganda on American public opinion about World War I and current global military involvement
February March April May June Skills and Topics: reflect on the progressive movement in an electronic journal entry correlate current financial practices with those of the early 20 th century in an evaluate how individual rights were affected by the need for national security reflect on personal political philosophy in an electronic journal entry electronic journal entry discuss the Espionage Act and Sedition amendment determine the sociological and economic changes brought on by World War I for minorities (e.g., African Americans, women) Integration of Technology: Writing: Formative Summative Performance investigate technological advances that affected warfare (e.g., weaponry, aircraft, U-boats) evaluate the leadership of Woodrow Wilson during the war in an electronic journal entry predict possible changes in moral values in current society in an electronic journal entry http://www.state.nj.us/education/, content-related websites, Internet, Web Quests, ThinkQuest, wireless laptop computers, interactive maps, ipads, SMART Boards, Google apps, Google Docs, prezis, wikis, VoiceThread, video streaming, podcasting Open-ended responses, conclusions and analysis of exploratory activities, reflective electronic journal entries Oral presentation, multimedia presentations, self-assessments, peer assessments, scoring rubric, benchmark assessments Quizzes, tests, reports, presentations, benchmark assessments Oral reports, debates, re-enactments, dramatizations, multimedia presentations
Interdisciplinary Connections: February March April May June Arts: 1.3.12.C.1 21 st Century Themes: Global Awareness Civic Literacy 7.1.NM.A.3 Technology: 8.1.8.A.3, 8.1.12.A.3; Arts: 1.2.12.A.1-2, 1.3.12.B.1, 9.2.12.B.2, 9.2.12.B.4, 9.2.12.C.8, 9.2.12.D.10-11 Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy 21 st Century Skills: Creativity and Innovation Media Literacy Critical Thinking and Problem Solving Life and Career Skills Resources: Careers: Information and Communication Technologies Literacy Communication and Collaboration Information Literacy Textbook, trade books, magazines, periodicals, newspapers, maps, videos, CDs, culturally-authentic documents, teacher-created resources Applicable career options are discussed as they arise throughout the social studies program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster. *2010 Common Core Content Standards: RL: Reading Literature N: Real Number System RI: Reading Informational Text A: Algebra W: Writing F: Functions SL: Speaking and Listening G: Geometry L: Language S: Statistics and Probability MD: Measurement and Data
United States History I Course Requirements Grade: 10 Prerequisite: None Credit Value: 5 Length of Course: Academic Year Course Description Students in United States History I analyze the growth of American power and influence from the period of Reconstruction to the post-world War I era. An examination of technological innovations and immigration patterns provides students with an understanding of the shifting demographic and economic landscape of the United States in the early twentieth century. A discussion of the conflict among emerging philosophies prepares students to examine World War I and the sociological, political, and economic outcomes of that global event. Students discuss injustice and inequality and the shift in moral values that took place after the war as they study the long-term effects of that conflict. Connections are made to current economic, social, and moral issues as students research historical events and present global occurrences. Benchmark assessments are employed to track individual student progress. Course Content This course will consist of the following units of study: Sectionalism The Civil War Reconstruction The Industrial Revolution Turn of the Century/Immigration/Urbanization Progressivism Imperialism World War I Post-World War I The 1920s Course Objectives The student will demonstrate the ability to answer in detail the following essential questions: What factors led to the Civil War? How did the Civil War bring temporary and lasting change to the United States? In what ways did the results of Reconstruction affect American culture?
Course Objectives (continued) How did emerging technologies transform life in the United States? What factors were change agents during the early 20 th century? How do the outcomes of political reform continue to affect American society? How did the United States increase its role as a world power? What factors influenced the involvement of the United States in global conflict? How did World War I affect the emergence of political philosophies? In what ways were moral values affected by World War I? What are the post-graduation and/or career options that apply to the course content? Evaluation Process A final average of 65% or better is required to be awarded course credit. Throughout the length of this course, students may be evaluated on the basis of, but not limited to: Formative Assessments, such as writing prompts, journals, and portfolios Summative Assessments, such as quizzes, tests, and midterm and final examinations Performance Assessments, such as projects and presentations Technology-based Applications, such as electronic portfolios, Web Quests, ThinkQuest, and podcasting Class Participation Homework Specific weights will be determined by course and level.
United States History I Student Agreement STUDENT NAME: Last Name First Name GRADE: My signature below indicates that I have received a copy of the Somerville Public Schools Course Requirements for United States History I. I acknowledge my responsibility to read and understand all of the information contained in the United States History I Course Requirements information and syllabus packet. Student Signature Date Note: Please share the course requirements for United States History I with your parents.