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US History Reconstruction Through the Great Depression Suffolk Public School’s Portfolio Packet rd 3 Nine Weeks Student’s Name: ________________________________ School: ________________________________________ th Accelerated Course: 6 Grade US History . Core Teacher: __________________________Block: ___ Gifted Resource Teacher: _________________________ This packet must be submitted at the conclusion of this nine week grading period, along with evidence of completed work. Date Submitted: __________________________________ ___________________________________ ____________________________________ Student Signature GRT Signature GRT Comments: www.starkclassroom.com® | Designed by: Pamela Stark, GRT 1 WWW.STARKCLASSROOM.COM® US History Reconstruction through the Great Depression The Building Blocks of Modern America Times of Change Pamela Stark, M.S.Ed Gifted Resource Teacher Spring 2013 Students will explore the many facets of US History ranging in from Reconstruction through the Great Depression. Students will work on this ongoing independent project/research based activity using internet, texts, INB and supplemental materials. Students will continue to use skills of historical and geographical analysis as they examine American history since 1865. The standards for this course relate to the history of the United States from the end of the Reconstruction era to the present (Although this packet is specific to 1986 – 1939). Students should continue to learn fundamental concepts in civics, economics, and geography within the context of United States history. Political, economic, and social challenges facing the nation reunited after civil war will be examined chronologically as students develop an understanding of how the American experience shaped the world political and economic landscapes. The study of history must emphasize the intellectual skills required for responsible citizenship. Students practice these skills as they extend their understanding of the essential knowledge defined by all of the standards for history and social science. www.starkclassroom.com® | Designed by Pamela Stark, GRT 2 Welcome to 6th Grade US History During this semester, you will be responsible for studying preselected events from United States History ranging from 1865 – to the present. 6th grade US history begins at the end of the Civil War (1861-1865) with Reconstruction (1865-1877) and continues on to modern conflicts (including the terrorist attacks of September 11, 2001). Students are expected to remember state standards from 5th grade US history, which included events and people of the Civil War. 6th grade standards will touch upon 5th grade standards, but will not re-teach them. Below is an overview of some the topics that will be explored throughout this course: Reconstruction (1865-1877) Great Depression (1929-1939) Westward Expansion (1850-1900) World War II (1939-1945) Spanish-American War (1898) The Cold War (1945-1991) Imperialism (1890-1917) The Korean (Police Action) War (1950-1953) World War I (1914-1919) The Vietnam (Conflict) War (1958-1975) The Progressive Movement (1900-1920s) Space Race (1960s) Roaring 20s, Harlem Renaissance (1920s) Modern America/Terrorism (1990 – 2011) In addition to people, places and events of these times periods, students are also expected to be able to: . read and interpret maps, charts, graphs and political cartoons . identify locations based on latitude and longitude coordinates . make reasonable comparisons to different time periods . be able to match quotes/images to their respective time periods without dates . use context clues to decipher time periods/events/images While each history teacher may have their own individual rules and procedures for their classrooms, there are a few universal expectations and guidelines for ALL 6th grade history students enrolled in Suffolk Public Schools Accelerated Courses: 1. Cheating of any kind will result in a “0”/”F” grade and an administrative referral. 2. Using sources of information and not citing the source or plagiarizing (copying) the source will be considered cheating and will result in a “0”/”F” grade and an administrative referral. 3. All assignments are due on the assigned date. Late work, non-absence related, will not be accepted unless extenuating circumstances exist and said circumstances have been discussed between parent/guardian and teacher and all parties involved have agreed to a solution. 4. ALL students will conduct themselves in a respectful manner and in accordance to Suffolk Public Schools conduct guidelines. 5. Students will be responsible for seeking out missing work due to absences. These unit packets can be electronically accessed at www.starkclassroom.com. If there are ever any questions or concerns, please do not hesitate to contact your assigned History Teacher or GRT. Core Teacher: ___________________________________ Email: ______________________________________________________ GRT (JFK, KFMS, JYMS): Pamela Stark Email: [email protected] or [email protected]___________ GRT (KFMS): Debra Curran Email: [email protected] __________________________ GRT (JYMS): Renee Wagner Email: [email protected] ___________________________________ GRT (FGMS, JYMS): Linda Ellis Email: [email protected] _______________________________________ Student Name (please print)_____________________________Parent Signature: ________________________________________ www.starkclassroom.com® | Designed by Pamela Stark, GRT 3 3rd Nine Weeks Unit Lesson Plan Time Allottment: 9 weeks (one quarter) Curriculum Standards: Adaptations from Skills USII.1 The student will demonstrate skills for historical and geographical analysis, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1877 to the present; b) make connections between past and present; c) sequence events in United States history from 1877 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; f) analyze and interpret maps that include major physical features; g) use parallels of latitude and meridians of longitude to describe hemispheric location; interpret patriotic slogans and excerpts from notable speeches and documents. Geography USII.2 The student will use maps, globes, photographs, pictures, and tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1877; c) locating the 50 states and the cities most significant to the historical development of the United States. Reconstruction: 1865 to 1877 USII.3 The student will demonstrate knowledge of the effects of reconstruction by a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States; b) describing the impact of Reconstruction policies on the South and the North; c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederic Douglas; Reshaping the Nation and the Emergence of Modern America: 1877 to the Early 1900s USII.4 The student will demonstrate knowledge of how life changed after the Civil War by a) identifying the reasons for westward expansion, including the impact on American Indians; b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion; c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans in the post-Reconstruction South; d) explaining the impact of new inventions, rise of big business, the growth of industry, and life on American farms; e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement. Turmoil and Change: 1890s to 1945 USII.5 The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by a) explaining the reasons for and results of the Spanish American War; b) describing Theodore Roosevelt’s impact on the foreign policy of the United States; c) explaining the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war. USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living; b) describing the social changes that took place, including prohibition, and the Great Migration north and west; c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, and Georgia O’Keeffe and including the Harlem Renaissance; d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal. www.starkclassroom.com® | Designed by Pamela Stark, GRT 4 Lesson Objectives: Students will demonstrate their knowledge of the ever evolving American culture, geographic regions and localities, as well as internal and external conflicts by exploring American history standard topics – Regions and Geography of the US Reconstruction Westward Expansion Impact on Native Americans Jim Crow Laws Spanish-American War Progressive Movement Industrialization
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