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11-12 U.S. History

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11-12 U.S. History Social Science U.S. HISTORY 11-12 Curriculum Standard One: The students will 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. Performance Objective Critical Attributes Benchmarks/Assessment 1. The students will describe the A. Can the students explain the idea of • The students will create a flow chart Enlightenment and the rise of natural rights? contrasting the Divine Right of Kings democratic ideas as the context in with John Locke’s Natural Rights which the nation was founded. philosophy. *2. The students will analyze the A. Can the students identify those parts of • The students will choose a signer of the ideological origins of the American the Declaration that specify our Declaration and write a letter from his Revolution, the Founding Fathers’ unalienable natural rights? point of view, explaining the philosophy of divinely bestowed importance of our natural rights. unalienable natural rights, the B. Can the students explain the • In a class discussion, the students will debates on the drafting and weaknesses of the Articles of explain how the Articles limited the ratification of the Constitution, and Confederation? power of Congress. the addition of the Bill of Rights. C. Can the students describe the • The students will write a letter as a compromises in the Constitution? Delegate to the Constitutional Convention, explaining to his home district why the compromises in the Constitution are, or are not, acceptable. 3. The students will understand the A. Can the students compare and contrast • On a poster, the students will outline history of the Constitution after 1787 the positions of the Federalists and the arguments for and against a Bill of with emphasis on federal versus state Anti-Federalists? Rights. authority and growing • The students will discuss the reasons democratization. that the Federalists won approval of the Constitution. H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 1 Social Science U.S. HISTORY 11-12 Performance Objective Critical Attributes Benchmarks/Assessment 4. The students will examine the effects A. Can the students explain the factors • The students will create a flow chart of the Civil War and Reconstruction which promoted the industrial growth showing the factors that promoted and of the industrial revolution, of the United States and its position as industrial growth. including demographic shifts and the a world power in the post-war period? emergence in the late nineteenth century of the United States as a world power. H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 2 Social Science U.S. HISTORY 11-12 Curriculum Standard Two: The students will analyze the relationship among the rise of the industrialization, large-scale rural- to-urban migration, and massive immigration from Southern and Eastern Europe. Performance Objective Critical Attributes Benchmarks/Assessment 1. The students will know the effects of A. Can the students identify leading social • In a descriptive essay, the students industrialization on living and reformers an muckrakers of the period will describe Upton Sinclair’s The working conditions, including the and describe their impact on society? Jungle and explain its impact on the portrayal of working conditions and progressive reform movement. food safety in Upton Sinclair’s The B. Can the students explain how massive • The students will construct a model of Jungle. immigration and industrialization an urban slum and explain the factors produced urban slums? that led to its creation. 2. The students will describe the A. Can the students describe the living • The students will write a movie review changing landscape, including the and working conditions in the large of a film that depicts the living and growth of cities linked by industry urban areas? working conditions in large urban and trade, and the development of areas. cities divided according to race, ethnicity, and class. *3. The students will trace the effect of A. Can the students describe the effects of • The students will make a chart of the the Americanization movement. the Americanization movement? policies of the American Protective Association. 4. The students will analyze the effect A. Can the students analyze how urban • The students will write a research of urban political machines and political machines gained power and paper on the rise and fall of the Tweed responses to them by immigrants and explain how they were viewed by Ring and Tammany Hall. middle-class reformers. immigrants and middle-class reformers? H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 3 Social Science U.S. HISTORY 11-12 Performance Objective Critical Attributes Benchmarks/Assessment *5. The students will discuss corporate A. Can the students describe the corporate • In small group discussions, the mergers that produced trusts and mergers that produced trusts and students will demonstrate an cartels and the economic and cartels and state the short and long- understanding of how corporate political policies of industrial leaders. term effects of these business mergers produced trusts and cartels. practices? The students will produce a graphic showing the short and long-term effects of these practices. *6. The students will trace the economic A. Can the students identify the causes • The students will create a chart development of the United States and and effects of the growth of big showing the causes and effects of the its emergence as a major industrial business? growth of big business. power, including its gains from trade and the advantages of its physical geography. 7. The students will analyze the A. Can the students explain the concepts • In a Venn diagram, the students will similarities and differences between of Social Darwinism and the Social compare and contrast the basic tenants the ideologies of Social Darwinism Gospel? of social Darwinism and the Social and Social Gospel (e.g., using Gospel. biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody). *8. The students will examine the effect A. Can the students analyze the benefits • The students will imagine that they are of political programs and activities of of the political programs of the a farmer in the late 1800s. The Populists. Populists? students will identify some of the organizations that promise to help them and determine how the help will benefit them. H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 4 Social Science U.S. HISTORY 11-12 Performance Objective Critical Attributes Benchmarks/Assessment 9. The students will understand the A. Can the students analyze and explain • In small group discussions, the effect of political programs and how the role of the federal government students will analyze initiative, activities of the Progressives (e.g., changed during the Progressive Era? referendum, and recall as Progressive federal regulation of railroad reforms and create a flow chart transport, Children’s Bureau, the explaining them as progressive Sixteenth Amendment, Theodore reforms. Roosevelt, Hiram Johnson). H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 5 Social Science U.S. HISTORY 11-12 Curriculum Standard Three: The students will analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issue regarding religious liberty. Performance Objective Critical Attributes Benchmarks/Assessment *1. The students will describe the A. Can the students explain the • The students will make a time line contributions of various religious contributions that various religious describing the contributions of various groups to American civic principles groups have made to the founding of religious groups. and social reform movements (e.g., America? civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities). 2. The students will analyze the great A. Can the students explain the concepts • In a Venn diagram, the students will religious revivals and the leaders of Social Darwinism and the Social compare and contrast the basic tenants involved in them, including the First Gospel? of social Darwinism and the Social Great Awakening, the Second Great Gospel. Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times. H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 6 Social Science U.S. HISTORY 11-12 Performance Objective Critical Attributes Benchmarks/Assessment *3. The students will cite incidences of A. Can the students cite incidences of • The students will research incidences religious intolerance in the United religious intolerance in the United of religious intolerance in the United States (e.g., persecution of Mormons, States? States against Mormons, Catholics, and anti-Catholic sentiment, anti- Jesus and present a report in class. Semitism). *4. The students will discuss the A. Can the students discuss the expanding • The students will participate in a class expanding religious pluralism in the religious pluralism in the United States discussion on the freedom and United States and California that and California that resulted from large- tolerance of religions in the United resulted from large-scale immigration scale immigration in the twentieth States in contrast to conditions in in the twentieth century. century? countries that do not allow religious freedom. *5. The students will describe the A. Can the students describe the • The students will examine a current principles of religious liberty found principles of religious liberty found in event article, such as stating the pledge in the Establishment and Free the First Amendment? of allegiance in public schools, and Exercise clauses of the First discuss how the First Amendment to Amendment, including the debate on the Constitution applies to the the issue of separation of church and situation.
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