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United States History 2019-2020 Scope & Sequence

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United States History 2019-2020 Scope & Sequence United States History 2019-2020 Scope & Sequence Notes & How to Use this Document This document is intended to replace the Louisiana Department of Education Scope & Sequence for the Jefferson Parish Schools’ U.S. History course. Please use this in conjunction with the JPS Curriculum Map and LDOE Companion Document, both of which have been incorporated into this scope and sequence. This document goes with the 2019- 2020 Student Resource Book. This Scope and Sequence guides your teaching with pacing, priority content information and a sample of activities to support and extend learning. As you deliver initial instruction, you may choose to implement the activities found here (Student Version is the Student Resource Book) and/or use your own activities. The activities found in this document/student version DO NOT cover every GLE in the priority content. Anything in black in this document is what students see in their books (1 per unit). Imperative to any instruction is teaching the grade level expectations with fidelity. As stated in the Louisiana Scope and Sequence Documents: To be productive members of society, students must be critical consumers of information they read, hear, and observe and communicate effectively about their ideas. They need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. To accomplish this, students must: 1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts. For access to all documents, additional resources and the 6-12 social studies community of Jefferson Parish Schools, please join the Google Classroom- JP Social Studies Teachers 6-12 (class code: axsa5q). U.S. History Curriculum Map 2019-2020 1st Semester (August 8- December 18)/2nd Semester (January 7- May 19) UNIT DATES ASSESSMENTS DBQs Aug. 12-16 District Jan. 8-10 Diagnostic 1- Industrialization & 21 Days Teacher-created The Philanthropy of Aug. 8-Sept. 6 that mimics the Andrew Carnegie: Expansion through the Did it make him a FALL LEAP 2025 Progressive Era hero? ~OR~ Topics: Standard 2 18 Days Progressivism: Westward Expansion (25% of LEAP Jan. 7-31 Where will you put Urbanization & 2025) SPRING your million dollars? Industrialization GLEs: 30 Days (RHS) Progressivism & Its 2.1-8 Aug. 8-Sept. 20 Impact 1.1-5 2- Foreign Policy through 7 Days Teacher-created Should the United Sept. 9-18 that mimics the States have annexed the Great War the Philippines? FALL LEAP 2025 Topics: Standard 3 7 Days US Imperialism before (17% of LEAP Feb. 3-11 1917 2025) SPRING WWI and Its Aftermath GLEs: 18 Days (RHS) 3.1-6 Sept. 23-Oct. 18 1.1-5 3- Growth & Decline 7 Days Teacher-created Prohibition: Why did America change its Between the Wars Sept. 19-27 that mimics the FALL LEAP 2025 mind? Topics: Standard 4 8 Days ~OR~ What caused the American Prosperity & (28% of LEAP Feb. 12-21 Great Depression? 2025) Social Change SPRING ~OR~ Global Depression What caused the The New Deal GLEs: 19 Days (RHS) Dust Bowl? 4.1-5 Oct. 21-Nov. 15 1.1-5 4- World War II 8 Days Teacher-created Why did Japan Sept. 30-Oct. 9 that mimics the attack Pearl Harbor? FALL LEAP 2025 Topics: Standard 4 9 Days The Crisis in Europe & (28% of LEAP March 2-12 American Entry 2025) SPRING The U.S. During the War Victory & The New GLEs: 18 Days (RHS) World Order 4.6-10 Nov. 18-Dec. 18 1.1-5 UNIT DATES ASSESSMENTS DBQs Oct. 7-9 District Feb. 19-21 Benchmark 1 Dec. 16-18 District Benchmark 2 (RHS only) 5- The Cold War & the 20 Days Teacher-created Berlin, Korea, Cuba: Oct. 14-Nov. 8 that mimics the How did the U.S. Modern Era contain communism? FALL LEAP 2025 ~OR~ Topics: Standard 5 14 Days Politics or Principle: The Cold War @ Home (30% of LEAP March 16-Apr. 3 Why did LBJ sign the Civil Rights Act of & Abroad 2025) SPRING 1964? Conflict & Social GLEs: 42 Days (RHS) ~OR~ Movements 4.10 Jan. 7-March 12 MLK & Malcolm X: The End of the Cold 5.1-5 Whose philosophy War 6.2, 4-5 made the most sense 1.1-5 for America in the 1960s? ~OR~ Why was the Equal Rights Amendment Defeated? ~OR~ What made Cesar Chavez an effective leader? 6- Entering a New Era 9 Days Teacher-created Should the United Nov. 12-22 that mimics the States drill for oil in Alaska’s wilderness? FALL LEAP 2025 (after LEAP 2025) Topics: Standard 6 7 Days Crisis & Conflicts: U.S. (30% of LEAP April 6-17 & Middle East 2025) SPRING Relations GLEs: 15 Days (RHS) Presidential 6.1-5 March 16-Apr. 3 Administrations in the 1.1-5 New Era Nov. 18-22 District April 6-9 Benchmark 2 March 9-12 District Benchmark 3 (RHS only) Dec. 2-18 LEAP 2025 April 20- May 15 Extension Activities & Through the end Projects of the Semester Unit 1 Industrialization & Expansion through the Progressive Era Description You will learn about innovation, expansion, and ethnic and cultural antagonism in the West, the rise of the industrial economy through innovations and the business practices of the Robber Barons/Captains of Industry, as well as the causes and outcomes of immigration, urbanization, and the Progressive movement. You will analyze how these changes and advancements affected the nation’s identity. Claim How do innovation and expansion affect a nation’s identity? Key Connections ● Technological innovations contributed to social, political, and economic change. ● Political, social, and economic factors motivated mass migration within and to the United States. ● Territorial expansion and westward migration/settlement contributed to economic development. Topics 1- Westward Expansion 2- Urbanization and Industrialization 3- Progressivism and Its Impact Grade-Level Expectations (GLEs) Priority Content and Concepts US.2.1 Evaluate the social, ● Describe the push and pull factors for migration to the West political, and economic (native-born Americans, immigrants, Exodusters). antagonism that occurred ● Explain how ideas and events influenced westward expansion between ethnic and and tension between groups in the West (Manifest Destiny, cultural groups as a result treaties and legislation, railroad expansion). of westward expansion ● Explain the causes and effects of conflict between Native Americans and white settlers during the late nineteenth century and early twentieth century (perceptions and beliefs; loss of sovereignty, lands, culture, and traditions; extermination of the buffalo; reservation system; wars such as the Battle of Little Bighorn and Wounded Knee). ● Explain the effects of the Dawes Act on Native Americans. ● Describe the methods and effects of forced assimilation on Native Americans. ● Explain the causes and effects of conflict between white settlers and ethnic groups in the West (Mexican Americans, Chinese immigrants). ● Describe the motivations behind and effects of the Chinese Exclusion Act. ● Explain how ethnic and cultural groups responded to tension and hostility (formation of ethnic enclaves such as Chinese community centers in urban areas, Las Gorras Blancas/The White Caps, Ghost Dance movement). US.2.2 Describe the economic ● Explain the motivations behind and effects of the Homestead changes that came about on Acts. the western frontier as a result ● Explain how technological advancements affected farming of the expansion of the and the cattle industry (barbed wire, railroads, end of the ESSENTIAL ESSENTIAL CONTENT railroad, cattle kingdoms, and open range). farming ● Describe the financing and construction of the transcontinental railroad (Pacific Railway Act, railroad tycoons, new technologies, role of immigrants). ● Explain the social and economic effects of the transcontinental railroad. ● Describe the tension between cattle drivers and farmers. US.2.3 Describe the causes of ● Explain the economic and political grievances of late the political, social, and nineteenth century farmers and how those grievances led to economic problems the rise of Populism (farmers’ economic instability/debt, encountered by farmers on business practices of railroads and banks, the the western frontier and Grange/Farmers’ Alliance and agrarian movement, financial critique the solutions panics/crises). developed by the Populist ● Describe the economic arguments made by proponents of movement the gold standard versus proponents of bimetallism/free silver. ● Explain and critique the feasibility of solutions proposed by Populists to the problems facing farmers and laborers. ● Describe the differences between the Populist Party platform and the Republican Party platform. ● Describe the relationship between the Populist Party/People’s Party and the Democratic Party, including the significance of the nomination and campaign of William Jennings Bryan as the presidential candidate in the election of 1896. US.2.4 Examine the effect of ● Explain how industrialists and corporations the government’s laissez- revolutionized business and influenced the U.S. faire policy, innovations in economy (development of industries such as oil, steel, technology and railroads, and banking; Standard Oil Company; transportation, and changes Carnegie Steel; new technologies; vertical and in business organization that horizontal integration; monopolies/trusts). led to the growth of an ● Analyze reasons industrialists, such as Vanderbilt, industrial economy Rockefeller, Carnegie, and J.P. Morgan, were characterized as robber barons and captains of industry (business practices, worker exploitation, philanthropy). ● Explain the effects of technological innovations on the industrial economy (Bessemer process, electricity, telegraph, telephone, expansion of railroads, mass production, assembly line).
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