DOCSLIB.ORG

US History II Curriculum FHS Social Studies Department

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
US History II Curriculum FHS Social Studies Department Social Studies Curriculum Guide Franklin High School Broad Topic/Unit Title: Time Frame: Great Depression and New Deal 3-4 Weeks State Frameworks: USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression. (H, E) A. restrictive monetary policies B. unemployment C. support for political and economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. (H) People A. President Herbert Hoover B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin Policies A. the Federal Deposit Insurance Corporation B. the Securities and Exchange Commission C. the Tennessee Valley Authority D. the Social Security Act, the National Labor Relations Act E. the Works Progress Administration F. the Fair Labor Standards Act Institutions A. the American Federation of Labor B. the Congress of Industrial Organizations C. the American Communist Party Social Studies Curriculum Guide Franklin High School USII.13 Explain how the Great Depression and the New Deal affected American society. (H) A. the increased importance of the federal government in establishing economic and social policies B. the emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics Essential Questions Learning Objectives Skills Essential Vocabulary Accommodations/Extensions - Price supports What is an economy? Students will understand: SWBAT: - credit Utilize textbook resources - stock market (ie. Reading Guide) to help What defines a person’s - how an economic Examine the impact of - Dust Bowl access curriculum standard of living? depression impacts an economic depression - Shantytowns, soup people kitchens, bread lines Provide extra time to What is the role of Analyze the long term - Direct relief complete homework and government in the - the short and long and short term causes of - Herbert Hoover assessments economy? term causes of the the Great Depression - Classical economic Great Depression theory/“do-nothing” Modify expectations in To what extent is a Compare and Contrast approach research and presentation person responsible for - President Hoover’s the economic policies of - Boulder Dam (length, amount of sources, his/her financial and President Herbert Hoover and - Federal Home Loan etc) security? Roosevelt’s economic Franklin D. Roosevelt Bank Act policies - Reconstruction Finance Assessments modified with Analyze the criticisms Corporation limited number of questions, - The criticisms of of Roosevelt and the - Bonus Army word banks and open President Roosevelt’s new Deal - Franklin Delano response options New Deal Roosevelt Judge the effectiveness - Election of 1932 Analyze the debate over the of the New Deal - Keynesian economic short and long term causes of theory the global Great Depression - Glass-Steagall Banking (E) Act of 1933 (FDIC) - Federal Securities Act - Eleanor Roosevelt - Huey Long - Charles Coughlin - Securities and Exchange Commission Social Studies Curriculum Guide Franklin High School - Tennessee Valley Authority - Social Security Act - National Labor Relations Act - Works Progress Administration - Fair Labor Standards Act - American Federation of Labor - Congress of Industrial Organizations - American Communist Party Resources: The Americans (Chapter 22 and 23) The Hard Times by Studs Terkel Library of Congress website: Great Depression Images Dorothea Lange: Photographs FDR’s Inaugural Address FDR’s Fireside Chats Huey Long’s Share our Wealth After the Fact: Chapter on Great Depression (Dust Bowl) A People’s History of the United States Howard Zinn ABC Clio: Great Depression Common Learning Experiences: “Cinderella Man” film “Great Debaters” film “Seabiscuit” film Social Studies Curriculum Guide Franklin High School Textbook video on the Dust bowl Dust bowl photograph carousel Primary Source Comparison of Classical v. Keynesian economic theories (essay/chart) Stock Market Introduction Common Assessment Items: Tests Quizzes Stock Market tutorial Alphabet Soup expert group project US History II Curriculum FHS Social Studies Department Broad Topic/Unit Title: World War II Pacing Guide: 2-3 weeks Learning Standards: USII. 14 Explain the strength of American isolationism after WWI and analyze its impact on US foreign policy. US II. 15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of WWII and summarize the major battles of the war. On a map of the world locate the Allied powers. (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) Fascism in Germany German rearmament and militarism of the Rhineland Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland Japan’s invasion of China and the Rape of Nanking Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences US II. 16 Explain the reasons for dropping the atomic bomb on Japan and discuss the short and long term effects. US II. 17 Explain important domestic events that took place during the war. Essential Questions Objectives Skills Vocabulary Accommodations/Extensions Students will understand: SWBAT: Fascism How does war impact the Militarism Utilize textbook resources civilian? The Rise of the Axis Identify the leaders of Isolationism (ie. Reading Guide) to help Powers and the start of the Axis and Allied Neutrality Act access curriculum What considerations are World War II Powers Axis powers taken into account when Allied Powers Provide extra time to creating a foreign policy? The shift in American Explain the rise of Lend Lease Plan complete homework and foreign policy from fascism and militarism Atlantic Charter assessments isolationism to its George Marshall involvement in WWII Analyze American Nisei Modify expectations in foreign policy decisions Executive Order 9066 research and presentation leading up to World War WPB (length, amount of sources, II Dwight Eisenhower etc) The major battles in the Identify major battles George Patton European and Pacific and key figures of World D-Day Assessments modified with theatres during WWII War II Harry Truman limited number of questions, Battle of the Bulge word banks and open The controversy Assess Truman’s Douglas MacArthur response options surrounding the usage of decision to use the Island Hopping the atomic bomb atomic bomb Kamikaze Manhattan Project The impact of the war on Assess the impact of Robert Oppenheimer the American home front World War II on the Hiroshima and Nagasaki American home front Yalta and Potsdam Conferences United Nations Resources: The Americans (Chapters 24 and 25) Four Freedoms- FDR Quarantine Speech- FDR Atlantic Charter Einstein’s letter to FDR Declaration of War-FDR Band of Brothers by Stephen Ambrose (film as well) “Night and Fog”- film “Why we dropped the bomb” Peter Jennings “After the Fact”- the decision to drop the bomb Common Labs/Experiences/Lessons: Mapping exercise (identify countries and battles) View Band of Brothers mini-series Read and analyze Band of Brothers Create class debate regarding the decision to drop the bomb Analyze various primary sources from World War II era Assessments: Test and Quizzes Debate essay Soldier’s scrapbook Book analysis Unit Plan: US History II Franklin Public Schools Broad Topic/Unit Title: World War I Pacing Guide:_1-2 Weeks_ Learning Standards: USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E) USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty Essential Questions Objectives Skills Essential Vocabulary Accommodations/Extensions Nationalism What factors can Students will understand: SWBAT: Imperialism Utilize textbook resources precipitate global Militarism (ie. Reading Guide) to help conflict? - The long term causes Explain the four long Alliance system access curriculum of World War I term causes of World Allies Under what War I. Central Powers Provide extra time to circumstances should a - The short and long Archduke Franz complete homework and nation go to war? term causes of US Analyze the short term Ferdinand assessments entrance into WWI and long term causes of Trench warfare US entry into World The Lusitania Modify expectations in - The impact of the War I Zimmerman Note research and presentation war on the American Isolationism & (length, amount of sources, homefront Assess the impact of Neutrality etc) World War I on the Selective Service Act - President Wilson’s American home front 1917 Assessments modified with vision of global Conscientious objector limited number of questions, diplomacy Evaluate President Mechanized warfare word banks and open Wilson’s global vision of War Industries Board response options diplomacy Espionage and Sedition Acts The Great Migration Wilson’s Fourteen Points League of Nations Treaty of Versailles (1919) Resources: - The Americans (Chapter 19) - The Zimmerman Note - Woodrow Wilson’s “Peace Without Victory” speech (1917) - Woodrow Wilson’s request for Declaration of War - Woodrow Wilson’s “Fourteen Points” speech (1918) - “Four Minute Men” Speeches -
Load more

Recommended publications
  • The Consideration of the Yalta Conference As an Executive Agreement
    University of Nebraska at Omaha DigitalCommons@UNO Student Work 8-1-1973 The consideration of the Yalta Conference as an executive agreement John Brayman University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Brayman, John, "The consideration of the Yalta Conference as an executive agreement" (1973). Student Work. 372. https://digitalcommons.unomaha.edu/studentwork/372 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. THE CONSIDERATION OF THE YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT A Thesis Presented to the Department of History and the Faculty of the Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts John Brayman August, 1973 UMI Number: EP73010 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI EP73010 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 THESIS ACCEPTANCE Accepted for fee facility of The Graduate College of fee University of Nebraska at Omaha, in partial fulfillment of the requirements for the degree Master of Arts, Graduate Committee: Name Departmin Chairman THE CONSITERATION GP :THS YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT : The story of the Yalta Conference is a complex and a difficult one.
    [Show full text]
  • The Square Deal
    Teddy Roosevelt - The Trust Buster Teddy Roosevelt was one American who believed a revolution was coming. He believed Wall Street financiers and powerful trust titans to be acting foolishly. He believed that large trusts and monopolies were harmful to the economy and especially to the consumer. While they were eating off fancy china on mahogany tables in marble dining rooms, the masses were roughing it. There seemed to be no limit to greed. If docking wages would increase profits, it was done. If higher railroad rates put more gold in their coffers, it was done. How much was enough, Roosevelt wondered? The President's weapon was the Sherman Antitrust Act, passed by Congress in 1890. This law declared illegal all combinations "in restraint of trade." For the first twelve years of its existence, the Sherman Act was a paper tiger. United States courts routinely sided with business when any enforcement of the Act was attempted. 1. What belief guided President Theodore Roosevelt’s efforts as a trustbuster? 2. What is a monopoly? Why are they harmful to the economy and to the consumer? 3. What piece of legislation did Roosevelt use to break up monopolies? The Square Deal The Square Deal was Roosevelt's domestic program formed on three basic ideas: conservation of natural resources, control of corporations, and consumer protection. In general, the Square Deal attacked plutocracy and bad trusts while simultaneously protecting businesses from the most extreme demands of organized labor. In contrast to his predecessor William McKinley, Roosevelt believed that such government action was necessary to mitigate social evil, and as president denounced “the representatives of predatory wealth” as guilty of “all forms of iniquity from the oppression of wage workers to defrauding the public." Trusts and monopolies became the primary target of Square Deal legislation.
    [Show full text]
  • Time Line of the Progressive Era from the Idea of America™
    Time Line of The Progressive Era From The Idea of America™ Date Event Description March 3, Pennsylvania Mine Following an 1869 fire in an Avondale mine that kills 110 1870 Safety Act of 1870 workers, Pennsylvania passes the country's first coal mine safety passed law, mandating that mines have an emergency exit and ventilation. November Woman’s Christian Barred from traditional politics, groups such as the Woman’s 1874 Temperance Christian Temperance Union (WCTU) allow women a public Union founded platform to participate in issues of the day. Under the leadership of Frances Willard, the WCTU supports a national Prohibition political party and, by 1890, counts 150,000 members. February 4, Interstate The Interstate Commerce Act creates the Interstate Commerce 1887 Commerce act Commission to address price-fixing in the railroad industry. The passed Act is amended over the years to monitor new forms of interstate transportation, such as buses and trucks. September Hull House opens Jane Addams establishes Hull House in Chicago as a 1889 in Chicago “settlement house” for the needy. Addams and her colleagues, such as Florence Kelley, dedicate themselves to safe housing in the inner city, and call on lawmakers to bring about reforms: ending child labor, instituting better factory working conditions, and compulsory education. In 1931, Addams is awarded the Nobel Peace Prize. November “White Caps” Led by Juan Jose Herrerra, the “White Caps” (Las Gorras 1889 released from Blancas) protest big business’s monopolization of land and prison resources in the New Mexico territory by destroying cattlemen’s fences. The group’s leaders gain popular support upon their release from prison in 1889.
    [Show full text]
  • APUSH 3 Marking Period Plan of Study WEEK 1: PROGRESSIVISM
    APUSH 3rd Marking Period Plan of Study Weekly Assignments: One pagers covering assigned reading from the text, reading quiz or essay covering week‘s topics WEEK 1: PROGRESSIVISM TIME LINE OF EVENTS: 1890 National Women Suffrage Association 1901 McKinley Assassinated T.R. becomes President Robert LaFollette, Gov. Wisconsin Tom Johnson, Mayor of Cleveland Tenement House Bill passed NY 1902 Newlands Act Anthracite Coal Strike 1903 Women‘s Trade Union founded Elkin‘s Act passed 1904 Northern Securities vs. U.S. Hay-Bunau Varilla Treaty Roosevelt Corollary Lincoln Steffens, Shame of Cities 1905 Lochner vs. New York 1906 Upton Sinclair, The Jungle Hepburn Act Meat Inspection Act Pure Food and Drugs Act 1908 Muller vs. Oregon 1909 Croly publishes, The Promises of American Life NAACP founded 1910 Ballinger-Pinchot controversy Mann-Elkins Act 1912 Progressive Party founded by T. R. Woodrow Wilson elected president Department of Labor established 1913 Sixteenth Amendment ratified Seventeenth Amendment ratified Underwood Tariff 1914 Clayton Act legislated Federal Reserve Act Federal Trade Commission established LECTURE OBJECTIVES: This discussion will cover the main features of progressivism and the domestic policies of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson. It seeks to trace the triumph of democratic principles established in earlier history. A systematic attempt to evaluate progressive era will be made. I. Elements of Progressivism and Reform A. Paradoxes in progressivism 1. A more respectable ―populism‖ 2. Elements of conservatism B. Antecedents to progressivism 1. Populism 2. The Mugwumps 3. Socialism C. The Muckrakers 1. Ida Tarbell 2. Lincoln Stephens - Shame of the Cities 3. David Phillips - Treasure of the Senate 4.
    [Show full text]
  • Social Security Fraud
    Social Security Fraud In This Issue Prosecuting Social Security Number Misuse: Attacking Identity Theft at its Source ........................................................ 1 January By John K. Webb 2005 Volume 53 Using Electronic Evidence to Litigate Social Security Cases: Considering Number 1 the Implications of the Social Security Administration's New Signature Alternatives on Applications ..................................... 16 United States Department of Justice By Joseph Grow Executive Office for United States Attorneys Prosecuting Employers for Wage and Earnings Violations under the Office of Legal Education Washington, DC Social Security Act and the Internal Revenue Code .................. 23 20535 By John K. Webb Mary Beth Buchanan Director Overview of the Social Security Administration's Civil Monetary Penalty Contributors’ opinions and statements should not be Program: Applying Sections 1129 and 1140 of the Social Security Act .. 34 considered an endorsement by By Julia Chu and Jonathan Morse EOUSA for any policy, program, or service. The United States Attorneys’ Bulletin is published pursuant to 28 CFR § 0.22(b). The United States Attorneys’ Bulletin is published bi-monthly by the Executive Office for United States Attorneys, Office of Legal Education, 1620 Pendleton Street, Columbia, South Carolina 29201. Periodical postage paid at Washington, D.C. Postmaster: Send address changes to Editor, United States Attorneys’ Bulletin, Office of Legal Education, 1620 Pendleton Street, Columbia, South Carolina 29201. Managing Editor Jim Donovan Technical Editor Nancy Bowman Law Clerk Carolyn Perozzi Internet Address www.usdoj.gov/usao/ reading_room/foiamanuals. html Send article submissions to Managing Editor, United States Attorneys’ Bulletin, National Advocacy Center, Office of Legal Education, 1620 Pendleton Street, Columbia, SC 29201. Prosecuting Social Security Number Misuse: Attacking Identity Theft at its Source John K.
    [Show full text]
  • THR Timeline 56X44 Final2 Lores
    Eleven physicians meet in Washington, D.C., to establish the U.S. Pharmacopeia, the first compendium of standard drugs for the United States. A Brief History of Early Drug Regulation in the United States The U.S. Food and Drug Administration is the oldest federal agency dedicated to consumer protection, originating as a single chemist appointed to the U.S. Department of Agriculture in 1862. FDA in 2006 employed more than 10,000 toxicologists, chemists, pharmacologists, physicians, microbiologists, pharmacists, veterinarians, lawyers, and others. This poster, excerpted from materials produced by the FDA’s History Office (On-line information at www.fda.gov\oc\history) highlights the fascinating early origins of the regulation of medicines and accompanies several objects generously loaned by the University of Arizona’s Museum of Pharmacy. Publication of Lewis Caleb Beck’s Adulteration of Various Substances Used in Medicine and the Arts, helps document problems in the drug supply. Rising Popularity of Patent Medicines or The Great American Fraud and the Pure Food The Sulfanilamide Disaster and the Federal Food, “Nostrums” in the 19th Century and Drugs Act of 1906 Drug, and Cosmetic Act of 1938 Drug Importation Act passed by Congress requires U.S. Customs Service inspection to stop entry of adulterated drugs from overseas. Throughout the 1800’s, in an era of limited In the early 1900’s, while famed Between 1906 and 1938, legal physician tools for treating illness that had muckraking journalist Upton proceedings over many problems with been scrutinized and supported by Sinclair’s publications detailed dangerous drugs demonstrated that empirical evidence and the scientific the horrific conditions of the the Pure Food and Drugs Act did not method, an increasingly urbane population meat-packing industry, some of go far enough to protect public safety.
    [Show full text]
  • Historia De La OFICINA DE LA INFANCIA
    Historia de la OFICINA DE LA INFANCIA Cien años al servicio de los niños y las familias de nuestra nación Índice Introducción Nacimiento de una era . 3 Progreso para los niños . 5 Capítulo 1 Cooperación Antes . 9 Ahora . 11 Capítulo 2 Ayuda a estados y tribus Antes . 13 Ahora . 16 Capítulo 3 Investigación e información Antes . 20 Ahora . 24 Capítulo 4 Difusión del mensaje Antes . 28 Ahora . 31 Capítulo 5 Liderazgo Antes . 34 Ahora . 37 Historia de la OFICINA DE LA INFANCIA Introducción Nacimiento de una era La Oficina de la Infancia, como primer organismo federal dedicado al bienestar de los niños, lleva mucho tiempo ocupándose de algunos de los problemas sociales más apremiantes que enfrenta Estados Unidos. Estos problemas han cambiado con el transcurrir de los años. En sus inicios, la oficina se ocupaba de temas como mortalidad infantil, hijos dependientes y trabajo infantil, mientras que ahora las preocupaciones principales son maltrato infantil y prevención del abandono, cuidado de crianza temporal y servicios de adopción. No obstante, los valores que subyacían a nuestro trabajo en sus primeras etapas y muchos de los métodos fundamentales a los que recurríamos para materializarlos aún perduran; incluidos cooperación, ayuda a estados y tribus, investigación y recopilación de información, campañas de sensibilización social y formación de líderes. A principios del siglo pasado, las condiciones de los niños en Estados Unidos eran muy diferentes a las de hoy. Más de uno de diez bebés no sobrevivía al primer año. Muchos niños desertaban de la escuela para ayudar a conseguir el sustento de sus familias, por lo general, trabajando en condiciones peligrosas.
    [Show full text]
  • JUMPING SHIP: the DECLINE of BLACK REPUBLICANISM in the ERA of THEODORE ROOSEVELT, 1901—1908 a Thesis Presented to the Graduat
    JUMPING SHIP: THE DECLINE OF BLACK REPUBLICANISM IN THE ERA OF THEODORE ROOSEVELT, 1901—1908 A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Mark T. Tomecko August, 2012 JUMPING SHIP: THE DECLINE OF BLACK REPUBLICANISM IN THE ERA OF THEODORE ROOSEVELT, 1901—1908 Mark T. Tomecko Thesis Approved: Accepted: _______________________________ ______________________________ Advisor Dean of the College Dr. Tracey Jean Boisseau Dr. Chand Midha _______________________________ ______________________________ Department Chair Dean of the Graduate School Dr. Martin Wainwright Dr. George Newkome ______________________________ Date ii ABSTRACT Most analysts of black voting patterns in the United States have assumed that the first substantive abandonment of the Republican party by black voters occurred in the 1930s, when the majority of black voters embraced Franklin Roosevelt‘s New Deal. A closer examination, however, of another Roosevelt presidency – that of Theodore Roosevelt (1901-1909) – demonstrates the degree to which black voters were already growing disenchanted with the Republicans in the face of what they viewed as uneven support and contradictory messages from the highest ranking Republican in the land. Though the perception of Theodore Roosevelt‘s relationship to black Americans has been dominated by his historic invitation of Booker T. Washington to dine with him at the White House in 1901, in fact even this event had assorted and complex meanings for Roosevelt‘s relationship to the black community. More importantly, his dismissal of black troops following a controversial shooting in southern Texas in 1906 – an event known as the Brownsville affair – set off a firestorm of bitter protest from the black press, black intellectuals, and black voters.
    [Show full text]
  • Remembering Ludlow but Forgetting the Columbine: the 1927-1928 Colorado Coal Strike
    Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike By Leigh Campbell-Hale B.A., University of Arkansas, Fayetteville, 1977 M.A., University of Colorado, Boulder, 2005 A dissertation submitted to the Faculty of the Graduate School of the University of Colorado and Committee Members: Phoebe S.K. Young Thomas G. Andrews Mark Pittenger Lee Chambers Ahmed White In partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of History 2013 This thesis entitled: Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike written by Leigh Campbell-Hale has been approved for the Department of History Phoebe S.K. Young Thomas Andrews Date The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. ii Campbell-Hale, Leigh (Ph.D, History) Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike Dissertation directed by Associate Professor Phoebe S.K. Young This dissertation examines the causes, context, and legacies of the 1927-1928 Colorado coal strike in relationship to the history of labor organizing and coalmining in both Colorado and the United States. While historians have written prolifically about the Ludlow Massacre, which took place during the 1913- 1914 Colorado coal strike led by the United Mine Workers of America, there has been a curious lack of attention to the Columbine Massacre that occurred not far away within the 1927-1928 Colorado coal strike, led by the Industrial Workers of the World (IWW).
    [Show full text]
  • The Rise of Totalitarianism, the Start of World War II and the US Response
    The Rise of Totalitarianism, the Start of World War II and the US Response Overview Students will gain an understanding of the conditions that allowed totalitarian regimes to come to power throughout the world following World War I. Through a study of four nations (Russia, Italy, Germany, and Japan) students will gain insight into how the regimes came to power and how they maintained that power. Students will then be responsible for conveying what they have learned about their assigned regime by participating in a jigsaw activity. The lesson culminates with a debate between “isolationists” and “interventionists” analyzing the United States’ responses to the rise of Totalitarian regimes. Grade 11 NC Essential Standards for American History II • AH2.H.2.2: Evaluate key turning points since the end of Reconstruction in terms of their lasting impact • AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had on international affairs • AH2.H.7.1: Explain the impact of wars on American politics since Reconstruction Materials • Election Ballots (attached) • “Rise of Totalitarianism Jigsaw” handout (attached) • “Rise of Totalitarianism in Russia, Italy, Germany, and Japan” handouts (attached) • “Rise of Totalitarianism” Viewing Guide (attached) • “Totalitarian Aggression and the Start of World War II” Power Point, available in PDF format at the Consortium’s Database of K-12 Resources o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • “Totalitarian Aggression and the Start of World War II” Guided Notes (attached) • Isolationists v.
    [Show full text]
  • Master List of Terms and Concepts : 20 Century Topics, Emphasizing the Americas
    Master List of Terms and Concepts : 20th Century Topics, Emphasizing the Americas Early 20th Century- Year 1 Unit 1 - The development of modern nations 1865-1929 (8 Weeks) “Cross of Gold” Chicago School of Architecture “Melting Pot” theory Cornelius Vanderbilt AFL Coxey’s Army Andrew Carnegie Edward Bellamy Bland-Allison Act (1878) Emma Lazarus Boss Tweed Gilded Age Carry Nation Gold bugs Gospel of Wealth Railroad Strike of 1877 Haymarket Riot (1886) Robber Barons Henry George Samuel Gompers Homestead Strike (1892) Settlement Movement Horatio Alger Sherman Antitrust Act (1890) Jacob Riis Sherman Silver Purchase Act (1890) Jane Addams Silver bugs Jay Gould Social Darwinism John D. Rockefeller Social Gospel Knights of Labor Thomas A. Edison Louis Sullivan Thomas Nast Mark Hanna U. S. v. E. C. Knight (1890) Panic of 1893 William Jennings Bryan Pendleton Act (1885) William Lloyd Wright Pullman Strike (1894) Yellow-dog contract Unit 2 - Emergence of the Americas in global affairs 1880-1929 (10 Weeks) Treaty of Kanagawa Pancho Villa “Seward’s Folly” John J. Pershing Alfred Thayer Mahan “Colossus of the North Jingoism James G. Blaine Yellow journalism Pan-Americanism William Randolph Hearst U. S. S. Maine Spanish-American War (1898) Commodore Matthew Perry De Lome Letter Commodore Dewey Remember the Maine, to Hell with Spain! Treaty of Paris (1898) Rough Riders Walter Reed Queen Liliukalani Insular Cases Emilio Aguinaldo Teller Amendment “White Man’s Burden” protectorate Anti-Imperialist League John Hay, Secretary of State Platt Amendment Boxer Rebellion Open Door Policy Teddy Roosevelt’s “Big Stick” policy Roosevelt Corollary Clayton-Bulwer Treaty Panama Canal Nationalism Gentleman’s Agreement First Battle of the Somme Treaty of Portsmouth (1905) Militarism “Dollar Diplomacy” Trench warfare Henry Cabot Lodge, Sr.
    [Show full text]
  • One Hundred Twelfth Congress of the United States of America
    H. R. 3630 One Hundred Twelfth Congress of the United States of America AT THE SECOND SESSION Begun and held at the City of Washington on Tuesday, the third day of January, two thousand and twelve An Act To provide incentives for the creation of jobs, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE; TABLE OF CONTENTS. (a) SHORT TITLE.—This Act may be cited as the ‘‘Middle Class Tax Relief and Job Creation Act of 2012’’. (b) TABLE OF CONTENTS.—The table of contents for this Act is as follows: Sec. 1. Short title; table of contents. TITLE I—EXTENSION OF PAYROLL TAX REDUCTION Sec. 1001. Extension of payroll tax reduction. TITLE II—UNEMPLOYMENT BENEFIT CONTINUATION AND PROGRAM IMPROVEMENT Sec. 2001. Short title. Subtitle A—Reforms of Unemployment Compensation to Promote Work and Job Creation Sec. 2101. Consistent job search requirements. Sec. 2102. State flexibility to promote the reemployment of unemployed workers. Sec. 2103. Improving program integrity by better recovery of overpayments. Sec. 2104. Data exchange standardization for improved interoperability. Sec. 2105. Drug testing of applicants. Subtitle B—Provisions Relating To Extended Benefits Sec. 2121. Short title. Sec. 2122. Extension and modification of emergency unemployment compensation program. Sec. 2123. Temporary extension of extended benefit provisions. Sec. 2124. Additional extended unemployment benefits under the Railroad Unem- ployment Insurance Act. Subtitle C—Improving Reemployment Strategies Under the Emergency Unemployment Compensation Program Sec. 2141. Improved work search for the long-term unemployed. Sec.
    [Show full text]