Randolph Township Schools Randolph High School United States History II Curriculum “Efforts and courage are not enough without purpose and direction." -John F. Kennedy Humanities Department Benjamin Horwitz, Supervisor Curriculum Committee Katherine Burke Melissa McHugh Lena Wasylyk Curriculum Developed: Summer 2017 Date of Board Approval: August 15th, 2017 Randolph Township Schools Department of Social Studies United States History II Curriculum Table of Contents Section Page(s) Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Introduction 5 Curriculum Pacing Chart 6 APPENDIX A 49 2 Randolph Township Schools Mission Statement We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society. Randolph Township Schools Affirmative Action Statement Equality and Equity in Curriculum The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972 3 RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: • The needs of the child come first • Mutual respect and trust are the cornerstones of a learning community • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members • A successful learning community communicates honestly and openly in a non-threatening environment • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth 4 Randolph Township Schools Department of Social Studies United States History II Curriculum Introduction The eleventh grade social studies program is a survey of United States History with an emphasis on the economic, social, and political characteristics of the twentieth century beginning with the rise of industrialization and culminating with the examination of present day issues and events. The New Jersey Student Learning Standards in Social Studies and the standards and goals established by the Randolph Township Board of Education will guide the course. This program will integrate and infuse information on New Jersey history, Holocaust Studies, and social studies oriented vocations into the course of study as mandated by the New Jersey Department of Education. This course is taught as an inclusion history of the United States. The role of women, immigrants, African-Americans, Native Americans, and the diverse racial, religious, and ethnic groups of America will be highlighted throughout the course of study. 5 RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart United States History II SUGGESTED TIME UNIT NUMBER CONTENT - UNIT OF STUDY ALLOTMENT 6 weeks I Modern America Emerges: 1900-1920 5 weeks II 1920s & The Great Depression: 1919-1940 8 weeks III World War II & its Aftermath: 1941-1960 7 weeks IV Living with Great Turmoil: 1954-1975 5 weeks V Passage to a New Century: 1970-2000 5 weeks VI Modern America 2000-Present 6 RANDOLPH TOWNSHIP SCHOOL DISTRICT United States History II UNIT I: Modern America Emerges (1900 – 1920) TRANSFER: Students will be able to identify and analyze societal problems in order to propose solutions and exist cooperatively with others. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS 6.1.12.B.5.b: Assess the impact of rapid urbanization on the environment and on the quality of life in cities. Immigration, world trade, and an economic depression • Has rapid industrial development been a 6.1.12.C.5.a: Analyze the economic shaped America’s international outlook in the 1890s. blessing or a curse for Americans? Why? practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact of these practices on Industrialization and urbanization created a variety of • Were big business leaders “captains of individuals and the nation and the need for problems in the United States during the early part of the industry” or “robber barons’? Why? government regulations. 20th century. 6.1.12.C.5.c: Analyze the cyclical nature of the economy and the impact of periods • Were the Progressives successful in of expansion and recession on businesses Many of the social, political and economic changes in the making government more responsive to and individuals. early 20th century gave rise to the Progressive Movement. the will of the people? Justify. 6.1.12.D.5.a: Analyze government policies and other factors that promoted • Should the United States fight wars to innovation, entrepreneurship, and Imperialism and militarism as an extension of nationalism make the world safe for democracy? industrialization in New Jersey and the created additional pressures on world peace. United States during this period. Defend. 6.1.12.D.5.b: Evaluate how events led to • Should a democratic government tolerate the creation of labor and agricultural During times of war, civil liberties are often organizations that protect the rights of dissent during times of war and other compromised. workers. crises? Why or why not? 6.1.12.D.5.d: Relate varying immigrants’ The Treaty of Versailles had lasting implications on • Should the United States have approved experiences to gender, race, ethnicity, or occupation. future world events. the Treaty of Versailles? Defend. 7 6.1.12.A.6.a: Evaluate the effectiveness of KNOWLEDGE SKILLS Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice. Students will know: Students will be able to: 6.1.12.A.6.b: Evaluate the ways in which Industrialization transformed many types of industry in Evaluate the political, economic, and social women organized to promote government the United States that significantly changed the social, changes in the late 19th century and early 20th policies (i.e., abolition, women’s suffrage, political, and economic landscape of America. century. and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. The consequences of industrialization and urbanization Explain how industrialization and a factory- 6.1.12.A.6.c: Relate the creation of created a demand for reform and relief to improve the based economy affected workers. African American advocacy organizations lives of people. Immigration played a significant role in (i.e., the National Association for the Advancement of Colored People) to the development of modern American society. Describe the connections between United States Supreme Court decisions industrialization, immigration, and urbanization. (i.e., Plessy v. Ferguson) and state and local governmental policies. The progressive movement increased the power of the Identify problems that resulted from rapid government to regulate business and protect society of the industrialization and explain how progressive 6.1.12.C.6.a: Evaluate the effectiveness of labor and agricultural organizations in injustices fostered by unregulated industrialization and reforms tried to alleviate those problems. improving economic opportunities for urbanization. various groups. The four goals of Progressivism were protecting social Evaluate the extent to which the Progressives 6.1.12.C.6.c: Analyze the impact of welfare, promoting moral improvement, creating were successful in achieving their goals. money, investment, credit, savings, debt, and financial institutions on the economic reform, and fostering efficiency. development of the nation and the lives of individuals. Women gained new opportunities in labor, education, and Identify the leaders and the various strategies of politics. the Woman's Suffrage Movement. 6.1.12.D.6.b: Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United Muckrakers promoted reforms through their investigative Assess the various strategies employed by the States becoming a world power. journalism. Progressives to ignite change in the early 20th century. 6.1.12.D.6.c: Analyze the successes and failures of efforts to expand women’s rights, including the work of important Global competition, thirst for new markets, desire for Examine the reasons for and consequences of leaders (i.e., Elizabeth Cady Stanton, military strength, and belief in Anglo-Saxon