United States History is course explores American history from 1775 to the dawn of the 21st century and the War on Terrorism, through an interdisciplinary approach that includes literature, art, and biographies. Students are encouraged to integrate information, discover patterns, and develop critical thinking skills in their responses to significant issues and events in American history. roughout this course, students are required to use information from the text and related sources to evaluate causes and explore values in history. All assignments are designed to help students think more widely, make connections, and reach their own conclusions. e following books are needed for this course: Oak Meadow United States History Coursebook e American Vision (Glencoe) INDEPENDENT LEARNING SINCE 1975
Transcript
United States History This course explores American history from 1775 to the dawn of the 21st century and the War on Terrorism, through an interdisciplinary approach that includes literature, art, and biographies. Students are encouraged to integrate information, discover patterns, and develop critical thinking skills in their responses to significant issues and events in American history. Throughout this course, students are required to use information from the text and related sources to evaluate causes and explore values in history. All assignments are designed to help students think more widely, make connections, and reach their own conclusions.
The following books are needed for this course:
Oak Meadow United States History CoursebookThe American Vision (Glencoe)
I N D E P E N D E N T L E A R N I N G S I N C E 1 9 7 5
United States History
Oak Meadow
Coursebook
Oak Meadow, Inc.Post Office Box 1346
Brattleboro, Vermont 05302-1346oakmeadow.com
Item #09130.2
iii
Introduction ................................................................ viiCourse materialsHow the course is set upAcademic expectations for enrolled students
Lesson 1 Colonizing America: Prehistory to 1754 .....1Activity A. Analyze Colonial ExplorationsActivity B. Establish a Colony
Lesson 2 The American Revolution: 1754–1783 ......9 Activity A. Causes and Events of the American Revolution Activity B. War Correspondence
Lesson 3 Creating a Constitution: 1781–1789 .......13Activity A. Analyze Constitutional PowersActivity B. Plan a Mini-Documentary
Lesson 4 Federalists and Republicans: 1789–1816 ...19 Activity A. Analyze Political PartiesActivity B. National Debt Comparisons
Lesson 5 Growth and Division: 1816–1832 ............23Activity A. Innovations in TransportationActivity B. Steamboat Travel
Lesson 6 The Spirit of Reform: 1828–1845 .............27 Activity A. Track Reform MovementsActivity B. Immigration and Ancestry
Lesson 7 Manifest Destiny: 1820–1848 ...................31Activity A. Westward MigrationActivity B. Eye Witness Traveler
Lesson 9 Sectional Conflict Intensifies: 1848–1860 ..37Activity A. Analyzing Pre-Civil War EventsActivity B. Civil War Timeline
Lesson 10 The Civil War: 1861–1865 ......................41Activity A. Compromise EffortsActivity B. Choosing Sides
Lesson 11 Reconstruction: 1865–1877 ...................45Activity A. Track Changes in Southern SocietyActivity B. Reconstructing a City
Lesson 12 Settling the West: 1865–1890 ................49Activity A. The Changing American WestActivity B. Map the Change in Native American Lands
Lesson 13 Industrialization: 1865–1901 .................53Activity A. The Development of IndustryActivity B. Entrepreneurship
Lesson 14 Urban America: 1865–1896 ...................57Activity A. Connecting Immigration and UrbanizationActivity B. Immigrant Life
Lesson 15 Becoming a World Power: 1872–1917 ...61Activity A. Economic and Military ExpansionActivity B. Depictions of U.S. Imperialism
Lesson 16 The Progressive Movement: 1890–1920 ..65Activity A. Progressive Reforms Activity B. Community Progressive Action
Lesson 17 World War I and Its Aftermath: 1914–1920 .............................................................69Activity A. Opposing Forces of World War IActivity B. The Cost of War
Lesson 19 The Jazz Age: 1921–1929 ........................77Activity A. Harlem RenaissanceActivity B. 1920s Scrap Book
Contents
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Lesson 20 The Great Depression Begins: 1929–1932 .............................................................81Activity A. Life During the Great DepressionActivity B. Storyboard: The Dust Bowl
Lesson 21 Roosevelt and the New Deal: 1933–1941 ...85Activity A. New Deal Programs Then and NowActivity B. Activist and First Lady Eleanor Roosevelt
Lesson 22 A World in Flames: 1931–1941 ..............89Activity A. Comparing Totalitarian DictatorsActivity B. Mapping World War II
Lesson 23 America and World War II: 1941–1945 .............................................................93Activity A. Daily Life on the Home FrontActivity B. The Sacrifices of War
Lesson 24 The Cold War Begins: 1945–1960 .........97Activity A. Causes of the Cold WarActivity B. Propaganda in the McCarthy Era
Lesson 25 Postwar America: 1945–1960 ..............101Activity A. Pop Culture ComparisonsActivity B. 1950s Cultural Dictionary
Lesson 27 The New Frontier and the Great Society: 1961–1968 ..................................107Activity A. Lyndon Johnson’s Great SocietyActivity B. Moon Missions
Lesson 28 The Civil Rights Movement: 1954–1968 .111Activity A. Civil Rights TimelineActivity B. Kennedy and King
Lesson 29 The Vietnam War: 1954–1975 .............115Activity A. Vietnam War TerminologyActivity B. Vietnam Veterans Memorial
United States History
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Lesson 30 The Politics of Protest: 1960–1980 ......117Activity A. Organizations for ChangeActivity B. The Life and Work of César Chávez
Lesson 31 Politics and Economics: 1968–1980 ....121Activity A. The Watergate ScandalActivity B. Americans with Disabilities Act
Lesson 32 Resurgence of Conservatism: 1980–1992 .. 125Activity A. Domestic and Foreign PolicyActivity B. Space Program Opinion Poll
Lesson 33 A Time of Change: 1980–2000.............129Activity A. The Computer RevolutionActivity B. Technological Advances from Different Eras
Lesson 34 A New Century Begins: 2001–present ...133Activity A. 9/11Activity B. Firsts in American History
Lessons 35 and 36 Final Project .............................137
Works Cited ..............................................................139
Appendix ...................................................................141Elements of Good WritingVaried SentencesStrong ParagraphsThe Writing ProcessPrewriting ExercisesFive-Paragraph EssayComparative EssayMultimedia PresentationsWriting a Research PaperCiting Your SourceSpecial Considerations for Citing ImagesPlagiarismHow to Link Other Files to Your Course Doc
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Lesson
At first, the framers of the Constitution felt a democracy should not be divided into separate political parties, but today, having separate parties is considered necessary. What do you think happened to cause this radical shift in thinking?
Learning Objectives• Write a comparative essay about political views and influences
• Compare a variety of founding documents
• Differentiate between the principles of the Federalist and
Republican parties
Reading OverviewLesson 4 Federalists and Republicans: 1789–1816
Section 1 Washington and Congress Creating a New Government The Rise of Political Parties
Section 2 Partisan Politics Trade and the Western Expansion The War Between the Parties
Section 3 Jefferson in Office Jefferson’s Administration Rising International Tensions
Section 4 The War of 1812 The Decision for War The Invasion of Canada The War Ends
4 Federalists and Republicans: 1789–1816
ASSIGNMENT SUMMARY
Read chapter 4, “Federalists and Republicans: 1789–1816.”
Complete ques-tions from the section reviews.
Write a compar-ative essay about Hamilton and Jefferson.
Compare the Bill of Rights with other founding documents.
Write an essay about the Alien and Sedition Acts of 1798.
Choose one proj-ect to complete.
Review chapter 4 and complete the assessment.
Activity A. Analyze Political Parties
Activity B. National Debt Comparisons
United States History
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Lesson 4
(continued)
Lesson
Assignments4Reading
Read chapter 4, “Federalists and Republicans: 1789–1816” (152–181).
Writing
1. Complete the following selections from the section reviews.
• Section 1 Review (159): answer #4 and 6
• Section 2 Review (167): answer #1 and 5
• Section 3 Review (173): answer #2 and 5
• Section 4 Review (181): answer #5 and 6
2. Write a comparative essay on the similarities and differences between the ideals of Alexander Hamilton and Thomas Jefferson. Using either the block format or the alternating format for your comparative essay, write four to five paragraphs using clear topic sentences. (See the appendix for detailed instructions on these essay formats.) You will need to do additional research for this essay. You can begin with the information in your textbook and then dig deeper on your own, looking for revealing details about their political views and influences. Your essay should be well-organized and show a logical train of thought—you are encouraged to use an outline or graphic organizer while you are planning and researching your paper. Make sure to keep track of your sources and list them at the end of your essay. (See the appendix for the correct format to use when citing sources.) Draw conclusions about their similarities and differences based on what you find. Rather than just reporting facts, give your interpretation of the impact each of these men had on the forming of the U.S. government.
3. Compare the Bill of Rights with other founding documents. Study the infographic on page 155 and answer the two questions in the Analyzing Visuals box.
Federalists and Republicans: 1789–1816
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Lesson 4
(continued)
4. Write a one-page essay about the Alien and Sedition Acts of 1798. Explain whether or not you would have supported these acts and why. Be sure to indicate what supporters or detractors believed was at stake.
5. Choose one of the following projects to complete.
a. Compare the legacies of two presidents, one from the early years of the nation and one from later years. You’ll find a list of U.S. presidents in the back of the textbook (R29–33). Choose two and research the key historical events that happened during their administrations and how their actions and decisions shaped history.
b. Accurate descriptions and drawings made Lewis and Clark’s observations valuable. Go outside and find at least one example of flora and one example of fauna to draw and describe. Create a journal entry in the style of the notebooks kept on Lewis and Clark’s expeditions. Do an Internet search for images by typing “Lewis and Clark journals” to get an idea of what a typical journal entry looked like.
c. Design a new United States flag for the year 1800. Explain the significance of each element that you choose to include. Draw a full-color illustration of the flag.
6. Review the chapter 4 Visual Summary (182) and complete the chapter 4 assessment (183–185). You may choose to complete the Extended Response for extra credit (this applies to the rest of the course).
Activities
Complete both of the following activities.
A. Analyze Political Parties
Create a concept map comparing the Federalist and Republican parties, as described on page 153 (instructions for the foldable map are on page R22).
Echoes of the Past
“You could not have found a person to whom your schemes were more disagreeable.”
George Washington, in a letter to Colonel
Lewis Nicola, after being urged to seize power and proclaim
himself king (The American Vision 160)
United States History
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Lesson 4
(continued)
B. National Debt Comparisons
Use the U.S. Treasury Department’s website (see the link below) to research the national debt in 1800, 1900, and 2000. Since the value of the dollar has changed drastically in the last 200 years, you will want to adjust these numbers based on inflation (you can use the online conversion calculator listed below). Create a line graph showing the relative national debt over time. Label this graph and include a caption that gives a brief summary of your findings.
Treasury Direct (U.S. Department of the Treasury) (click on Public Debt Reports from the menu on the left) treasurydirect.govt/govt/govt.htm
CPI Inflation Calculator (U.S. Bureau of Labor Statistics)
http://www.bls.gov/data/inflation_calculator.htm
FOR ENROLLED STUDENTSWhen you have completed this lesson, submit it to your teacher along with lesson 3. Remember to include all the projects and assignments for each lesson. Check that everything is properly labeled and orga-nized, and then notify your teacher that your work is ready for review.
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Lesson
Why do you think so many people rushed to volunteer to fight in World War II? What sacrifices were they and their families willing to make, and why? What kind of sacrifice would you be willing to make in the name of peace? If you know any active or retired military service members, discuss with them the sacrifices they and their families have made.
Learning Objectives• Analyze a Supreme Court case regarding Japanese internment
during WWII
• Summarize the environmental impact of atomic warfare
• Research a minority group serving in the military during WWII
Reading OverviewChapter 21 America and World War II: 1941–1945
Section 1 Mobilizing for War Converting the Economy American Industry Gets the Job Done Building an Army
Section 2 The Early Battles Holding the Line against Japan Stopping the Germans
Section 3 Life on the Home Front Women and Minorities Gain Ground A Nation on the Move Daily Life in Wartime
America and World War II: 1941–1945
ASSIGNMENT SUMMARY
Read chapter 21, “America and World War II: 1941–1945.”
Complete the section review questions.
Analyze the Supreme Court case Korematsu v. United States.
Explain the envi-ronmental impact of atomic warfare.
Summarize the discussions that led to the dropping of atomic bombs on Japan.
Research and write a report on a mi-nority group in the military.
Review chapter 21 and complete the assessment.
Activity A. Daily Life on the Home Front
Activity B. The Sacrifices of War
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United States History
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Lesson 23
(continued)
Section 4 Pushing Back the Axis Striking Germany and Italy Landing in France Driving Japan Back
Section 5 The War Ends The Third Reich Collapses Japan Is Defeated Building a New World
Lesson
Assignments23Reading
Read chapter 21, “America and World War II: 1941–1945” (712–753).
Writing
1. Complete the following section review questions:
• Section 1 Review (721): answer #4 and 6
• Section 2 Review (727): answer #4 and 5
• Section 3 Review (735): answer #4 and 5
• Section 4 Review (743): answer #6
• Section 5 Review (753): answer #4 and 5
2. Learn about the Supreme Court case Korematsu v. United States (733) and answer the accompanying document-based questions.
3. Explain the environmental impact of the atomic bombs dropped on Hiroshima and Nagasaki. The human deaths caused by these bombs were on a massive, unparalleled scale. In addition, the lingering radiation caused problems for people in multiple ways, not only because of the effects it had on their bodies, but also because of the effects it had on water, soil, and food sources. Summarize how the environment was affected in the weeks, months, and years following the atomic explosions.
America and World War II: 1941–1945
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Lesson 23
(continued)
4. Research the discussions and arguments leading up to the dropping of atomic bombs on Hiroshima and Nagasaki. Write a detailed summary of the different viewpoints that were expressed before the decision was made, and then give your own opinion. Should the United States have dropped the bombs? Why or why not?
5. Research and write a one-page report on one of the following groups.
a. Tuskegee Airmen
b. 442nd Regimental Combat Team
c. Women’s Auxiliary Ferrying Squadron
d. Navajo Code Talkers
6. Review the chapter 21 Visual Summary (754) and complete the chapter 21 assessment (755–757).
Activities
Complete both of the following activities.
A. Daily Life on the Home Front
Create a pocket-book foldable to keep track of the economic and social changes to the daily lives of Americans during World War II (713 and R25).
B. The Sacrifices of War
Find five people who lived through World War II and ask them, “What were some of the real-life sacrifices Americans made during World War II?” Older relatives or a local VFW (Veterans of Foreign Wars) organization are good sources to tap for this project. Next, ask five of your peers, “What would you be willing to sacrifice to help your country during a time of war?” You might have to give your peers some background information to put the question into perspective. For instance, you might tell them about some of the ordinary items that people learned to live without during World War II and why it was deemed necessary. Create a chart to record your data from the ten participants. Write a brief summary of what it revealed.
Echoes of the Past
“I learned that just because you’re a woman and have never worked is no reason you can’t learn. The job really broadened me… I had always been in a shell; I’d always been protected. But at Boeing I found a freedom and an independence I had never known. After the war I could never go back to playing bridge again, being a club woman…when I knew there were things you could use your mind for. The war changed my life completely.”
