Introduction: History and the American Identity In order to understand the nature of history and the development of an American identity, the students will be able to: Analyze the importance of studying history: the nature of history, writing history and writing about history, and interpretations of history Evaluate the development of the “American Identity”: the impact of geography on the American character and evaluating the creation of an “American Identity”. Reading Assignment: “Why Study History?” (Peter N. Stearns) Class Discussion: Discussion of the importance of understanding history. Share information on the themes of U.S. History and process for understanding concepts of history. PERIOD 1: 1491-1607 Unit 1: Pre-Columbian History Reading Assignments: The American Pageant, Chapter 1 American Spirit, pgs 3-6 Content Demographics of Europe, the Americas, and West Africa; Meso-American culture; transatlantic commerce Comparison of colonies across the Americas (religion, economies, politics, cultures); and foundations of slavery. Major Assignments and Assessments Underline or annotate (highlight) the important facts. Choose one idea or that is most important. Take Cornell Notes on the chapter. A summary of what was read must be included at the end of the notes. Students will be divided into groups, each one given a different pre-contact native population to research. As part of an oral presentation, groups will create a visual showing the social, political, and economic structures and interaction with the environment and other groups. Working in groups, students develop a class presentation that analyzes reasons for the development of different labor systems in any two of the following regions of British colonial settlement: New England, the Chesapeake, the southernmost Atlantic coast, and the British West Indies. (WXT-4) Providing a copy of article, Columbus’ journal, and using The American Spirit readings, students will write an in-class essay, which includes a thesis statement, responding to the question, “Columbus: hero or villain?”. Using The American Spirit (pages 3-6) readings, students will identify the European view of Native Americans. “Juan Gines de Sepulveda Belittles the Indians”(1547) and “Bartoleme de Las Casas Defends the Indians” (1552), Howard Zinn “Historiography of Columbus”.
Politics and How did the political culture of the Gilded Age reflect the emergence of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail? America in the World How did the search for new global markets affect American foreign policy and territorial ambitions? Environment and Geography In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems? Ideas, Beliefs, and Cultures How did artistic and intellectual movements both reflect and challenge the emerging corporate order? TIME PERIOD 7: 1890-1945 Unit 10: Progressives Readings: American Pageant Chapters 28-29 (1994) pg 114-129 Skills book Chapter 11 American Spirit pgs; 197-207, 208-214, 223-230 Themes: 1. Inflation/Deflation — Role of government in the economy 2. Role and effectiveness of third parties 3. Immigration and urbanization 4. Corporate and Consumer Reform 5. Limitations on Trusts 6. Teddy Roosevelt/Taft/Wilson: Conservatives as Progressives (reform to preserve) Content: Immigration and urbanization in the late 19th century Social and cultural developments of the late 19th century Urban middle-class reformers lead a call for change Muckrakers Women’s issues and roles, suffrage movement, temperance movement Political corruption and reforms Consumer and environmental protection Business and labor issues Teddy Roosevelt, Taft, and Wilson administrations respond to Progressive movement. Anticipation guide and power point presentation. Assignments and Assessments: Bioboards — Reform Leaders “60 Minutes” — “muckraking” presentation on a period issue. Analyze political cartoons of the Progressive Era to compare and contrast the viewpoint of
Long Question: Discuss the role government played in reforming American social, economic, and political life in the early twentieth century. In your response include TWO of the following: Reforms in banking Reforms in government Reforms in TIME PERIOD 7: 1890-1945 Unit 11: Imperialism and World War I Readings: American Pageant Chapters 27, 29, 30 Skills book Chapter 11 American Spirit pgs. 168-169, 171-177,184-192, 255-259 Themes: 1. The changing role of the U.S. in world affairs — from isolationism to world power. 2. Imperialism and Spanish-American War 3. U.S. motives in World War I and post-war agreements. 4. Presidential and congressional roles in policy management. 5. New Manifest Destiny 6. Foreign Policy of Roosevelt, Taft, and Wilson Content: Reasons for new interest in world affairs Spanish-American War Cuban situation and U.S. reaction Military preparedness and action Treaty provisions Philippine Annexation — debate and results Open Door Policy Teddy Roosevelt’s “Big Stick” Diplomacy Roosevelt Corollary and applications Panama intervention and canal building Taft’s Dollar Diplomacy Wilson’s “Moral” or “Missionary” Diplomacy Relations with Panama, Mexico, Haiti, Philippines Neutrality, 1914-1917 World War I as a war to “make the world safe for democracy” Various interpretations of U.S. motives in World War I World War I at home Economic impact Harassment of German-Americans Women and minorities Espionage and Sedition Acts Business and relations Creel Committee — wartime propaganda Treaty negotiations and Senate rejection of Versailles Treaty Major Assignments and Assessments: Simulated debate over Philippine annexation Read The American Spirit “Yellow Journalism in Flower” pages 166-168 and the “ Debate over Imperialism” pages 171-177 to determine the outside factors surrounding US involvement in the Spanish-American War. Political Cartoons: Students create one cartoon representing pro-annexation sentiment and
one representing anti-annexation sentiment. Read the American Spirit “Tensions with Asia” pages 184-192 How did reactions at the state level in California towards Asian immigration escalate into a national issue? World War I Position Statement: Students evaluate documents and develop position statements on whether the U.S. claim to be fighting a war to “make the world safe for democracy” was a valid claim. Groups evaluate the following sets of documents and reactions: 1. U.S. neutrality statements, submarine warfare experiences, Zimmerman Note 2. U.S. trade and loan figures, Nye Commission report 3. Fourteen Points, Wilson War Message, Versailles Treaty negotiations (U.S. positions) 4. U.S. home gains and opportunities for women and minorities, treatment of German- Americans, Espionage and Sedition Acts Read in text, Varying Viewpoints, “Woodrow Wilson: Realist or Idealist?, pages 697-698. Read The American Spirit “The Face of War”, pages 255-259.Analyze the diaries of “doughboys” to compare their expectations upon entering the war with the reality of war. Student newspaper: World War I on the home front Students represent major developments on the home front by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, feature articles. • World War I simulation focusing on the U.S. entrance into the War. Students working in small groups will answer the following: “Was World War I an extension of the Progressive Movement?” • Students will write an essay comparing Wilson’s Neutrality document to George Washington’s, and discuss the changes, if any, in the context in which U.S. foreign policy was made. Primary Source Analysis Alfred Mayan “The Influence of Sea Power Among Upon History” Monroe Doctrine compared to the Roosevelt Corollary Zimmerman Note Wilson’s 14 Points Treaty of Versailles World War I Posters Map Analysis: US territorial expansion Supreme Court Analysis Insular Case DBQ: The Treaty of Paris of 1899 (1975) or DBQ: The Fight over the Treaty of Versailles (1991) DBQ Text #11: The United States as World Power, 1895-1920 Long Essay: Analyze how TWO of the following helped to shape the national identity of the 20th Century: Spanish-American War World War I Panama