American History 2

Outcome 1: Student will be able to recognize and analyze the problems facing farmers and Native Americans in the West in the late 1800s.

P1: Describe the governmental policy changes toward Native Americans during the late 1800s.

P2: Evaluate the effects of those governmental policy changes on Native American tribes and cultures.

P3: Identify the problems and difficulties faced by of farmers on the Great Plains.

P4: Analyze the effectiveness of the Populist party agenda in addressing the farmers problems.

HP1: Compare/contrast the experiences of contemporary Native Americans to those living in the late 1800s.

HP2: Compare/contrast the concerns of contemporary American farmers to those of the late 1800s.

HP3: Determine which contemporary political party would be most aligned with the Populist party.

Outcome 2: Student will be able to analyze how the changes in business created social and economic changes in America in the Gilded Age (c. 1870 – 1900).

P1: Describe the effect of new technology (electricity, Bessemer process, rock oil, etc.) on business and daily life in the 1800s.

P2: Describe the development of “big business”.

P3: Examine the reason for the creation of labor unions and their purpose.

P4: Evaluate the effectiveness of labor unions’ tactics (strikes, negotiations, etc.).

P5: Analyze why and how immigrants came to America in the late 1800s.

P6: Examine the role of immigrants in their new country in the late 1800s.

HP1: Explain the modern effects of the technologies developed during the late 1800s.

HP2: Assess whether the rise of industry was good for America and her people.

HP3: Compare/contrast the industrialists’ view and the workers’ view of the rise of industry.

HP4: Research modern labor unions and compare their methods to those of labor unions back in the 1800s.

HP5: Compare immigration in the early 1900s to that of today.

Outcome 3: Student will be able to evaluate Progressive reforms.

P1: Describe and analyze the social, political, and environmental issues of the early 1900s.

P2: Explain the typical Progressive and explain their platform and goals.

P3: Grade the Progressives on how well the accomplished their goals at a nation, state, and local level.

P4: Compare the different approaches that African Americans used to fight for their civil rights.

P5: Grade the Progressive presidents (Roosevelt, Taft, and Wilson) on how well they accomplished their progressive goals.

HP1: Analyze a primary source describing Progressives goals and their attempts to accomplish those goals.

HP2: Compare/contrast Progressive and Social Darwinist beliefs.

HP3: Determine if there are groups today still carrying out Progressive goals (Who are they? What are they doing?)

HP4: Identify and defend a response to the question: Which approach is most effective in gaining civil rights and freedoms for African Americans?

HP5: Explain the Progressives successes and/or failures at solving the problems they identified as critically important.

HP6: Explain how the Progressive reforms continue to affect our nation in 2019.

Outcome 4: Student will be able to analyze the causes and effects of American imperialism at the turn of the 20th century.

P1: Analyze the arguments for America becoming an imperial power.

P2: Evaluate how the Spanish-American War changed America into an imperial nation.

P3: Compare/contrast the foreign policies and their purposes of Presidents Roosevelt, Taft, and Wilson.

P4: Compare/contrast US imperialism in different countries including Panama, Mexico, Puerto Rico, Philippines, Hawaii, and China.

HP1: Argue whether America should or should not have become an imperial power.

HP2: Analyze the role of journalism in the Spanish American War.

HP3: Evaluate the effectiveness of presidential foreign policies at the turn of the 20th century.

HP4: Analyze the lasting effects of American imperialism.

HP5: Compare/contrast America’s western expansion to the evolution of American imperialism.

HP6: Determine whether the Progressives would have been for or against the development of American imperialism.

Outcome 5: Student will be able to analyze the social, political, and economic impacts of WWI on America.

P1: Evaluate the series of events that led to America’s involvement in WWI.

P2: Explain the impact of the new weapons and technology during WWI on the soldiers and how the war fought.

P3: Demonstrate how the American government used propaganda to influence public opinion regarding WWI.

P4: Summarize the different perspectives on WWI and their contributions to the war effort.

P5: Explain America’s post war foreign policies, specifically the Treaty of Versailles.

HP1: Compare the weapons of the Civil War to the new weapons technologies of WWI.

HP2: Create a piece of propaganda to influence peers regarding a political issue.

HP3: Explain in detail whether you would have supported or opposed America’s participation in WWI.

HP4: Defend your opinion as to whether the United States should have ratified or rejected the Treaty of Versailles.

HP5: Analyze three (3) different historians’ perspectives on WWI.

Outcome 6: Student will be able to analyze the social, political and economic changes in America during the 1920s.

P1: Analyze the postwar social tensions in America.

P2: Summarize the U.S. government's policies that led to an economic boom during the 1920s.

P3: Analyze the social, cultural, intellectual, and technological changes of lifestyle post-WWI.

P4: Compare/contrast the traditional and modern viewpoints on social, political, and economic changes.

HP1: Explain how the cultural changes that occurred in the 1920s still affect Americans today.

HP2: Expound your position: Would you have been a traditionalist or a modernist in the 1920s?

HP3: Summarize the political, social, and economic changes in American society during the 1920s.

HP4: Analyze how the political, social, and economic situations of the 1920s paved the way for the Great Depression in the U.S.

Outcome 7: Student will be able to analyze and evaluate the U.S. government’s response to the Great Depression.

P1: Rank the causes of the Great Depression in terms of their influence on the development of the economic slowdown.

P2: Describe the social effects of the Great Depression.

P3: Compare the conservative, liberal, and radical government responses to the Great Depression.

P4: Identify the three (3) major goals and programs of the New Deal.

HP1: Illustrate whether the Great Depression was inevitable.

HP2: Develop a plan as to how you would survive during the Great Depression.

HP3: Explain the effectiveness of the New Deal.

HP4: Take a position: Did the New Deal truly ended the Great Depression?

Outcome 8: Student will be able to analyze the social, political, and economic impacts of World War 2 on the United States and its territories.

P1: Elaborate on the causes of World War 2 and reasons for the United States’ entry into the war.

P2: Describe and analyze the effects of WWII on Americans’ economic, social, and cultural life.

P3: Identify turning points and other significant battles of WWIIand determine their significance to the outcome and aftermath of the conflict.

P4: Analyze America’s postwar foreign policies and inclusion in international organizations.

HP1: Elucidate: Could WWII have been prevented?

HP2: Evaluate whether getting into WWII was good or bad for America as a nation.

HP3: Defend your position: Should the U.S. have used the atomic bomb to end the war with Japan?

HP4: Compare/contrast America's postwar foreign policies from WWI and WWII.

Outcome 9: Student will be able to scrutinize the effects of America's involvement in the early Cold War.

P1: Compare/contrast the core beliefs and lifestyles of the U.S. and USSR.

P2: Compare/contrast the foreign policies that the USSR and U.S. used to gain power and control.

P3: Investigate if the methods used to contain Communism were justified.

P4: Examine how fighting the Cold War affected Americans at home.

P5: Analyze America’s role in the Korean War and in the war in Vietnam.

HP1: Analyze if the Cold War could have been avoided.

HP2: Explain what other actions America could have taken to prevent the spread of Communism.

HP3: Defend your opinion: Should America have gotten involved in Vietnam?

HP4: Defend your opinion: Who is responsible for the Cold War? Why?

Outcome 10: Student will be able to describe the impact of social changes in post-1945 America.

P1: Examine the reasons for the dramatic changes between the cultures of the 1950s and 1960s.

P2: Trace and analyze the major events of the Civil Rights Movement.

P3: Investigate groups involved in counterculture movement and what changes they were attempting to make.

P4: Compare/contrast key measures of the domestic programs such as the Fair Deal, the New Frontier, the Great Society, etc.

P5: Analyze the anti-war movement in America with emphasis on the wars in Korea and Vietnam.

P5: Trace the impact of new technology on people and businesses.

HP1: Find examples of how changes of the 1950s and 1960s influence modern life.

HP2: Determine which was the most effective domestic program of the post-WWII years.

HP3: Examine the modern effects of Cold War technology.

Outcome 11: Student will be able to analyze the social, political, and economic aspects of the Modern Era.

P1: Describe how the Watergate scandal affected America politically and culturally.

P2: Discuss the Cold War policies of President Ford and President Carter.

P3: Summarize the social, political, and economic events of the 1980s.

P4: Summarize the social, political, and economic events of the1990s.

P5: Summarize the social, political, and economic events of the2000s.

HP1: Analyze how and why the United States’ Cold War policy changed over time.

HP2: Hypothesize what would have been needed to end the Cold War earlier than 1989/1990.