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WS/FCS
Unit Planning Organizer
Subject(s) Social Studies Conceptual Lenses
Grade/Course American History 2 Conflict
Migration
Settlement
The “American Dream”
Unit of Study Unit 1: The New South, The West, And Populism (3.2, 3.3, 4.1, 4.4., 8.2)
Unit Title The New South, The West, and Populism
Pacing 6 Days
Unit Overview
The first unit of American History 2 examines collapse of Reconstruction and the New South, the
West, and Populism through the lenses of conflict, migration, settlement, and the “American Dream”.
The New South The unit begins with the end of Reconstruction. As a result of the election of 1876, southern states are able to broker a deal to end Reconstruction. Democrats take control of southern states and quickly dismantle the progress made by Republicans on behalf of former slaves. New laws were put in place to restrict the rights of African Americans. These “Jim Crow” laws established a segregated society in the South, which would set the tone for the next hundred years. The advances African Americans saw shortly after the Civil War quickly disappeared. Opportunities for African Americans in the South disintegrated. Sharecropping and tenet farming kept African Americans and poor white families at the bottom of the socio-economic ladder. In some areas, African Americans took a stand, trying desperately to hang on to the freedoms grated to them by the 14th and 15th Amendments. But, white southerners pushed back using groups, like the Ku Klux Klan, to terrorize African Americans and force them back into slave-like roles. In the end, the South in the late 1800s looked remarkably similar to the South in the mid-1800s. Although cotton was no longer king and industry had picked up slightly, everything else remained pretty much the same. At least in this time period, African Americans had the freedom to leave. And, some took this freedom as an opportunity to move west. Known as “exodusters”, these African Americans took a chance on the freedom and opportunities available in the West rather than remaining under the thumb of white Southerners. The West During the Civil War, the United States’ government passed several acts that would encourage westward settlement. Along with the Homestead and Morrill Acts, new technologies, like the transcontinental railroad and telegraph, would make settling west more enticing to Americans looking to improve their quality of life and pursue the American Dream. The Federal government opened more land to westward settlement by consolidating American Indian reservations and attempting to “Americanize” American Indians. This led to a series of Indian Wars and the further disintegration of American Indian culture. Those that settled on the Frontier faced enormous challenges but found a new sense of freedom and individuality that was lacking back east. The lives of “homesteaders”, “sodbusters”, and cowboys forged a new American identity and spirit that would fascinate those back east and generations to come. The hard work and ingenuity required of living in the Frontier challenged traditional views of women. “Exodusters” found freedom and opportunities they would not have been able to experience staying in the South. Hispanic and African American men found equality while working as cowboys. But despite the positive spirit of the West, conflict over ownership of resources would develop and economic troubles would be a constant problem.
Populism Although the West provided people with new opportunities and a sense of rugged independence, there were many social and economic difficulties. Farmers and ranchers argued over land and water rights, which led to “range wars”. Limited access to quick and reliable transportation allowed railroads to take advantage of farmers by charging exorbitant shipping fees. Additionally, low crop yields due to unpredictable weather, as well as falling crop prices, made paying mortgages difficult and resulted in growing debt. To counteract these hardships, farmers formed support groups, like the Grange and Farmer’s Alliance. After realizing the need for more political influence to get the needs of farmers met, they formed the People’s Party or Populism. The People’s Party or Populists wanted to help the common people, like farmers and laborers, by changing economic and political policies. The party’s goals included increasing the money supply by using a bimetal standard rather than a gold standard, changing the election process for Senators, and moving to an eight hour workday. Though the Populists made a significant impact in the West, it failed to take control of Congress or the Presidency. In the end, the Populist’s bimetallism stance was adopted by the Democrats and the party fizzled out. The rise of the People’s Party showed that there was significant conflict within the country, expressing the “people’s” desire for change.
* The first two sections of this unit contains some overlapping content from American 1. The standards were written with this slight overlap in mind. Unit 5 in American 1 deals with Westward Expansion, including topics like the Homestead and Morrill Acts, migration of American Indians, and the building of the transcontinental railroad. Unit 6 in American 1, deals with Reconstruction, including topics like the 13th-15th Amendments, the creation of “Jim Crow” laws, sharecropping and tenant farming, the Ku Klux Klan, and “exodusters”.
Unit Enduring Understanding(s) Unit Essential Question(s)
1. When people face economic and social inequality, conflict may develop and migration may occur.
2. Progress and the American Dream can influence migration and settlement.
3. Conflicting views on government involvement and responsibility can develop when people face continuous economic hardship.
1. How could a government’s and society’s failure to treat all citizens equally lead to conflict and/or migration?
2. How can progress and the “American Dream” influence migration and settlement?
3. Why do people form new political parties when facing continuous economic difficulty?
Essential State Standards
Priority Objectives Supporting Objectives
AH2.H.3.2 Explain how environmental factors influenced the patterns of migration and settlement within the U.S. since the end of Reconstruction. AH2.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion since Reconstruction and the consequences for those groups. (only unit addressing this objective) AH2.H.4.1 Analyze the political issues and
conflicts that impacted the United States since
Reconstruction and the compromises that
resulted.
AH2.H.4.4 Analyze the cultural conflicts that impacted the United States since Reconstruction and the compromises that resulted. AH2.H.8.2 Explain how opportunity and mobility impacted various groups within American society since Reconstruction. *Standards 1 (historical thinking) and 2 (turning points) are included in every unit.
AH2.H.4.2 Analyze the economic issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted. AH2.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic. AH2.H.7.2 Explain the impact of wars on the American economy since Reconstruction. AH2.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis since Reconstruction.
“Unpacked” Concepts (students need to know)
“Unpacked” Skills (students need to be able to do)
COGNITION (RBT Level)
AH2.H.3.2
environmental factors influenced the patterns of migration and settlement within the U.S
AH2.H.3.3
roles of various racial and ethnic groups in settlement and expansion
AH2.H.4.1
the political issues and conflicts that impacted the United States
AH2.H.3.2
Explain (influence) AH2.H.3.3
Explain (roles) AH2.H.4.1
Analyze (impact)
AH2.H.3.2
Understanding AH2.H.3.3
Understanding AH2.H.4.1
Analyzing
since Reconstruction and the compromises that resulted
AH2.H.4.4
the cultural conflicts that impacted the United States since Reconstruction and the compromises that resulted
AH2.H.8.2
how opportunity and mobility impacted various groups within American society
AH2.H.4.4
Analyze (impact)
AH2.H.8.2
Explain (impact)
AH2.H.4.4
Analyzing AH2.H.8.2
Understanding
Standard(s)
Unit
“Chunking” &
Enduring
Understandings
Suggested
Lesson
Essential
Questions
Possible Factual
Content
(Bold Found in
Standards)
Example(s)
From Unpacked
Standard
AH2.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion since Reconstruction and the consequences for those groups. AH2.H.4.1 Analyze the political issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted. AH2.H.4.4 Analyze the cultural conflicts that impacted the United States since Reconstruction and the compromises that resulted.
The New South Governmental leaders can influence the opportunities available to minorities. Limits placed on civil liberties will often result in civil disobedience and/or migration.
Why did the collapse of Reconstruction change the opportunities available to African Americans? How did African Americans respond to the new leadership of Southern Democrats?
Reconstruction - domestic affairs - economic impact in the South * tenet farming and sharecropping ~ stagnation * diversification ~ textile, tobacco, lumber, coal - economic panic 1873
Bourbon Redeemers
African Americans - former slave’s view as free citizens * Booker T. Washington Up From Slavery * slave narratives from WPA * Charles Chesnutt “The Wife of His Youth” - disenfranchised - “Exodusters” * opportunity * American Dream
“Jim Crow” - segregation laws
Plessy v. Ferguson - 14th Amendment - “separate but equal”
Wilmington Race Riots
How African Americans were disenfranchised after Reconstruction and subjected to “Jim Crow” segregation laws. How and why southern African American “Exodusters” moved westward after the collapse of Reconstruction in the South. How and why the Wilmington Race Riot of 1898 occurred in North Carolina and how the riot afflicted local, state and national politics at the turn of the century. How African American freedom presented limited opportunities for upward mobility and movement out of the South during the 19th Century.
AH2.H.8.2 Explain how opportunity and mobility impacted various groups within American society since Reconstruction.
AH2.H.3.2 Explain how environmental factors influenced the patterns of migration and settlement within the U.S. since the end of Reconstruction. AH2.H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion since Reconstruction and the consequences for those groups. AH2.H.4.4 Analyze the cultural conflicts that impacted the United States since Reconstruction and the compromises
The West Governments will sometimes encourage settlement on unused federal lands for economic reasons.
How and why did the federal government encourage westward migration and settlement?
Migration and Settlement - Manifest Destiny - improved quality of life * American Dream - role of railroad and telegraph * Transcontinental Railroad ~ Promontory Point ~ Chinese and Irish immigrants - role of cattle industry * cowboys
American Indians - movement to Great Plains - reservations - “Americanization” * disintegration of culture * Dawes Act - impact of American Dream * Simon Pokagon “The Future of the Red Man” * Chief Joseph * Zitkala-Sa
Destruction of Buffalo
Indian Wars - Battle of Wounded Knee
Homesteaders and
How and why the federal government encouraged the westward growth of the railroad industry and how the industry’s growth and movement impacted the settlement, daily lives and fortunes of various groups. How and why the federal government adopted a policy of “Americanization” or assimilation of American Indians and the impact of the policy on American Indians and the nation. How and to what extent westward migration and the “Americanization” of American Indian led to the breakup of
that resulted. AH2.H.8.2 Explain how opportunity and mobility impacted various groups within American society since Reconstruction.
“Sodbusters” - Homestead Act - Morrill Act - Oklahoma Land Rush
reservations and the disintegration of American Indian culture at the dawn of the 20th Century.
Migration to new areas can have positive and negative impacts on peoples’ lives.
How did westward settlement impact lives of western settlers and affect their perception of “the American Dream”?
Migration and Settlement - improved quality of life * American Dream - role of railroad and telegraph * Transcontinental Railroad - role of cattle industry * cowboys - ethnic groups * Asians * Hispanics * American Indians - women
Destruction of Buffalo
Frontier - American Dream * Frederick Jackson Turner “The Significance of the Frontier in American History” * Helen Hunt Jackson A Century of Dishonor * Frank Norris The Octopus
Gold Rush
Homesteaders and “Sodbusters” - Homestead Act - Morrill Act - Oklahoma Land Rush
How and why aridity, availability of land and new land laws influenced the westward migration and settlement of various groups, such as homesteaders and “sodbusters”. How westward settlement and expansion impacted the roles of women, their contributions and relationships.
AH2.H.4.1 Analyze the political issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted. AH2.H.4.4 Analyze the cultural conflicts that impacted the United States since Reconstruction and the compromises that resulted. AH2.H.8.2 Explain how opportunity and mobility impacted various groups within American society since Reconstruction.
Populism The creation of new political parties can indicate conflict within a society.
Why would the rise of the Populist Party provide evidence that conflict within American society was becoming a problem?
Populism / Populist Party
“Range Wars” - ranchers / farmers - open range
Grange Movement - railroad - Farmers’ Alliances - Interstate Commerce Act
Panic of 1893
Bimetallism * Gold Standard
Election of 1896
How and why conflicting claims over land and water rights led to violent “range wars” between ranchers and farmers in the southwestern United States. How the platform and leaders of the Populist Party influenced the presidential election of 1896 and early 20th Century American politics.
HISTORY
Disenfranchise Opportunity
GEOGRAPHY
Human Environment Interaction Movement Natural Resources Settlement Patterns
CIVICS & GOVERNMENT
Citizenship Freedom Individual Rights Politics Power
ECONOMICS
Diversification Quality of Life Standard of Living
CULTURE
Assimilation
Language Objective EXAMPLES
Historical Thinking and Geography Skill Resources ○ “Straight Ahead” □“Uphill” ∆“Mountainous”
Historical Thinking Geography Skills
.
General Unit Resources
○ “Straight Ahead” □“Uphill” ∆ “Mountainous”
○ I Will Fight No More Forever (movie)
□ Laura Ingalls Wilder, The Little House series Populists’ Omaha Platform William Jennings Bryan’s “Cross of Gold” Speech http://historymatters.gmu.edu/d/5354/ Judge Magazine cover of September 1896, “The Sacrilegious Candidate”
∆ Munn v. Illinois (1877) Wabash, St. Louis & Pacific Railroad Company v. Illinois (1886) Frank Baum, Wizard of Oz Willa Cather, My Antonia
Helen Hunt Jackson, A Century of Dishonor
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).