GRADE 11 SOCIAL STUDIES: UNITED STATES HISTORY AND GOVERNMENT …nycss.weebly.com/uploads/2/3/6/6/2366012/11th.pdf · 2015-04-16 · documents, activities, and articles from the National

GRADE 11 SOCIAL STUDIES: UNITED STATES HISTORY AND GOVERNMENT THE NEW YORK STATE SOCIAL STUDIES FRAMEWORK UNITED STATES

HISTORY AND GOVERNMENT RESOURCE

Statement of Purpose

The New York State Social Studies Framework United States History and Government Resource is the

result of collaboration between the New York City Department of Education and the National Archives

at New York City. The resource guide is intended for use as a curated collection of primary source

documents, activities, and articles from the National Archives that can support teacher planning in

conjunction with the new New York State K-12 Social Studies Framework. In particular, this is a curated

collection of grouped materials to support instruction in the 11th grade United States History and

Government course. This is NOT a prescribed curriculum; it is merely intended as a resource for

teachers to refer to when creating lessons and activities for their classroom. This collection should be

used in addition to other resources and should not be the only source used when planning instruction.

The NARA/DOE US History NYS SS Framework Resource is organized into two parts. Part 1is an

introduction to the framework and the use of primary sources in instruction and a how-to-guide for

navigating the National Archives and Records Administration website, with a specific focus on the Docs

Teach page. The second part of the guide presents the 11th Grade section of the New York State K-12

Social Studies Framework with supporting primary sources, activities, and articles. These materials have

been selected and categorized in each of the subsections, or Key Ideas of the Framework. Throughout

the guide there are hyperlinks that will take you to specific webpages, activities or documents (like the

one listed above). More than anything our hope is that this document will help teachers explore the

many resources that are available on the National Archives site as well as develop instruction that

supports students in becoming active participants in their social studies educations.

The New York State Social Studies Framework

On April 28, 2014 the New York State Board of Regents voted to accept the New York State Social

Studies Framework. This framework integrates the five existing New York State Learning Standards and

the 1999 New York State Core Curriculum for Social Studies into a single 3-part document. It is intended

to serve as a guide for local districts to develop their Social Studies curriculum.

At the moment, the Board of Regents and New York State Department of Education are planning on

revising the High School Global History and Geography and United States History and Government

Regents exams. The first administration of the new exam is scheduled for June of school year 2017-

http://schools.nyc.gov/default.htm

http://www.archives.gov/nyc/

http://www.archives.gov/nyc/

http://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

http://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

http://www.engageny.org/

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2018. In the interim, schools should plan on revising curriculum to demonstrate the content and skills

identified in the document.

How to Read the Social Studies Framework

The Key Ideas

are the central organizing feature for each grade. Key Ideas represent the essential and enduring content understandings that should be the focus of teaching and learning for each grade.

11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War. (Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)

11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth.

Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.

Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy.

Students will examine Jackson’s presidency noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia (1832), including the controversy concerning the Indian Removal Act and its implementation.

Conceptual Understandings are more specific statements that support each Key Idea. Conceptual Understandings scaffold toward robust understanding of the key idea.

Content Specifications

identify particular social studies content that helps to illuminate the conceptual understandings, providing examples within the context of “Student will. . .” statements in order to suggest broad instructional activities.

*After each key idea, the corresponding Social Studies Standard(s) and the Unifying Theme(s) appear.

1. Individual Development and Cultural Identity (ID) 2. Development, Movement, and Interaction of Cultures (MOV) 3. Time, Continuity, and Change (TCC) 4. Geography, Humans, and the Environment (GEO) 5. Development and Transformation of Social Structures (SOC) 6. Power, Authority, and Governance (GOV) 7. Civic Ideals and Practices (CIV) 8. Creation, Expansion, and Interaction of Economic Systems (ECO) 9. Science, Technology, and Innovation (TECH) 10. Global Connections and Exchange (EXCH)

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The Social Studies Practices

An important component of this Framework is the delineation of six Social Studies Practices:

1) Chronological Reasoning and Causation

2) Comparison and Contextualization

3) Geographic Reasoning (people, places, regions, environment, interactions)

4) Gathering, Using, and Interpreting Evidence

5) Economics and Economics Systems

6) Civic Participation

The practices are articulated by grade level and are intended to support instruction that centers on

students “doing” history and social studies. By infusing the Social Studies Practices within the social

studies content outlined in the Framework’s Key Ideas and Conceptual Understandings, students will be

actively engage in historical inquiry. This document seeks to help teachers plan effective CCLS-aligned

lessons and units that place primary sources at the heart of the social studies classroom. Throughout

this document there are examples of primary sources that have been selected to support instruction for

particular Key Ideas and Conceptual Understandings.

Authentic and Primary Sources

The Common Core emphasizes the use of authentic texts for instruction. Primary sources are the

quintessential authentic source for social studies instruction. Importantly, as Sam Wineburg, professor

of History Education at Stanford University suggests, “Adolescents become fluent readers when their

horizons are broadened. The documentary record—a trove of letters, diaries, secret communiqués,

official promulgations, public speeches, and the like—confronts readers with varied styles and textures

of language that push the bounds of literacy”(Wineburg 2013). Primary Sources are the key data for

social studies and historical analysis. Furthermore, by teaching with primary sources, we can move

away from telling students about history towards an approach where students are active participants in

e learning and evaluating history using important social studies skills such as the ones highlighted in the

New York State K-12 Social Studies Framework’s Social Studies Practices (pages 15-21).

The changing expectation that students should be active participants in creating meaning through their

work with primary sources is an important shift in the practice of social studies instruction. David

Perkins, Harvard professor and co-director of Project Zero writes, “Typical history instruction has been

characterized as learning ‘other people’s facts.’ It’s acquiring information about a particular version of

http://www.engageny.org/sites/default/files/resource/attachments/ss-framework-k-12-intro.pdf

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history, with very little thoughtful interpretation or critical perspective” (Perkins 2009). Primary sources

are the grist in the mill of interpretation and critical perspective in a social studies classroom.

When we encourage and create opportunities for students to engage in working with and learning from

primary sources, we transform them into historians. Rather than passively receiving information from a

teacher or textbook, students engage in the activities of historians — making sense of the stories, events

and ideas of the past through document analysis.

Primary sources motivate students and pique their curiosity about history. Seeing familiar document

formats such as letters or photographs encourages students, while unique document characteristics

capture their attention and prompt them to investigate further. Documents involve students in the

process of historical inquiry when they ask questions, discover evidence, and participate in debates over

interpretation.

Teaching with documents helps students to see connections between past and present. Documents with

signatures or notations personalize history; Primary sources give students opportunities to empathize

with figures of the past and to understand history from varying perspectives. The varied nature of

primary sources also provides students the opportunity to connect their historical understanding to

other subject areas, like geography or math, to a collective national heritage, and to their modern lives.

Primary sources often inspire students because they provide avenues for learning about the past.

Students can begin their historical studies through graphical materials that they may be more

comfortable with — photographs, maps, and posters. Documents can help illustrate abstract concepts

or help students make connections between seemingly unrelated information.

Through their analysis of a variety of documents, students learn to find multiple perspectives in history.

Primary sources guide students to the realization that all accounts of past events are subjective.

Following practice with primary sources, students begin to recognize bias and question where historical

information comes from. Students learn not only to question the reliability of sources but to reference

multiple sources for information while doing historical research.

Primary sources encourage the higher order thinking practices essential to College and Career readiness.

As historians, students can link documents to see cause and effect relationships, fit historical pieces

together to understand a whole story, understand historical events in context by relating primary

sources to mathematical data or geographic locations, and assess primary sources as evidence to

formulate interpretations about the past.

A Note on Primary Sources and Perspective

While primary sources are invaluable for Social Studies Instruction, there are important limitations in

their use. Please be cognizant that to understand many historical topics teachers must select other non-

primary readings and sources to augment and present the most complete and up-to-dateunderstanding

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of significant events and occurrences. Please keep in mind that other organizations and historians can

provide varied perspectives that may not be present in the primary sources presented in this collection.

Text Selection and Text Sufficiency

L. Perry Curtis, an historian at Brown University, writing about the role of selection in the practice of

history states that, “All history is selective—involving myriad choices from period and subject matter to

documentation, interpretive theory, the citation (and omission) of passages, and the words or tropes

adopted” (Curtis 2005). As teachers, we select information all the time. We make choices about the

content that we teach and the texts that we read and that our students read. This guide is intended to

help with selection, but by no means is it intended to represent all key sources that should be taught

during 11th grade United States History.

In their 2005 study of New York State teachers’ primary source selection, “The Sources are Many:

Exploring History Text Selection of Classroom Teachers,” S.G. Grant and Jill Gradwell, suggest that there

are numerous factors that influence teachers’ primary source selection including students’ reading

levels, connections of subject matter to student interest and the demands of testing. The article is

worth reading as it includes a thorough discussion of primary source selection and its implications.

According to the article, other research and best practice, sources should be selected so as to best

support the social studies and literacy skills to be developed in the students, to inform their conceptual

understanding and to support their diverse learning needs. Importantly, social studies should be fun, so

don’t select texts only for their content, but also for the ability to engender interest in the field. Texts

should also be selected for the ability to engender interest in the field.

An explicit expectation of the Common Core State Standards is that students present analyses and

arguments that are dependent on texts that they have read. Therefore, an important consideration for

teachers when planning is to ensure text sufficiency, particularly when planning assessments and writing

projects. Selected text(s) that measure within the grade-level text complexity band for the stated

purpose. In addition, texts should contain sufficient scope and relevant social studies content to allow

students to respond fully to the activity, assessment, or task. As there are sections of the guide that do

not include text sufficiency for some activities and assessments, it is recommended that teachers

supplement the sources linked in this document with other primary and secondary sources. This will

allow students to meet the expectations of their classrooms and the Common Core with greater success.

http://www.corestandards.org/

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Introduction to the National Archives and Records Administration

The National Archives and Records Administration (NARA) is our nation’s record keeper. An independent

Federal agency created by statute in 1934, NARA safeguards the records of all three branches of the

Federal Government. The job of NARA is to ensure continuing access to essential documentation and, in

doing so, serves a broad spectrum of American society; Genealogists and family historians, veterans and

their authorized representatives; academics, scholars, historians, business and occupational researchers,

publication and broadcast journalists, Congress, the Courts, the White House, and other public officials,

Federal Government agencies and the individuals they serve, state and local government personnel,

professional organizations and their members, students and teachers, and the general public—all seek

answers from the records it preserves.

The National Archives holds billions of records in 45 locations across the country. Of all documents and

materials created in the course of business conducted by the United States Federal government, only 1%

- 5% are so important for legal or historical reasons that they are kept by the National Archives in

perpetuity. By now, that small percentage adds up to a formidable number, diverse in form as well as in

content. There are approximately 12 billion pages of textual documents, over 15 million maps,

architectural and engineering drawings and charts, 40 million still photographs, 300,000 reels of film,

400,000 video and sound recordings, and over 520 terabytes of electronic data in its holdings.

Many people know the National Archives as the keeper of the Declaration of Independence, the

Constitution, and the Bill of Rights. But it also holds, in trust for the public, the records of ordinary

citizens—for example, military records of the brave men and women who have fought for our country,

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naturalization records of the immigrants whose dreams have shaped our nation, and even the canceled

check from the purchase of Alaska.

The National Archives Education and Public Programs team is dedicated to ensuring our nation’s

documents are available and accessible to teachers and students. It is its educational mission to engage,

educate, and inspire multiple audiences to discover and explore the records of the American people

preserved by the National Archives. They accomplish this mission through engaging educational

programs for students and teachers and educational resources such as www.archives.gov/education and

DocsTeach.org.

A list of locations of the National Archives and Records Administration is available at

http://www.archives.gov/locations/

In New York City:

Alexander Hamilton U.S. Custom House

One Bowling Green, 3rd Floor

New York, NY 10004

Phone: 1-866-840-1752

Fax: 212-401-1638

Email: [email protected]

In Washington D.C.:

National Archives and Records Administration

http://www.archives.gov/education/

http://docsteach.org/

http://www.archives.gov/locations/

mailto:[email protected]

8

700 Pennsylvania Avenue, NW

Washington, DC 20408-0001

Telephone: 202-357-5000

Customer Service Center Telephone: 1-866-325-7208

Introduction to DocsTeach

Launched in September 2010, DocsTeach is an online educational resource from the National Archives

that combines primary source documents from its holdings with interactive educational tools to bring

the past to life.

DocsTeach is place to browse or search to uncover thousands of primary source documents about a

wide variety of topics. It is also a place to both find and create interactive educational activities that use

these documents. At DocsTeach, educators can modify and personalize any activity to meet the specific

needs of their classroom. Educators can also create their own interactive lesson from scratch and share

with their students (and the rest of the world).

When it launched in 2010, DocsTeach featured over 2,000 documents from the National Archives and a

handful of activities created by the National Archives educational staff to highlight the possibilities of

the site. In the almost four years since then, it has grown to a thriving community of over 33,000

registered users and millions of visitors from around the world. Those users and visitors can now create

activities using a collection of over 7,200 documents. Using these documents, educators have created

over 15,000 activities of which more than 2,100 activities have been published and shared with the

community.

At DocsTeach, educational activities can be created using seven interactive tools. The Education Team

of the National Archives (along with the Foundation for the National Archives) created these tools to

http://docsteach.org/

http://docsteach.org/documents

http://docsteach.org/activities

http://docsteach.org/documents/search?mode=browse&menu=open&type%5b%5d=show-all&sortBy=arc_id

http://docsteach.org/activities/search?mode=browse&menu=open&type%5b%5d=show-all&sortBy=title

http://docsteach.org/tools

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help educators incorporate primary source documents into their classrooms and teach students

historical thinking skills at the same time. The Education Team has also created dozens of featured

activities to serve as exemplars for teachers to craft their own lessons.

For tutorials about DocsTeach.org, visit the National Archives YouTube channel.

Activities on DocsTeach

Educational activities on DocsTeach can be created using seven interactive tools (seen below). Each tool

helps students develop specific historical thinking skills and gets them thinking like a historian.

Finding a Sequence—Order a set of primary sources to demonstrate a

sequence or the simultaneous nature of historical events within a time

period. Students carefully analyze each randomly ordered document

to determine the correct sequence for the documents and understand

historical events, actions, and figures in context.

Focusing on Details—Choose one or two documents to quickly engage

students, focus classroom activity, and spark conversations. Pick from

one of five modes — Discussion Topic, Spotlight, Zoom/Crop, Compare

and Contrast, or White out/Black out — to frame documents and guide

students as they analyze, focus on specific content, examine document

details, and form hypotheses.

Making Connections—Arrange a set of documents to show the

progression of historical events and help students understand

relationships among events. Present a string of documents to convey

historical progression and prompt students to make connections

among events. Provide or ask students to write in connections

between documents.

Interpreting Data—Choose one or more documents that reflect the use

of data as a means of communication or persuasion. Embed questions

or comments for student response or reflection within the documents

http://docsteach.org/activities/search?mode=browse&menu=open&limit_to%5b%5d=nara&sortBy=title

http://docsteach.org/activities/search?mode=browse&menu=open&limit_to%5b%5d=nara&sortBy=title

http://www.youtube.com/course?list=EC118B3DEBEBA03192

http://docsteach.org/tools

http://docsteach.org/tools/finding-a-sequence

http://docsteach.org/tools/focusing-on-details

http://docsteach.org/tools/making-connections

http://docsteach.org/tools/interpreting-data

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and ask students to analyze, annotate, and consider the source of the historical data.

Mapping History—Choose a set of documents to locate on a historic or

outline map. Plot primary sources around the map and ask students to

form geographic conclusions; ask students to analyze documents and

position them on the map; or use the drawing tools to visualize

geographic or manmade features.

Seeing the Big Picture—Choose documents that relate to one another in

pairs, or choose documents and write a text box with a question or

description for each. Students match documents, or documents to text

boxes. Each correct match reveals part of a larger historical image or

document, representing the culmination of historical events or ideas

from the activity.

Weighing the Evidence—Select a set of documents for students to

analyze and consider within the framework of two disparate historical

interpretations. Students examine and evaluate each document to

place on a scale according to the perceived weight of the document as

evidence. Provide opposing historical conclusions or ask students to

arrive at their own interpretations.

A Guide to Creating Your DocsTeach Activity is available on our Education Updates blog. This step-by-

step guide walks you through the process of creating your own activity from start to finish.

In addition, there are short tutorials about creating DocsTeach activities using each of these interactive

tools on National Archives YouTube channel.

http://docsteach.org/tools/mapping-history

http://docsteach.org/tools/seeing-the-big-picture

http://docsteach.org/tools/weighing-the-evidence

http://blogs.archives.gov/education/2014/04/08/guide-to-creating-your-docsteach-activity/

http://www.youtube.com/course?list=EC118B3DEBEBA03192

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Document Details and Sourcing

National Archives educators have selected thousands of primary sources from their holdings to help

teachers and students across the country bring the past to life. This ever-expanding collection of

documents spans the course of American history.

Users can browse by historical era (e.g. American Revolution and a New Nation) or type of document

(e.g. Image, Map, Written Document).

Users can also search different key terms (such as immigration, Civil War, or suffrage) and filter their

results by selecting different time periods and types of documents to narrow their results.

After clicking on any thumbnail of a primary source, users are brought to the document details page.

Here, educators can find out some background information about the document, including:

● Title

● Date

● Record Group

● National Archives Identifier #

● Description

● Activities that use this document

http://docsteach.org/documents

http://docsteach.org/documents/search?mode=browse&menu=open&era%5b%5d=revolution-and-the-new-nation&sortBy=arc_id

http://docsteach.org/documents/search?mode=browse&menu=open&type%5b%5d=image&sortBy=arc_id

http://docsteach.org/documents/search?mode=browse&menu=open&type%5b%5d=map&sortBy=arc_id

http://docsteach.org/documents/search?mode=browse&menu=open&type%5b%5d=written-document&sortBy=arc_id

http://docsteach.org/documents/search?menu=open&mode=search&sortBy=relevance&q=immigration&commit=Go

http://docsteach.org/documents/search?menu=open&mode=search&sortBy=relevance&q=Civil+War+&commit=Go

http://docsteach.org/documents/search?menu=open&mode=search&sortBy=relevance&q=suffrage&commit=Go

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For example this document details page for the Constitution of the United States provides the official

date of the document (9/17/1787); it identifies it as part of the collection General Records of the United

States Government, and provides its ID # 1667751. There are also links to a full transcript, an online

exhibit, and 5 featured activities where the Constitution is a featured document.

Document Analysis with Students

Teaching students to successfully analyze primary sources begins with teaching them to ask and answer

good questions. Preeminent historian Marc Bloch writes that, “A document is a witness; and like most

witnesses, it does not say much except under cross examination” (Bloch 1967). Students need to be

taught to ask questions of the documents they work with to develop an analysis of the document and of

historical events.

Students need models of how think through primary source documents for contextual understanding

and to glean information to make informed judgments. The first few times students work with primary

sources (and whenever they have not worked with primary sources recently) document analysis should

be explicitly modeled.

Document Analysis Protocol:

http://docsteach.org/documents/1667751/detail

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Direct students’ attention to the procedures involved and the kinds of questions you may ask about the

documents. After several instances of modeling, ask students to work as a class to analyze documents,

vocalizing the process as they go. Eventually, students will internalize the procedure and be able to go

through these steps on their own every time they encounter a primary source document.

************

For any type of document — whether a written document, image, map, chart, graph, audio or video —

move through the following steps:

1. Before getting into the content of the document, look at it in a very general sense and ask basic

questions. Consider the document’s type: “What kind of document are we looking at?” For

example, for textual documents, is it a newspaper, letter, or report? For artifacts,what type of

material is this made of? For video, is it a propaganda film, cartoon, or training video?

2. Find unique characteristics of the document which will vary depending on document type. Note

any markings or special qualities. These characteristics will help students understand the

document in context. For example: Are there any symbols, letterhead, handwritten versus typed

text, stamps, seals, or notations? Is there a background, color, or tone? Are there facial

expressions in photographs, or other telling features? Is there narration or special effects? Is

there a key?

3. Attempt to identify the creator and the content of the document. Break down the document by

asking “Who, What, Where, When, Why and How?”

4. Rephrase the document into plain language. Students should determine the content of the

document and speculate for whom and why it was created. Help students understand the

document in historical context.

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The National Archives has also developed printable worksheets that provide questions designed for

different types of primary sources such as: written documents, maps, photographs, cartoons, artifacts,

sound recordings, motion pictures, and posters.

Each worksheet offers suggestions for how students might “read” a document in order to understand its

content and significance. They begin by asking students to locate and identify the basic components of

the document—the date, author, physical qualities, etc. Later questions encourage students to think

critically about the document’s content.

Model the process with your students when you first introduce these documents. Then direct students

to work in small groups using the worksheet as a guide. With practice, they will internalize the

procedure and go through the steps on their own.

In addition to serving as a “scaffolding” tool, the analysis worksheets can also be used as a pre-writing

tool for an argument or explanatory/informative writing prompt. Students can use the details they

gleaned from primary sources using these worksheets as a resource while they craft an essay. These

worksheets can also be used as a formative assessment tool by teachers to gauge a student’s progress

and competency in analyzing primary source documents.

These analysis worksheets can also be used by teachers as a formative assessment tool to measure a

student’s growing ability to work with primary source documents.

Printable PDFs of the document analysis worksheets are available at

http://www.archives.gov/education/special-topics.html.

http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf

http://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdf

http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf

http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf

http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf

http://www.archives.gov/education/lessons/worksheets/sound_recording_analysis_worksheet.pdf

http://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_worksheet.pdf

http://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf

http://www.archives.gov/education/special-topics.html

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Prologue Articles

Prologue magazine is published quarterly by the National Archives and Records Administration. The articles, written by prominent historians and specialists at the National Archives, present topics and themes based on the holdings of the National Archives in Washington DC, and the regional archives, such as the branch in New York City. The back issues of Prologue are available on-line and as a high-quality download for your e-reader or iPhone on the Scribd and Zinio sites.

The 11th grade United States History Framework document includes pertinent Prologue articles that support instruction in the Key Ideas and Conceptual Understandings delineated below. Secondary sources, such as the articles identified below, can provide significant context as students analyze and evaluate primary sources.

The Resource Guide as a Living Document

One goal of the collaboration between the National Archives and the New York City Department of Education on this project is to create a living document. Rather than presenting a static document for teachers to use only for planning, teachers are encouraged to make suggestions for new documents to add to the list. Teachers may also share the activities that they have created through Docs Teach. To that end, educators who use this guide, in specific, and the National Archives resources, in general, are invited to make suggestions on sources that are appropriate for the framework and should be included in this listing.

Please feel free to email [email protected] to make suggestions for quarterly updates.

http://www.archives.gov/publications/prologue/

http://www.archives.gov/global-pages/exit.html?link=http://www.scribd.com/NAprologue

http://www.archives.gov/global-pages/exit.html?link=http://www.scribd.com/NAprologue

http://www.archives.gov/global-pages/exit.html?link=http://www.zinio.com/browse/publications/index.jsp?productId=500373406&sch=true

http://www.archives.gov/global-pages/exit.html?link=http://www.zinio.com/browse/publications/index.jsp?productId=500373406&sch=true

16

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Grade 11: United States History and Government Grade 11 begins with the colonial and constitutional foundations of the United States and explores the government structure and functions written in the Constitution. The development of the nation and the political, social and economic factors that led to the challenges our nation faced in the Civil War are addressed. Industrialization, urbanization and the accompanying problems are examined, along with America’s emergence as a world power, the two world wars of the 20th century and the Cold War. Students explore the expansion of the federal government, the threat of terrorism and the place of the United States in an increasingly globalized and interconnected world.

11.1 COLONIAL FOUNDATIONS (1607–1800): European colonization in North America

prompted cultural contact and exchange among diverse peoples; cultural differences and

misunderstandings at times led to conflict. A variety of factors contributed to the development

of regional differences, including social and racial hierarchies, in colonial America.

(Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)

11.1a Contact between Native American groups and Europeans occurred through cultural

exchanges, resistance efforts, and conflict.

➢ Students will trace European contact with Native Americans including the Dutch, the

English, the French and the Spanish.

➢ Students will examine the impact of European colonization on Native Americans who

eventually lost much of their land and experienced a drastic decline in population through

diseases and armed conflict.

Related Activities ○ Indian Nations vs. Settlers on the American Frontier: 1786–1788

http://docsteach.org/activities/12791/detail

http://docsteach.org/activities/12791

Related Documents ○ Chief of the Little Osages; bust-length, profile showing hair style, 1807


○ Inspection Roll of Negroes Book No. 2







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11.1b A number of factors influenced colonial economic development, social structures, and

labor systems causing variation by region.

➢ Students will examine the impact of geographic factors on patterns of settlement and the

development of colonial economic systems.

➢ Students will examine the factors influencing variations in colonial social structures and

labor systems.

➢ Students will analyze slavery as a deeply established component of the colonial economic

system and social structure, indentured servitude vs. slavery, the increased concentration

of slaves in the South, and the development of slavery as a racial institution.

Related Activities

○ What is it? What does it do?



○ A Petition for the Cotton Gin



Related Documents

○ An east prospect of the city of Philadelphia, 1768


○ Land Ordinance of 1785, 05/20/1785


○ A Bill As Amended in the Committee for The Provisional Establishment and

Regulation of Trade and Intercourse between the Subjects of Great Britain and

those of the United States of North America


○ Indians in North Carolina fishing with traps, spears, and nets












19

○ Indenture from the Case File of Ann Taylor v. Thomas Hart, Jr.


○ Eli Whitney’s Cotton Gin Patent Drawing


○ Petition of Eli Whitney requesting the renewal of his patent on the cotton gin





20






11.1c Colonial political developments were influenced by British political traditions,

Enlightenment ideas, and the colonial experience. Self-governing structures were common and

yet varied across the colonies.

➢ Students will examine colonial political institutions to determine how they were

influenced by Enlightenment ideas, British traditions such as the Magna Carta, and the

colonial experience.

Related Documents ○ Magna Carta, 1297


➢ Students will examine colonial democratic principles by studying documents such as the

Mayflower Compact and the Maryland Toleration Act of 1649 and colonial governmental

structures such as New England town meetings and the Virginia House of Burgesses.


21

11.2 CONSTITUTIONAL FOUNDATIONS: Growing political and economic tensions led

the American colonists to declare their independence from Great Britain. Once

independent, the new nation confronted the challenge of creating a stable democratic

national government.

(Standards: 1, 5; Themes: TCC, GOV, ECO)

11.2a Following the French and Indian War, the British government attempted to gain greater

political and economic control over the colonies. Colonists resisted these efforts, leading to

increasing tensions between the colonists and the British government.

➢ Students will examine British efforts to gain greater political and economic control such

as the Proclamation of 1763, the Stamp Act, the Townsend Acts, the Tea Act, the Boston

Massacre, and the Coercive Acts, and colonial reactions to these efforts.

Related Activities

○ Prequel to Independence



○ Road to Revolution: Patriotism or Treason?



Related Documents

○ His Majesty's Instructions to All the Governours of his Provinces in America ,

July 4, 1763

http://www.fold3.com/image/220214/

○ Letter from Governor Pitkin of Connecticut to the Earl of Hillsborough, 1768

http://www.fold3.com/image/477224/ Transcript

○ The able Doctor, or America swallowing the bitter pill


○ The Alternative of Williamsburg


○ Bostonians paying the excise man


○ Bostonians in Distress











https://docs.google.com/a/nara.gov/document/d/1vppVYDEPalncXVaveQGkvrcgvznWSfm-IeLO2k3U9ys/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/1vppVYDEPalncXVaveQGkvrcgvznWSfm-IeLO2k3U9ys/edit?usp=sharing









22

○ The bloody massacre perpetrated in King Street, Boston


○ Letter from Governor Trumbull of Connecticut to the Earl of Dartmouth, 1775


○ Petition of Connecticut to the King, 1768


○ Suffolk Resolves from the Rough Journal of the Continental Congress, September

9, 1774

http://www.fold3.com/image/1/451549/ Transcript

○ The Humble Petition from the General Assembly of New York to the King’s Most

Excellent Majesty, March 25, 1775


○ The Memorial of his Majesty’s faithful subjects the Representatives of the Colony

of New York, in General Assembly to the Right Honorable the Lords Spiritual and

Temporal of Great Britain, in Parliament assembled, March 25, 1775


○ The Representation and Remonstrance pf the General Assembly of the Colony of

New York to the Honorable Knights, Citizens, and Burgesses of Great Britain, in

Parliament Assembled, March 25, 1775


○ Declaration and Resolves of the First Continental Congress from their Rough

Journal, October 14, 1774


○ Letter from Committee of Yorktown, Pennsylvania to John Hancock and Thomas

Cushing, Esq and the Gentlemen of the Committee for Receiving and Distributing

the Donations to the Poor of Boston, April 13, 1775


○ Proclamation for Suppressing Rebellion and Sedition from King George III,



https://docs.google.com/a/nara.gov/document/d/1UGqNEIE6fSB04vk5vhkUiyzUx_XBCKIoVgELYW_mQ6c/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/1UGqNEIE6fSB04vk5vhkUiyzUx_XBCKIoVgELYW_mQ6c/edit?usp=sharing


https://docs.google.com/a/nara.gov/document/d/1GdwevNt2vmvMUhEU3dIN9liKJf3Rtvm3a66Y31bb3x0/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/1GdwevNt2vmvMUhEU3dIN9liKJf3Rtvm3a66Y31bb3x0/edit?usp=sharing

http://www.fold3.com/image/1/451549/

https://docs.google.com/a/nara.gov/document/d/17IDws2BTW9dcH88nMnQWNhAeVZSkZJ3OyMU5dczzuzQ/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/17IDws2BTW9dcH88nMnQWNhAeVZSkZJ3OyMU5dczzuzQ/edit?usp=sharing


https://docs.google.com/a/nara.gov/document/d/1VkRFiomEDuThoP_XHTKfG1uvgFz1kje-oaQaJOKMG_o/edit?usp=sharing


https://docs.google.com/a/nara.gov/document/d/1EKSc3_Lq5VIozkvv9Gm8WIbisZfcw7agw9gmly3VNoM/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/1EKSc3_Lq5VIozkvv9Gm8WIbisZfcw7agw9gmly3VNoM/edit?usp=sharing


https://docs.google.com/a/nara.gov/document/d/1TXbRL_KmIIiVESXZyq7Ux86jqshzaXke3AnjWXLoRdE/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/1TXbRL_KmIIiVESXZyq7Ux86jqshzaXke3AnjWXLoRdE/edit?usp=sharing


https://docs.google.com/a/nara.gov/document/d/1m8ww2UpQao_XVdpG9T6nyvf8rCkUKQRCesosOsKyNOE/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/1m8ww2UpQao_XVdpG9T6nyvf8rCkUKQRCesosOsKyNOE/edit?usp=sharing


https://docs.google.com/a/nara.gov/document/d/1Bz16C--e0SIwg_-K2ssKYDJtY_PfsHco_OlAAIn84Gw/edit?usp=sharing

https://docs.google.com/a/nara.gov/document/d/1Bz16C--e0SIwg_-K2ssKYDJtY_PfsHco_OlAAIn84Gw/edit?usp=sharing

23

August 23, 1775


○ Broadside of Continental Congress’s Response to King George III’s

Proclamation of Rebellion, December 6, 1775


○ Lee Resolution for Independence


○ Articles of Association


○ Adoption of the Resolution Calling for Independence from England


○ Declaration of Independence


○ Print of the Declaration of Independence


○ Dunlap Broadside of Declaration of Independence



https://docs.google.com/a/nara.gov/document/d/1Jx7zUbcOUkdc_QWBBvmh0pcxH8X1rcWwO2O2Yo-ZqAM/edit?usp=sharing










24

11.2 CONSTITUTIONAL FOUNDATIONS: Growing political and economic tensions led the

American colonists to declare their independence from Great Britain. Once independent, the

new nation confronted the challenge of creating a stable democratic national government.


11.2b Failed attempts to mitigate the conflicts between the British government and the colonists

led the colonists to declare independence, which they eventually won through the Revolutionary

War, which affected individuals in different ways.

➢ Students will examine the purpose of and the ideas contained in the Declaration of

Independence and consider its long term impact.

Related Activities

○ American Revolution and Founding a New Nation Landing Page of DocsTeach

http://docsteach.org/home/american-revolution

○ To Sign or Not to Sign



Related Documents

○ American Revolution and Founding a New Nation Landing Page of DocsTeach


○ Articles of Association


○ Adoption of the Resolution Calling for Independence from England


○ Declaration of Independence


○ Print of the Declaration of Independence


○ Dunlap Broadside of Declaration of Independence














25

➢ Students will examine the social impact of the Revolutionary War on workers, African-

Americans, women and Native Americans.

Related Activities ○ Indian Nations vs. Settlers on the American Frontier: 1786–1788



Related Documents

○ Inspection Roll of Negroes Book No. 2


○ Thomas Walke’s Account of Capturing his Runaway Slaves in New York City






26






11.2c Weaknesses of the Articles of Confederation led to a convention whose purpose was to

revise the Articles of Confederation and instead resulted in the writing of a new Constitution.

The ratification debate over the proposed Constitution led the Federalists to agree to add a bill of

rights to the Constitution.

➢ Students will examine the weaknesses and successes of government under the Articles of

Confederation.

Related Documents

○ Articles of Confederation


➢ Students will explore the development of the Constitution, including the major debates

and their resolutions including compromises over representation, taxation, and slavery.

Related Documents

○ Constitution Landing Page of DocsTeach

http://docsteach.org/home/constitution

○ Virginia Plan


○ New Jersey Plan


○ Hamilton Plan


○ Great Compromise


○ First Printed Draft of Constitution


○ George Washington’s Annotated Copy of a Draft of the U.S. Constitution














27

○ Voting Record of the Constitutional Convention


➢ Students will examine the structure, power, and function of the federal government as

created by the Constitution, including key constitutional principles such as the division of

power between federal and state government, the separation of powers at the federal

level, the creation of checks and balances, the sovereignty of the people, and judicial

independence.

Related Activities

○ Constitution Landing Page of DocsTeach


○ The Constitution at Work



○ We the People



○ Checks and Balances in Action



○ Separation of Powers or Shared Powers



○ The Voting Record of the Constitution



Related Documents

○ George Washington’s Annotated Copy of a Draft of the U.S. Constitution


○ Voting Record of the Constitutional Convention


○ Constitution of the United States


○ Senate Revisions to House Proposed Amendments to the U.S. Constitution



























28

○ Proposed Amendments to the U.S. Constitution as Passed by the Senate


○ Bill of Rights


Prologue - Secondary Source Articles

o Where Have You Gone James Madison?

http://www.archives.gov/publications/prologue/2005/fall/weinstein.html

o The Constitution of the United States: Document of the People

http://www.archives.gov/publications/prologue/2002/fall/archivist.html

➢ Students will examine the key points of debate expressed in the Federalist Papers and the

Antifederalist Papers, focusing on the protection of individual rights and the proper size

for a republic.

➢ Students will examine the rights and protections provided by the Bill of Rights and to

whom they initially applied.

Related Documents ○ House Journal of the First Session of the First Congress


○ Senate Revisions to House Proposed Amendments to the U.S. Constitution


○ Proposed Amendments to the U.S. Constitution as Passed by the Senate, Printed

September 14, 1789


○ Bill of Rights


Prologue – Secondary Source Articles o The Founding Fathers Online

http://www.archives.gov/publications/prologue/2010/winter/founders.html

o A Founding Father in Dissent: Elbridge Gerry Helped Inspire Bill of Rights in His

Opposition to the Constitution

http://www.archives.gov/publications/prologue/2006/spring/gerry.html

o Bill of Rights Memories





http://www.archives.gov/publications/prologue/2005/fall/weinstein.html

http://www.archives.gov/publications/prologue/2002/fall/archivist.html





http://www.archives.gov/publications/prologue/2010/winter/founders.html

http://www.archives.gov/publications/prologue/2006/spring/gerry.html

29

http://www.archives.gov/publications/prologue/2005/winter/weinstein.html






11.2d Under the new Constitution, the young nation sought to achieve national security and

political stability as the three branches of government established their relationships with each

other and the states.

➢ Students will identify presidential actions and precedents established by George

Washington, including those articulated in his Farewell Address.

➢ Students will examine Hamilton’s economic plan, the debate surrounding the plan, and its

impact on the development of political parties.

➢ Students will examine the tradition of a peaceful transfer of power established in the

presidential election of 1800 and compare it to the presidential election of 2000, focusing

on the roles of the Electoral College and Congress in 1800 and the Electoral College and

the Supreme Court in 2000.

➢ Students will examine Supreme Court cases, including Marbury v. Madison, McCulloch

v. Maryland, and Gibbons v. Ogden, and analyze how these decisions strengthened the

powers of the federal government.

Related Documents

○ Letter from Chief Justice John Jay to President George Washington Regarding

Separation of Powers


11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation

expanded, growing sectional tensions, especially over slavery, resulted in political and

http://www.archives.gov/publications/prologue/2005/winter/weinstein.html



30

constitutional crises that culminated in the Civil War.

(Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)

11.3a American nationalism was both strengthened and challenged by territorial expansion and

economic growth.

➢ Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe

Doctrine strengthened nationalism.

Related Documents

○ Map of the Louisiana Purchase Territory


○ Message from President Jefferson to Congress Regarding the Louisiana Purchase


○ Letter from Secretary of State Madison to Robert Livingston and James Monroe


○ Proclamation to the People of New Orleans


○ Message of President James Monroe at the commencement of the first session of

the 18th Congress (The Monroe Doctrine)


Prologue - Secondary Source Articles o Defending Norfolk

http://www.archives.gov/publications/prologue/2013/spring/norfolk.pdf

o The War of 1812: Stoking the Fires: The Impressment of Seaman Charles Davis

by the U.S. Navy

http://www.archives.gov/publications/prologue/2012/summer/1812-

impressment.html

o Jefferson Buys Louisiana Territory, and the Nation Moves Westward

http://www.archives.gov/publications/prologue/2003/spring/louisiana-

purchase.html

o Jefferson Looks Westward: President Secretly Sought Funds from Congress to

Explore Louisiana Territory, Develop Trade










http://www.archives.gov/publications/prologue/2013/spring/norfolk.pdf

http://www.archives.gov/publications/prologue/2012/summer/1812-impressment.html

http://www.archives.gov/publications/prologue/2012/summer/1812-impressment.html

http://www.archives.gov/publications/prologue/2003/spring/louisiana-purchase.html

http://www.archives.gov/publications/prologue/2003/spring/louisiana-purchase.html

31

http://www.archives.gov/publications/prologue/2002/winter/jefferson-

message.html

➢ Students will examine the market revolution, including technological developments,

the development of transportation networks, the growth of domestic industries, the

increased demands for free and enslaved labor, the changing role of women, and the

rise of political democracy.

➢ Students will examine Jackson’s presidency noting the ways it strengthened

presidential power yet challenged constitutional principles in the case of Worcester v.

Georgia (1832), including the controversy concerning the Indian Removal Act and its

implementation.

Related Documents

○ Cherokee Treaty at New Echota, Georgia, December 29, 1835 (Ratified Indian

Treaty)


○ President Andrew Jackson’s Message to Congress “On Indian Removal”


○ Major General Winfield Scott’s Order No. 25 Regarding the Removal of

Cherokee Indians to the West http://docsteach.org/documents/6172200/detail

○ Cherokee Petition in Protest of the New Echota Treaty http://docsteach.org/documents/2127291/detail

○ Register of Cherokee Indians Who Have Emigrated to the West of the Mississippi http://docsteach.org/documents/595556/detail

○ Page from the Senate Legislative Journal Showing the Expungement of a

Resolution to Censure the President http://docsteach.org/documents/306277/detail

○ An Act to Modify and Continue the Act entitled ‘An Act to incorporate the

subscribers to the Bank of the United States,” returned by President Andrew

Jackson with his objections http://docsteach.org/documents/306428/detail

○ Selection from President Andrew Jackson’s Veto of the Bank Recharter Bill http://docsteach.org/documents/306427/detail

○ Henry Clay’s Resolutions on the Removal of Deposits from the Bank of the United

States http://docsteach.org/documents/2127306/detail

http://www.archives.gov/publications/prologue/2002/winter/jefferson-message.html

http://www.archives.gov/publications/prologue/2002/winter/jefferson-message.html














32

○ South Carolina Nullification Ordinance http://docsteach.org/documents/595389/detail

○ President Andrew Jackson’s Proclamation Regarding the Nullification Crisis


○ An Ordinance of the State of South Carolina to nullify an act of the Congress of

the United States entitled “An Act further to provide for the collection of duties

and imports” commonly called the force bill


○ A Preamble and Joint Resolution








33

11.3 EXPANSION, NATIONALISM, AND SECTIONALISM: As the nation expanded,

growing sectional tensions, especially over slavery, resulted in political and constitutional

crises that culminated in the Civil War.


11.3b Different perspectives concerning constitutional, political, economic, and social issues

contributed to the growth of sectionalism.

➢ Students will compare different perspectives on States rights by examining the

Kentucky and Virginia Resolutions and the nullification crisis.

Related Documents ○ South Carolina Nullification Ordinance


○ President Andrew Jackson’s Proclamation Regarding the Nullification Crisis


○ An Ordinance of the State of South Carolina to nullify an act of the Congress of

the United States entitled “An Act further to provide for the collection of duties

and imports” commonly called the force bill


○ A Preamble and Joint Resolution


➢ Students will investigate the development of the abolitionist movement, focusing on

Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator),

Frederick Douglass (The Autobiography of Frederick Douglass and The North Star),

and Harriet Beecher Stowe (Uncle Tom’s Cabin).

➢ Students will examine the emergence of the women’s rights movement out of the

abolitionist movement, including the role of the Grimké sisters, Lucretia Mott, and

Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls

Convention (1848).

Related Documents

○ Deposition of Harriet Beecher Stowe


○ Opinion of the Court in Stowe versus Thomas, 12/24/1853


○ Address of the Boston Female Anti-Slavery Society











34


○ Anti-Slavery Petition from the Women of Philadelphia


Students will examine the issues surrounding the expansion of slavery into new

territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the

Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the

Dred Scott decision, and John Brown’s raid.

➢ Related Activities

○ Lincoln’s Spot Resolutions



○ The Treaty of Guadalupe Hidalgo



Related Documents

○ Conference committee report on the Missouri Compromise


○ Petition from Citizens of Vermont Against Annexation of Texas


○ Petition from Citizens of Pennsylvania in Favor of the Annexation of Texas


○ Joint Resolution for annexing Texas to the United States


○ Message of the President Concerning Relations Between the United States and

Mexico


○ Resolution introduced by Congressman Abraham Lincoln to “establish whether

the particular spot of soil which the blood of our citizens was so shed was, or was

not, our own soil.” Often referred to as Lincoln’s Spot Resolution.



















35

○ Wilmot Proviso


○ Treaty of Guadalupe-Hidalgo [Exchange copy]


○ Resolution introduced by Senator Henry Clay in relation to the adjustment of all

existing questions of controversy between the states arising out of the institution

of slavery (the resolution later became known as the Compromise of 1850)


○ Kansas Nebraska Act of 1854


○ Wyandot Constitution


○ Abstract of census and returns of election of a territorial legislature in Kansas,

03/30/1855


○ The Tragic Prelude. John Brown.


○ Provisional Constitution and Ordinances for the People of the United States

Written by John Brown


○ John Brown (before acquisition of beard which typifies him as the stormy prophet

of emancipation). Copy of daguerreotype


○ Letter from Colonel Robert E. Lee Demanding the Surrender of John Brown


○ Judgment in the U.S. Supreme Court Case Dred Scott v. John F. A. Sandford


○ Resolution that all petitions, memorials, and papers relating to slavery be laid

upon the table without being debated, printed, read or referred (the “gag rule”





















36

resolution)


○ Motion offered by John Quincy Adams to amend the House Journal to include his

statement that the recently passed “gag rule” was in direct violation of the

Constitution, the Rules of the House of Representatives, and the rights of his

constituents


○ Petition from women of Brookline, Massachusetts, praying that the gag rule be

rescinded


○ Testimony on the Assault of Senator Charles Sumner


Prologue – Secondary Source Articles o John Brown: America’s First Terrorist?

http://www.archives.gov/publications/prologue/2011/spring/brown.html

o Monuments, Manifest Destiny and Mexico

http://www.archives.gov/publications/prologue/2005/summer/mexico-1.html

o "Incited by the Love of Liberty": The Amistad Captives and the Federal Courts

Part 1:

http://www.archives.gov/publications/prologue/2003/spring/amistad-

1.html

Part 2:

http://www.archives.gov/publications/prologue/2003/spring/amistad-

2.html









http://www.archives.gov/publications/prologue/2005/summer/mexico-1.html

http://www.archives.gov/publications/prologue/2003/spring/amistad-1.html




37

11.3 EXPANSION, NATIONALISM, AND SECTIONALISM: As the nation expanded,

growing sectional tensions, especially over slavery, resulted in political and constitutional

crises that culminated in the Civil War.


11.3c Long-standing disputes over States rights and slavery and the secession of Southern states

from the Union sparked by the election of Abraham Lincoln led to the Civil War. After the

issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The

Civil War resulted in tremendous human loss and physical destruction.

➢ Students will compare the relative strengths of the Union and the Confederacy in terms of

industrial capacity, transportation facilities, and military leadership, and evaluate the

reasons the North prevailed over the South and the impact of the war.

Related Activities

○ Civil War Landing Page of DocsTeach

http://docsteach.org/home/civilwar

○ Comparing Civil War Recruitment Posters



○ The Civil War as Photographed by Mathew Brady



Related Documents

○ Civil War Landing Page of DocsTeach


○ Resignation Letter of P. G. T. Beauregard


○ Resignation Letter of James E. B. Stuart


○ Resignation Letter of George E. Pickett


○ Resignation Letter of Major James Longstreet


















38

○ Letter from Robert E. Lee to Simon Cameron, Secretary of War, in which Lee

Resigned from the U.S. Army


Prologue – Secondary Source Articles

o Out of War, a New Nation

http://www.archives.gov/publications/prologue/2010/spring/newnation.html

o Discovering the Civil War: A New Exhibit from the National Archives

http://www.archives.gov/publications/prologue/2010/spring/discovering.html

o Face to Face with History

http://www.archives.gov/publications/prologue/2009/fall/face.html

➢ Students will examine the expansion of executive and federal power as they relate to the

suspension of habeas corpus within the Union and the issuance of the Emancipation

Proclamation.

Related Documents

○ Pamphlet of [President Abraham] Lincoln Speeches


○ Message of President Abraham Lincoln recommending a resolution to encourage

the gradual emancipation of slaves


○ Presidential Proclamation 90 by President Abraham Lincoln Revoking General

David Hunter’s Order of Military Emancipation


○ An Act of April 16, 1862 [For the Release of Certain Persons Held to Service or

Labor in the District of Columbia],


○ Presidential Proclamation 94 of September 24, 1862, by President Abraham

Lincoln suspending the writ of Habeas Corpus.


○ Emancipation Proclamation



http://www.archives.gov/publications/prologue/2010/spring/newnation.html

http://www.archives.gov/publications/prologue/2010/spring/discovering.html

http://www.archives.gov/publications/prologue/2009/fall/face.html













39

○ U.S. Brigadier General R. H. Milroy’s Order to Citizens of Winchester and

Frederick County, Virginia in Reference to the Emancipation Proclamation of

President Abraham Lincoln


○ Letter from Annie Davis to Abraham Lincoln


○ Telegram from President Abraham Lincoln to Major General John A. Dix,

Commanding at New York, Regarding the New York World and New York Journal

of Commerce



o An Extraordinary President and His Remarkable Cabinet Doris Kearns Goodwin

Looks at Lincoln's Team of Rivals

http://www.archives.gov/publications/prologue/2006/spring/interview.html

o Black Men in Navy Blue During the Civil War

http://www.archives.gov/publications/prologue/2001/fall/black-sailors-1.html

➢ Students will investigate the ideas expressed in the Gettysburg Address, considering its

long-term impact.

Related Documents

○ Pamphlet of [President Abraham] Lincoln Speeches



o Brother vs. Brother, Friend against Friend

http://www.archives.gov/publications/prologue/2013/spring/gettysburg.pdf






http://www.archives.gov/publications/prologue/2006/spring/interview.html

http://www.archives.gov/publications/prologue/2001/fall/black-sailors-1.html




40

11.4 POST-CIVIL WAR ERA (1865–1900): Reconstruction resulted in political reunion

and expanded constitutional rights. However, those rights were undermined and issues of

inequality continued for African Americans, women, Native Americans, Mexican

Americans, and Chinese immigrants. (Standards: 1, 4, 5; Themes: TCC, CIV, ECO)

11.4a Between 1865 and 1900, constitutional rights were extended to African Americans.

However, their ability to exercise these rights was undermined by individuals, groups, and

government institutions.

➢ Students will examine the 13th, 14th, and 15th amendments and consider the role of

Radical Republicans in Reconstruction.

Related Activities

○ From Dred Scott to the Civil Rights Act of 1875: Eighteen Years of Change



Related Documents

○ Proposed Thirteenth Amendment Regarding the Abolition of Slavery


○ Joint Resolution Proposing the Fifteenth Amendment to the United States

Constitution


○ Joint Resolution Proposing the Fourteenth Amendment to the United States

Constitution


○ Resolution from the House of Representatives to President of the United States


○ Wade-Davis Bill as Amended


○ Sumner Civil Rights Bill


○ Act of April 9, 1866 (Civil Rights Act), Public Law 39-26, 14 STAT 27, which

protected all persons in the United States in their civil rights and furnished the

means of their vindication


















41

○ Memorial of the Colored People of Georgia in Favor of the Sumner Civil Rights

Bill


○ Petition of Colored Citizens of McMinn County, Tennessee, Praying for

Protection of Civil Rights under Fourteenth Amendment


○ Memorial of the Board of the President and Directors of the St. Louis Public

Schools Against Racial Integration of Public Schools


➢ Students will investigate the ways individuals, groups, and government institutions

limited the rights of African Americans, including the use of Black Codes, the passage of

Jim Crow laws, the Ku Klux Klan, restrictions on voting rights, and Supreme Court cases

including the Civil Rights Cases (1883) and Plessy v. Ferguson (1896).

Related Documents

○ Act of April 9, 1866 (Civil Rights Act), Public Law 39-26, 14 STAT 27, which

protected all persons in the United States in their civil rights and furnished the

means of their vindication


○ Letter from Charles Douglas to Attorney General A.M. Palmer Regarding

Lynching


○ Letter from C. Dearman to President W. H. Taft Requesting Legal Action against

Voter Repression Practices Directed against Black Voters in Oklahoma


○ Letter from Charles Williams to President Woodrow Wilson Regarding Lynching,

with Enclosed Article about Killings and the Storming of a Jail in Winston-Salem,

N.C.


○ Petition To the Hon. James F. Burke and Members of the House of










42

Representatives Demanding that Congress Amend or Enact Legislation to

Regulate Transportation and Wipe Out Jim Crow Laws


○ Letter from Archibald H. Grimke, President of the District of Columbia Branch of

the National Association for the Advancement of Colored People, to the President

Regarding Figures for Lynchings, with Enclosed Clipping


○ Telegram from M. Cravath Simpson to President Woodrow Wilson Urging a

Federal Lynching Law


○ Letter from Attorney James Ray of St. Louis, Mo. to Attorney General Hon. A.

Mitchell Palmer Regarding Mob Violence


○ Letter from the Assistant Attorney General to Attorney James A. Ray in Response

to Ray’s Letter Complaining of the Lynching of a Discharged Colored Soldier by

a Mob in Mississippi


○ Petition from the citizens of New Jersey praying for Congress to make the act of

lynching a crime against the United States


○ Letter to President Wilson from the League of American Patriots Regarding

Lynching


○ Men on railroad station platform. Hastings, Oklahoma



○ Letter from President Theodore Roosevelt to the Department of Justice Regarding

Train Segregation












43

Prologue – Secondary Source Article

○ No Pensions for Ex-Slaves: How Federal Agencies Suppressed Movement To Aid

Freedpeople

http://www.archives.gov/publications/prologue/2010/summer/slave-pension.html

➢ Students will evaluate the ways in which freedmen attempted to build independent lives

including activities of the Freedmen’s Bureau, creation of educational institutions, and

political participation.

Related Activities

○ How Effective were the Efforts of the Freedmen’s Bureau?



○ To What Extent was Reconstruction a Revolution? (Part 1)



○ To What Extent was Reconstruction a Revolution? (Part 2)



Related Documents

○ Photograph of the Dealing Out of Rations in Uniontown, Alabama


○ Contract Between James Mitchell and Dick and Wife


○ Application of Henry Jackson


○ Indenture of Apprenticeship from Rowan County, North Carolina


○ Teachers’ Rule


○ Register of Marriages


http://www.archives.gov/publications/prologue/2010/summer/slave-pension.html























44

○ Agreement of Labor for Truss B. Hall


○ Photograph of Store for Freedmen in Beaufort, South Carolina


○ Newspaper Clipping from the Columbus, Alabama Newspaper “Freedman’s

Bureau”


○ Report of Persons and Articles Employed and Hired


○ Register of Marriages Among Freedmen During 1865


○ General Remarks from the Submonthly Report of William Fisk


○ Indenture of Apprenticeship from Rowan County, North Carolina


○ Court Document Relating to the Estate of James Hicks


○ Indenture Agreement of Alexander Cunningham


○ Report for the Williams School in Virginia


○ Certificate of Matrimony for Joseph and Mary Province of Nashville, Tennessee


○ Agreement of Labor for a Mr. Montgomery and Others


○ Marriage Certificate of Peter Thompson and Maria Hall of Louisiana


○ Monthly Report of Schools, Teachers, Societies, Pupils, and Buildings




























45


➢ Students will examine the impact of the election of 1876 and the compromise of 1877 on

African Americans.


o Exodus to Kansas The 1880 Senate Investigation of the Beginnings of the African

American Migration from the South

http://www.archives.gov/publications/prologue/2008/summer/exodus.html



http://www.archives.gov/publications/prologue/2008/summer/exodus.html

46





11.4b The 14th

and 15th

amendments failed to address the rights of women.

➢ Students will examine the exclusion of women from the 14th and 15th amendments and

the subsequent struggle for voting and increased property rights in the late 19th century,

including the work of Susan B. Anthony.

Related Activities

○ Extending Suffrage to Women



Related Documents

○ Joint Resolution Proposing the Fourteenth Amendment to the United States

Constitution


○ Joint Resolution Proposing the Fifteenth Amendment to the United States

Constitution


○ Petition of E. Cady Stanton, Susan B. Anthony, Lucy Stone, and Others Asking for

an Amendment of the Constitution that Shall Prohibit the Several States from

Disfranchising Any of Their Citizens on the Ground of Sex, ca. 1865


○ "The Nonsense of It," a printed pamphlet arguing for woman suffrage, 1866


○ Letter to the United States Congress from Elizabeth Cady Stanton and Susan B.

Anthony and Others in Support of Women's Suffrage, 12/1871


○ Petition to Congress from Susan B. Anthony, Matilda Joselyn Gage, and

Elizabeth Cady Stanton of the National Woman Suffrage Association., ca.

01/1873


○ Petition from Susan B. Anthony and Elizabeth Cady Stanton to the United States

Senate, ca. 12/1874











47

○ "Appeal for a Sixteenth Amendment" from the National Woman Suffrage

Association, 11/10/1876


○ Petition of Mrs. Amelia Bloomer for Relief from Taxation or Political Disabilities,

ca. 1878


○ Petition from the Citizens of Massachusetts in Support of Woman Suffrage, ca.

1879





48





11.4c Federal policies regarding westward expansion had positive effects on the national

economy but negative consequences for the Native Americans of the Great Plains.

➢ Students will examine the economic impacts of the Homestead Act (1862) and the Pacific

Railway Act (1862) on westward expansion.

Related Documents

○ Act of May 20, 1862 (Homestead Act), Public Law 37-64 (12 STAT 392).


○ Executive Order Setting Gauge of Track on Pacific Railroad


○ Act of July 1, 1862 (Pacific Railroad Act), 12 STAT 489, which established the

construction of a railroad and telegraph line from the Missouri River to the

Pacific Ocean.


Prologue – Secondary Source Articles ○ How the West Was Settled: The 150-Year-Old Act Lured Americans Loking for a

New Life and New opportunities

http://www.archives.gov/publications/prologue/2012/winter/homestead.pdf

○ The Search for the Site of the Sand Creek Massacre

http://www.archives.gov/publications/prologue/2001/summer/sand-creek-

massacre-1.html

➢ Students will examine the effect of federal policies on Native Americans on the Great

Plains including reservation policies, the Dawes Act (1887), and forced acculturation

efforts (Carlisle Indian School).

Related Activities

○ Reasons for Westward Expansion

http://docsteach.org/activities/104/detail http://docsteach.org/activities/104

○ The Impact of Westward Expansion on Native American Groups


○ The Settlement of the American West







http://www.archives.gov/publications/prologue/2012/winter/homestead.pdf

http://www.archives.gov/publications/prologue/2001/summer/sand-creek-massacre-1.html

http://www.archives.gov/publications/prologue/2001/summer/sand-creek-massacre-1.html







49

○ Assimilation of American Indians



Related Documents

○ Dawes Act of 1887


○ General Regulations For Religious Worship And Instruction Of Pupils In

Government Indian Schools


○ Bells of Leech Lake School


○ The Indian School Journal


○ Cover letter, January 23, 1914, with attached sample daily program for one week

at an Indian school


○ Letter to Superintendent Henderson from the Office of the Board of Indian

Commissioners


○ Reports to the Commissioner of Indian Affairs, Cato Sells, from the

Superintendent assessing conditions of Indian Schools and reservations. These

reports contain information relating to farming, pupil capacity in schools,

curriculum, attendance, and policies


○ Weekly outline/lesson plan for Upper Lake Day School, California


○ Course of study for carpentry detail and farm carpentry detail, Fort Bidwell

Indian School, California


○ Calendar for American Education Week, outlining what may be done at Fort












50

Bidwell School, California


○ School code, governing the conduct of boys and girls


○ Questions to be Answered by Indian Agents & Indian Chiefs or Representative

Man of the Tribe


○ Letter from Gertrude Hughes to Supervisor of Indian Education Carl M. Moore


○ Letter from Hoopa Valley Agency (California) Superintendent to Commissioner of

Indian Affairs.


○ “Long-hair” letter from Commissioner of Indian Affairs to Superintendent,

Round Valley, California


○ Fifth Grade Citizenship Essay


○ Fifth Grade Citizenship Essay


○ Photograph of Chiracahua Apaches Arriving at the Carlisle Indian School


○ Photograph of Chiracahua Apache Indians After Training at the Carlisle Indian

School


○ Carlisle Indian School, Pennsylvania


○ Group of Omaha boys in cadet uniforms, Carlisle Indian School, Pennsylvania

http://docsteach.org/documents/519136/detail .

○ Little Girls Praying Beside Their Beds, Phoenix Indian School, Arizona















51

○ Carlisle Indian School Band Seated on Steps of a School Building, Carlisle,

Pennsylvania


○ Photograph of Boys and Girls Conducting Physics Experiments at the Carlisle

Indian School in Pennsylvania


○ Students branding cattle at Seger Colony School, Oklahoma


○ Young school girls attending sewing class at Albuquerque Indian School


○ Eight boys teams in Tri-State Indian School basketball tournament


○ Very early class of young boys with flags at the Albuquerque Indian School


○ Baseball team posed in front of bandstand


○ Art Class, Phoenix Indian School, Arizona


○ Boys swimming


Prologue – Secondary Source Articles o Jesse S. Haire: Unwilling Indian Fighter

http://www.archives.gov/publications/prologue/2011/summer/haire.html

o Lead the Way

http://www.archives.gov/publications/prologue/2009/summer/indian.html

o A Victor in Defeat: Chief Gall's Life on the Standing Rock Reservation

http://www.archives.gov/publications/prologue/2008/fall/gall.html













http://www.archives.gov/publications/prologue/2011/summer/haire.html

http://www.archives.gov/publications/prologue/2009/summer/indian.html

http://www.archives.gov/publications/prologue/2008/fall/gall.html

52


11.4d Racial and economic motives contributed to long-standing discrimination against Mexican

Americans and opposition to Chinese immigration.

➢ Students will analyze relevant provisions of the Treaty of Guadalupe Hidalgo as

compared with the actual treatment of Mexicans and Mexican Americans in the

Southwest, including California, from 1848 to 1900.

Related Documents

○ Treaty of Guadalupe-Hidalgo


➢ Students will examine the contributions of Chinese to the national economy and reasons

for nativist opposition to their continued immigration (Chinese Exclusion Act of 1882).

Related Documents

○ [Chinese Exclusion Act] An Act of May 6, 1882, Public Law 71, 47th Congress,

1st Session, 22 STAT 58, to Execute Certain Treaty Stipulations Relating to

Chinese


○ Flyers distributed by Silver Bow Trades and Labor Assembly and Butte Miners’

Union in support of Chinese and Japanese boycott.



○ An Alleged Wife: One Immigrant in the Chinese Exclusion Era

http://www.archives.gov/publications/prologue/2004/spring/alleged-wife-1.html




http://www.archives.gov/publications/prologue/2004/spring/alleged-wife-1.html

53

11.5 INDUSTRIALIZATION AND URBANIZATION (1850’S TO 1920’S): The United

States was transformed from an agrarian to an increasingly industrial and urbanized

society. Although this transformation created new economic opportunities, it also created

societal problems that were addressed by a variety of reform efforts.

(Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)

11.5a New technologies and economic models created rapid industrial growth and transformed

the United States.

➢ Students will examine the technological innovations that facilitated industrialization

considering energy sources, natural resources, transportation, and communication.

Related Documents

○ Telegram from Major Robert Anderson to the Secretary of War


○ Telegram from President Abraham Lincoln to General Ulysses Grant


○ Executive Order Setting Gauge of Track on Pacific Railroad


○ Act of July 1, 1862 (Pacific Railroad Act), 12 STAT 489, which established the

construction of a railroad and telegraph line from the Missouri River to the

Pacific Ocean.


○ Joining the tracks for the first transcontinental railroad, Promontory, Utah, Terr.,

1869


○ Photograph of Golden Spike Ceremony at Promontory, Utah


○ Map showing overland Pacific Telegraph from San Francisco to Moscow,

submitted to the Committee on Commerce with a petition for a survey for a

telegraphic line from the Amoor River to Russian America


○ Map of the United States and their Territories


















54

➢ Students will examine the growth of industries under the leadership of businessmen such

as John D. Rockefeller, Andrew Carnegie, J.P. Morgan, and Henry Ford and analyze their

business practices and organizational structures.

Related Documents ○ Ford Assembly Line


➢ Students will evaluate the effectiveness of state and federal attempts to regulate business,

by examining the Supreme Court decision in Wabash, St. Louis & Pacific R.R. v. Illinois

(1886), the Interstate Commerce Act (1887), the Sherman Antitrust Act (1890), and

President Theodore Roosevelt’s trust-busting role as evidenced in Northern Securities

Co. v. United States (1904).

Related Documents

○ [Interstate Commerce Act] Act of February 4, 1887, Public Law 49-41, 49 STAT

379.


○ Sherman Anti-Trust Act


○ Clayton Antitrust Act






55

11.5 INDUSTRIALIZATION AND URBANIZATION (1850’S TO 1920’S): The United

States was transformed from an agrarian to an increasingly industrial and urbanized

society. Although this transformation created new economic opportunities, it also created

societal problems that were addressed by a variety of reform efforts.

(Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)

11.5b Rapid industrialization and urbanization created significant challenges and societal

problems addressed by a variety of reform efforts.

➢ Students will examine demographic trends associated with urbanization and

immigration between 1840 and 1920, including push-pull factors regarding Irish

immigration and immigration from southern and eastern Europe.

Related Documents

○ Abstract of Passengers Arrived from Foreign Countries in the District of New

York in the Fourth Quarter of 1838


○ Abstract of Passengers Arrived in the District of New York from Foreign

Countries during the Quarter Ending June 30, 1844


○ Abstract of Passengers Arrived in the District of New York during the Quarter

Ending the 30th of September 1848, from Foreign Countries


○ Abstract of Passengers from Foreign Countries, Arrived at the Port of New York,

for the Quarter Ending June 30, 1850


○ Quota Areas, Immigration Act of 1924


○ Selected Emigration Trends Immigration into the United States 1820-1924,

Percentage of Total Immigrants from Specified Areas


○ Selected Emigration Trends, Immigration into the United States from Europe,

1820-1924
















56

➢ Students will examine problems faced by farmers between 1870 and 1900 and examine

the goals and achievements of the Grange Movement and the Populist Party.

➢ Students will examine the attempts of workers to unionize from 1870 to 1920 in response

to industrial working conditions, including the Knights of Labor, the American Federation

of Labor, the American Railway Union, the International Ladies Garment Workers’

Union, and the International Workers of the World, considering actions taken by the

unions and the response to these actions.

➢ Students will examine Progressive Era reforms, such as the 16th and 17th amendments

(1913) and the establishment of the Federal Reserve System (1913).

➢ Students will examine the efforts of the woman’s suffrage movement after 1900, leading

to ratification of the 19th amendment (1920).

Related Activities

○ Extending Suffrage to Women



Related Documents ○ "Objections to Woman Suffrage Answered," by Henry Blackwell, 03/1896


○ Anti-Suffrage Postcards from Hugh R. Hughes to the Honorable Homer P.

Snyder, ca.1915


○ Petition from Minnie Fisher Cunningham of the Texas Woman Suffrage

Association for Passage of the "Susan B. Anthony Amendment", 05/02/1916


○ Petition to U.S. Senate from Women Voters Anti-Suffrage Party of New York

World War I, ca. 1917

www.archives.gov/education/lessons/woman-suffrage/images/ny-petition-l.gif

○ Memorial of Alice Wadsworth of the National Association Opposed to Woman

Suffrage, 12/11/1917


○ Petition from Carrie Chapman Catt of the National American Woman Suffrage

Association asking that a Committee on Woman Suffrage be appointed in the

House of Representatives as in the Senate, 04/13/1917


○

○ Woman suffrage in Washington, District of Columbia, Suffragette Banner






http://www.archives.gov/education/lessons/woman-suffrage/images/ny-petition-l.gif



57


○ Suffragette banner. One of the banners, the women who picketed the White

House. http://docsteach.org/documents/533769/detail

○ Photograph of Flag Bearer for Women’s Rights Standing Near White House


○ Bastillle Day spells prison for 16 suffragettes who picketed the White House


○ Woman suffrage in Washington, DC. Suffragettes bonfire and posters…


○ Photograph of Suffrage Parade, 1913


○ Suffragists picket White House, 07/1917


○ Suffragists picket White House. Suffragists standing in front of the White House,

07/1917


○ Nineteenth Amendment to the United States Constitution, 06/04/1919


Prologue - Secondary Source Articles o The Story of the Female Yeomen during the First World War

http://www.archives.gov/publications/prologue/2006/fall/yeoman-f.html

➢ Students will trace the temperance and prohibition movements leading to the ratification

of the 18th amendment (1919).

Related Documents ○ Joint Resolution Proposing the Eighteenth Amendment to the United States

Constitution


➢ Students will trace reform efforts by individuals and the consequences of those efforts

including:










http://www.archives.gov/publications/prologue/2006/fall/yeoman-f.html


58

● Jane Addams and Hull House

● Jacob Riis’ How the Other Half Lives

● New York Governor Theodore Roosevelt and the Tenement Reform Commission

● Upton Sinclair’s The Jungle and the Meat Inspection Act

● Margaret Sanger and birth control

● Ida Tarbell’s The History of the Standard Oil Company

● Ida Wells and her writings about lynching of African Americans

● Booker T. Washington’s contributions to education, including Tuskegee Institute

● W. E. B. Du Bois and the founding of the National Association for the

Advancement of Colored People (NAACP), the publication of The Crisis and the

Silent Protest (1917)

Related Documents ○ Letter from Upton Sinclair to President Theodore Roosevelt


○ Message from President Theodore Roosevelt to the House of Representatives and

the Senate


○ British Army Report on Conditions at American Meatpacking Factories


○ Report on Conditions in the Chicago Stock Yards


○ An Act of June 30, 1906, Public Law 59-384, for Preventing the Manufacture,

Sale, or Transportation of Adulterated or Misbranded or Poisonous or

Deleterious Foods, Drugs, Medicines, and Liquors, and for Regulating Traffic

Therein, and for Other Purposes

http://docsteach.org/documents/5716297/detail ○ Inspection of Carcasses


○ Branding Smoked Hams


○ Workers Packing Chipped Beef


○ Cudahy Packing Co, Omaha, Nebraska












59


○ Letter from Ida B. Wells-Barnett to President Woodrow Wilson Protesting

General Ballou’s Bulletin Number 35 for the 92nd Division, Camp Funston,

Kansas


○ Indictment of Margaret Sanger, 1914

http://recordsofrights.org/assets/record/000/000/435/435_original.jpg



○ The Women Rebel, 1914


○ Joint Resolution Proposing the Sixteenth Amendment to the United States

Constitution


○ Joint Resolution Proposing the Seventeenth Amendment to the United States

Constitution


○ Act of December 23, 1913 (Federal Reserve Banks Act), Public Law 63-43, 38

STAT 251, which established Federal reserve banks to furnish an elastic

currency, to afford means of rediscounting commercial paper, and to effectively

supervise banking the United States












60

11.6 THE RISE OF AMERICAN POWER: Numerous factors contributed to the rise of the

United States as a world power. Debates over the United States’ role in world affairs

increased in response to overseas expansion and involvement in World War I. United

States participation in the war had important effects on American society.

(Standards: 1, 2, 3, 4: Themes: GEO, SOC, GOV, ECO)

11.6a In the late 1800s, various strategic and economic factors led to a greater focus on foreign

affairs and debates over its role in the world.

➢ Students will examine factors such as the economic and strategic interests that led the

United States to seek foreign markets, resources and fueling stations, including interest in

Hawaii.

Related Activities

○ Petition Against the Annexation of ???



Related Documents

○ Memorial of Queen Liliuokalani in relation to the Crown lands of Hawaii


○ Joint Resolution of July 7, 1898, Public Resolution 55-51, 30 STAT 750, to

Provide for Annexing the Hawaiian Islands to the United States


○ Petition Against the Annexation of Hawaii


➢ Students will investigate the causes and effects of the Spanish-American War, evaluating

Spanish, Cuban, and United States interests and actions.

Related Documents

○ Telegram from James A. Forsythe to Secretary of the Navy


○ Telegram from William R. Day to Stewart L. Woodford


○ Report of James A. Forsyth to the Secretary of the Navy


○ Battle report of Commodore George Dewey regarding the Battle of Manila Bay














61

(Mirs Bay), May 1, 1898


○ Letter from Senor Don Enrique Dupuy de Lôme to Senor Don Jose Canelejas


○ Telegram, in code, from Theodore Roosevelt to Admiral Dewey


○ Description of the Battle of Santiago by Lieutenant Thomas A. Kearney


○ Treaty Between the United States and the Republic of Cuba Embodying the

Provisions Defining Their Future Relations as Contained in the Act of Congress

Approved March 2, 1901


○ Telegram from Captain Charles D. Sigsbee, Commander of the USS Maine, to the

Secretary of the Navy


○ Photograph of the wreckage of the USS Maine


➢ Students will examine debates between anti-imperialists and imperialists surrounding

ratification of the Treaty of Paris of 1898 and annexation of the Philippines.

Related Documents

○ Petition to the Senate and House of Representatives from the Philanthropic

Committee


○ Petition to the Senate from the National Businessmen’s League


➢ Students will investigate expanding American influence in the Caribbean and Latin

America through the creation of the Panama Canal and the Roosevelt Corollary.


















62

Related Documents

○ Map of the Isthmus of Panama Showing the Proposed Interoceanic Ship Canal


○ Theodore Roosevelt’s Annual Message for 1904


○ President Theodore Roosevelt’s Declaration of Full Power to Secretary of State

John Hay to Exchange Ratifications for the 1903 Isthmian Canal Treaty


○ Map of the Panama Canal Zone


○ Open for Business


○ An Administrative Elephant







11.6b While the United States attempted to follow its traditional policy of neutrality at the

beginning of World War I, the nation eventually became involved in the war. President

Woodrow Wilson led the nation into war with the hope of reforming the international order

through his Fourteen Points.

➢ Students will investigate the reasons for President Wilson’s shift from neutrality to

involvement in World War I.

Related Activities

○ The Zimmermann Telegram



Related Documents

○ English Translation of His Majesty’s Submarine U-20 War Diary

















63

○ Photograph of German Submarine of the UB Class in Rough Seas


○ Zimmermann Telegram as Received by the German Ambassador to Mexico


○ Telegram from United States Ambassador Walter Page to President Woodrow

Wilson Conveying a Translation of the Zimmermann Telegram


○ Telegram from Acting Secretary of State Frank L. Polk to the American Embassy

in Mexico City


○ President Wilson’s Joint Address to Congress, Leading to a Declaration of War

Against Germany


○ Presidential Proclamation 1364 of April 6, 1917, by President Woodrow Wilson

declaring war against Germany


○ Untitled. [President Calls Congress April 2 to Act on Grave National Policy]


○ Untitled


➢ Students will examine Wilson’s role at the Versailles Peace Conference, his goals as

expressed in Fourteen Points, and the compromises he was forced to make to gain

approval for the League of Nations.

Related Documents

○ President Woodrow Wilson’s Message to Congress
















64

➢ Students will examine reasons President Wilson was unsuccessful in gaining support for

Senate ratification of the Treaty of Versailles.

Related Documents

○ Senator Henry Cabot Lodge’s Personal Copy of his “Reservations” of the Treaty

of Versailles







11.6c World War I had important social, political, and economic effects on American society.

➢ Students will investigate the effects of mobilization on the United States economy,

including the role and contributions of women and African Americans in the war effort.

Related Activities ○ Comparing WWI Posters Urging Americans to Conserve Food for the War Effort



○ Americans on the Homefront Helped Win World War I



Related Documents ○ Suffragette banner. One of the banners, the women who picketed the White House


○ Women electric welders at Hog Island shipyard. These are the first women to be

engaged in actual ship construction, in the United States


○ Photograph of Women Rivet Heaters at Puget Sound Navy Yard


○ Tacking up U.S. Food Administration posters at Mobile, Alabama.


○ Photograph of Marine Corps First Class Private Edith Macies














65

○ Women taking place of men on Great Northern Railway at Great Falls. Montana


○ Mrs. Mina C. van Winkle of Newark, New Jersey, in uniform of Food

Administration. She was president of Woman’s Political Union of New Jersey 8

years and is now head of Lecture Bureau of Food Administration.


○ Girls deliver ice. Heavy work that formerly belonged to men only is being done by

girls. The ice girls are delivering ice on a route and their work requires brawn as

well as the partriotic ambition to help


○ Girls operate stock boards at Waldorf-Astoria. The Waldorf-Astoria Hotel is

employing girls to operate tickers and stock exchange boards. The Waldorf is the

first to employ girls in its various departments, in order to release men for war

work


○ Women support domestic food conservation


○ Missouri women march for domestic food conservation


○ The first contingent of the Women’s Overseas Hospitals, supported by the

National American . . .


○ Missouri women demonstrate “war bread” on city streets. St. Louis (?)


○ Ordnance Manufacture


○ Negro draftees ready for service. Lexington, Kentucky.


○ Wounded men in parade of the 369th Infantry, formerly 15th New York regulars.


○ The Famous 369th Arrive in New York City. Members of the 369th [African

American] Infantry


○ Famous New York soldiers return home. [The] 369th Infantry (old 15th National

















66

Guard of New York Cit . . .


➢ Students will investigate the causes and effects of the Great Migration on American

society.

Related Documents ○ American soldiers getting their bowl of hot chocolate and rolls in the American

Red Cross canteen at . . ., 1917 - ca. 1919

http://docsteach.org/documents/description/533567/detail

○ American Red Cross canteens, United States. Taking food to the [African

American] family all down…


➢ Students will examine the power of the Supreme Court including the decision in

determining the extent and limitations of civil liberties as determined by the decision in

Schenck v. United States (1919).

Related Documents

○ Act of June 15, 1917, Public Law 24 (Espionage Act), An Act to Punish Acts of

Interference with the Foreign Relations, the Neutrality, and the Foreign

Commerce of the United States, to Punish Espionage, and Better to Enforce, the

Criminal Laws of the United States, and for Other Purposes


○ United States of America v. The Masses Publishing Company, Max Eastman,

Floyd Dell, C. Merril Rogers Jr., Henry J. Glinterkamp, Arthur Young, John

Reed, and Josephine Bell


○ Speech Given by Eugene V. Debs in Canton, Ohio


○ Indictment in United States v. William D. Haywood, et al.


○ Verdict in United States v. William D. Haywood, et al.


○ John Meintz, punished during World War I




http://docsteach.org/documents/description/533567/detail








67


○ Petition for help of the Prisoner Ernst Hamann


➢ Students will examine the relationships between postwar recession, fear of radicals,

xenophobia, and the Red Scare (1919–1921).

Related Documents

○ Letter from Mrs. H. Lipsett to the Department of Justice Requesting an

Investigation into an Unnamed Bolshevik Living in Los Angeles


Prologue – Secondary Source Articles o When the ‘Enemy’ Landed at Angel Island

http://www.archives.gov/publications/prologue/2009/summer/angel.html




http://www.archives.gov/publications/prologue/2009/summer/angel.html

68

11.7 PROSPERITY AND DEPRESSION: The 1920s and 1930s were a time of cultural and

economic changes in the nation. During this period the nation faced significant domestic

challenges including the Great Depression. (Standards: 1, 4; Themes: TCC, SOC, CIV)

11.7a The 1920s was a time of cultural change in the country, characterized by clashes between

modern and traditional values.

➢ Students will examine the cultural trends associated with the Roaring Twenties, including

women, their efforts at self-expression and their changing roles.

➢ Students will examine the impact of Prohibition on American society.

Related Documents

○ Joint Resolution Proposing the Eighteenth Amendment to the United States

Constitution


○ Act of October 28, 1919 [Volstead Act]


○ Letter from Harry H. Willock, Waverly Oil Works, to the Honorable Guy

Campbell Regarding National Prohibition and Woman Suffrage


○ Letter from O. A. Calandria to Miss Mabel Willebrant Identifying Two

Establishments in New Jersey Breaking the Prohibition Law


○ Joint Resolution Proposing the Twenty-First Amendment to the United States

Constitution


○ Letter from Gladys W. Center to Mrs. Mable Walker Willebrandt Asking Which

Federal Department Is Best Suited to Enforce Prohibition


○ Presidential Proclamation 2065 in which President Franklin D. Roosevelt

announces the Repeal of Prohibition


○ Petition from Northern New York Utilities, Incorporated, to the Honorable David

J. O’Connell


○ Photo of Container that Alcohol was Shipped in from Cleveland, OH to Tacoma,

WA











69

○ Letter from the Rotary Club of Pittsburgh, Pennsylvania, to John Morin


○ Letter from J. O. Robertson to Henry C. Wallace, Secretary of Agriculture Asking

that Farmers be Given the Right to Manufacture Grain Alcohol to Run

Automobiles


○ Letter to Mr. G. W. Wickersham from A Citizen of Arkansas


○ Resolution Adopted by the Student Body of Flemington High School


○ Telegram concerning smuggling off the Oregon coast


○ Night Lettergram to John E. Baker from California Hop Growers


○ Letter from John E. Ayer, M. V., to the Crime and Law Enforcement Commission

Citing the Automobile as Increasing Crime and Liquor Trafficking


Prologue - Secondary Source Articles ○ The Frozen Sucker War: Good Humor v. Popsicle

http://www.archives.gov/publications/prologue/2005/spring/popsicle-1.html

➢ Students will examine change in immigration policy as reflected by passage of the Quota

Acts of the 1920’s.

Related Documents

○ Letter with Report Submitted by the Citizens Committee of Orchard, Rivington,

and East Houston Streets, New York City to President William Howard Taft


○ Says the Foreigner is Not Appreciated, Brooklyn Standard Union


○ Information as to the Immigration Laws and their Execution


○ [Immigration Act of 1924] An Act of May 26, 1924, Public Law 68-139, 43 STAT








http://www.archives.gov/publications/prologue/2005/spring/popsicle-1.html





70

153, to Limit Immigration of Aliens into the United States and for Other Purposes


Prologue - Secondary Sources

○ Race, Nationality, and Reality: INS Administration of Racial Provisions in U.S.

Immigration and Nationality Law Since 1898, Part 1, 2, 3

www.archives.gov/publications/prologue/2002/summer/immigration-law-1.html



➢ Students will examine the reasons for the resurgence of the Ku Klux Klan.

Related Documents

○ Response to and Letter from Marion L. Henderson, Manager of McCurtain

Gazette Printing Company to the Attorney General Offering to Provide

Information for a Potential Investigation against the White Circle


○ The Ku Klux Klan on parade down Pennsylvania Avenue


○ Letter to the Honorable Judge Rose from John H. DeShield Calling Attention to

the Propaganda Distributed by the Ku Klux Klan


○ Letter from Arthur James Mann to President Warren G. Harding Asking Him Not

to Disband the Ku Klux Klan


○ Letter from W. E. Ryan to the Honorable Calvin Coolidge Calling Attention to the

Violence Performed by the Ku Klux Klan


○ Letter from Isaac McClellan to the Department of Justice Describing the

Entrenchment of the Ku Klux Klan in Arkansas


○ Letter from S. Jonce to U.S. District Attorney Harlan F. Stone, Requesting that He

Investigate the Activities of the Ku Klux Klan in Selma, Alabama



http://www.archives.gov/publications/prologue/2002/summer/immigration-law-1.html











71


○ Letter from Rampy J. Burdick to Attorney General John G. Sargeant Detailing

the Violence Committed by the Ku Klux Klan against His Family


➢ Students will examine the key issues related to the Scopes trial.



72




11.7b African Americans continued to struggle for social and economic equality while

expanding their own thriving and unique culture. African American cultural achievements were

increasingly integrated into national culture.

➢ Students will examine literary and artistic contributions associated with the Harlem

Renaissance and its impact on national culture.

Related Documents ○ The Negro and Art, 1933

http://research.archives.gov/description/94929

○ During World War I there was a great migration north by southern Negroes


○ “Harlem”


➢ Students will examine the rise of African American racial pride and Black Nationalism

including the leading role of Marcus Garvey.

Related Documents ○ World War I Draft Registration Card for Marcus Garvey


○ United States of America v. Marcus Garvey


○ United States of America v. Marcus J. Garvey, Jr.


○ United States of America v. Marcus Garvey, Elie Garcia, Orlando M. Thompson

and George Tobias









73




11.7c For many Americans, the 1920s was a time of prosperity. However, underlying economic

problems reflected by the stock market crash of 1929 led to the Great Depression. President

Franklin D. Roosevelt’s responses to the Great Depression prompted an increased role of the

federal government.

➢ Students will examine the reasons for economic prosperity during the 1920s.

➢ Students will examine the underlying weaknesses of the economy that led to the stock

market crash of 1929 and the Great Depression.

➢ Students will compare and contrast the responses of Presidents Herbert Hoover and

Franklin Roosevelt to the Great Depression.

Related Activities

○ President Hoover’s Response to the Stock Market Crash

http://www.presidentialtimeline.org/#/educators/HCH/stockmarket_kac

Related Documents

○ “A Chicken in Every Pot” political ad and rebuttal article in New York Times


○ Herbert Hoover analyzes 5 periods in the development of the history of the

Depression


○ Photograph of Bonus Marchers


○ Franklin D. Roosevelt’s First Inaugural Address


○ Fireside Chat on the Banking Crisis


○ Fireside Chat Outlining the New Deal


http://www.presidentialtimeline.org/#/educators/HCH/stockmarket_kac







74


o Archival Vintages for The Grapes of Wrath

http://www.archives.gov/publications/prologue/2008/winter/grapes.html

o Genealogy Notes: The 1930 Census in Perspective

http://www.archives.gov/publications/prologue/2002/summer/1930-census-

perspective.html

➢ Students will examine the human and environmental causes of the Dust Bowl and its

effects.

Related Documents

○ Dust Storms; “Dust Storm Near Beaver, Oklahoma”


○ FSA; Dust Storm; “Farmer and sons walking in the face of a dust storm”;

Cimarron County, Oklahoma


○ Dust Storms; “In 1934 and 1936 drought and dust storms ravaged the great

American plains and added to the New Deal’s reflief burden.”


○ Dust Storms; “One of South Dakota’s Black Blizzards, 1934”


○ Photograph of a Dust Storm in South Dakota


○ Farm Security Administration-Resettlement Administration: Vernon Evans family

leaving South Dakota drought area for west


○ Farm Security Administration: Migrant worker on California highway


○ Photographs of Arvin Camp parents with children, who are having height and

weight measured


http://www.archives.gov/publications/prologue/2008/winter/grapes.html

http://www.archives.gov/publications/prologue/2002/summer/1930-census-perspective.html

http://www.archives.gov/publications/prologue/2002/summer/1930-census-perspective.html









75

○ Dust Storm in Rolla, Kansas; “05/06/35; Dear Mr. Roosevelt, Darkness came

when it hit us. Picture taken from water tower one hundred feet high. Yours Truly,

Chas. P. Williams.” Photo: Massive Dark cloud approaching village in forefront.


➢ Students will evaluate President Roosevelt’s leadership during the Depression including

key legislative initiatives of the New Deal, expansion of federal government power and

the Constitutional challenge represented by his Court packing effort.

Related Activities

○ Court Packing vs. Reorganizing the Judiciary: Supreme Court During the New

Deal



○ The New Deal: Revolution or Reform?



○ Where Was the New Deal?



Related Documents

○ Franklin D. Roosevelt’s First Inaugural Address


○ Fireside Chat Outlining the New Deal


○ An Act of June 16, 1933, Public Law 73-67, 48 STAT 195, to Encourage National

Industrial Recovery, to Foster Fair Competition, and to Provide for the

Construction of Certain Useful Public Works, and for Other Purposes


○ Act of March 9, 1933 (Emergency Banking Relief Act), Public Law 73-1,48 STAT

1.













76

○ Act of May 12, 1933 (Federal Emergency Relief Act), Public Law 73-15, 48 STAT

55, which provided for cooperation by the Federal Government with the several

States and Territories and the District of Columbia in relieving the hardship and

suffering caused by unemployment.


○ Act of June 13, 1933 (Homeowners Loan Act), Public Law 73-43, 48 STAT 128,

which provided emergency relief with respect to home mortgage indebtedness, to

refinance home mortgages, to extend relief to the owners of homes occupied by

them and who are unable to amoortize their elsewhere, to amend the Federal

Home Loan Bank Act, and to increase the market for obligations of the United

States


○ Act of May 18, 1933 (Tennessee Valley Authority Act), Public Law 73-17, 48

STAT 58


○ Act of June 16, 1933 (Banking Act of 1933), Public Law 73-66, 48 STAT 162,

which provided for safer and more effective use of the assets of banks, to regulate

interbank control, and to prevent the undue diversion of funds into speculative

operations.


○ An Act of June 16, 1933, Public Law 73-67, 48 STAT 195, to Encourage National

Industrial Recovery, to Foster Fair Competition, and to Provide for the

Construction of Certain Useful Public Works, and for Other Purposes


○ Act of July 5, 1935 (“National Labor Relations Act” (Wagner Act”), Public Law

74-198, 49 STAT 449, “to diminish the causes of labor disputes burdening or

obstructing interstate and foreign commerce , to create a National Labor

Relations Board, and for other purposes.”








77

○ An Act to provide for the general welfare by establishing a system of Federal old-

age benefits, and by enabling the several States to make more adequate provision

for aged persons, blind persons, dependent and crippled children, maternal and

child welfare, public health, and the administration of their employment

compensation laws; to establish a Social Security Board; to raise revenue; and

for other purposes.


○ Civilian Conservation Corps Act


○ Letter from Harry Fein Supporting the Securities Exchange Act of 1934


○ Telegram from Webb Hilbert Opposing the Securities Exchange Act of 1934


○ Resolution of North Dakota Legislature Requesting Federal Control of Banking

System


○ Telegram from Russellville Chamber of Commerce Supporting Federal Bank

Deposit Insurance


○ Telegram from C.F. Giraud Opposing the Securities Exchange Act of 1934


○ Telegram from Joseph H. Debat Opposing the Securities Exchange Act of 1934


○ Telegram from Mary Sharpless Opposing the Securities Exchange Act of 1934


○ Letter from Self-Described Widow to Ferdinand Pecora


○ Petition of the Socialist Party of Tompkins County, New York, Requesting Federal

Control of the Banking System













78


○ Petition from Baltimore City to Senator Millard Tydings Opposing Stock

Exchange Regulation


○ Address broadcast from The White House at the Third Anniversary of the Social

Security Act


○ Letter from the Executive Director of the Committee on Economic Security to R.

H. Duffy


○ Letter from President Franklin D. Roosevelt to the President of the Senate

Complimenting the Members for their Work on the Social Security Act


○ An Act to provide for the general welfare by establishing a system of Federal old-

age benefits, and by enabling the several States to make more adequate provision

for aged persons, blind persons, dependent and crippled children, maternal and

child welfare, public health, and the administration of their employment

compensation laws; to establish a Social Security Board; to raise revenue; and

for other purposes.


○ The President’s Secretary’s File, Subject Files, Social Security

http://www.fdrlibrary.marist.edu/_resources/images/psf/psfc0115.pdf

○ Statement of the President Upon Signing the Social Security Bill, August 14, 1935

http://www.fdrlibrary.marist.edu/_resources/images/sign/fdr_14.pdf

○ The President’s Secretary’s File, Subject Files, National Recovery Administration

(NRA)

http://www.fdrlibrary.marist.edu/_resources/images/psf/psf000712.pdf

○ Statement by Frank E. Gannett, of Gannett Newspapers Regarding President

Franklin D. Roosevelt’s Attempt to Pack the Supreme Court









http://www.fdrlibrary.marist.edu/_resources/images/psf/psf000712.pdf

79


○ Fireside Chat on Reorganization of the Judiciary


○ The President’s Secretary’s File, Subject Files, Supreme Court, 1935-1936


○ The President’s Secretary’s File, Subject Files, Supreme Court, January - July

1937


○ The President’s Secretary’s File, Subject Files, Supreme Court, August -

December & Undated 1937


○ The President’s Secretary’s File, Subject Files, Supreme Court, 1938-1944


○ Draft #7 of Fireside Chat on Judicial Reorganization (pg. 10 only), March 9,

1937


Prologue – Secondary Source Articles ○ Brother Can You Spare A Dime? The 1940 Census: Employment and Income

http://www.archives.gov/publications/prologue/2012/spring/1940.html

○ Question 22: 1940 Census Provides a Glimpse of the Demographics of the New

Deal

http://www.archives.gov/publications/prologue/2012/summer/question22.html

○ Family Experiences and New Deal Relief: The Correspondence Files of the

Federal Relief Administration, 1933-1936

http://www.archives.gov/publications/prologue/2012/fall/fera.html

○ Into the Woods the First Year of the Civilian Conservation Corps

http://www.archives.gov/publications/prologue/2006/fall/ccc.html

11.8. WORLD WAR II: The participation of the United States in World War II was a

transformative event for the nation and its role in the world.

(Standards: 1, 2; Themes: TCC, GOV, CIV, TECH)








http://www.archives.gov/publications/prologue/2012/spring/1940.html

http://www.archives.gov/publications/prologue/2012/summer/question22.html

http://www.archives.gov/publications/prologue/2012/fall/fera.html

http://www.archives.gov/publications/prologue/2006/fall/ccc.html

80

11.8a As situations overseas deteriorated, President Roosevelt’s cautious leadership helped move

the nation from a policy of neutrality to a pro-Allied position and ultimately direct involvement

in the war.

➢ Students will examine reasons for the passage of the Neutrality Acts (1935-1937) and

consider the national debate as a shift to pro-allied policies including “cash and carry”

and Lend-Lease.

Related Documents

○ A Bill to Promote the Defense of the United States and For Other Purposes


➢ Students will trace ongoing negotiations with Japan and United States efforts to stop

Japanese aggression without resorting to war and without appeasing Japanese demands.

Related Documents ○ State Department Dispatches - Japan, March 11, 1937-March 18, 1938

http://www.fdrlibrary.marist.edu/_resources/images/psf/psfa0219.pdf

○ State Department Dispatches - Japan, May 31, 1938-May 5, 1939


○ State Department Dispatches - Japan, May 8, 1939-December 1, 1939


○ State Department Dispatches - Japan, February 14, 1940-March 13, 1941


○ State Department Dispatches - Japan, March 13, 1941-November 17, 1941


○ Diplomatic Correspondence: Japan, 1933-1934


○ Diplomatic Correspondence: Japan, 1935-1936


○ Diplomatic Correspondence: Japan, 1937



○ Diplomatic Correspondence: Japan, 1938-June 1939


○ Diplomatic Correspondence: Japan, July 1939-1940












81


○ Diplomatic Correspondence: Japan, January-September 1941


○ Diplomatic Correspondence: Japan, October-December 1941


➢ Students will examine the significance of and impact of the Japanese attack on Pearl

Harbor.

Related Activities ○ A Date Which Will Live in Infamy

http://www.presidentialtimeline.org/#/educators/FDR/pearlharbor_wq

○ A Date Which Will Live in ____________



○ Can You Figure Out What This Document Is?



Related Documents ○ Captured Japanese photograph taken during the attack on Pearl Harbor, Dec. 7,

1941. In the distance, the smoke rises from Hickam Field.


○ USS SHAW exploding during the Japanese raid on Pearl Harbor, T.H.


○ President Franklin D. Roosevelt’s Day of Infamy Speech [Joint Address to

Congress Leading to a Declaration of War Against Japan]


○ Naval photograph documenting the Japanese attack on Pearl Harbor, Hawaii

which initiated US participation in World War II. Navy’s caption: The USS

ARIZONA afire and sinking after the Japanese attack on Pearl Harbor http://docsteach.org/documents/295992/detail

○ Annotated Draft of Proposed Message to Congress Requesting Declaration of

War Against Japan


○ Tally Sheet of the House of Representatives for Declaration of War Against Japan




http://www.presidentialtimeline.org/#/educators/FDR/pearlharbor_wq










82


○ Joint Resolution December 8, 1941, Public Law 77-328, 55 STAT 795, which

declared war on Japan


○ Fireside Chat on the Declaration of War with Japan


Prologue – Secondary Source Articles ○ Remembering Pearl Harbor…70 Years Later

http://www.archives.gov/publications/prologue/2011/winter/ph-decklogs.html

➢ Students will examine President Roosevelt’s leadership during World War II, including

his role as Commander in Chief and his diplomatic activities and efforts to maintain the

Grand Alliance.

Related Documents

○ Telegram from J. B. Manual to President Franklin D. Roosevelt


○ Bedside Note of President Franklin D. Roosevelt Regarding the Invasion of

Poland by Germany


○ Presidential Proclamation 2487 of May 27, 1941, by President Franklin D.

Roosevelt declaring a state of National Emergency.


○ Official Agreement on Alliance


○ [Franklin D. Roosevelt’s] Third Inaugural Address


○ President Franklin Roosevelt’s Annual Message to Congress [Four Freedoms

Speech]


○ Franklin D. Roosevelt address to Congress





http://www.archives.gov/publications/prologue/2011/winter/ph-decklogs.html









83

○ Franklin D. Roosevelt D-Day Prayer


○ Executive Order 8802 dated June 25, 1941, in which President Franklin D.

Roosevelt prohibits discrimination in the defense program


○ Franklin D. Roosevelt address to the joint session of Congress


➢ Students will examine how technological advancements altered the nature of war and the

extent of devastation, including the use of air power over civilian targets and President

Truman’s decision to use the atomic bomb against Japanese cities of Hiroshima &

Nagasaki.

Related Activities

○ The Atomic Bomb

http://www.presidentialtimeline.org/#/educators/HST/atomicbomb_wq

Related Documents

○ Petition from Leo Szilard and Other Scientists to President Harry S. Truman


○ Eyewitness Account of the Trinity Explosion


○ Telegram from Admiral Richard Edwards to Admiral William Leahy Regarding

the Hiroshima Bomb


○ Letter from Albert Einstein to President Franklin D. Roosevelt


○ Letter from Secretary of War Henry Stimson to President Harry S. Truman


○ Letter received from General Thomas Handy to General Carl Spaatz authorizing

the dropping of the first atomic bomb


○ Letter from Luis Alvarez to His Son






http://www.presidentialtimeline.org/#/educators/HST/atomicbomb_wq








84

○ General Groves speaking to civilian personnel


○ The Decision to Drop the Atomic Bomb (Truman Library)

http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/

○ Pre-attack mosaic view of Hiroshima, Japan.


○ Post-attack mosaic view of Hiroshima, Japan.


○ Victim of the Atom Bomb Explosion over Nagasaki


○ [Survivors moving along the road after the atomic bombing of Nagasaki, Japan.]


○ Navy photographer pictures suffering and ruins that resulted from atom bomb

blast in Hiroshima, Japan. Japanese soldier walks through leveled area



http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/






85




11.8b United States entry into World War II had a significant impact on American society.

➢ Students will examine United States mobilization efforts and wartime production and

their effects on unemployment rates.

➢ Students will examine the reasons for President Roosevelt’s executive order for Japanese

removal, the impact of removal on Japanese people living in the United States, and the

Supreme Court’s decision in Korematsu v. United States (1944).

Related Documents

○ An Act of March 21, 1942, Public Law 77-503, 56 STAT 173, to Provide a

Penalty for Violation of Restrictions or Orders with Respect to Persons Entering,

Remaining in, Leaving, or Committing Any Act in Military Areas or Zones


○ Executive Order 9066 dated February 19, 1942, in which President Franklin D.

Roosevelt Authorizes the Secretary of War to Prescribe Military Areas


○ San Francisco, California. Exclusion Order posted at First and Front Streets

directing removal of . . .


○ Los Angeles, California. Mr. and Mrs. K. Tseri have closed their drugstore in

preparation for the. . .


○ Newspaper headlines of Japanese Relocation


○ Japanese near trains during Relocation


○ A young evacuee of Japanese ancestry waits with the family baggage before

leaving by bus for an assembly center in the spring of 1942.









86

○ San Francisco, California. Customers buy merchandise in a store operated by a

proprietor of Japanese. . .


○ San Francisco, California. With baggage stacked, residents of Japanese ancestry

await bus at Wartime. . .


○ San Francisco, California. Saturday afternoon shoppers reading order directing

evacuation of person . . .


○ San Francisco, California. This restaurant, named “Nisei” after second-

generation children born in . . .


○ Los Angeles, California. Mr. and Mrs. K. Tseri have closed their drugstore in

preparation for the. . .


○ Photograph of Members of the Mochida Family Awaiting Evacuation


○ San Francisco, California. Residents of Japanese ancestry file forms containing

personal data, two . . .


○ Chart of Age by Sex and Nativity for All WRA Centers


○ Translation of a Handbill with List of Demands by the Voice of Nisei


○ Relocating a People


○ “Information,” June 12 1942 ( Docket filing 1)


○ Demurrer to Information, filed June 20, 1942 (Docket filing 9)













87


○ Exhibit B: copy of Final Report: Japanese Evacuation from the West Coast,

1942, Headquarters Western Defense Command and Fourth Army, Office of the

Commanding General, Presidio of San Francisco, California; Chapters 1and 2

(Docket filing 39), 1942


○ Judgment, September 8, 1942, 09/08/1942


○ Order of Judgment and Sentence


○ Handbill with List of Demands by the Voice of the Nisei


○ Translation of a Handbill with List of Demands by the Voice of Nisei


○ Letter, Harold L. Ickes to FDR, and Letter, FDR to Harold L. Ickes re:

Conditions in Japanese-American Internment Camps), April 13 & 24, 1943


○ Letter, Milton S. Eisenhower to FDR re: Japanese-American Internment, April

22, 1943


○ Exhibit Q: Memorandum for the Solicitor General, Re: Japanese Brief, April 30,

1943, from Director, Department of Justice, Alien Enemy Control Unit (Docket

filing 39)


○ “Congress Should Compensate Those Wronged” - Commentary by Kiyoshi

Okamoto to fellow Heart Mountain internees regarding federal court decision on

Korematsu vs. U.S


○ Order of Judgment and Sentence















88

○ Testimony of Mr. Kioshi Patrick Okura


○ Telegram to Harvey Coverly, Project Director at Tule Lake Relocation Center,

from the Assistant Executive for the Assistant Secretary of War in Response to a

Resolution from the Citizens of U.S. Japanese Ancestry at WRA Tule Lake, with

Enclosed Resolution


○ “Loyalty towards a Country or a Nation...is a covenant...”


○ Exhibit B: copy of Memorandum for Mr. Herbert Weschler from Edward J. Ennis,

Director, Department of Justice, Alien Enemy Control Unit, September 30, 1944;

Re- US vs. Korematsu (Docket filing 39)


○ Demurrer to Information, filed June 20, 1942 (Docket filing 9)


○ Letter to Mr. Paul T. Bannai, Executive Director of the Commission on Wartime

Relocation and Internment of Civilians, from John McCloy, Assistant Secretary of

War during World War II, Expressing his Willingness to Testify Regarding the

Japanese Relocation Program


○ Checklist for Digesting Personal Experience Testimony of Hearing Record



o “How an eagle feels when his wings are clipped and caged”

http://www.archives.gov/publications/prologue/2009/winter/wra.html

o Wearing Lipstick to War: American Women in WWII England and France

http://www.archives.gov/publications/prologue/2007/fall/lipstick.html

➢ Students will examine the contributions of women, African Americans, Native

Americans, Asian Americans and Mexican workers to the war effort, as well as the

discrimination they experienced in the military and workforce.








http://www.archives.gov/publications/prologue/2009/winter/wra.html


89

Related Activities

○ Confronting Work Place Discrimination on the World War II Home Front



Related Documents

○ Executive Order 8802 dated June 25, 1941, in which President Franklin D.

Roosevelt prohibits discrimination in the defense program


○ Women Want to “Get It Over”


○ Reduction of Absenteeism and Labor Turnover among Women Workers


○ Machine Shop Wage and Hour Survey for Minneapolis, Minnesota


○ Special Representative’s Report on Retroactive Date for Women’s Pay

Adjustments


○ Letter to the Women’s Bureau from George L. Fieldman, Assistant to the

President, National Foremen’s Institute, Inc., Describing the Booklet To the Man

Who Seeks a “Cure” for “Women A.W.O.L.”


○ Telegram from Ben Woodard to William H. Taylor


○ Letter from Thomas A. Johnstone to George Taylor


○ House Resolution 5056 Prohibiting Discrimination in Pay on Account of Sex


○ House Resolution 6293 Establishing the Women’s Army Auxiliary Corps














90

○ Chippers in a shipyard [Shipbuilding. Three women working]


○ Line up of some of women welders including the women’s welding champion of

Ingalls [Shipbuilding Corp., Pascagoula, MS]


○ Riveter at Lockheed Aircraft Corp., Burbank, CA


○ Stars over Berlin and Tokyo will soon replace these factory lights reflected in the

noses of planes at Douglas Aircraft’s Long Beach, California plant. Women

workers groom lines of transparent noses for deadly A-20 attack bombers


○ With nearly 1000 [African-American] women employed as burners, welders,

scalers, and in other capacities at the Kaiser Shipyards in Richmond, California,

women war workers played an important part in the construction of the Liberty

Ship, SS George Washington Carver, launched on May 7th, 1943. Welder -trainee

Josie Lucille Owens plies her trade on the ship


○ Mary Josephine Farley, who at 20 is considered a top notch mechanic, working

on a Wright Whirlwind airplane motor which she rebuilt at a Naval Air Base.

Girls like Miss Farley are helping to keep our fighting ships flying


○ Women shipfitters worked on board the USS NEREUS, and are shown as they

neared completion of the floor in a part of the engine room. Left to right are

Shipfitters Betty Pierce, Lola Thomas, Margaret Houston Thelma Mort and Katie

Stanfill. US Navy Yard, Mare Island,CA.


○ “Bertha Stallworth, age 21, shown inspecting end of 40mm artillery cartridge

case at Frankford Arsenal.”










91

○ “Get A War Job!”


○ Women There’s Work to be Done and a War to be Won Now!


○ It’s Our Fight Too


○ Victory Waits On Your Fingers - Keep ‘Em Flying Miss U.S.A.


○ United We Win


○ We can do it!


○ Photograph of Mexican Laborers



o Wearing Lipstick to War: American Women in WWII England and France











92




11.8c In response to World War II and the Holocaust, the United States played a major role in

efforts to prevent such human suffering in the future.

➢ Students will investigate American officials' knowledge of the Holocaust, evaluating

the degree to which intervention may have been possible.

Related Documents ○ Telegram from 36 American Writers to President Roosevelt


○ FDR AND THE HOLOCAUST

http://www.fdrlibrary.marist.edu/archives/pdfs/holocaust.pdf

➢ Students will examine the contributions of Supreme Court Justice Robert Jackson and

his arguments made as Chief Prosecutor for the United States at the Nuremberg War

Crimes trials.

➢ Students will investigate the role of Eleanor Roosevelt in creating the United Nations

Universal Declaration of Human Rights.

Related Documents ○ Annotated draft of the Universal Declaration of Human Rights.

http://www.fdrlibrary.marist.edu/education/resources/pdfs/erstandard2.pdf

○ Eleanor Roosevelt and United Nations Universal Declaration of Human Rights,

Lake Success, New York


Prologue- Secondary Source Articles

o Opening the Files on War Crimes

http://www.archives.gov/publications/prologue/2007/winter/iwg.html




http://www.fdrlibrary.marist.edu/education/resources/pdfs/erstandard2.pdf


http://www.archives.gov/publications/prologue/2007/winter/iwg.html

93

11.9 COLD WAR: In the period following World War II, the United States entered into an

extended era of international conflict called the Cold War which influenced foreign and

domestic policy for more than 40 years.

(Standards: 1, 2, 3; Themes: TCC, GOV, ECON)

11.9a After World War II, ideological differences led to political tensions between the United

States and the Soviet Union. In an attempt to halt the spread of Soviet influence, the United

States pursued a policy of containment.

➢ Students will trace key decisions made at wartime conferences as they applied to

Poland, Eastern Europe, and postwar Germany, and note how continuing

disagreements over these decisions helped bring about the start of the Cold War.

➢ Students will trace United States containment policies including the Truman Doctrine

(1947), the Marshall Plan (1948), and the North Atlantic Treaty Organization (1949),

and actions taken during the Berlin blockade, and consider how they represent a shift

in American foreign policy.

Related Documents ○ Telegram from George Kennan Charge d’Affaires at United States Embassy in

Moscow to the Secretary of State : The Long Telegram


○ Truman Doctrine


○ Report to the National Security Council - NSC 68

http://www.trumanlibrary.org/whistlestop/study_collections/coldwar/documents/p

df/10-1.pdf

○ Memorandum from Joseph M. Jones to Loy Henderson


○ Letter from A. G. Politis to Dean Acheson


○ Correspondence between Ray Moseley and Harry S. Truman


○ Law Establishing the Marshall Plan


○ Interview with George C. Marshall, by Harry B. Price





http://www.trumanlibrary.org/whistlestop/study_collections/coldwar/documents/pdf/10-1.pdf

http://www.trumanlibrary.org/whistlestop/study_collections/coldwar/documents/pdf/10-1.pdf






94

○ The 1961 Berlin Conference: Some New Insights


➢ Students will examine domestic concerns about the spread of Communism and the rise of

McCarthyism.

Related Documents

○ Correspondence between Mrs. Marie Kenney and Harold H. Velde Regarding

Communism


○ Senate Resolution 301 of the 83rd Congress


○ Senator Joseph R. McCarthy


○ Indictment Filed in the Case of U.S. v. Junius Irving Scales


○ Statement of Alger Hiss



o Prelude to McCarthyism: The Making of a Blacklist

http://www.archives.gov/publications/prologue/2006/fall/agloso.html

o Eisenhower and the Red Menace

http://www.archives.gov/publications/prologue/2001/fall/eisenhower-and-red-

menace-1.html

➢ Students will examine the impact of Truman’s decision to fight a limited war in defense

of South Korea.

Related Documents

○ Memorandum from the Department of State to President Harry S. Truman

Regarding the Korean Situation


○ Presidential Proclamation 2914 of December 16, 1950, by President Harry

Truman Proclaiming the Existence of a National Emergency







http://www.archives.gov/publications/prologue/2006/fall/agloso.html

http://www.archives.gov/publications/prologue/2001/fall/eisenhower-and-red-menace-1.html

http://www.archives.gov/publications/prologue/2001/fall/eisenhower-and-red-menace-1.html


95


○ An Agreement Between the Commander-in-Chief United Nations Command and

the Supreme Commander of the Korean People’s Army and the Commander of the

Chinese People’s Volunteers Concerning a Military Armistice in Korea


○ Korean War and its Origins

http://www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php

○ The Korean War

http://www.eisenhower.archives.gov/research/online_documents/korean_war.htm

l


o Revisiting Korea: Exposing Myths of the Forgotten War,

Part 1

http://www.archives.gov/publications/prologue/2002/summer/korean-myths-

1.html

Part 2

http://www.archives.gov/publications/prologue/2002/summer/korean-myths-

2.html

➢ Students will trace the United States involvement in Vietnam, including President

Johnson’s decision to escalate the fighting in Vietnam.

Related Activities

○ LBJ and the Gulf of Tonkin

http://www.presidentialtimeline.org/#/educators/LBJ/tonkin_wq

Related Documents

○ Letter from Nguyen ai Quac [Ho Chi Minh] to Secretary of State Robert Lansing

(with enclosure)


○ Letter from Ho Chi Minh to President Harry S. Truman


○ Incoming telegram from Saigon to the Secretary of State dated September 11,

1963.



http://www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php

http://www.eisenhower.archives.gov/research/online_documents/korean_war.html

http://www.eisenhower.archives.gov/research/online_documents/korean_war.html

http://www.archives.gov/publications/prologue/2002/summer/korean-myths-1.html




http://www.presidentialtimeline.org/#/educators/LBJ/tonkin_wq



96


○ Cable Regarding the Attack on the USS Maddox in the Gulf of Tonkin


○ Telegram to the United States Embassy in Saigon


○ Message to U.S Congress Regarding Tonkin Gulf incidents


○ Gulf of Tonkin Resolution, as Introduced, S.J. Res. 189


○ Speech to the American Bar Association


○ The Pentagon Papers, officially titled “Report of the Office of the Secretary of

Defense Vietnam Task Force”


➢ Students will examine reasons for declining public confidence in government, including

America’s involvement in Vietnam, student protests, the growing anti-war movement,

and the Watergate affair.

Related Documents

○ Letter from National Mobilization Committee to End the War in Vietnam


○ Vietnam War Resistance Leaflet


○ Vietnam War protesters. 1967. Wichita, Kansas


○ Burning Draft Cards


○ Noam Chomsky at New York Town Hall Rally














97

○ Draft Resistance March at Yale University


○ Benjamin Spock Speech


○ Anti-Draft Petition


○ Allen Ginsberg at New York Town Hall Rally


○ Draft Resistance Rally at Yale University


○ Police and Protestors in the Park


○ Protestors on Michigan Avenue in Chicago


○ Public Reactions: The March on the Pentagon


○ Public Reactions: The March on the Pentagon


○ Photograph of Veterans for Peace at the March on the Pentagon


○ Photograph of Pittsburgh Veterans for Peace at the March on the Pentagon


○ Draft Protest in Traffic


○ Federal Bureau of Investigations (FBI) Report on Reverend William Sloane

Coffin, Jr.,















98

○ Letter to the Federal Bureau of Investigation Regarding the Wellesley Monthly

Meeting of Friends


○ Raymond Anthony Mungo Speech


○ Memorandum on Anti-Draft Rallies


○ Letter from LeRoy M. Satrom


○ Map of Site of Shootings at Kent State University


○ Affidavit of Donald S. Mackenzie


Prologue - Secondary Article

○ Nixon on the Home Front: The 37th

President’s Domestic Policies Increased the

Reach of Government

http://www.archives.gov/publications/prologue/2012/winter/nixon.pdf

➢ Students will examine the congressional effort to limit presidential power through the

War Powers Act.

Related Documents

○ Joint Resolution of November 7, 1973, Public Law 93-148, 87 STAT 555,

Concerning the War Powers of Congress and the President, 11/07/1973








http://www.archives.gov/publications/prologue/2012/winter/nixon.pdf


99





11.9b The United States and the Soviet Union engaged in a nuclear arms race that eventually led

to agreements that limited the arms buildup and improved United States-Soviet relations.

➢ Students will trace the acceleration of the nuclear arms race from the detonation of an

atomic bomb by the Soviet Union in 1949 through 1969, including the effect of

Sputnik and the Space Race.

Related Documents

○ Atomic Cloud from the Able Day Explosion over Bikini Lagoon


○ First Stage of Mushroom Cloud from the Baker Day Explosion over Bikini

Lagoon


○ Aerial View of the Able Day Explosion over Bikini Lagoon


○ Atomic Cloud Formation from the Baker Day Explosion over Bikini Lagoon


○ Aerial View of the Baker Day Explosion


○ Aerial View of the Upward Blast from the Able Day Explosion over Bikini Lagoon


○ Frenchman’s Flat, Nevada - Atomic Cannon Test - History’s first atomic artillery

shell fired from the Army’s new 280-mm artillery gun. Hundreds of high ranking

Armed Forces officers and members of Congress are present. The fireball

ascending


○ Two-Story House at Operation Cue, 5,500 Feet from Blast, before the Blast










100

○ Two-Story House at Operation Cue, 5,500 Feet from Blast, after the Blast


○ Mannequin in a Two-Story House at Operation Cue, 5,500 Feet from Blast,

before the Blast


○ Mannequin in a Two-Story House at Operation Cue, 5,500 Feet from Blast, after

the Blast


○ Mannequin Family in a House at Operation Doorstep, 7,500 Feet from the Blast,

before the Blast


○ Mannequin Family in a House at Operation Doorstep, 7,500 Feet from the Blast,

after the Blast


○ Civil Defense Poster


○ Photograph of Survival Supplies for the Well-Stocked Fallout Shelter


○ How to build a fallout shelter


○ Family Fallout Shelter


○ Fallout Shelter in Garden House


○ Facts About Fallout


○ Memorandum of Conference with President Eisenhower on October 8, 1957


○ Act of July 29, 1958 (National Aeronautics and Space Act of 1958), Public Law






http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F594366%2Fdetail&sa=D&sntz=1&usg=AFQjCNGcVC0R_cxaYsfTLVWFuKlUxwrDSA

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F542103%2Fdetail&sa=D&sntz=1&usg=AFQjCNEAHwEwVPPygiBaRm_deU9AxYwhcg

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F542103%2Fdetail&sa=D&sntz=1&usg=AFQjCNEAHwEwVPPygiBaRm_deU9AxYwhcg

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F542105%2Fdetail&sa=D&sntz=1&usg=AFQjCNGVSJU_EoSWKB2rZ2eD05ismOFbzg

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F7419782%2Fdetail&sa=D&sntz=1&usg=AFQjCNHVq7P78OAUkzdSLJixV4IL18F6xg

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F7419779%2Fdetail&sa=D&sntz=1&usg=AFQjCNEuKq4RLvKMH57vnea_tlFyALVJRQ

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F7419779%2Fdetail&sa=D&sntz=1&usg=AFQjCNEuKq4RLvKMH57vnea_tlFyALVJRQ

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F306714%2Fdetail&sa=D&sntz=1&usg=AFQjCNFsLE-i3t8lB2LyRPm3XKOOGX2Nsw

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F306714%2Fdetail&sa=D&sntz=1&usg=AFQjCNFsLE-i3t8lB2LyRPm3XKOOGX2Nsw

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F186623%2Fdetail&sa=D&sntz=1&usg=AFQjCNGLreiPKyjZQ-28mJg6A_kqhapiMA

http://www.google.com/url?q=http%3A%2F%2Fdocsteach.org%2Fdocuments%2F186623%2Fdetail&sa=D&sntz=1&usg=AFQjCNGLreiPKyjZQ-28mJg6A_kqhapiMA

101

85-568, 72 STAT 426, which provided for research into the problems of flight

within and outside the earth’s atmosphere.


○ Act of September 2, 1958 (National Defense and Educational Act of 1958), Public

Law 85-864, 72 STAT 1580, to strenghten the national defense and to assist in the

expansion and improvement of educational programs to meet critical national

needs.


○ National Security Action Memorandum No. 144 Assignment of Highest National

Priority to the APOLLO Manned Lunar Landing Program


○ Rice University Speech September 12, 1962


○ Photograph of the Apollo 11 Crew


○ Photograph of Engineers Working in the Launch Control Center Preparing for

the Launch of Apollo 11


○ Photograph of Astronaut Edwin E. (Buzz) Aldrin, Jr. Posing on the Moon Next to

the U.S. Flag


○ Photograph of Astronaut Edwin E. Aldrin Jr., Lunar Module Pilot during Apollo

11 Extravehicular Activity on the Moon


○ Photograph of Ascent Stage of Apollo 11


➢ Students will examine Soviet motives for placing missiles in Cuba and the impact of the

Cuban missile crisis on Soviet-American relations leading to a more peaceful coexistence














102

and the adoption of the Nuclear Test Ban Treaty.

Related Documents

○ The World on the Brink: John F. Kennedy and the Cuban Missile Crisis

http://microsites.jfklibrary.org/cmc/

○ Address to American Society of Newspaper Editors


○ Cuban Missile Crisis Meeting Summary


○ Map of Missile Range in Cuba


○ Map of Aircraft Locations in Cuba


○ Khrushchev - A Personality Sketch


○ Cuban Missile Crisis Meetings Off the Record Meeting on Cuba October 16, 1962

11:50 A.M. to 12:57 P.M,


○ Off the Record Meeting on Cuba October 16, 1962 6:30 PM to 7:55 PM


○ Memorandum to Files with Enclosed Handwritten Notes by Secretary of State

Dean Rusk during the Cuban Missile Crisis


○ Cuban Missile Crisis October 22, 1962


○ Memorandum for the President on Cuba


○ Doodles Annotated with the Words Missiles, Missiles, Missiles


http://microsites.jfklibrary.org/cmc/














103

○ English Translation of Letter from Soviet Prime Minister Nikita Khrushchev to

President John F. Kennedy


○ Text of Khrushchev Message to Kennedy


○ White House Press Release re: Cuba


○ Aerial Photograph of Intercontinental Range Ballistic Missile Launch Site

Number One at Guanajay, Cuba


○ MRBM Launch Site 3 San Cristobal Cuba


○ Department of State Translation of the Letter from Soviet Prime Minister Nikita

Khrushchev to President John F. Kennedy , 10/26/1962


○ Cuban Missile Crisis Meetings October 27, 1962


○ Telegraph from Soviet Prime Minister Nikita Khrushchev to President John F.

Kennedy


○ Photograph of Military Bases in Cuba Being Dismantled


○ Memorandum Concerning Future Policy Toward Cuba


○ American University Speech June 10, 1963


○ Treaty Banning Nuclear Weapon Tests in the Atmosphere, in Outer Space and

Under Water Between the United States, Great Britain, and the Soviet Union














104


○ The Cuban Missile Crisis at 50: In Search of Historical Perspective

http://www.archives.gov/publications/prologue/2012/fall/cuban-missiles.html

➢ Students will examine the policy of détente and its effect on the nuclear arms race.

http://www.archives.gov/publications/prologue/2012/fall/cuban-missiles.html

105





11.9c American strategic interests in the Middle East grew with the Cold War, the creation of the

State of Israel, and the increased United States dependence on Middle Eastern oil. The

continuing nature of the Arab-Israeli dispute has helped define the contours of American policy

in the Middle East.

➢ Students will examine United States foreign policy toward the Middle East, including

the recognition of and support for the State of Israel, the Camp David Accords, and

the interaction with radical groups in the region.

Related Documents

○ Press Release Announcing United States De Facto Recognition of the State of

Israel


○ Press release announcing U.S. de jure recognition of the state of Israel


○ Framework for a Settlement in Sinai






106




11.9d A combination of factors contributed to the end of the Cold War including American

policies and Soviet economic and political problems that led to the loss of Soviet control over

Eastern Europe.

➢ Students will trace factors leading to the fall of the Berlin Wall and the end of the

Cold War, including American policies, Soviet economic problems, Soviet efforts at

reform, and the loss of Soviet control over Eastern Europe.

Related Documents

○ Letter from Ronald Reagan to Leonid Brezhnev


○ NSDD 119 Strategic Defense Initiative


○ A Call for a Bold Defense


○ Presidential Address: National Association of Evangelicals, Orlando, Florida,

Tuesday, March 8, 1983


○ Letter from Ronald Reagan to Mikhail Gorbachev (English version)


○ Consultations on a Response to General Secretary Gorbachev


○ Presidential Address to the Nation: Iceland Meeting: Monday, October 13, 1986

[10/13/86 5:00pm draft]


○ Post-Reykjavik Follow-Up


○ Consultation on the SDI Program













107

○ Photograph of President Reagan giving a speech at the Berlin Wall, Brandenburg

Gate, Federal Republic of Germany


○ Presidential Address: Brandenburg Gate, National Security Council draft


○ Presidential Address: Brandenburg Gate, (West) Berlin, German, Friday, June

12, 1987 (5/29/1987 NSC draft)


○ Remarks at Brandenberg Gate, Berlin, Germany [President’s Speaking Copy]


Prologue – Secondary Source Article o Tear Down This Wall: How Top Advisers Opposed Reagan's Challenge to

Gorbachev—But Lost

http://www.archives.gov/publications/prologue/2007/summer/berlin.html





http://www.archives.gov/publications/prologue/2007/summer/berlin.html

108

11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES: Racial, gender, and

socioeconomic inequalities were addressed by individuals, groups, and organizations.

Cycles of economic prosperity and recession as well as economic inequities prompted

debates over the role of the federal government in regulating the economy and providing a

social safety net. (Standards: 1, 4, 5; Themes: TCC, SOC, GOV, CIV, ECO)

11.10a After World War II, long-term demands for equality by African Americans led to the

civil rights movement. The efforts of individuals, groups, and institutions helped to redefine

African American civil rights, though numerous issues remain unresolved.

➢ Students will examine the role and impact of individuals such as Rev. Martin Luther

King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X in the movement

and their perspectives on change.

➢ Students will examine the role of groups such as the National Association for the

Advancement of Colored People (NAACP), Southern Christian Leadership

Conference (SCLC), and Student Non-Violent Coordinating Committee (SNCC) in

the movement, their goals and strategies, and major contributions.

Related Documents

○ Copy of a Letter from Susie Goodwillie, Assistant to Miss Smith to Miss Mary

King, Student Nonviolent Coordinating Committee



Jim Crow, Meet Lieutenant Robinson A 1944 Court-Martial

http://www.archives.gov/publications/prologue/2008/spring/robinson.html

➢ Students will examine judicial actions and legislative achievements during the

movement such as Brown v. Board of Education of Topeka (1954), the Civil Rights

Act of 1964, Heart of Atlanta Motel, Inc. v. United States (1964) and Voting Rights

Act of 1965.

Related Documents

○ Dissenting Opinion from Harry Briggs, Jr., et al. v. R. W. Elliott, Chairman, et al.


○ Plaintiffs’ Exhibits - Photographs filed in Dorothy E. Davis, et al. versus County

School Board of Prince Edward County, Virginia, Civil Action No. 1333.



http://www.archives.gov/publications/prologue/2008/spring/robinson.html



109

○ Complaint in Brown v. Board of Education of Topeka


○ Opinion of the Supreme Court of the United States, 1954 filed in Dorothy E.

Davis, et al. versus County School Board of Prince Edward County, Virginia,

Civil Action No. 1333.


○ Judgment, Brown v. Board of Education


○ Diary of President Eisenhower


○ Civil Rights Act of 1964


○ Letter from Mrs. E. Jackson in Favor of Voting Rights


○ Robert F. Kennedy’s Testimony on Civil Rights Act of 1963 July 18, 1963


○ Letter from George Neu Opposed to the Voting Rights Act of 1965

http://docsteach.org/documents/2173238/detail|

○ Letter from Mrs. Bertram Jeffert in Favor of the Voting Rights Act


○ Letter from Charles A. Geiser to the Honorable Emmanuel Celler Opposing

Voting Rights


○ Congressional Record Showing Debate of the Voting Rights Act of 1965


○ Act of August 6, 1965 (Voting Rights Act of 1965), Public Law 89-110, 79 STAT

437, which enforced the fifteenth amendment to the Constitution of the United
















110

States.


○ Photograph of President Lyndon Johnson Signs the Voting Rights Act as Martin

Luther King, Jr., with Other Civil Rights Leaders in the Capitol Rotunda,

Washington, DC


Prologue - Secondary Source Article

○ Brown v. Board of Education of Topeka: A Landmark Case Unresolved Fifty

Years Later

http://www.archives.gov/publications/prologue/2004/spring/brown-v-board-

1.html

○ LBJ Fights the White Backlash: The Racial Politics of the 1964 Presidential

Campaign

http://www.archives.gov/publications/prologue/2001/spring/lbj-and-white-b

backlash-1.htm

➢ Students will analyze the significance of key events in the movement including the

Montgomery bus boycott, federal intervention at Little Rock, Arkansas, the

Birmingham protest, and the March on Washington.

Related Activities

○ A Famous Person and Event are Revealed





Related Documents

○ Diagram of the Bus Showing Where Rosa Parks Was Seated


○ Police Report on Arrest of Rosa Parks


○ Judgment from Aurelia Browder et al. v. W. A. Gayle et al.





http://www.archives.gov/publications/prologue/2004/spring/brown-v-board-1.html

http://www.archives.gov/publications/prologue/2004/spring/brown-v-board-1.html

http://www.archives.gov/publications/prologue/2001/spring/lbj-and-white-b%20%20backlash-1.htm

http://www.archives.gov/publications/prologue/2001/spring/lbj-and-white-b%20%20backlash-1.htm








111

○ Report of Progress of Montgomery Bus Boycott


○ Press Release about Little Rock Integration


○ Letter to President Dwight D. Eisenhower from Frederick B. Austin Against

School Integration


○ Letter to President Dwight D. Eisenhower from John W. Armstrong Favor of

School Integration


○ Letter to President Dwight D. Eisenhower from Helen M. Armstrong In Favor of

School Integration


○ Letter to President Dwight D. Eisenhower from Ava Johnson Aycock Against

Desegregation


○ Letter to President Dwight D. Eisenhower from Rev. Fr. Richard P. Adair

Regarding Little Rock, Arkansas


○ Notes on Situation in Birmingham, Alabama


○ Letter to the President about Birmingham, Alabama


○ Final Plans for the March on Washington for Jobs and Freedom


○ Official Program for the March on Washington


○ Proposed Statement, March on Washington August 18, 1963














112

○ Civil Rights March on Washington, D.C. [Leaders marching from the Washington

Monument to the Lincoln Memorial]


○ Photograph of Leaders at the Head of the Civil Rights March on Washington,

D.C.


○ Photograph of the Civil Rights March on Washington


○ Civil Rights Act of 1964




○ Robert F. Kennedy’s Testimony on Civil Rights Act of 1963 July 18, 1963


○ Letter from George Neu Opposed to the Voting Rights Act of 1965

http://docsteach.org/documents/2173238/detail|

○ Plaintiffs’ Proposed Plan for March from Selma to Montgomery, Alabama


○ Petition for Redress of Grievance from Robert H. Harrison, et al


○ Testimony from Hosea Williams, John Lewis, and Amelia Boynton et al. v.

Honorable George C. Wallace, Governor of Alabama et al.


○ Letter from Mrs. Bertram Jeffert in Favor of the Voting Rights Act


○ Letter from Charles A. Geiser to the Honorable Emmanuel Celler Opposing

Voting Rights
















113


○ Congressional Record Showing Debate of the Voting Rights Act of 1965


○ Act of August 6, 1965 (Voting Rights Act of 1965), Public Law 89-110, 79 STAT

437, which enforced the fifteenth amendment to the Constitution of the United

States.


○ Photograph of President Lyndon Johnson Signs the Voting Rights Act as Martin

Luther King, Jr., with Other Civil Rights Leaders in the Capitol Rotunda,

Washington, DC






114






11.10b Individuals, diverse groups, and organizations have sought to bring about change in

American society through a variety of methods.

➢ Students will trace the following efforts in terms of issues/goals, key individuals and

groups, and successes/limitations:

▪ Modern women’s movement (e.g., The Feminine Mystique [1963],

National Organization for Women , Equal Pay Act and Title IX, Roe v.

Wade)

▪ Native Americans (e.g., American Indian Movement, Russell Means,

native identity and land claims)

▪ Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm

Workers)

▪ People with disabilities (e.g. Individuals with Disabilities Education Act

[1975], Americans with Disabilities Act [1990] )

▪ Rights of accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright

[1963], Miranda v. Arizona [1966])

▪ Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986,

continuing debates over immigration reform)

▪ Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969],

efforts for equal legal rights)

▪ Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean

Water Act of 1972, Endangered Species Act of 1973, Environmental

Protection Agency [1970], Reagan’s policy)

▪ Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School

District [1969], New Jersey v. TLO [1985])

➢ Students will thoroughly investigate at least one of the efforts above.

Related Documents

○ 1970s America Landing Page of DocsTeach

http://docsteach.org/home/70s

○ Nixon and Ford Years Landing Page of DocsTeach

http://docsteach.org/home/nixonford100

○ Act of June 10, 1963 (Equal Pay Act of 1963), Public Law 88-38, 77 STAT 56, “to

prohibit discrimination on account of sex in the payment of wages by employers

engaged in commerce or in the production of goods for commerce”


http://docsteach.org/home/70s

http://docsteach.org/home/nixonford100


115

○ Representative Martha Griffiths’s Discharge Petition for the Equal Rights

Amendment


○ Rosalynn Carter speaks to an audience of ERA supporters during the National

Womens Conference


○ Women’s Suffrage Day in Fountain Square


○ Excerpt of the Engrossing Copy of H.R. 7152, the Civil Rights Act of 1964,

Showing Amendments


○ H.J. Res. 75, Proposing an Equal Rights Amendment to the Constitution


○ Joint Resolution of March 22, 1972, 86 STAT 1523, Proposing an Amendment to

the Constitution of the United States Relative to Equal Rights for Men and

Women, 03/22/1972


○ Photograph of a Woman Wearing a “Stop ERA” Badge


○ Photograph of Equal Rights Amendment Posters on the Back of a Station Wagon


○ Photograph of Women Holding Banner, “If Men Got Pregnant Abortion Would

be Sacred” at the National Women’s Conference


○ Robert F. Kennedy Statement on Cesar Chavez March 10, 1968


○ Opinion of the Court by Chief Justice Earl Warren in the Case of Miranda v.

Arizona













116

○ Petition for a Writ of Certiorari from Clarence Gideon to the Supreme Court of

the United States


○ Testimony of John Tinker in Tinker v. Des Moines


○ Amicus Curiae Brief from the American Civil Liberties Union to the Supreme

Court Regarding Everson v. Board of Education of Ewing Township, New Jersey


○ Americans with Disabilities Act of 1990


○ Fact Sheet - The Americans with Disabilities Act of 1990


○ Statement By The President: July 26, 1990


○ Anniversary of the Americans with Disabilities Act



o Documerica: Snapshots of Crisis and Cure 1970s

http://www.archives.gov/publications/prologue/2009/spring/documerica.html











http://www.archives.gov/publications/prologue/2009/spring/documerica.html

117




11.10c Varying political philosophies prompted debates over the role of the federal government

in regulating the economy and providing a social safety net.

➢ Students will compare and contrast the economic policies of President Johnson (Great

Society) and President Reagan (Reaganomics) regarding the size and role of the

federal government.

➢ Students will examine the causes of the financial panic of 2008 and the federal

government‘s response to the Great Recession.

➢ Students will examine the debates over the role of the government in providing a

social safety net including the stability of the Social Security Trust Fund and

Medicare Trust Fund, as well as changes under Obamacare.

Related Documents ○ Abandoned Automobiles and Other Debris Clutter an Acid Water and Oil Filled

Five Acre Pond


○ Aerial view of Lower Bronx



○ LBJ: Still Casting a Long Shadow

http://www.archives.gov/publications/prologue/2008/summer/lbj.html



http://www.archives.gov/publications/prologue/2008/summer/lbj.html

118

11.11 THE UNITED STATES IN A GLOBALIZING WORLD (1990 – present)

The United States’ political and economic status in the world has faced external and

internal challenges related to international conflicts, economic competition, and

globalization. Throughout this time period, the nation has continued to debate and define

its role in the world.

(Standards: 1, 2, 4, 5; Themes: TCC, GOV, CIV, TECH, EXCH)

11.11a The United States created a coalition to defeat Iraq in the Persian Gulf War (1991), but

was reluctant to commit American military power through the rest of the decade.

➢ Students will examine the decision of President George H. W. Bush to oppose Iraq’s

invasion of Kuwait. Students will evaluate the positive and negative consequences of

the Persian Gulf War.

Related Documents ○ NSD 45: U.S. Policy in Response to the Iraqi Invasion of Kuwait

http://bushlibrary.tamu.edu/research/pdfs/nsd/nsd45.pdf

○ Photograph of President George H. W. Bush Enjoying Thanksgiving Dinner with

Troops


○ Letter from George H. W. Bush to His Children on New Year’s Eve 1990


○ Second Draft of the Address to the Nation on the Gulf War


○ NSD 54: Responding to Iraqi Aggression in the Gulf


○ President’s Daily Diary Entry, January 19, 1991


○ Letter from Eric Colton to President George H. W. Bush


○ President’s Daily Diary Entry, February 27, 1991


➢ Students will trace United States foreign policy regarding Bosnia, Rwanda, and










119

Kosovo, exploring the tension between defending human rights and the reluctance to

intervene stemming from the Vietnam syndrome.

Related Documents ○ Bosnian Declassified Records

http://www.clintonlibrary.gov/bosniadeclassdocs.html

○ Rwanda Declassified Records

http://www.clintonlibrary.gov/assets/storage/Research%20-

%20Digital%20Library/Declassified/2010-0639-M-1.pdf

http://www.clintonlibrary.gov/bosniadeclassdocs.html

http://www.clintonlibrary.gov/assets/storage/Research%20-%20Digital%20Library/Declassified/2010-0639-M-1.pdf

http://www.clintonlibrary.gov/assets/storage/Research%20-%20Digital%20Library/Declassified/2010-0639-M-1.pdf

120







11.11b In response to the terrorist attacks of September 11, 2001, the United States launched the

War on Terror which involved controversial foreign and domestic policies.

➢ Students will trace the reactions to the September 11, 2001, attacks, including

responses of the American public, the authorization of the War on Terror, the

invasion of Afghanistan, and the passage of the USA PATRIOT Act.

Related Documents ○ 9/11 Commission Records

http://www.archives.gov/research/9-11/

○ Map of Four Flights and Timeline of Events on September 11, 2001


○ Memorandum for the Record (MFR) of a Background Briefing on Afganistan and

the Taliban Conducted by Team 3


○ Memorandum for the Record (MFR) of the Interview of Richard Holbrooke of the

Department of State Conducted by Team N/A


○ Legal Barriers to Information Sharing: The Erection of a Wall Between

Intelligence and Law Enforcement


○ Memorandum for the Record (MFR) of the Interview of DoJ briefing on cell and

phone calls from UA Flight 175 Conducted by Team 7


○ 911: Ground Zero


○ 911: New York City Views, 09/11/2001


○ 911: President George W. Bush at Ground Zero


○ 911: President George W. Bush Visits New York

http://www.archives.gov/research/9-11/













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○ 911: Ground Zero


➢ Students will examine the decision to invade Iraq based on allegations concerning

weapons of mass destruction and trace the course of the war.

➢ Students will evaluate the USA PATRIOT Act, including constitutional issues raised

about the violation of civil liberties by the federal government’s electronic

surveillance programs.

Related Documents ○ President George W. Bush Signs Patriot Act






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11.11c Globalization and advances in technology have affected the United States economy and

society.

➢ Students will examine the positive and negative consequences of globalization in

relation to the United States economy.

➢ Students will investigate the role of multinational corporations and their influence on

both the United States economy and on other countries around the world.

➢ Students will examine the economic relationship and the strategic rivalry between the

United States and China.

Related Documents

○ An artist’s concept of various communications satellites in orbit


○ Photograph of President William J. Clinton Participating in a North American

Free Trade Agreement (NAFTA) Products Event on the South Lawn


○ President Bush, Canadian Prime Minister Brian Mulroney and Mexican

President Carlos Salinas participate in the initialing ceremony of the North

American Free Trade Agreement in San Antonio, Texas


○ NSDD 221 Narcotics and National Security






