Linda O’NealU.S. HistoryAustin Corps Government Practicumlinda.oneal@austinisd.org

Welcome Back! I am very excited to be your teacher this year. My hope is that you will leave this class with a better understanding of how our political and social institutions work, and that you will be more inclined to pay attention to the world around you. What we are today is a result of our past experience and decisions. What we become tomorrow will be a result of our current experience and decisions. What we do and not do, say and not say, care and not care, are all decisions that have a huge impact on our everyday lives. If you are not paying attention and you are not making decisions, then someone else is doing that for you. I don’t know about you, but that’s a scary thought. My goal is to build a well-informed citizenry so that we can live in a world that is healthy, fearless, and benevolent. My wish for my students is that they feel embolden, powerful, and ready to take on the world after they are finished with high school.

In this class, we will connect past issues with current events. As we strive to make this country representative of what we collectively view as great we will also learn that history is messy. As a teacher, I am required by the state of Texas to teach American Exceptionalism. And it’s true. America is exceptional. We are the only country founded upon the idea that all men (and women) are created equal. We are not a country founded upon by race or religion, but rather a multitude of races and religions. We are truly a diverse and beautiful country. Still, there have been times in our great nation when politicians and regular folks have taken away freedom and equality from minority groups in order to protect their interests. My goal is to teach all sides of American history. There are heroes and zeroes in our history books. Our heroes have flaws and our villains are not without kindness. We will learn about both sides so that we can learn from our past mistakes and continue to put forth the ideas from our founding fathers that “all men (and women) are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness….”

Not only will we build our knowledge of American History, collectively we will build our vocabulary. This is a STAAR tested class, meaning that you will need to pass a state exam in Social Studies in order to graduate. From my experience, I find that many of our students are vocabulary deficient. Building our vocabulary and grammar will also benefit you when you take your SAT exam. While I understand that this is not an English class, students sometimes mark the incorrect answer because they were “tricked” into a wrong answer, and often, this is because of vocabulary. Our school is incredibly diverse, so my goal is to create a safe place so that we feel comfortable and less vulnerable when we ask questions.

I really do hope that you enjoy this class, and I am glad you are here. I love teaching, and I welcome your input.

Everyday Procedures:

Restroom: There is a sign-in sheet near the door. Mark the time you have left and when you have

arrived.o Rationale: In the past, I have treated my students as if they were responsible

adults to simply leave and return as they pleased. Many students took advantage of this leniency, and they were gone for far too long. Only one person will be allowed to use the bathroom and you cannot take your cellphone with you.

Cellphones: No cellphones. I will have a charging station. You can charge your phone but you cannot

have your cellphone on your desk. Cellphones must be out of sight. If it is not out of sight, then I will take it up (even if you are not on it). If you are texting, playing video games, watching movies, etc. I will take it up for the day, or turn it into the office, or call your parents.

o Rationale: Multiple studies have proven that cellphone and social media addiction is rampant, and that this addiction is affecting our mental health. Because I care about my students, I will require that for the 90 minutes you are with me, you are cell phone free.

Laptops: You may be on your laptop when you are assigned to your laptop for a specific lesson.

Assignments and Grades: You were turn in your notes every day. If you fail an exam, you can retake it only after you have turned in all of your notes and

review. You can retake the exam as often as you need.

If you have any questions you can reach me on Remind:US History 2019-2020

Enter number: 81010 @g39a24

Austin Corps 2019-2020 Enter number: 81010 @ggde9h

Parents, please feel free to contact me at any time! _____________________________________Parent phone number:________________________________

The Gilded Age 1877-1898Power Standard 6: The student understands the political, economic, and social changes in the

United States from 1877 to 1898.

industrialization growth of railroads farm issues cattle industry boom constitutional republic liberty egalitarianism individualism populism laissez-faire women minorities children immigrants urbanization Chinese Exclusion Act of 1882 immigration quotas

industrialization growth of railroads growth of labor unions growth of entrepreneurship pros and cons of big business

growth of political machines civil service reform growth of free enterprise costs and benefits of laissez-faire Sherman Antitrust Act Interstate Commerce Act effects of scientific discoveries and technological innovations on the economic development of the

U.S.: electric power, telephone, petroleum-based products, steel production

Progressive EraPower Standard 7: The student understands the effects of reform and third-party movements in

the early 20th century.

Students will be able to explain the economic issues during this time period.Students will understand the: economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close

of the frontier in the late 19th century political issues: Indian policies

Students will understand the values crucial to America's success (as identified by Alexis de Tocqueville)

Student will be able to explain the social issues affecting:Students will be able to analyze foreign policies that affected economic issuesStudents will be able to explain the economic issues during this time period.Students will understand the political issues and theStudents will analyze the changing relationship between the federal government and private

business

America’s Rise to a World PowerPower Standard 8: The student understands the emergence of the United States as a world

power between 1898 and 1920. National Park System Environmental Protection Agency (EPA)

19th amendment 24th amendment 26th amendment American Indian Citizenship Act of 1924criteria and process for becoming a naturalized citizen of the U.S.

19th amendment 24th amendment 26th amendment American Indian Citizenship Act of 1924criteria and process for becoming a naturalized citizen of the U.S.

Roaring TwentiesPower Standard 9: The student understands significant events, social issues, and individuals of

the 1920s. Spanish-American War U.S. expansionism Alfred Thayer Mahan Theodore Roosevelt Sanford B. Dole 1898 (Spanish-American War) economic effects of the Spanish-American War on the U.S.

Guam Hawaii the Philippines Puerto Rico

Open Door Policy Dollar Diplomacy

isolationism neutrality Woodrow Wilson’s Fourteen Points Treaty of Versailles 1914-1918 (World War I) causes of World War I

Students will be able can describe the changing relationship between the federal government and private business, including the Pure Food and Drug Act.

Progressive Era reforms: initiative, referendum, recall, and the passage of the 16th, 17th, 18th, … amendments

significant individuals: Upton Sinclair (impact of muckrakers) impact of third parties, including the Populist and Progressive parties roles of governmental entities and private citizens in managing the environment

Students will be able to can explain the impact of Progressive Era reforms, including the 19th amendment. causes and effects of the changing role of women historical development of the civil rights movement significant individuals: Susan B. Anthony, Jane Addams, Ida B. Wells, and W. E. B. DuBois

(impact of reform leaders) achieving equality of political rights

Students will be able explain the impact of Progressive Era reforms, including the 19th amendment.

causes and effects of the changing role of women historical development of the civil rights movement significant individuals: Susan B. Anthony, Jane Addams, Ida B. Wells, and W. E. B. DuBois

(impact of reform leaders) achieving equality of political rights

Students will be able to explain why significant events, policies, and individuals moved the United States into the position of a world power.

American expansionism, including acquisitions of foreign policies affected economic issuesStudents will be able to describe major issues raised by U.S. involvement in World War I.

reasons for U.S. entry to World War I economic effects of World War I on the United States contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing,

including the Battle of Argonne Forest significant technological innovations in World War I on the Western Front: machine guns,

airplanes, tanks, poison gas, and trench warfare

Congressional Medal of Honor recipient Army Corporal Alvin York

Great Depression and the New DealPower Standard 10: The student understands the political, economic, and social changes in the

United States from 1929-1941

World War IIPower Standard 11: The student understands the domestic and international impact of U.S.

participation in World War II.Students can identify reasons for U.S. involvement in World War II.

aggression of Italian, German, and Japanese dictatorships attack on Pearl Harbor 1939-1945 (World War II)

volunteerism purchase of war bonds Victory Gardens opportunities and obstacles for women and ethnic minorities major issues of World War II: the internment of Japanese Americans as a result of Executive Order

9066 economic effects of international military conflicts on the United States

Students will be able to describe the effect of technological innovations in the workplace such as assembly line manufacturing. significant individuals: Henry Ford, Charles A. Lindbergh causes of economic growth and prosperity in the 1920s

Warren Harding's Return to Normalcy reduced taxes

Students will be able to describe causes and effects of events and social issues during this period.

immigration Social Darwinism Scopes Trial eugenics race relations nativism Red Scare Prohibition changing role of women

Students will understand the impact of Progressive Era reforms initiative referendum recall passage of the 16th, 17th, 18th, and 19th amendments

Students will analyze the impact of the Harlem Renaissance as a cultural movement significant individuals: Marcus Garvey immigration quotas (foreign policies) affected economic issues

Teapot Dome: effects of political scandals on the views of U.S. citizens concerning trust in the federal government and its leaders

Students can identify the causes of the Great Depression.

impact of tariffs on world trade stock market speculation bank failures monetary policy of the Federal Reserve System

Students can explain the effects of the Great Depression on the U.S. economy and society.

widespread unemployment deportation and repatriation of people of Mexican heritage the impact of physical and human geographic factors on the Dust Bowl

Students can describe how various New Deal agencies and programs affect the lives of U.S. citizens. impact of relationships among the legislative, executive, and judicial branches of government Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices New Deal policies and its opponents' approaches to resolving the economic effects of the Great

Depression the impact of New Deal legislation on the historical roles of state and federal government. New Deal agencies and programs continue to affect the lives of U.S. citizens

Federal Deposit Insurance Corporation Securities and Exchange Commission

Social Security Administration

Students can explain issues affecting the home front.

economic effects of World War II on the home front mobilization end of the Great Depression rationing opportunity for women and minorities and work

the Holocaust development of atomic weapons high levels of military enlistment the bravery and contributions of the: European Front Pacific Front Dwight Eisenhower Douglas MacArthur Chester W. Nimitz Congressional Medal of Honor recipient Army First Lieutenant Vernon J. Baker

Early Cold WarPower Standard 12: The student understands the impact of significant national and international

decisions and conflicts in the Cold War on the United States House Un-American Activities Committee (HUAC) McCarthyism arms race space race 1957 (Sputnik launch ignites U.S.-Soviet space race) “E Pluribus Unum” “In God We Trust”

Students understand the economic impact of defense spending

Vietnam

Students can explain major issues of World War II.Students understand American patriotism inspired: Tuskegee Airmen Flying Tigers Navajo Code Talkers

major military events, fighting the war on multiple fronts

invasion of Normandy liberation of concentration camps advancement through the Pacific Islands Bataan Death March

Battle of Midway Franklin D. Roosevelt and Harry Truman: domestic and international leadership, including

relationship with allies military contributions of leaders during World War II

Students can describe how Cold War tensions were intensified.Students understand the meaning and historical significance of the mottos: economic impact of defense spending on the business cycle from 1945 to the 1990s economic impact of defense spending on education priorities from 1945 to the 1990s

Students can describe U.S. responses to Soviet aggression after World War II.

Truman Doctrine Marshall Plan Berlin airlift North Atlantic Treaty Organization Cuban Missile Crisis (and John F. Kennedy’s role) reasons and outcomes for U.S. involvement in the Korean War and its relationship to the

containment policy

Power Standard 14 Vietnam and the 1960s: The student understands the impact of significant domestic and international decisions and conflicts in the Cold War on the United States.

escalation of forces Tet Offensive Vietnamization fall of Saigon Gulf of Tonkin Resolution War Powers Act the draft 26th Amendment role of the media credibility gap silent majority anti-war movement Tinker v. Des Moines (effects of landmark U.S. Supreme Court decisions) 1969 (U.S. lands on the moon) 26th amendment as a means of achieving equality of political rights

Civil Rights MovementPower Standard 13: The student understands the impact of the American civil rights movement.

13th amendment 14th amendment 15th amendment 19th amendment Plessy v. Ferguson Brown v. Board of Education Hernandez v. Texas Wisconsin v. Yoder Sweatt v. Painter

Students understand the historical development of the Civil Rights movement over time

Students can explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War.

1969 (U.S. lands on the moon) major events of the Vietnam War

impact of events on the relationship between the legislative and executive branches of government Army Master Sergeant Raul “Roy” Perez Benavidez (Congressional Medal of Honor recipient)

Students can describe the responses to the Vietnam War.

Students can trace the historical development of the civil rights movement from the late 1800s through the 21st century.Students understand historical text that influenced the expansion of the democratic process Declaration of Independence: text, intent, meaning, importance U.S. Constitution, including the Bill of Rights: text, intent, meaning, importance application of founding principles to historical events 24th amendment (means of achieving equality of political rights

Students understand Supreme Court decisions.

1970s and the End of the Cold WarPower Standard 15: The student understands the impact of political, economic, and social

factors in the U.S. role in the world from the 1970s through 1990.

health care immigration education

Environmental Protection Agency (EPA) Endangered Species Act support for Israel Camp David Accords Iran Hostage Crisis Marines in Lebanon Iran-Contra Affair

Students will analyze U.S. role in ending the Cold War Great Society affirmative action Title IX assembly line manufacturing robotics

inexpensive personal computers global positioning products just checking to see if you’re reading

historical development of the civil rights movement from the late 1800s through the 21st century George Wallace, Orval Faubus, and the Congressional bloc of southern Democrats sought to maintain

the status quo Thurgood Marshall (significant political and social leader)

Students can explain changes in the U.S. that have resulted from the civil rights movement, including increased participation of minorities in the political process.

historical development of the civil rights movement from the late 1800s through the 21st century methods of expanding the right to participate in the democratic process: lobbying, non-violent

protesting, litigation, amendments to the U.S. Constitution 1968 (Martin Luther King Jr. assassination) Jim Crow laws Ku Klux Klan roles of political organizations that promoted African American, Chicano, American Indian, and

women's civil rights significant leaders: Martin Luther King Jr., Cesar Chavez, Dolores Huerta, Rosa Parks, and Betty

Friedan approach taken by the Black Panthers compared/contrasted with the nonviolent approach of Martin

Luther King Jr. impact of the writings of Martin Luther King Jr.

o “I Have a Dream” speech o “Letter from a Birmingham Jail”

Students can identify significant social and political issues from different viewpoints across the political spectrum.

Students will analyze key organizations that emerged during this time period. causes and key organizations of the conservative resurgence of the 1980s: Heritage Foundation and

Moral Majority roles of governmental entities and private citizens in managing the environment

actions and outcomes of government policies intended to create economic opportunities for citizens

Students will be able to describe U.S. involvement in the Middle East.

1991 (Cold War ends) U.S. involvement in world affairs Richard M. Nixon's leadership: normalization of relations with China and the policy of détente

effects of Watergate (political scandals) on the views of U.S. citizens concerning trust in the federal government and its leaders

Community Reinvestment Act of 1977 (role of contemporary government legislation in the private and public sectors)

significant political and social leaders: Billy Graham and Sandra Day O’Connor.Ronald Reagan's leadership: international policies, including Peace Through Strength

Students will be able to explain the effect of technological innovations in the workplace.

Students will understand that the Reagan Era was: dynamic relationship between U.S. international trade policies and the U.S. free enterprise system:

Organization of Petroleum Exporting Countries (OPEC) oil embargo Ronald Reagan's leadership in domestic and economic policies free enterprise system drives technological innovation and its application in the marketplace:

War on Drugs AIDS epidemic Oh, you do read. Let this be our inside joke Because, the others… they don’t.

1990s-21st CenturyPower Standard 16: The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. Yeah, let’s cram that into your cram

hole cause nothing has really happened in the last forty years.

health care immigration impact of relationships among the legislative, executive, and judicial branches of government,

including the presidential election of 2000 2008 (election of first black president, Barack Obama) impact of third parties on the 1992 presidential election impact of third parties on the 2000 presidential election effects of Bill Clinton’s impeachment (political scandals) on the views of U.S. citizens concerning

trust in the federal government and its leaders role of contemporary government legislation in the private and public sectors USA PATRIOT ACT of 2001 American Recovery and Reinvestment Act of 2009 significant political and social leaders: Billy Graham, Sandra Day O’Connor, and Hillary Clinton Persian Gulf War events surrounding September 11, 2001 global War on Terror

impact of physical and human geographic factors on the levee failure in New Orleans after Hurricane Katrina

global diffusion of American culture through various media

international events multinational corporations government policies individuals General Agreement on Tariffs and Trade (GATT) North American Free Trade Agreement (NAFTA) cell phones inexpensive personal computers global positioning products

Other skills: The First Five Power Standards

Power Standard 1: Uses technology to produce and publish writing and to interact and collaborate with others.

Students can describe significant societal issues of that criminalized the “other”.Students will be able identify significant social and political issues from different viewpoints across the political spectrum.Students can describe U.S. involvement in world affairs during this time period.

Students can explain how the contributions of people of various racial, ethnic, gender and religious groups shape American culture.

Student can identify impacts on the 21st century economy.Students understand the “dynamic” relationship b/t U.S. international trade policies and the U.S. free enterprise system

technological innovations in the workplace: assembly line manufacturing and robotics roles of governmental entities and private citizens in managing the environment free enterprise system drives technological innovation and its application in the marketplace

Power Standard 2: Analyzes a series of events to determine how earlier events caused later ones.

Power Standard 3: Differentiates, uses, analyzes multiple primary and secondary sources to compare and contrast significant individuals and events in US History.

Power Standard 4: Analyze primary and secondary sources to find the main idea of the text/cartoon, analyze primary and secondary sources to be able to summarize or give a generalization of the historical event.

Power Standard 5: Presents/explains information, including the narration of historical events.