Curriculum Map
US History II
September
Theme/Focus Industrialization (Ca. 1880-1920): Growth
of Industry changed the United States and
its people. Topics include the
Industrialization, Migration, Urbanization,
and Immigration.
Core Standards U.S. II Strand I: Industrialization
Standard 1.1: Students will assess how
innovations in transportation, science,
agriculture, manufacturing, technology,
communication, and marketing
transformed America in the 19th and
Early 20th centuries.
Standard 1.2: Students will explain the
connections between the growth of
industry, mining and agriculture, and
the movement of people into and within
the United States.
Standard 1.3: Students will analyze the
causal relationships between
industrialization and the challenges
faced by the growing working classes in
urban settings.
Standard 1.4: Students will use
historical evidence to compare how
industrial capitalist leaders used
entrepreneurship, free markets, and
strategies to build their businesses.
October
The Reform Movements (Ca. 1880-1920):
United States industrialization was a
catalyst for social reform at the beginning
of the 20th century. Topics include The
Progressive Era, temperance movement,
health and education reforms, suffrage
U.S. II Strand 2: Reform Movements
Standard 2.1: Students will use primary
and secondary sources to identify and
explain the conditions that led to the
rise of reform movements, such as
organized labor, suffrage and
temperance.
Standard 2.2: Students will explain how
social reform movements influenced
Constitutional amendments and
changes to laws and democratic
processes.
Standard 2.3: Students will evaluate the
methods reformers used to bring about
change, such as imager, unions,
associations, writings, ballot initiatives,
recalls, and referendums.
Students will evaluate the short- and
long-term accomplishments and
effectiveness of social, economic, and
political reform movements.
November
America on the Global Stage (Ca. 1890-
1920: Imperialism was a major factor in
the early 20th century. Topics include:
Imperialism and expansionism, federal
policy toward American Indians after the
Civil War, isolationism vs.
interventionism, US Involvement in
World War I
U. S. II Strand 3: America on the Global
Stage
Standard 3.1: Students will describe
the role of the U.S. in world affairs
changed at the turn of the 20th century,
and evaluate the arguments used to
promote or discourage involvement in
world affairs, such as those of the big
stick, Mahan, the Roosevelt
Corollary, and the Anti-imperialist
league.
Standard 3.2: Students will examine
and evaluate the role of the media and
propaganda in promoting involvement
in foreign affairs, using events such as
the Spanish American War and World
War I.
Standard 3.3: Students will evaluate
the positive and negative impacts of
imperialism on the U.S. and the U.S.
territorial interests, such as the
Philippines, Cuba, Guam, Hawaii, and
Puerto Rico.
Standard 3.4: Students will explain the
causes for U.S. involvement in World
War I and the effects of the war on the

Essential questions 1. How did daily life change as
industrialization developed? Did
everyone benefit equally? How did
industrialization, urbanization and
immigration shape social, economic,
and political ideologies?
2. What key events laid the framework
for the growth of industry, mining,
agriculture, and human movement?
3. What were the major push and pull
factors influencing migration to and
within the United States and how did
immigrants and migrants change
culture and politics? What challenges
did immigrants and migrants face?
4. Where do we draw the line between
acceptable business practices and
illegal activity or unacceptable
working conditions?
5. How did industrialization,
urbanization and immigration shape
how we define what it means to be
American?
6. To what extent is modern America a
product of this time period?
Assessments Formative: Observation during whole and
small group discussion, Graphic
Organizers, Wrap up writing, Study Guide,
unit quizzes throughout.
Summative:
Teacher created Midterm with
multiple choice, fill in the blank, short
answer, source IDs, and mini-DBQ.
Participation in Historical Ultimate
Fighting Championship: Ida Tarbell
vs. John D. Rockefeller. Includes
research and presentation of
1. Why do people turn to reform
movements? What conditions must
exist for a reform movement to begin?
2. Why were some methods used to bring
about change more successful than
others?
3. How have todays social and political
reforms been affected by those that
took place from the 1880s to the
1920s?
4. Was the progressive era really
progressive?
5. To what extent is the Gilded Age an
appropriate description of the time?
6. How did reform movements shape
how we define what it means to be
American?
7. To what extent is modern America a
product of this time period?
Formative: Observation during whole and
small group discussion, Graphic
Organizers, Wrap up writing, Study Guide,
unit quizzes throughout.
Summative:
Teacher created Final Exam with
Multiple choice, fill in the blank, source
IDs and mini-DBQ
Oral Presentation on Progressive
Reformer and reform including
identification of methods and
evaluation of whether effective and
home front, such as migration, trade,
sedition act, shortages, voluntary
rationing.
1. What role do expansionism and
imperialism play in the history of the
United States?
2. What makes a nation a power?
3. What cases can be made for
isolationism and interventionism?
What are some examples of
unintended consequences that result
from each?
4. How did Americas involvement in
World War I change American
history?
5. What are citizens roles and
responsibilities during times of war?
6. How did imperialism and an increased
role in the world shape how we define
what it means to be American?
7. To what extent is modern America a
product of this time period?
Formative: Observation during whole and
small group discussion, Graphic
organizers, Wrap up writing, Study
Guide, unit quizzes throughout.
Summative:
Teacher created Midterm with multiple
choice, fill in the blank, short answer,
source IDs, and mini-DBQ.
Essay- Explain the U.S. progression
from isolationism to world power.
Compare status of U.S as a world
power today to its status as a world
 information, argument and analysis.
Includes self-reflection element
following activity, assessed using
Rubric.
Content and Content:
Language SWBATIdentify and analyze the
factors that made the Industrial
Objectives Revolution possible.
Draw conclusions about short- and
long-term consequences of
Industrialization.
Discuss how the rise of corporations,
industry, and mechanized farming
transformed the American people.
Analyze how massive immigration after
1870 and the resulting new social
patterns, conflicts, and ideas of national
unity developed amid growing cultural
diversity.
Explain the rise of the American labor
movement and how political issues
reflected social and economic changes.
Language:
SWBATDetermine the central ideas
of primary and secondary sources about
technology and innovation, provide an
accurate summary that connects key
details and ideas. (Utah Reading
Standards for Literacy in History
Standard 2)
Cite specific textual evidence to support
analysis of primary and secondary
sources (Utah Reading Standards for
Literacy in History Standard 1)
Evaluate various explanations for
actions or events (Utah Reading
Standards for Literacy in History
Standard 3)
Conduct short research project to
answer question: Robber Baron or
how it connects to reform movements
today. Includes self-reflection element,
assessed using Rubric.
SWBAT:
Explain how Progressives and others
addressed problems of industrial
capitalism, urbanization, and political
corruption.
Analyze the social, economic, and
political problems that emerged during
the Gilded Age.
Identify and analyze Progressive
reforms.
Discuss the role of journalism in
reform movements.
Language:
SWBATIntegrate and evaluate
multiple sources of information
presented in diverse formats and media
to address the effectiveness of
Progressive reform methods and
movements. (Utah Reading Standards
for Literacy in History Standard 7).
Use technology to produce and publish
writing products. (Utah Writing for
Literacy in Social Studies Standard 6).
Draw evidence from informational texts
to support analysis, reflection, and
research. (Utah Writing for Literacy in
Social Studies Standard 9)
power after the war. Includes self-
reflection element, assessed using
Rubric.
Content:
SWBATDescribe the political
ideological shift from isolationism to
imperialism and interventionism.
Analyze the motivations of
imperialism including money, morals,
and military power.
Discuss the changing role of the U.S.
in world affairs leading up to and
entering World War I.
Identify causes, short-term
consequences, and long-term effects
of World War I.
Explain the role propaganda plays
during wartime.
Language:
SWBATDetermine the meaning of
words and phrases as they are used in
propaganda.(Utah Reading Standards
for Literacy in History Standard 4).
Write informative/explanatory texts
about the progression of the U.S. as a
global power. Introduce topic, develop
topic through selection of relevant
facts, use unit specific vocabulary, and
provide concluding statement. (Utah
Writing for Literacy in Social Studies
Standard 2, a,b,d,e)
 Captain of Industry? (Utah Writing for
Literacy in Social Studies Standard 7)
Skills, strategies Utilize historical thinking skills:
Analyzing evidence (primary and
secondary sources), Contextualization
(situate Industrialization, urbanization,
and immigration within the broader
regional, national and global context,
draw conclusions about the significance
of events), Causation (Explain long
and short-term consequences of
industrialization).
Identify economic, social, cultural and
political struggles of immigrants.
Compare immigrant experiences across
time and groups.
Examine working conditions of
different groups of workers.
Discuss changes and resulting problems
with urbanization.
Identify and explain key factors in the
rise of big corporations: monopolies,
trusts, capitalism, vertical integration,
horizontal integration.
Debate whether business leaders were
Captains of Industry or Robber
Barons.
Describe the significance of labor
unions in the development of U.S.
Industry.
Resources Textbook for reference:
America: Pathways to the Present, Ch. 4,
Ch. 5
Other texts/materials:
Ward, Kyle. (2006). History in the making:
An absorbing look at how American
Utilize historical thinking skills:
Analyze and interpret evidence
(primary and secondary sources),
Comparison (compare reform
movements during the Progressive Era),
Synthesis (make connections between
reform movements and modern
America), Argumentation (create and
argument about whether the Progressive
Movement was progressive).
Identify Progressive reformers and
Progressive reforms. Evaluate their
effectiveness.
Explain the origins of the progressives,
evaluate the effectiveness of the
Progressive movement, and analyze the
limitations of the movement.
Define the Gilded Age and evaluate
the appropriateness of the title to the
time period.
Explain the role of Political Machines.
Describe the womens suffrage
movement and explain the significance
of the 19th Amendment.
Textbook for reference:
America: Pathways to the Present, Ch. 6,
Ch 7, Ch 9
Other texts/materials:
Overview of The Progressive Era
The Century: America's Time - The
Utilize historical thinking skills:
Analyze and interpret evidence
(primary and secondary sources
including propaganda posters,
Woodrow Wilson speech), Compare
and Contrast (compare and contrast
Westward Expansion, Native
American Removal Acts, and foreign
policy at the turn of the century),
Periodization (evaluate the events that
indicate the turning point of America
as a global power), Change over time
(describe progression from
isolationism to interventionism),
Discuss characteristics of a world
power.
Identify and explain motivations for
imperialism.
Label areas subject to American
colonization and identify other areas of
the world being colonized by others.
Create a Venn Diagram comparing the
Monroe Doctrine to the Roosevelt
Corollary.
Evaluate the impact of war on citizens
and civil liberties.
Describe life on home front during the
war.
Categorize the 14 points into political,
economic, and peacekeeping issues.
Identify pros and cons of the 14 points.
Textbook for reference:
America: Pathways to the Present, Ch 8,
Ch. 10
Other texts/materials:
Americas Foreign Policy: A Brief
History
history has changed in the telling over the
last 200 years. New York: The New Press.
Pages 224-234.
Excerpts from Sinclair, Upton. (1906). The
Jungle
The Century: America's Time - The
Beginning: Seeds of Change video
Primary Sources:
Early Chinese Immigration Primary
Source Set
Library of Congress Immigration Sources
Library of Congress Industrialization
Sources
Sweatshops
Beginning: Seeds of Change video
Ward, Kyle. (2006). History in the making:
An absorbing look at how American
history has changed in the telling over the
last 200 years. New York: The New Press.
Pages 235-240.
Kennedy, John F. (1956). Profiles in
courage. New York: Pocket Books. Pages
153-178.
Primary Sources:
U.S. Department of State Archive
Progressive Era Primary Source Set from
the Library of Congress
Primary Source Set: Settlement Houses in
the Progressive Era
Womens Suffrage Primary Source Set
from the Library of Congress
Womens Suffrage Resources from the
National Archives
Bad Romance video parody (Womens
Suffrage)
The Century: America's Time - The
Beginning: Seeds of Change video
Primary Sources:
The World War I Document Archive
Penn library WWI archive
World War I Collections from the Library
of Congress
Sources on American Imperialism from
Fordham University
Readings on Imperialism and the Spanish
American War
Primary Source Set: American
Imperialism and the Spanish-American
War