In high school, students explore people, events, and movements in U. S. history from the 1870s to the present with a focus on inquiry into the changes in society, economic development, and the emergence of the United States as a global power. An emphasis is placed on analyzing and evaluating a variety of documents, sources, and perspectives. The study of U.S. history from the late 19th century to the present requires that students generate and research compelling questions such as:
- How do Americans define freedom and equality and how have American conceptions of freedom and equality changed over the course of U.S. history for members of various racial, ethnic, religious, and gender minority groups?
- Is America a land of political, economic, and social opportunity?
- What was the significance of Connecticut’s contribution to America’s story?
- Is the United states a “just” society and how has the concept of justice evolved over time?
- Is there an American national identity; what does it mean to be an American?
- What should be the current role of the United States in world affairs?
HS – “Women of Connecticut: Are You Helping?” The Reaction to Emergency Food Measures During World War I
Do government campaigns to promote “voluntary” patriotic efforts in a time of war strengthen or weaken American democracy? What did the U.S. Food Administration and the Connecticut Committee on Food Supply hope to accomplish with the food pledge campaign? What methods were employed to achieve these goals, who employed these methods, and to whom did […]
To what extent has the United States succeeded in remaining neutral in times of war or global conflict? Why did so many people take the risk of sailing aboard the Lusitania on May 1, 1915? Did the sinking of the Lusitania make it inevitable that the United States would enter World War I? How did […]
How does the role of government change in a time of war? What did the State of Connecticut do to prepare for war prior to April 1917? What were the goals of the Connecticut military census? How did the government and/or the census committee deal with (or plan to deal with) resistance to the census? […]
How does an entire society participate in war?
How did the government effort to mobilize and monitor the Connecticut home front during World War I affect the immigrant experience and conceptions of national identity?
Has America always been a “Land of Opportunity” for immigrants?
How did World War I impact the struggle for civil rights in Connecticut and America?
Why do people enlist in the military?
What impact did the women of Connecticut have on the Great War (WWI)?
Does free speech exist in a time of war?
To what extent are we, as citizens, responsible for the care of accidentally discovered natural faunal specimens?
How did the Civilian Conservation Corps (CCC) impact Connecticut during the Great Depression and today?
To what extent are technology, fashion, and social reform interconnected?
How have American concepts of freedom and equality changed since the 1870s? How might the changes be perceived differently by different segments of the population?
What were the causes of the labor unrest that roiled Connecticut in the years between 1900 and World War I?
What does the battle over the Johnson-Jeffries fight film tell us about the social position of African Americans in Progressive Era Connecticut?