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City of Angels School Independent Study – Los Angeles Unified School District

Instructional Pacing Guide – US History B — Course # 370130

This course is the PACED VERSION of the second semester of Modern World History, a tenth grade course and a

requirement for graduation. It is aligned with Reading and Writing Standards for Literacy in History/Social Studies for

Grades 6–12, part of the Common Core State Standards (CCSS) available at http://www.cde.ca.gov/re/cc/. (See the next

page for a list of the Career and College Ready Anchor Standards.)

Content

Material covered in this course will include the following California Social Studies Content Standards:

• 11.7: Students analyze America’s participation in World War II.

• 11.8: Students analyze the economic boom and social transformation of post-World War II America.

• 11.9: Students analyze US foreign policy since World War II.

• 11.10: Students analyze the development of federal civil rights and voting rights.

• 11.11: Students analyze the major social problems and domestic policy issues in contemporary American policy.

Text: AMERICAN HISTORY: RECONSTRUCTION TO THE PRESENT, Houghton Mifflin Harcourt Publishing

Company, 2019

Websites

The course website is at the student City of Angels website www.cityofangelsschool.org. Some coursework may be

completed online. If you do not have internet access at home, you may complete online assignments from a student

computer at your school site. In order to access on-line material, visit above website, click Student Resources, click on

your Book and use your Single-Sign On (SSO) information and password.

Assignments and Grades

In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2 hours

per day, Monday through Friday.

Use of Vocabulary Network and Strategies 10%

Reading Strategy Graphic Organizers 15%

Section Questions 15%

Supporting Lesson Tasks 15%

Review activities 15%

Weekly-Essential Question/Final Assessment/Project 30%

Optional Activities (Extra Credit): Online Videos/Notes/Enrichment TBD

Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A - 4 Advanced 90-100%

B-3 Proficient 80-89%

C-2 Basic 70-79%

D-1 Below Basic (Re-Do) 60-69%

F-0 Far Below Basic (Re-

do) 0-59%

http://www.cde.ca.gov/re/cc/

http://www.cityofangelsschool.org/

INSTRUCTIONAL GUIDE US History B Course ID #370128

Revised 5/21/18 of 19 www.cityofangelsschool.org

Common Core State Literacy Standards for History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards for

Reading College and Career Readiness Anchor Standards for

Writing Key Ideas and Details

1. (CCSS.ELA-Literacy.RH.11-12.1) Cite specific textual

evidence to support analysis of primary and secondary

sources, connecting insights gained from specific details to

an understanding of the text as a whole.

2. (CCSS.ELA-Literacy.RH.11-12.2) Determine the central

ideas or information of a primary or secondary source;

provide an accurate summary that makes clear the

relationships among the key details and ideas.

3. (CCSS.ELA-Literacy.RH.11-12.3) Evaluate various

explanations for actions or events and determine which

explanation best accords with textual evidence,

acknowledging where the text leaves matters uncertain.

Craft and Structure 4. (CCSS.ELA-Literacy.RH.11-12.4) Determine the meaning

of words and phrases as they are used in a text, including

analyzing how an author uses and refines the meaning of a

key term over the course of a text (e.g., how Madison

defines faction in Federalist No. 10).

5. (CCSS.ELA-Literacy.RH.11-12.5) Analyze in detail how a

complex primary source is structured, including how key

sentences, paragraphs, and larger portions of the text

contribute to the whole.

6. (CCSS.ELA-Literacy.RH.11-12.6) Evaluate authors'

differing points of view on the same historical event or

issue by assessing the authors' claims, reasoning, and

evidence.

Integration of Knowledge and Ideas 7. (CCSS.ELA-Literacy.RH.11-12.7) Integrate and evaluate

multiple sources of information presented in diverse

formats and media (e.g., visually, quantitatively, as well as

in words) in order to address a question or solve a

problem.

8. (CCSS.ELA-Literacy.RH.11-12.8) Evaluate an author's

premises, claims, and evidence by corroborating or

challenging them with other information.

9. (CCSS.ELA-Literacy.RH.11-12.9) Integrate information

from diverse sources, both primary and secondary, into a

coherent understanding of an idea or event, noting

discrepancies among sources.

Range of Reading and Level of Text Complexity 10. (CCSS.ELA-Literacy.RH.11-12.10) By the end of grade

12, read and comprehend history/social studies texts in the

grades 11-CCR text complexity band independently and

proficiently.

Text Types and Purposes 1. (CCSS.ELA-Literacy.W.11-12.1) Write arguments to support

claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

2. (CCSS.ELA-Literacy.W.11-12.2) Write

informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through

the effective selection, organization, and analysis of content.

3. (CCSS.ELA-Literacy.W.11-12.3) Write narratives to develop

real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event

sequences.

Production and Distribution of Writing 4. (CCSS.ELA-Literacy.W.11-12.4) Produce clear and coherent

writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 1-3

above.)

5. (CCSS.ELA-Literacy.W.11-12.5) Develop and strengthen

writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience. (Editing for

conventions should demonstrate command of Language

standards 1-3 up to and including grades 11-12 here.)

6. (CCSS.ELA-Literacy.W.11-12.6) Use technology, including the

Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including

new arguments or information.

Research to Build and Present Knowledge 7. (CCSS.ELA-Literacy.W.11-12.7) Conduct short as well as more

sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the

subject, demonstrating understanding of the subject under

investigation.

8. (CCSS.ELA-Literacy.W.11-12.8) Gather relevant information

from multiple print and digital sources, using advanced searches

effectively; assess the strengths and limitations of each source

in terms of the task, purpose, and audience; integrate

information into the text to maintain the flow of ideas, avoiding

plagiarism and overreliance on any one source and following a

standard format for citation.

9. (CCSS.ELA-Literacy.W.11-12.9) Draw evidence from

literary or informational texts to support analysis,

reflection, and research.

Range of Writing 10. (CCSS.ELA-Literacy.W.11-12.10) Write routinely over

extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or

two) for a range of tasks, purposes, and audiences.



ASSIGNMENTS FOR WEEK #1: Module 9 – THE GREAT DEPRESSION (1928 - 1934)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: ____________________________________________

Essential Question – Could the Great Depression have been avoided?

Day 1: Lesson 1: The Nation’s Sick Economy (CA History-Social Studies Content Standards 11.5.1, 11.6.1, 11.6.2, 11.6.3,

CST.1, HREP.3, HI.2, HI.6) o Read page 412: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”

o Read pages. 412 – 420 and Complete the Following Tasks:

1. READING CHECK, pages. 417 (‘Analyze Events’ and ‘Analyze Effects’) and 420 (‘Summarize’)

2. INTERPRET GRAPHS, page 419 - “Depression Indicators”, Questions 1 and 2

3. LESSON 1 ASSESSMENT, page 420, Questions 1. (‘Organize Information’), 3. (‘Make Inferences’), and 4.

(‘Draw Conclusions’)

Optional – Guided Reading Workbook Activities: Pages 145-148

Day 2: Lesson 2: Hardship and Suffering (CA History-Social Studies Content Standards 11.5.7, 11.6.3, 11.10.7, CST.3, HI.1,

HI.2, HI.3, HI.5) o Read page. 421: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 424 (‘Summarize’)

2. INTERPRET MAPS, “The Dust Bowl”, page 424, Questions 1 and 2

3. HISTORICAL SOURCE, page 425 - “The Hoboes”, Questions 1 and 2

4. LESSON 2 ASSESSMENT, page 428, Questions 1. (‘Organize Information’), 3. (‘Contrast’), 4. (‘Analyze

Effects’), and 5. (‘Draw Conclusions’)


Day 3: Lesson 3: Hoover’s Failed Policies (CA History-Social Studies Content Standards 11.5.1,11.6.2, 11.6.3, 11.6.4, CST.1,

HI.1, HI.4, HI.5) o Read page 429: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”

o Read pages 429 – 435 and Complete the Following Tasks:

1. READING CHECK, pages. 432 (‘Make Inferences’), 434 (‘Evaluate’), and 435 (‘Summarize’)

2. HISTORICAL SOURCE, page 432 –Questions 1 and 2 (‘Analyze Historical Sources’)

3. LESSON 3 ASSESSMENT, page 435, Questions 1 (‘Organize Information’) and 3 (‘Analyze Issues’)


Days 4 & 5: Multimedia Activity or Multimedia Connections (CA History-Social Studies Content Standards 11.5.1,

11.6.1, 11.6.2, 11.6.3, CST.1, HREP.3, HI.2, HI.6) o Watch: California Connections – Module 9 and Essential Question: The Great Depression in your online eBook.

Review all Module 9 online multimedia presentations. Take notes and prepare to speak about your findings with your

instructor.

1. Choose: three (3) YouTube or Instagram videos (not to exceed 10 minutes, each) that are relevant to your Great

Depression studies. Prepare the links for the videos and share your findings with your instructor.

2. Read: three (3) auxiliary news, magazine, or online articles pertinent to your studies about The Great Depression.

Take notes and prepare to speak about your findings with your instructor.

WEEK 1 – The Basics: What every educated person should know: Assessment Oral or Written:

Module 9 Essential Question: Could the Great Depression have been avoided? *Using your notes, textual, and online

sources - develop your response to the Essential Question. Consider (“What actions did President Hoover take to combat

the Great Depression and how successful were they? What impact has the Great Depression had on the lives of

Americans?”) and use at least two solid arguments to support you claim.



ASSIGNMENTS FOR WEEK #2: Module 10 THE NEW DEAL (1932 - 1941)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: ___________________________________________

Essential Question – What should be the role of the government of the United States during economic crises?

Day 1: Lesson 1: A New Deal Fights the Depression (CA History-Social Studies Content Standards 11.5.1, 11.5.3, 11.6.2,

11.6.3, 11.6.4, 11.8.5, CST.2, HREP.4, HI.1, HI.5) o Read page. 440: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 443 - “First Fireside Chat”, Question: (‘Analyze Historical Sources’)

2. READING CHECK, page 446 (‘Contrast’)

3. LESSON 1 ASSESSMENT, page 448, Questions 1. (‘Organize Information’), 3. (‘Evaluate), 4. (‘Draw

Conclusions’), 5. (‘Predict’), and 7. (‘Form Opinions’)


Day 2: Lesson 2: The Second New Deal (CA History-Social Studies Content Standards 11.6.2, 11.6.3, 11.6.4, 11.6.5, 11.10.7,

CST.3, HREP.3, HI.5) o Read page 449: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”

o Read page 449 – 458 and Complete the Following Tasks:

1. READING CHECK, page. 450 (‘Summarize) and 453 (‘Evaluate’)

2. HISTORICAL SOURCE, page 451 - “Migrant Mother”, Question (‘Analyze Historical Sources’)

3. LESSON 2 ASSESSMENT, page 456, Questions 1. (‘Organize Information’), 3 (‘Draw Conclusions’), 5. (‘Form

Generalizations’), and 6. (‘Analyze Primary Sources’)


Day 3: Lesson 3: New Deal, New Opportunities (CA History-Social Studies Content Standards 11.6.4, 11.6.5, 11.10.7,

CST.1, HREP.3, HI.2) o Read page 459: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, pages. 460 (‘Summarize) and 461 (‘Evaluate’)

2. LESSON 3 ASSESSMENT, page. 465, Questions 1. (‘Organize Information’), 3. (‘Synthesize’), 4. (‘Evaluate’),

and 6. (‘Summarize’)


Day 4: Lesson 4: Culture in the 1930s (CA History-Social Studies Content Standards 11.5.5, 11.5.6, 11.6.2, 11.6.4, HREP.4,

HI.1) o Read page 466: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 468 (‘Draw Conclusions’)

2. HISTORICAL SOURCE, page 470 - “For the Present We Are Busy”, Question (‘Analyze Historical Sources’)

3. LESSON 4 ASSESSMENT, page 471, Questions 1. (‘Organize Information’), 3. (‘Draw Conclusions’), 4. (‘Make

Inferences’), and 5. (‘Analyze Effects’)




Day 5: Lesson 5: The Impact of the New Deal (CA History-Social Studies Content Standards 11.6.2, 11.6.4, 11.8.5, CST.1,

CST.2, HREP.4, HI.1, HI.5, HI.6) o Read page 472: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, pages 473 (‘Analyze Events’), 475 (‘Summarize’), and 477 (‘Summarize’)

2. INTERPRET GRAPHS, page 473 - “Federal Deficit and Unemployment, 1933 - 1945”, Questions 1 and 2

3. LESSON 5 ASSESSMENT, page 477, Questions 1. (‘Organize Information’), 4. (‘Summarize’), 5. (‘Evaluate’),

and 6. (‘Analyze Effects’)


WEEK 2 – The Basics: Essential Question – What Every Educated Person Should Know: Assessment Oral or Written:

Complete Module 10 Essential Question – What should be the role of the government of the United States during

economic crises? Consider (“How did the government try to resolve the economic crises in the 1930s? Did the efforts by

the government in the 1930s resolve the economic crises?”) and use at least two solid arguments to support you claim.

ASSIGNMENTS FOR WEEK #3: Module 11 WORLD WAR II (1930 - 1946)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: ___________________________________________

Essential Question – Why did the Allies win World War II?

Day 1: Lesson 1: War Breaks Out (CA History-Social Studies Content Standards 11.7.1, CST.1, HREP.3, HREP.4, HI.3) o Read page 484: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 485, Question (‘Analyze Causes’), page 489, Question (‘Summarize’), and page 496,

Question (‘Summarize’)

2. INTERPRET MAPS, page 487, Questions 1 and 2, page 490, Questions 1 and 2, and page 494, Questions and 2

3. HISTORICAL SOURCE, page. 495 – “The London Blitz”, Question (‘Analyze Historical Sources’)

4. LESSON 1 ASSESSMENT, page 496, Questions 1. (‘Organize Information’), 3. (‘Analyze Effects’), 4. (‘Form

Generalizations’), 6. (‘Draw Conclusions’), and 7. (‘Analyze Issues’)

Optional – Guided Reading Workbook Activities: Pages 173 – 176

Day 2: Lesson 2: The Holocaust & Lesson 3: America Moves Toward War (CA History-Social Studies Content

Standards 11.3.3, 11.7.1, 11.7.4, 11.7.6, 11.8.5, CST.1, HREP.1, HREP.3, HREP.4, HI.1, HI.2) o Read pgs. 497 & 506: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One European’s Story”

o Read pages 497 - 516 and Complete the Following Tasks:

1. READING CHECK, pages 499, Question (‘Analyze Issues’), page 505, Question (‘Summarize’), page 509,

Question (‘Analyze Causes’), and page 511, Question (‘Analyze Effects’)

2. HISTORICAL SOURCE, pages 501 - “Concentration Camp Uniforms”, Question (‘Analyze Historical Sources’)

and 508, “The Only Way We Can Save Her” – Questions 1 and 2

3. INTERPRET CHARTS, pages 502, Question (‘Interpret Charts’), 515, Questions 1 and 2.

4. LESSON 2 ASSESSMENT and LESSON 3 ASSESSMENT, page 505, Questions 1. (‘Organize Information’),

3. (‘Evaluate’), 4. (‘Develop Historical Perspective’) and page 516, Questions 3. (‘Evaluate’), 4. (‘Analyze

Issues’), and 6. (‘Draw Conclusions’)

5. POINT/COUNTERPOIINT, page 511, Questions 1 and 2




Day 3: Lesson 4: The War Effort on the Home Front (CA History-Social Studies Content Standards 11.6.5, 11.7.3,

11.7.5, 11.7.6, 11.8.5, 11.10.1, 11.10.4, 11.10.7, CST.1, CST.2, HREP.4, o Read page 517: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story


1. INTERPRET TABLES, page 524 - “The Government Takes Control of the Economy, 1942-1945”, Questions 1.

and 2

2. READING CHECK, pages 528, Question (‘Form Generalizations’), 531, Question (‘Summarize’), and 533,

Questions (‘Analyze Motives’)

3. INTERPRET MAPS, page 532 – “Japanese Relocation Camps, 1942”, Questions 1. (‘Location’) and 2. (‘Place’)

4. LESSON 4 ASSESSMENT, page 533, Questions 5. (‘Analyze Events’), 6. (‘Analyze Causes’), & 7. (‘Evaluate’)

5. HISTORIC ISSUES OF THE SUPREME COURT, pages 534 – 535, Questions 1 and 2

Optional – Guided Reading Workbook Activities: Pages 184 - 188

Day 4: Lesson 5: The War for Europe and North Africa & Lesson 6: The War in the Pacific (CA History-

Social Studies Content Standards 11.7.2, 11.7.3, 11.7.4, 11.7.6, HREP.4) o Read pgs. 536 & 546: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, pages 538, Question (‘Find Main Ideas’), and 542, Question (‘Summarize’)

2. INTERPRET MAPS, pages 544 - “D-Day, June, 1944”, Questions 1. (‘Place’), 2. (‘Human-Environment

Interaction’), 552, “World War II: The War in the Pacific, 1942 – 1945”, Questions 1. (‘Movement’), and 2.

(‘Human-Environment Interaction’)

3. LESSON 5 ASSESSMENT & LESSON 6 ASSESSMENT, page 545, Questions 1. (‘Organize Information’), 4.

(‘Draw Conclusions’) and page 554, Questions 1. (‘Organize Information’), 4. (‘Predict’), 5. (‘Develop Historical

Perspective’), and 6. (‘Draw Conclusions’)

4. HISTORICAL SOURCE, page 553, “Rising the Flag on Iwo Jima”, Question (‘Analyze Historical Sources’)


Day 5: Lesson 7: The End of World War II (CA History-Social Studies Content Standards 11.4.6, 11.7.2, 11.7.3, 11.7.4,

11.7.5, 11.7.6, 11.8.4, 11.9.1, 11.10.7, CST.3, HI.1 o Read page 555: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story


1. READING CHECK, page 561, Question (‘Find the Main Idea’), 565, Question (‘Summarize’), and 567, Question

(‘Analyze Causes’)

2. INTERPRET MAPS, page 566, Questions 1. (‘Movement’), and 2. (‘Movement’)

3. LESSON 7 ASSESSMENT, page 567, Questions 3. (‘Form Generalization’), 4. (‘Draw Conclusions’), and 6.




Complete Module 11 Essential Question - Why did the Allies win World War II? Consider (“How did the rise of dictators

contribute to the outbreak of World War II and How did the Allies work together to defeat their enemies?”) and use at

least two solid arguments to support you claim.



ASSIGNMENTS FOR WEEK #4: Module 12 THE COLD WAR (1944 - 1992)


Essential Question – Did anyone win the cold war?

Day 1: Lesson 1: The Origins of the Cold War (CA History-Social Studies Content Standards 11.4.6, 11.7.7, 11.7.8, 11.8.4,

11.9.1, 11.9.2, 11.9.3, HREP.4, HI.1, HI.3 o Read page 572: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. INTERPRET MAPS, pages 575 –Questions 1. (‘Location’) and 2. (‘Human-Environment Interaction)

2. READING CHECK, pages 576, Question (‘Analyze Causes’), page 580, Question (‘Summarize’), and page 585,

Question (‘Analyze Effects’)

3. INTERPRET TABLES, page 576, Questions 1 and 2 and page 577, Question (‘Interpret Tables’)

4. HISTORICAL SOURCE, page 580 - “The Truman Doctrine”, Question (‘Analyze Historical Sources’)

5. LESSON 1 ASSESSMENT, page 582, Questions 1. (‘Organize Information’), 4. (‘Make Inferences’), 5. (‘Analyze

Motives’), and 6. (‘Summarize’)


Day 2: Lesson 2: The Cold War Heats Up & Lesson 3: The Cold War at Home (CA History-Social Studies Content

Standards 11.8.4, 11.8.5, 11.9.1, 11.9.3, 11.11.2, CST.1, CST.2, CST.3, HI.1, HI.2, HI.3, HI.4 o Read pages 583 & 592: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 580, Question (‘Analyze Historical Sources’), page 594, Questions 1 and 2

2. LESSON 2 ASSESSMENT & LESSON 3 ASSESSMENT, page 582, Questions 3. (‘Analyze Events’), 6.

(‘Evaluate’), page 599, Questions 1. (‘Organize Information’), 3. (‘Form Opinions’), and 5. (‘Analyze Primary

Resources’)

3. READING CHECK, page 585, Question (‘Analyze Causes’), page 586, Question (‘Analyze Events’), page 595,

Question (‘Analyze Causes’), and page 597, Question (‘Analyze Causes’)

4. INTERPRET MAPS, page 589 – “The Korean War, 1950 – 1953”, Questions 1. (‘Movement’) and 2. (‘Place’)

5. INTERPRET TABLES, page 598 – “Causes and Effects of McCarthyism”, Questions 1 and 2


Day 3: Lesson 4: Two Nations Live on the Edge (CA History-Social Studies Content Standards 11.4.6, 11.8.4, 11.9.1,

11.9.3, 11.9.4, 11.9.6, 11.11.2, HREP.4, HI.1 o Read page 600: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 602 - “Effect of the Arms Race”, Question (‘Analyze Historical Sources’)

2. INTERPRET MAPS, page 604 – “The Warsaw Pact and NATO, 1955”, Questions 1. (‘Region’) and 2. (‘Region’)

3. READING CHECK, page 606, Question (‘Summarize’) and page 609, Question (‘Compare’)

4. LESSON 4 ASSESSMENT, page 609, Questions 1. (‘Organize Information’), 5. (‘Evaluate’), and 6. (‘Form

Generalizations’)




Day 4: Lesson 5: Mounting Tensions in the Sixties (CA History-Social Studies Content Standards 11.8.4, 11.9.3, 11.9.4,

11.11.2, CST.2, HREP.4 o Read page 610: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 612, Question (‘Summarize’), page 616, Question (‘Analyze Causes’), and page 619,

Question (‘Analyze Motives’)

2. INTERPRET MAPS, page 614 – “Cuban Missile Crisis, October 1962”, Question 1. (‘Movement’) and 2.

(‘Human-Environment Interaction’)

3. HISTORICAL SOURCE, page 618 - “Ich Bin ein Berliner”, Questions 1 and 2

4. LESSON 5 ASSESSMENT, page 620, Questions 1. (‘Organize Information’), 3. (‘Evaluate’), and 5. (‘Draw

Conclusions’)


Day 5: Lesson 6: The End of the Cold War (CA History-Social Studies Content Standards 11.8.4, 11.9.3, 11.9.4, 11.9.5,

HREP.3, HREP.4, HI.4 o Read page 621: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”

o Read pages 621 – 633 CC13-2 and Complete the Following Tasks:

1. HISTORICAL SOURCE, page 623 - “Kissinger on Détente”, Question (‘Analyze Historical Sources’)

2. READING CHECK, page 625, Question (‘Analyze Effects’), page 626, Question (‘Summarize’), page 627,

Question (‘Analyze Causes’), and page 631, Question (‘Evaluate’)

3. LESSON 6 ASSESSMENT, page 631, Questions 1. (‘Organize Information’), 3. (‘Analyze Causes’), 5.

(‘Evaluation’), and 6. (‘Form Generalizations’)



Complete Module 12 Essential Question – Did anyone win the cold war? Consider (“Explain why there was tension

between the United States and the Soviet Union after World War II. Describe how the Cold War affected life in the United

States.”) and use at least two solid arguments to support you claim.

ASSIGNMENTS FOR WEEK #5: Module 13 THE POSTWAR BOOM (1945 - 1961)


Essential Question – Were the 1950s a time of prosperity for all Americans?

Day 1: Lesson 1: Postwar America (CA History-Social Studies Content Standards 11.6.4, 11.6.5, 11.7.2, 11.7.8, 11.8.3, 11.8.4,

11.8.8, 11.10.1, 11.10.4, 11.10.7, 11.11.2, 11.11.3, HI.1, HI.5, HI.6 o Read page 636: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 639, Question (‘Summarize’) and page 643, Question (‘Identify Cause and Effect’)

2. INTERPRET MAPS, page 641 – “Presidential Election of 1948”, Questions 1. (‘Place’) and 2. (‘Place’)

3. LESSON 1 ASSESSMENT, page 643, Questions 1. (‘Organize Information’), 3. (‘Draw Conclusions’), and 5.

(‘Contrast’)




Day 2: Lesson 2: The American Dream in the Fifties (CA History-Social Studies Content Standards 11.3.2, 11.6.5, 11.8.1,

11.8.4, 11.8.6, 11.8.7, 11.8.7, 11.10.7, 11.11.3, 11.11.5, 11.11.7, CST.1, CST.2, HREP.4, HI.1, HI.2, HI.4, HI.5 o Read page 644: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 647, Question (‘Analyze Effects’) and page 656, Question (‘Analyze Causes’)

2. HISTORICAL SOURCE, page 650 – “Little Boxes”, Question (‘Analyze Historical Sources’)

3. LESSON 2 ASSESSMENT, page 655, Questions 3. (‘Analyze Effects’), 5. (‘Analyze Effects’), and 7. (‘Analyze

Primary Sources’)

4. GEOGRAPHY SPOTLIGHT, pages 656 - 657 – “The Road to Suburbia”, Question 1


Day 3: Lesson 3: Popular Culture (CA History-Social Studies Content Standards 11.8.7, 11.8.8, HREP.4, HI.3 o Read page 658: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. INTERPRET GRAPHS, page 659 – “Glued to the Set”, Questions 1 and 2.

2. READING CHECK, page 661, Question (‘Analyze Effects’), page 662, Question (‘Analyze Causes’), and page

665, Question (‘Make Inferences’)

3. HISTORICAL SOURCE, page 662 – “The Beatniks”, Question (‘Analyze Historical Sources’)

4. LESSON 3 ASSESSMENT, page 665, Questions 1. (‘Organize Information’), 3. (‘Compare and Contrast’), and 4.

(‘Evaluate’)


Day 4: Lesson 4: The Other America (CA History-Social Studies Content Standards 11.8.4, 11.8.7, 11.10.4, 11.11.7, CST.2,

HREP.4, HI.3, HI.6 o Read page 666: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 667 – “Poverty in America”, Question (‘Analyze Historical Sources’)

2. INTERPRET GRAPHS, page 668 – “Income Gap in America”, Questions 1 and 2

3. READING CHECK, page 669, Question (‘Analyze Effects’), and page 671, Question (‘Analyze Issues’)

4. LESSON 4 ASSESSMENT, page 671, Questions 1. (‘Organize Information’), 3. (‘Evaluate’), 4. (‘Analyze

Issues’), 5. (‘Draw Conclusions’), and 6. (‘Analyze Effects’)


Day 5: Lesson 5: Multimedia Activity or Multimedia Connections (CA History-Social Studies Content Standards

11.6.5, 11.8.1, 11.8.4, 11.8.6, 11.8.7, 11.8.7, 11.10.7, 11.11.3, 11.11.5, 11.11.7, CST.1, CST.2, HREP.4, HI.1, HI.2, HI.4, HI.5 o Watch: California Connections – Module 9 and Essential Question: The Great Depression in your online eBook.


instructor.

1. Choose: three (3) YouTube or Instagram videos (not to exceed 10 minutes, each) that are relevant to your Postwar

America studies. Prepare the links for the videos and share your findings with your instructor.

2. Read: three (3) auxiliary news, magazine, or online articles pertinent to your studies about Postwar America. Take

notes and prepare to speak about your findings with your instructor.


Complete Module 13 Essential Question – Were the 1950s a time of prosperity for all Americans? Consider (“Identify

economic and social problems Americans faced after World War II. Explain how the desire for stability led to political

conservatism. Describe causes and effects of social unrest in the postwar period.”) and use at least two solid arguments to

support you claim.



ASSIGNMENTS FOR WEEK #6: Module 14 AN ERA OF SOCIAL CHANGE (1959 - 1980)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: __________________________________________

Essential Question: How are significant and lasting social changes created?

Day 1: Lesson 1: Kennedy and the New Frontier (CA History-Social Studies Content Standards 11.3.5, 11.8.4, 11.9.3,

11.10.4, 11.11.2, HI.1, HI.6 o Read page 676: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 683, Question (‘Contrast)

2. LESSON 1 ASSESSMENT, page 683, Questions 1. (‘Organize Information’), 4. (‘Make Inferences), and 5.

(‘Draw Conclusions’)

3. GEOGRAPHY SPOTLIGHT, pages 684 - 685 – Question 1. (‘Analyze Patterns) and 2. (‘Summarize’)


Day 2: Lesson 2: Johnson and the Great Society (CA History-Social Studies Content Standards 11.3.4, 11.6.4, 11.8.2,

11.8.4, 11.8.6, 11.9.3, 11.10.2, 11.11.11.1, 11.11.2, 11.11.5, 11.11.6, 11.11.7, CST.1, CST. 2, HREP.3, HI.4, HI.5 o Read page 686: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 689, Question (‘Identify Problems’), page 691, Question (‘Analyze Effects’), and page

693, Question (‘Contrast’)

2. HISTORICAL SOURCE, page 689 – “The Great Society Speech”, Question (‘Analyze Historical Sources’)

3. POINT/COUNTERPOINT, page 694, Questions 1. (‘Connect to History’) and 2. (‘Connect to Today’)

4. LESSON 2 ASSESSMENT, page 695, Questions 1. (‘Organize Information’) and 3. (‘Evaluate’)

5. HISTORIC DECISIONS OF THE SUPREME COURT, pages 696 – 697 Questions 1 and 2


Day 3: Lesson 3: Culture and Counterculture (CA History-Social Studies Content Standards 11.8.8, 11.9.3, 11.11.2,

11.11.7, CST.2, HREP.4, HI.3 o Read page 698: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, pages 700, Question (‘Analyze Causes’), 702, Question (‘Make Inferences), and 703,

Question (‘Form Generalizations’)

2. HISTORICAL SOURCE, page 702 – “Bob Dylan’s Music”, Question (‘Analyze Historical Sources’)

3. LESSON 3 ASSESSMENT, page 703, Questions 1. (‘Organize Information’), 3. (‘Develop Historical

Perspective’), 4. (‘Make Inferences), and 5. (‘Analyze Issues’)


Day 4: Lesson 4: Environmental Activism (CA History-Social Studies Content Standards 11.8.6, 11.8.7, 11.11.5, CST.2,

HREP.4, HI.4 o Read page 704: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 707 – “Clean Air Poster”, Questions 1 and 2. (‘Analyze Historical Sources’)

2. READING CHECK, page 710, Question (‘Summarize’) and page 711, Question (‘Contrast’)

3. LESSON 4 ASSESSMENT, page 711, Questions 1. (‘Organize Information’), 3. (‘Analyze Causes’), and 4.

(‘Analyze Effects’)




Day 5: Lesson 5: Multimedia Activity or Multimedia Connections (CA History-Social Studies Content Standards

11.6.5, 11.8.1, 11.8.4, 11.8.6, 11.8.7, 11.8.7, 11.10.7, 11.11.3, 11.11.5, 11.11.7, CST.1, CST.2, HREP.4, HI.1, HI.2, HI.4, HI.5 o Watch: California Connections – Module 9 and Essential Question: The Great Depression in your online eBook.


instructor.

3. Choose: three (3) YouTube or Instagram videos (not to exceed 10 minutes, each) that are relevant to your Era of

Social Change studies. Prepare the links for the videos and share your findings with your instructor.

4. Read: three (3) auxiliary news, magazine, or online articles pertinent to your studies about the Era of Social Change.

Take notes and prepare to speak about your findings with your instructor.


Complete Module 14 Essential Question – How are significant and lasting social changes created? Consider (“How did

ideas about the role of government change in the 1960s? How did the counterculture challenge American’s traditional

beliefs?”) and use at least two solid arguments to support you claim.

ASSIGNMENTS FOR WEEK #7: Module 15 CIVIL RIGHTS (1953 - 2010)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments:

_______________________________________________

Essential Question: Why should all Americans have equal rights and opportunities?

Day 1: Lesson 1: Taking on Segregation (CA History-Social Studies Content Standards 11.1.3, 11.10.1, 11.10.2, 11.10.3,

11.10.4, 11.10.5, 11.10.6, 11.11.2, CST.2, HREP.4 1. Read page 716: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”

2. Read pages 716- 727 and Complete the Following Tasks:

3. READING CHECK, page 718, Question (‘Find Main Ideas’), page 719, Question (‘Make Inferences’), page 721,

Question (‘Analyze Causes’), page 723, Question (‘Synthesize’), and page 725, Question (‘Analyze Effects’)

4. INTERPRET MAPS, page 718 - “U.S. School Segregation”, Question (‘Interpret Maps – Region’)

5. HISTORICAL SOURCE, page 724 – “Sit-Ins”, Questions 1 and 2. (‘Analyze Historical Sources’)

6. LESSON 1 ASSESSMENT, page 725, Questions 1. (‘Organize Information’), 3. (‘Evaluate’), 4. (‘Contrast), and

5. (‘Draw Conclusions’)

7. HISTORIC DECISIONS OF THE SUPREME COURT, pages 726 – 727 – “Brown v. Board of Education of

Topeka (1954), Questions 1. (‘Connect to History’) and 2. (‘Connect to Today’)


Day 2: Lesson 2: The Triumphs of a Crusade (CA History-Social Studies Content Standards 11.1.3, 11.10.2, 11.10.3,

11.10.4, 11.10.5, 11.10.6, CST.2, HREP.2, HREP.3 o Read page 728: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 730, Question (‘Analyze Issues’), page 732, Question (‘Analyze Causes’), page 734,

Question (‘Analyze Events’), and page 737, Question (‘Compare’)

2. HISTORICAL SOURCE, page 732 – “Capturing the Moment”, Questions (‘Analyze Historical Sources’)

3. INTERPRET TABLES, page 734 – “Civil Rights Acts of the 1950s and 1960s”, Question (‘Interpret Tables’)

4. LESSON 2 ASSESSMENT, page 737, Questions 1. (‘Organize Information’), 3. (‘Analyze Issues’), 4. (‘Analyze

Primary Sources’), and 5. (‘Develop Historical Perspective’)




Day 3: Lesson 3: Challenge and Changes in the Movement (CA History-Social Studies Content Standards 11.9.4,

11.10.2, 11.10.4, 11.10.5, 11.10.6, 11.11.7, HREP.4, HI.2 o Read page 738: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”

o Read pages 738 -745 and Complete the Following Tasks:

1. READING CHECK, page 740, Question (‘Synthesize’)

2. HISTORICAL SOURCE, page 741 – “Black Power”, Question (‘Analyze Historical Sources’)

3. LESSON 3 ASSESSMENT, page 745, Questions 1. (‘Organize Information’), 3. (‘Analyze Issues’), and 4.

(‘Compare and Contrast’)


Day 4: Lesson 4: Hispanic and Native Americans Seek Equality & Lesson 5: Women Fight for Equality (CA

History-Social Studies Content Standards 11.1.3, 11.6.5, 11.8.2, 11.8.7, 11.10.6, 11.10.7, 11.11.3, 11.11.5, 11.11.7, CST.2, HREP.4,

HI.1, HI.2, HI.4, HI.5 o Read pgs. 746 & 756: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 747, Question (‘Identify Problems’), page 753, Question (‘Summarize’), and page 758,


2. HISTORICAL SOURCE, page 749 – “Labor Unions”, Question (‘Analyze Historical Sources’) and page 760 –

“Ms. Magazine”, Questions 1 and 2


(‘Analyze Effects’), 5. (‘Draw Conclusions’), and 6. (‘Analyze Effects’) and page 762, Questions 1. (‘Organize

Information’) and 3. (‘Draw Conclusions’)

4. HISTORIC DECISIONS OF THE SUPREME COURT, pages 754–755 Questions 1and 2


Day 5: Lesson 6: The Struggle Continues (CA History-Social Studies Content Standards 11.3.3, 11.3.5, 11.9.7, 11.10.2,

11.10.5, 11.10.6, 11.10.7, 11.11.1, 11.11.2, 11.11.3, 11.11.7, CST.2, HI.2, HI.4 o Read page 763: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 769, Question (‘Analyze Issues’), page 771, Question (‘Summarize’), and page 775,

Question (‘Form Generalizations’)

2. HISTORICAL SOURCE, page 773 – “Americans with Disabilities Act”, Question (‘Analyze Historical Sources’)

3. LESSON 6 ASSESSMENT, page 775, Questions 1. (‘Organize Information’), 3. (‘Analyze Effects’), 4.

(‘Evaluate’), and 5. (‘Compare and Contrast’)



Complete Module 15 Essential Question Why should all Americans have equal rights and opportunities? Consider (“In

what ways did African Americans fight discrimination during the civil rights era? How did the events of the civil rights era

affect the ways Americans think about individual rights?”) and use at least two solid arguments to support you claim.



ASSIGNMENTS FOR WEEK #8: Module 16 THE VIETNAM WAR (1959 - 1976)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________

Essential Question: Should the United States have gotten involved in the conflict in Vietnam?

Day 1: Lesson 1: Moving Toward Conflict (CA History-Social Studies Content Standards 11.8.5, 11.9.3, HI.1 o Read page 780: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 782, Question (‘Synthesize’), page 785, Question (‘Analyze Motives’), and page 786,


2. INTERPRET MAPS, page 784 – “Indochina, 1959”, Questions 1. (‘Movement’) and 2. (‘Location’)

3. LESSON 1 ASSESSMENT, page 786, Questions 1. (‘Organize Information’), 3. (‘Evaluate’), 4. (‘Evaluate), 5. (‘Form

Opinions’), and 6. (‘Analyze Motives’)


Day 2: Lesson 2: U.S. Involvement and Escalation (CA History-Social Studies Content Standards 11.9.3, 11.9.4, CST.1, CST.2,

HREP.4 o Read page 787: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 789, Question (‘Contrast’), page 792, Question (‘Make Inferences’), and page 794, Question

(‘Analyze Effects’)

2. HISTORICAL SOURCE, page 791 – “War or Peace?”, Questions 1 and 2.

3. AMERICAN LITERATURE, page 793 – “Literature of the Vietnam War”, Question (‘Analyze American Literature’)

4. LESSON 2 ASSESSMENT, page 794, Questions 1. (‘Organize Information’), 3. (‘Form Generalizations’), 4. (‘Draw

Conclusions’), 5. (‘Contrast’), and 6. (‘Analyze Effects’)


Day 3: Lesson 3: Nation Divided (CA History-Social Studies Content Standards 11.8.8, 11.9.3, 11.9.4, 11.10.4, CST.2, HREP.4 o Read page 795: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 797, Question (‘Summarize’), page798, Question (‘Make Inferences), and page 801,


2. DIFFICULT DECISIONS, page 799 – “Resist the Draft or Serve Your Country?”, Questions 1 and 2.

3. HISTORICAL SOURCE, page 800 – “Johnson Remains Determined”, Question (‘Analyze Historical Sources’)

4. LESSON 3 ASSESSMENT, page 801, Questions 1. (‘Organize Information’), 3. (‘Develop Historical Perspectives’), 4.

(‘Synthesize’), and 5. (‘Evaluate)


Day 4: Lesson 4: 1968: A Tumultuous War (CA History-Social Studies Content Standards 11.9.3, 11.9.4, 11.10.4, CST.2, HI.1 o Read page 802: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. INTERPRET GRAPHS, page 804 – “Changing Opinions About the War”, Question (‘Interpret Graphs’)

2. READING CHECK, page 805, Question (‘Analyze Issues’), page 806, Question (‘Analyze Issues’), and page 808,


3. INTERPRET CHARTS, page 808 – “Election of 1968”, Questions 1 and 2.

4. LESSON 4 ASSESSMENT, page 808, Questions 1. (‘Organize Information’), 4. (‘Make Inferences’), and 5.

(‘Synthesize’)




Day 5: Lesson 5: The End of the War and Its Legacy (CA History-Social Studies Content Standards 11.1.3, 11.8.5, 11.9.3,

11.9.4, 11.11.4, CST.1 HREP.4, HI.1 o Read page 809: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. INTERPRET GRAPHS, page 810 – “Total U.S. Bomb Tonnage”, Questions 1 and 2

2. READING CHECK, page 811, Question (‘Synthesize’), page 814, Question (‘Analyze Issues’), page 815, Question

(‘Summarize’), and page 819, Question (‘Contrast’)

3. HISTORICAL SOURCE, page 813 – “Kent State Shooting”, Questions 1 and 2.

4. LESSON 5 ASSESSMENT, page 819, Questions 1. (‘Organize Information’), 3. (‘Analyze Effects’), 4. (‘Analyze

Primary Sources’), 5. (‘Make Inferences’), and 6. (‘Synthesize’)



Complete Module 16 Essential Question: Should the United States have gotten involved in the conflict in Vietnam? Consider

(“What did the United States intend to gain from the Vietnam War? What effects did the Vietnam War have on the United

States?”) and use at least two solid arguments to support you claim.

ASSIGNMENTS FOR WEEK #9: Module 17 TRANSITIONS AND CONSERVATISM (1967 - 1992)


_______________________________________________

Essential Question: What was the defining moment of the 1970s through the 1990s in the United States?

Day 1: Lesson 1: The Nixon Administration & Lesson 2: Watergate: Nixon’s Downfall (CA History-Social

Studies Content Standards 11.6.5, 11.9.4, 11.9.6, 11.11.2, 11.11.3, 11.11.4, 11.11.6, HI.1, HI.6 o Read pages 824 & 831: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 826, Questions 1 and 2 and, Questions 1 and 2.

2. READING CHECK, page 827, Question (‘Analyze Issues’), page 829, Question (‘Summarize’), page 830,

Question (‘Analyze Causes’), page 832, Question (‘Summarize’), page 834, Question (‘Analyze Motives’), page

835, Question (‘Draw Conclusions’), and 837, Question (‘Analyze Effects’)


(‘Draw Conclusions’’), and 4. (‘Analyze Effects’), & Pg. 837, Questions 1. (‘Organize Information’), 4. (‘Analyze

Events’), and 5. (‘Evaluate’)


Day 2: Lesson 3: The Ford and Carter Years (CA History-Social Studies Content Standards 11.8.1, 11.8.6, 11.8.7, 11.9.1,

11.9.3, 11.9.4, 11.9.6, 11.10.2, 11.10.3, 11.11.2, 11.11.3, 11.11.7, CST.1, CST.2, HREP.4, HI.1, HI.2, HI.6 o Read page 838: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 840, Question (‘Make Inferences’), page 845, Question (‘Analyze Causes’), and page

846, (‘Identify Problems’)

2. HISTORICAL SOURCE, page 842 – “Energy Crisis”, Question (‘Analyze Historical Sources’)

3. INTERPRET GRAPHS, page 843 – “Unemployment and Inflation, 1970 - 1980”, Questions 1. & 2.

4. INTERPRET MAPS, page 847, Questions 1. (‘Location’) and 2. (Human-Environment Interaction’)

5. LESSON 3 ASSESSMENT, page 848, Questions 1. (‘Organize Information’), 3. (‘Analyze Issues’), and 5.

(‘Compare’)

6. HISTORIC DECISIONS OF THE SUPREME COURT, pages 849 – 850 – “Regents of University of California

v. Bakke (1978)”, Questions 1. (‘Connect to History’) and 2. (‘Connect to Today’)




Day 3: Lesson 4: A Conservative Movement Emerges (CA History-Social Studies Content Standards 11.3.2, 11.10.2,

CST.2, HREP.4 o Read page 851: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 853, Question (‘Analyze Issues’) and 856, Question (‘Analyze Causes’)

2. HISTORICAL SOURCE, page 853 – “Moral Majority”, Question (‘Analyze Historical Sources’)

3. INTERPRET MAPS, page 854 – “Presidential Election of 1980”, Questions 1. (‘Location’) and 2. (‘Region’)

4. LESSON 4 ASSESSMENT, page 856, Questions 1. (‘Organize Information’), 3. (‘Analyze Effects’), and 5.

(‘Analyze Motives’)


Day 4: Lesson 5: Reagan and Bush Confront Domestic Concerns (CA History-Social Studies Content Standards

11.6.4, 11.8.7, 11.11.2, 11.11.5, 11.11.6, 11.11.7, CST.1, HI.6 o Read page 857: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”

o Read page 857 - 866 and Complete the Following Tasks:

1. READING CHECK, page 860, Question (‘Analyze Motives’), 863, Question (‘Contrast’), & 864, Question


2. DIFFICULT DECISIONS, page 863 – “Sending Money Into Space”, Questions 1 and 2.

3. LESSON 5 ASSESSMENT, page 864, Questions 1. (‘Organize Information’), 3. (‘Predict’), 4. (‘Analyze

Motives’), and 5. (‘Form Generalizations)

4. GEOGRAPHY SPOTLIGHT, pages 865 – 866 – “From Rust Belt to Sun Belt”, Questions 1. (Analyze

Distributions’) and 2. (‘Create a Graph’)


Day 5: Lesson 6: Foreign Policy Under Reagan and Bush (CA History-Social Studies Content Standards 11.9.3, 11.9.6,

HREP.1, HREP.3 o Read page 867: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 869, Question (‘Compare’), page 871, Question (‘Contrast)

2. INTERPRET MAPS, page 870 Questions 1 and 2, and page 873, Questions 1 and 2

3. POINT/COUNTERPOINT, page 874, Questions 1. (‘Connect to History’) and 2. (‘Connect to Today’)

4. LESSON 6 ASSESSMENT, page 875, Questions 1. (‘Organize Information’), 3. (‘Form Generalizations’), and 4.

(‘Analyze Events’)



Complete Module 17 Essential Question: What was the defining moment of the 1970s through the 1990s in the United

States? Consider (“What caused the energy crisis of the 1970s? How did government spending change during the 1980s?”)

and use at least two solid arguments to support you claim.



ASSIGNMENTS FOR WEEK #10: Module 18 INTO A NEW MILLENNIUM (1991 - 2015)


_______________________________________________

Essential Question: What issue or development has most affected the United States since the beginning of the 21st

century?

Day 1: Lesson 1: The Clinton Years (CA History-Social Studies Content Standards 11.6.5, 11.8.1, 11.8.7, 11.9.1, 11.9.6,

11.9.7, 11.11.2, 11.11.5, 11.11.6, 11.11.7, CST.2 o Read page 880: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 884, Question (‘Analyze Effects’), page 888, Question (‘Summarize’), and page 889,


2. HISTORICAL SOURCE, page 888 – “Outsourcing”, Question (‘Analyze Historical Sources’)

3. LESSON 1 ASSESSMENT, page 889, Questions 1. (‘Organize Information’), 3. (‘Analyze Causes’), & 4.

(‘Analyze Motives’)


Day 2: Lesson 2: The Bush Administration (CA History-Social Studies Content Standards 11.6.4, 11.9.1, 11.11.5, HREP.4,

HI.2, HI.3, HI.5, HI.6 o Read page 890: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 895 – “Knowns and Unknowns”, Question (‘Analyze Historical Sources’)

2. READING CHECK, page 897, Question (‘Form Generalizations’), page 898, Question (‘Analyze Effects’), and

page 900, Question (‘Summarize’)

3. LESSON 2 ASSESSMENT, page 900, Questions 1. (‘Organize Information’), 3. (‘Form Opinions’), 4.

(‘Evaluate’), and 5. (‘Predict’)

4. HISTORIC DECISIONS OF THE SUPREME COURT, pages 901–902, Questions 1 and 2


Day 3: Lesson 3: Obama’s Presidency (CA History-Social Studies Content Standards 11.9.6, 11.11.5, 11.11.6, CST.1,

CST.4, HREP.3, HI.4, HI.5 o Read page 903: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 904, Question (‘Summarize’), page 908, Question (‘Find Main Ideas’), page 909,

Question (‘Make Inferences’), and page 911, Question (‘Analyze Causes’)

2. POINT/COUNTERPOINT, page 905, Questions 1. (‘Connect to History) and 2. (‘Connect to Today’)

3. INTERPRET TABLES, page 907 – “The Keystone XL-Pipeline Debate”, Question (‘Interpret Tables’)

4. LESSON 3 ASSESSMENT, pg. 911, Questions 1 (‘Organize Information’), 3 (‘Analyze Issues’), & 5 (‘Predict’)


Day 4: Lesson 4: Technology Shapes Life (CA History-Social Studies Content Standards 11.8.7, CST.3 o Read page 912: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 914 – “Vacation 2000”, Question (‘Analyze Historical Sources’)

2. READING CHECK, page 916, Question (‘Compare and Contrast’) and page 919, Question (‘Summarize’)

3. LESSON 4 ASSESSMENT, page 919, Questions 1. (‘Organize Information’), 3. (‘Analyze Issues’), 4.

(‘Predict’), and 5. (‘Make Inferences’)




Day 5: Lesson 5: The Changing Face of America (CA History-Social Studies Content Standards 11.3.3, 11.3.4, 11.6.4,

11.8.2, 11.9.7, 11.11.1, 11.11.6, 11.11.7, CST.3, CST.4 o Read page 920: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 923, Question (‘Analyze Causes’), page 924, Question (‘Predict’), and page 927,

Question (‘Compare’)

2. INTERPRET TABLES, Pg. 923 – “The Graying of America”, Questions 1 and 2. (‘Interpret Tables’)

3. INTERPRET MAPS, page 925, Questions 1. (‘Location’) & 2. (‘Human-Environment Interaction’)

4. LESSON 5 ASSESSMENT, page 927, Questions 1. (‘Organize Information’), 3. (‘Predict’), 4. (‘Compare and

Contrast’), and 5. (‘Analyze Effects’)



Complete Module 18 Essential Question: What issue or development has most affected the United States since the

beginning of the 21st century? Consider (“What actions seem plausible to address the ongoing threat of terrorism? How is

technology changing American life?”) and use at least two solid arguments to support you claim.

ASSIGNMENTS FOR WEEK #11: Module 19 THE UNITED STATES IN THE 21ST

CENTURY

(1999 - Present)


_______________________________________________

Essential Question: What role should the United States play in global affairs?

Day 1: Lesson 1: National Security and Public Safety (CA History-Social Studies Content Standards 11.8.7, 11.9.4,

11.9.7, 11.11.6, 11.11.7, HREP.4, HI.2 o Read page 932: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. HISTORICAL SOURCE, page 934 – “Radicals and the Internet”, Question (‘Analyze Historical Sources’)

2. READING CHECK, pages 935, Question (‘Identify Problems’), 937, Question (‘Analyze Effects’), and 941,


3. INTERPRET GRAPHS, page 938, Question (‘Interpret Graphs’) and page 940, Questions 1 and 2.

4. LESSON 4 ASSESSMENT, page 941, Questions 1. (‘Organize Information’), 3. (‘Evaluate’), 4. (‘Analyze

Causes’), and 5. (‘Draw Conclusions’)


Day 2: Lesson 2: Foreign Policy (CA History-Social Studies Content Standards 11.9.1, 11.9.4, 11.9.6, 11.9.7, 11.11.7, CST.4,

HREP.4 o Read page 942: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. INTERPRET GRAPHS, Pg. 946 – “U.S. Foreign Assistance Planned, 2016”, Question (‘Interpret Graphs’)

2. READING CHECK, page 947, Question (‘Analyze Causes’), page 953, Question (‘Analyze Causes’)

3. LESSON 2 ASSESSMENT, page 953, Questions 1. (‘Organize Information’), 3. (‘Evaluate’), 4. (‘Form

Opinions’), and 5. (‘Make Inferences’)




Day 3: Lesson 3: Poverty and Social Concerns (CA History-Social Studies Content Standards 11.1.3, 11.6.4, 11.6.5,

11.11.6, 11.11.7, HI.2, HI.6 o Read page 954: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 957, Question (‘Summarize’), page 959, Question (‘Analyze Causes’), and page 961,

Question (‘Analyze Problems’)

2. INTERPRET GRAPHS, page 957 – “Income Growth of American Households, 1979 – 2011,” Questions 1 and 2.

3. LESSON 3 ASSESSMENT, page 961, Questions 1. (‘Organize Information’), 3. (‘Evaluate’), 4. (‘Predict’), 5.

(‘Form Opinions’), & 6. (‘Form Generalizations’)


Day 4: Lesson 4: Conservationism and the Environment (CA History-Social Studies Content Standards 11.8.6, 11.8.7,

11.8.7, 11.9.4, 11.11.5, CST.2, CST.4, HREP.4, HI.5 o Read page 962: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


1. READING CHECK, page 965, Question (‘Analyze Causes’), page 969, Question (‘Analyze Effects’), and page

971, Question (‘Draw Conclusions’)

2. INTERPRET TABLES, page 966 – “History of Conservation in the United States”, Question (‘Interpret Tables’)

3. INTERPRET GRAPHS, Pg. 967 – “U.S. Greenhouse Gas Emissions by Source, 2013”, Question (‘Interpret

Graphs’)

4. HISTORICAL SOURCE, page 970, “Looking Back, Looking Forward”, Question (‘Analyze Historical Sources’)

5. LESSON 4 ASSESSMENT, page 971, Questions 1. (‘Organize Information’), 3. (‘Analyze Effects’), 4.

(‘Evaluate’), and 5. (‘Analyze Issues’)


Day 5: Lesson 5: Education & Lesson 6: Globalization and Cultural Diffusion (CA History-Social Studies Content

Standards 11.3.5, 11.6.5, 11.8.7, 11.8.8, 11.9.7, 11.11.5, 11.11.6, CST.3, HREP.4, HI.1, HI.2, HI.4, HI.5, HI.6 o Read page 972 & 979: “The Big Idea”, “Why It Matters Now”, “Key Terms and People”, and “One American’s Story”


5. READING CHECK, page 973, Question (‘Summarize’), page 978, Question (‘Identify Problems’), page 981,

Question (‘Summarize’), page 985, Question (‘Analyze Effects’), and page 987, Question (‘Analyze Causes’)

6. HISTORICAL SOURCE, page 976, ‘Analyze Historical Sources’ and page 983, ‘Analyze Historical Sources’

7. INTERPRET GRAPHS, page 977 – “Average U.S. College Costs Since 1974”, Question (‘Interpret Graphs’)

8. INTERPRET MAPS, page. 982 – “World Trading Blocs, 2013”, Questions 1 and 2.

LESSON 5 ASSESSMENT & LESSON 6 ASSESSMENT, page 978, Questions 1. (‘Organize Information’), 3.

(‘Predict’), 4. (‘Analyze Issues’), 5. (‘Develop Historical Perspective’) & Pg. 987, Questions 1. (‘Organize

Information’), 3. (‘Predict’), 4. (‘Analyze Issues’), and5. (‘Develop Historical Perspective’)



Complete Module 19 Essential Question: What role should the United States play in global affairs? Consider (“What role

did the United States play in global affairs before the 21st century? How does technology influence the role the United

States plays in global affairs?) and use at least two solid arguments to support you claim.



Final Assessment ASSIGNMENT FOR US History B (Week #12)

Option 1: Take the Final Exam

Option 2: Choose one (1) of the following Writing Projects: o Democratic Ideals and Documents

o Capitalism and Response To It

o The Great War Peace Process and its Effects

Option 3: choose one (1) of the following activities: Museum Visit: Visit a local museum that features exhibits relevant to this course. Write a five-paragraph summary of your visit

using the following format:

o Paragraph 1: A general description of the museum and the date and time you visited.

o Paragraph 2: A description of an exhibit and how it relates to a concept you’ve learned in this course.

o Paragraph 3: A description of a second exhibit and how it relates to another concept you’ve learned in this course.

o Paragraph 4: A description of a third exhibit and how it relates to another concept you’ve learned in this course.

o Paragraph 5: General final thoughts on your visit to the museum.

NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.

Newspaper or Magazine Article Summary: Find three recent (no more than six months old) newspaper or magazine articles

with topics related to concepts you’ve learned in this course. Write a five-paragraph synopsis of the three articles using the

following format:

o Paragraph 1: Cite the names, authors, and sources of your three articles.

o Paragraph 2: A brief summary of the first article and how it relates to a concept you’ve learned in this course.

o Paragraph 3: A brief summary of the second article and how it relates to a concept you’ve learned in this course.

o Paragraph 4: A brief summary of the third article and how it relates to a concept you’ve learned in this course.

o Paragraph 5: General final thoughts on your three articles.


Film Documentary Summary: Watch an hour long documentary on a topic related to a concept you learned in this course.

Write a five-paragraph summary of the documentary using the following format.

o Paragraph 1: Cite the title and source of the movie and give a brief description of what it covers.

o Paragraph 2: A description of one new concept you learned from the movie.

o Paragraph 3: A description of another new concept you learned from the movie.

o Paragraph 4: A description of a third new concept you learned from the movie.

o Paragraph 5: General final thoughts on the movie. (i.e. would you recommend it? Explain.)


Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The poster should be at

least 2x3 feet and use bold letters and colors. It should also include at least five terms you learned in this course. Feel free to

use illustrations in your textbook. You will need to explain your poster in a two-minute speech/presentation to your teacher.

Video or Audio Presentation: Record a 2-3 minute presentation explaining or demonstrating a concept learned in this course.

The presentation could be a straightforward delivery of information or it could be a skit acted out by you and others (e.g.

fictional scene, news report, interview, mock debate, etc.). At least five terms learned in the course should be incorporated.

Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or demonstrating a concept

learned in this course. You must include at least 5 slides. At least five terms learned in this course should be incorporated. You

will present your report to an audience that will include teachers and fellow students.

Artistic Expression: Compose a song, choreograph a dance, write a poem, or create a painting or other visual art piece that

explains or demonstrates a concept you learned in this course. Lyrics for songs and poems must fill at least one standard piece

of paper (double-spaced with a 12 point font). Songs and Dances must be performed live or on video and must last 2-3 minutes.

Dances and visual art pieces will need to be submitted with a one-minute verbal explanation or one-page report of your work. At

least five terms learned in this course should be incorporated.