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Key Idea 8.1: Reconstruction

Unit Title/Key Ideas 8.1 RECONSTRUCTION: Regional tensions following the Civil War complicated efforts to heal the nation and to redefine the status of African Americans.

(Standards: 1, 4, 5; Themes: MOV, SOC, CIV, ECO)

Conceptual Understandings

8.1a Different approaches toward and policies for Reconstruction highlight the challenges faced in reunifying the nation.

8.1b Freed African Americans created new lives for themselves in the absence of slavery. Constitutional amendments and federal legislation sought to expand the rights and protect the citizenship of African Americans.

8.1c Federal initiatives begun during Reconstruction were challenged on many levels, leading to negative impacts on the lives of African Americans.

Essential (Compelling) Questions

Can a nation rebuild itself?

Content Specifications

Students will compare and contrast the differences between Reconstruction under Lincoln’s plan, Johnson’s plan, and congressional (Radical) Reconstruction.

Students will examine the Reconstruction amendments (13th, 14th, and 15th) in terms of the rights and protections provided to African Americans.

Students will examine the Freedmen’s Bureau’s purpose, successes, and the extent of its success.

Students will examine the effects of the sharecropping system on African Americans. Students will examine the reasons for the migration of African Americans to the North. Students will examine the rise of African Americans in government. Students will explore methods used by Southern state governments to affect the lives of African

Americans,including the passage of Black Codes, poll taxes, and Jim Crow laws.

Students will explore the responses of some Southerners to the increased rights of African Americans, noting the development of organizations such as the Ku Klux Klan and White Leagues.

Students will examine the ways in which the federal government failed to follow up on its promises to freed African Americans.

Students will examine the effects of the Plessy v. Ferguson ruling.

Content (Supporting) Questions

Should the South have been treated as a defeated nation or as rebellious states? Can political freedom exist without an economic foundation? Does racial equality depend upon government action? To what extent did Jim Crow Laws create and govern a racially segregated society in the South?

Examples of Social Studies Practices

(How?)

A. Gathering, Interpreting and Using Evidence (Plans for Reconstruction) Recognize an argument and identify evidence that supports the argument; examine arguments

related to a specific social studies topic from multiple perspectives; deconstruct arguments, recognizing the perspective of the argument and identifying evidence used to support that perspective.

C. Comparison and Contextualization (sharecropping) Describe the relationship between geography, economics, and history as a context for events

and movements in the United States.

Unifying Themes (How?)

Development, Movement, and Interaction of Cultures (MOV) (northern/western migration) Cultural diffusion and change over time as facilitating different ideas and beliefs

Development and Transformation of Social Structures (SOC) (segregation/jim crow laws) Cultural diffusion and change over time as facilitating different ideas and beliefs

Civic Ideals and Practices (CIV) (13th, 14th, & 15th Amendments) Basic freedoms and rights and responsibilities of citizens in a democratic republic

Creation, Expansion, and Interaction of Economic Systems (ECO) (sharecropping) Economic systems

Common Core Standards for Reading/ College and Career Standards for Writing

Reading: Key ideas and details

Read closely to determine what the text says explicitly and to make logical inferences from it, and cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Assess how point of view or purpose shapes the content and style of a text. Integration of knowledge and ideas

Analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take.

Range of reading and level of text complexity Read and comprehend complex literary and informational texts independently and proficiently

Writing: Text types and purposes

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and distribution of writing

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to build a present knowledge Gather relevant information from multiple print and digital sources, assess the credibility and

accuracy of each source, and integrate the information while avoiding plagiarism. Range of writing

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.

Formative/Summative Performance Tasks

Formative:

A freeman’s journal: social, political and economic characteristics of life as a sharecropper Critical Analysis writing assignment: use evidence to evaluate the extent to which freedom and

equality were ensured for freedmen in the South after the Civil War https://goo.gl/sWjaGh

Summative:

Plan for Reconstruction: The Civil War has just ended. You had high hopes that President Lincoln would lead the nation in “reconstructing” itself, but he was tragically assassinated. You are now the key adviser to President Andrew Johnson, who has had to step into the Executive Office after this national tragedy. Now it is your task to develop a Reconstruction Plan that can meet the needs of both the North and the South. Be sure to include elements of the following in your assessment of Reconstruction:

South’s Decision in Seceding Role of Confederate Leaders in the War & Repercussions Role of the Federal government in Reconstruction Restoration of rights and property in the South after the War Role of Freedmen

https://goo.gl/sWjaGh

Key Idea 8.2: A Changing Society

Unit Title/Key Ideas

8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America.

Problems resulting from these changes sparked the Progressive movement and increased calls for reform.

(Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH)


8.2a Technological developments changed the modes of production, and access to natural resources facilitated increased industrialization. The demand for labor in urban industrial areas resulted in increased migration from rural areas and a rapid increase in immigration to the United States. New York City became the nation’s largest city, and other cities in New York State also experienced growth at this time.

8.2b Population density, diversity, technologies, and industry in urban areas shaped the social, cultural, and economic lives of people.

8.2c Increased urbanization and industrialization contributed to increasing conflicts over immigration, influenced changes in labor conditions, and led to political corruption.

8.2d In response to shifts in working conditions, laborers organized and employed a variety of strategies in an attempt to improve their conditions.

8.2e Progressive reformers sought to address political and social issues at the local, state, and federal levels of government between 1890 and 1920. These efforts brought renewed attention to women’s rights and the suffrage movement and spurred the creation of government reform policies.


How does a society deal with change?


Students will identify groups of people who moved into urban areas, and examine where they came from and the reasons for their migration into the cities. Students will explore the immigrant experience at Ellis Island.

Students will compare and contrast immigrant experiences in locations such as ethnic neighborhoods in cities, rural settlements in the Midwest, Chinese communities in the Far West, and Mexican communities in the Southwest.

Students will examine the population growth of New York City and other New York cities and the technologies and industries which encouraged this growth

Students will examine the living conditions in urban areas with a focus on increasing population density and the effects that this growth had on the social, cultural, and economic lives of people.

Students will examine nativism and antiimmigration policies, including the Chinese Exclusion Act, the Gentlemen’s Agreement, and immigration legislation of the 1920s.

Students will explore the growth and effects of child labor and sweatshops. Students will explore the development of political machines, including Boss Tweed and

Tammany Hall. Students will examine the goals and tactics of specific labor unions including the Knights of

Labor, the American Federation of Labor, and the Industrial Workers of the World. Students will examine key labor events including the Haymarket affair, the Pullman Strike and

the International Ladies Garment Workers’ Union strike. Students will examine the Populist Party as a reform effort by farmers in response to

industrialization. Students will investigate reformers and muckrakers such as Jane Addams, Florence Kelley, W.

E. B. du Bois, Marcus Garvey, Ida Tarbell, Eugene V. Debs, Jacob Riis, Booker T. Washington, and Upton Sinclair. Student investigations should include the key issues in the individual’s work and the actions that individual took or recommended to address those issues.

Students will explore leaders and activities of the temperance and woman’s suffrage movements.

Students will investigate the Triangle Shirtwaist Fire and the legislative response. Students will examine state and federal government responses to reform efforts, including the

passage of the 17th amendment, child labor and minimum wage laws, antitrust legislation, and food and drug regulations.


What factors have caused American migration? What impact did technological inventions and innovations have on the development of the U.S.? To what extent did rapid industrialization shape the social, political, and economic lives of

people? Why do people immigrate to the United States in the late 1800s and early 1900s? How have immigrants contributed to the United States? How has the United States government and its people responded to immigrants? Why did unions arise? What actions were used to effect change? How did farmers organize in the late 1800s in order to improve their economic standing? Was the Progressive movement successful in making the government more responsive?


(How?)

C. Comparison and Contextualization (immigrant experiences) Identify and compare multiple perspectives on a given historical experience.

F. Civic Participation (muckrakers) Identify, describe, and contrast the role of the individual in opportunities for social and political

participation as an agent of historical change in different societies and communities, as well as at different times, in the United States.


Development, Movement, and Interaction of Cultures (MOV) (immigration patterns) Cultural diffusion and change over time as facilitating different ideas and beliefs

Development and Transformation of Social Structures (SOC) (development of cities) Social and political inequalities

Science, Technology, and Innovation (TECH) (industrialization/mass production) Relationship between science, technology, and innovation and social, cultural, and

economic change Global Connections and Exchange (EXCH) (push/pull factors)

Causes and patterns of migration

Common Core Standards for

Reading/ College and Career Standards for

Writing



Determine central ideas or themes of a text, analyze their development, and summarize the key supporting details and ideas.

Craft and Structure Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Integration of knowledge and ideas Analyze how two or more texts address similar themes or topics to build knowledge or to

compare the approaches the authors take. Range of reading and level of text complexity

Read and comprehend complex literary and informational texts independently and proficiently. Writing: Text types and purposes

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and distribution of writing Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others. Research to build a present knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of writing 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


Formative:

Family tree Scholastic: Ellis Island virtual field trip: http://goo.gl/qoEpC Collective bargaining dialogue: workers vs. management

Summative:

EngageNY 8th Grade Gilded Age Inquiry (Coming Soon) https://goo.gl/OrInXZ Progressives DBQ: problems of the Gilded Age and the extent to which they were addressed by

Progressive reformers https://goo.gl/cJC7Ko Thematic essay: The movement of people and ideas influences cultural diffusion by both

enriching a culture and increasing social tensions. As a class, create a “Progressive University.” Students use their knowledge of the Progressive

era to choose the departments at the university, the classes within these departments (along with the outline of a syllabus with readings), and the professors who will teach each class. One example might be the Department of Social Justice with classes on Labor Rights, Women’s Rights, and Racial Equality taught by Samuel Gompers, Carrie Chapman Catt, and W.E.B. DuBois respectively. Students will be required to . . .

Decide on departments by assessing which causes were considered most important at the time;

Decide on the courses by breaking down the larger causes into smaller pieces; Decide on the professors by selecting the most important actors for a cause; and Select which course to highlight for the course outline and readings, and seek out

contemporary readings (readings from the time) that would support the course topics.

http://goo.gl/qoEpC

https://goo.gl/OrInXZ

https://goo.gl/cJC7Ko

Key Idea 8.3: Expansion and Imperialism


8.3 EXPANSION AND IMPERIALISM: Beginning in the second half of the 19th century, economic, political,

and cultural factors contributed to a push for westward expansion and more aggressive United States foreign policy.

(Standards: 1, 2, 3, 5; Themes: GEO, GOV, CIV, ECO)


8.3a Continued westward expansion contributed to increased conflicts with Native Americans.

8.3b The SpanishAmerican War contributed to the rise of the United States as an imperial power.

8.3c Interest in Pacific trade contributed to an increase in United States foreign interactions.

8.3d The Roosevelt Corollary expanded the Monroe Doctrine and increased United States involvement in the affairs of Latin America. This led to resentment of the United States among many in Latin America.


How does a nation respond to expansion and competition?


Students will examine the effects of the transcontinental railroad on the movement toward westward expansion.

Students will examine examples of Native American resistance to the western encroachment, including the Sioux Wars and the flight and surrender of Chief Joseph and the Nez Perce.

Students will examine United States and New York State policies toward Native Americans, such as the displacement of Native Americans from traditional lands, creation of reservations, efforts to assimilate Native Americans through the creation of boarding schools, the Dawes Act, and the Indian Reorganization Act and the Native Americans’ various responses to these policies.

Students will examine examples of yellow journalism that contributed to United States entry into the SpanishAmerican War, including the portrayal of the sinking of the USS Maine.

Students will explain how the events and outcomes of the SpanishAmerican War contributed to the shift to imperialism in United States foreign policy.

Students will assess the events surrounding the annexation of Hawaii. Students will examine the purpose and effects of the Open Door Policy. Students will evaluate the United States actions taken under the Roosevelt Corollary and their

effects on relationships between the United States and Latin American nations, including the building of the Panama Canal.


How did the railroad change life in the new country? How were the Native Americans affected by key events during this period? What factors promoted territorial expansion in the nineteenth century? How does a nation respond to global expansion and competition? What responsibility does America have towards the inhabitants of a newly acquired territory?


(How?)

B. Chronological Reasoning (SpanishAmerican War) Identify causes and effects, using examples from current events, gradelevel content, and

historical events.

D. Geographic Reasoning (westward expansion) Recognize and analyze how characteristics (cultural, economic, and physicalenvironmental) of

regions affect the history of the United States.


Geography, Humans, and the Environment (GEO) (Westward Expansion) Relationship between human populations and the physical world (people, places, and

environments) Power, Authority, and Governance (GOV) (imperialism)

Conflict, diplomacy, and war Civic Ideals and Practices (CIV) (spreading democracy)

Basic freedoms and rights and responsibilities of citizens in a democratic republic

Creation, Expansion, and Interaction of Economic Systems (ECO) (Panama Canal) Trade, interdependence, and globalization



Writing




Craft and Structure Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Integration of knowledge and ideas Integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words. Range of reading and level of text complexity

Read and comprehend complex literary and informational texts independently and proficiently Writing: Text types and purposes


Production and distribution of writing Use technology, including the Internet, to produce and publish writing and to interact and


Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing



Formative:

Create a yellow journalism article about the SpanishAmerican War Debate: Was the SpanishAmerican War a “splendid little war”?

Summative:

You are a newspaper journalist for the Weekly Gazette, a brand new newspaper in the Colorado territory. You and your fellow journalists are to publish a special edition of the newspaper focusing on the enrichment of cultures and the social tensions initiated by westward expansion. Your newspaper should include articles representing the multiple perspectives of Native Americans, business entrepreneurs, freedmen, immigrants, settlers, and federal officials.

Engage NY 8th Grade American Expansion Inquiry (Coming Soon) https://goo.gl/OrInXZ


Key Idea 8.4: World War I and the Roaring Twenties


8.4 WORLD WAR I AND THE ROARING TWENTIES: Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Involvement in the war significantly altered the lives of Americans. Postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace.

(Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH)


8.4a European militarism, the alliance system, imperialism, and nationalism were all factors that contributed to the start of World War I.

8.4b International, economic, and military developments swayed opinion in favor of the United States siding with the Allies and entering World War I. Domestic responses to World War I limited civil liberties within the United States.

8.4c New military technologies changed military strategy in World War I and resulted in an unprecedented number of casualties.

8.4d Following extensive political debate, the United States refused to ratify the Treaty of Versailles. The United States then sought to return to prewar policies by focusing on domestic rather than international matters.

8.4e After World War I, the United States entered a period of economic prosperity and cultural change. This period is known as the Roaring Twenties. During this time, new opportunities for women were gained, and African Americans engaged in various efforts to distinguish themselves and celebrate their culture.


Is war ever justified? Is normalcy possible after a war?


Students will examine an overview of the causes of World War I, focusing on the factors leading to United States entry into the war.

Students will examine examples of war propaganda and its effects on support for United States involvement in the war.

Students will examine the restrictions placed on citizens after United States entry into the war,including the Espionage Act (1917) and the Sedition Act (1918).

Students will examine the effects of the changes in military technologies used during World War I including trench warfare, chemical weapons, machine guns, and aircraft.

Students will examine Wilson’s Fourteen Points and investigate reasons why the United States Senate refused to support the Treaty of Versailles, focusing on opposition to the League of Nations.

Students will investigate the efforts of women suffragists and explain the historical significance of the 19th amendment.

Students will examine the reasons for and effects of prohibition on American society. Students will examine examples of World War I and postwar race relations, such as the East St.

Louis riots, the Silent March, and the Tulsa riots. Students will explore the changes in American culture after World War I, including an

examination of the Harlem Renaissance and other changes in New York City.


Was world war inevitable in 1914? What motivated American engagement in military conflict during World War I? Was it possible for the U.S. to maintain neutrality in World War I? How did war impact Americans on the home front? To what extent did new military technology change military strategy during World War I? Was the Treaty of Versailles a fair and effective settlement for lasting world peace? Was the decade of the 1920s a time of innovation or conservatism? In what ways did the role of women in American life change during the 1920s?


(How?)

B. Chronological Reasoning (causes of WWI) Distinguish between longterm and immediate causes and effects of an event from current

events or history.

D. Civic Participation (life on the homefront)

Fulfill social and political responsibilities associated with citizenship in a democratic society.


Development and Transformation of Social Structures (SOC) (rise of communism) Role of social class, systems of stratification, social groups, and institutions

Power, Authority, and Governance (GOV) (Treaty of Versailles) Conflict, diplomacy, and war

Creation, Expansion, and Interaction of Economic Systems (ECO) (installment buying) Supply/demand and the coordination of individual choices

Science, Technology, and Innovation (TECH) (new weapons of war) Applications of science and innovations in transportation, communication, military

technology, navigation, agriculture, and industrialization



Writing








Writing:

Text types and purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. Production and distribution of writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to build a present knowledge

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.




Formative:

Debate U.S. neutrality vs. interventionism when WWI begins in 1914 Trench warfare journal of a soldier on the western front Evaluate documents supporting and opposing the U.S. decision to sign the Treaty of Versailles,

thereby joining the League of Nations, at the end of World War I Make a fashion picture book of the 1920’s

Summative:

Thematic Essay: Were the policies enacted after World War I an appropriate response to dealing with a postwar Europe at the time?

Key Idea 8.5: Great Depression


8.5 GREAT DEPRESSION: Economic and environmental disasters in the 1930s created hardships for many Americans. Amidst much debate about the appropriate role of government, President Franklin D. Roosevelt helped to create intensive government interventions in the United States economy and society.

(Standards: 1, 3, 5; Themes: TCC, SOC, GOV, ECO)


8.5a Risky investing, protectionism, and overproduction led to the collapse of the stock market, a wave of bank failures, and a long and severe downturn in the economy called the Great Depression.

8.5b The Great Depression and the Dust Bowl affected American businesses and families.

8.5c President Roosevelt issued the New Deal in an attempt to revive the economy and help Americans deal with the hardships of the Great Depression. These New Deal reforms had a longlasting effect on the role of government in American society and its economic life, but did not resolve all of the hardships Americans faced.


How is a nation affected by changes in economic conditions?


Students will examine how the economic practices of the 1920s contributed to the coming of the Great Depression.

Students will examine the effects of the Great Depression on American families in terms of the loss of jobs, wealth, and homes, noting varying effects based on class, race, and gender.

Students will explore the conditions in New York City and other communities within New York State during the Great Depression.

Students will explore the manmade and environmental conditions that led to the Dust Bowl, the economic as well as cultural consequences of the Dust Bowl, and federal government efforts to address the problem.

Students will identify key programs adopted under the New Deal, including the creation of the Federal Deposit Insurance Corporation and the Securities and Exchange Commission, and the adoption of the Social Security Act.


Was the Great Depression inevitable? What was the effect of the Great Depression on American life? What were the experiences of farmers displaced by the Dust Bowl during the 1930s? How did the New Deal change the role of government? Did the New Deal effectively end the Great Depression and restore prosperity?

Social Studies Practices (How?)

A. Gathering, Interpreting and Using Evidence (life during Great Depression) Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).

D. Geographic Reasoning (Dust Bowl) Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.


Time, Continuity, and Change (TCC) (increased economic intervention by the government) Analyzing causes and consequences of events and developments

Development and Transformation of Social Structures (SOC) (homelessness) Social and political inequalities

Power, Authority, and Governance (GOV) (New Deal) Conflict, diplomacy, and war

Creation, Expansion, and Interaction of Economic Systems (ECO) (unemployment) Scarcity of resources and the challenges of meeting wants and needs

Common Core Standards for Reading/


Read closely to determine what the text says explicitly and to make logical inferences from it, and

College and Career Standards for Writing

cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


Craft and Structure Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Assess how point of view or purpose shapes the content and style of a text.

Integration of knowledge and ideas Analyze how two or more texts address similar themes or topics to build knowledge or to



Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.






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


Formative:

The Stock Market Game Field trip to lower Manhattan/Wall Street/Stock Market Create a New Deal program to address a specific economic, political or social problem in the

1930s

Summative:

Engage NY 8th Grade The New Deal Inquiry (Coming Soon) https://goo.gl/OrInXZ Great Depression DBQ: problems faced by the American people and how people and the

government dealt with these problems: https://goo.gl/SMZz97


https://goo.gl/SMZz97

Key Idea 8.6: World War II


8.6 WORLD WAR II: The aggression of the Axis powers threatened United States security and led to its entry into World War II. The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and atrocities such as the Holocaust led to a call for international efforts to protect human rights and prevent future wars.

(Standards: 1, 2, 3; Themes: TCC, GOV, TECH, EXCH)


8.6a Worldwide economic depression, militant nationalism, the rise of totalitarian rule, and the unsuccessful efforts of the League of Nations to preserve peace contributed to the outbreak of war in Europe and Asia.

8.6b From 1939 to 1941, the United States government tried to maintain neutrality while providing aid to Britain but was drawn into the war by the Japanese attack on Pearl Harbor. The United States fought a war on multiple fronts. At home, the economy was converted to war production, and essential resources were rationed to ensure adequate supplies for military use.

8.6c The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and human atrocities, including the Holocaust, led to a call for an international organization to prevent future wars and the protection of human rights.


Should the United States fight wars to make the world safe for democracy?


Students will examine how the worldwide economic depression and militant nationalism resulted in the rise of totalitarian rule.

Students will examine American involvement in World War II, including the American strategy in the Pacific and the invasion of Normandy on DDay.

Students will examine the role of the Tuskegee Airmen within the segregated military during World War II.

Students will investigate the effects of the war on the American economy and daytoday life.

Students will examine the decision in Korematsu v. United States (1944) to intern Japanese Americans in light of perceived national security concerns versus constitutional rights.

Student will examine the role of New Yorkers in World War II, focusing on local institutions, such as the Fort Ontario Refugee Center or the Brooklyn Navy Yard.


Did United States foreign policy during the 1930s help promote World War II? Does American security depend upon the survival of its allies during wartime? Was war between the United States and Japan inevitable? How important was the home front in the United States’ victory in World War II? Was the treatment of Japanese Americans during World War II justified or an unfortunate setback

for democracy? Could the United States have done more to prevent the Holocaust? Should the U.S. employ nuclear weapons to defeat its enemies in war? Was World War II justified by its results?


(How?)

B. Chronological Reasoning (causes of WWII) Distinguish between longterm and immediate causes and effects of an event from current events or history.

D. Civic Participation (life on the homefront) Fulfill social and political responsibilities associated with citizenship in a democratic society.


Time, Continuity, and Change (TCC) (isolationism → interventionism) Analyzing causes and consequences of events and developments

Power, Authority, and Governance (GOV) (division of Germany) Conflict, diplomacy, and war

Science, Technology, and Innovation (TECH) (atomic bomb) Applications of science and innovations in transportation, communication, military

technology, navigation, agriculture, and industrialization Global Connections and Exchange (EXCH) (United Nations)

Tension between national interests and global priorities

Common Core Standards for Reading/ College and Career Standards for Writing







Range of reading and level of text complexity Read and comprehend complex literary and informational texts independently and proficiently.







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.


Formative:

Visit the Holocaust Museum Debate Truman’s decision to use the atomic bomb: Read HARRY S. TRUMAN'S ANNOUNCEMENT

OF THE DROPPING OF AN ATOMIC BOMB ON HIROSHIMA - Address to the Nation, August 6, 1945. Imagine you are one of President Truman’s advisors. Write a letter to President Truman explaining why you believe he was or was not justified in dropping the bomb. Did the political and/or military circumstances call for this? Explain using evidence.

Summative:

Engage NY 8th Grade Japanese Internment Inquiry http://goo.gl/9shln3

http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/






http://goo.gl/9shln3

Key Idea 8.7: Foreign Policy


8.7 FOREIGN POLICY: The period after World War II has been characterized by an ideological and political struggle, first between the United States and communism during the Cold War, then between the United States and forces of instability in the Middle East. Increased economic interdependence and competition, as well as environmental concerns, are challenges faced by the United States.

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


8.7a The Cold War was an ongoing struggle between the two nuclear superpowers, the United States and the Soviet Union. The Cold War shaped the reconstruction of national boundaries and political alliances across the globe.

8.7b The United States based its military and diplomatic policies from 1945 to 1990 on a policy of containment of communism.

8.7c Following the end of the Cold War, the United States sought to define a new role in global affairs, but the legacies of Cold War actions continue to affect United States foreign policy today.

8.7d Terrorist groups not representing any nation entered and reshaped global military and political alliances and conflicts. American foreign and domestic policies responded to terrorism in a variety of ways.

8.7e Increased globalization has led to increased economic interdependence and competition.


How does a nation deal with international responsibilities?


Students will locate on a map the nations that were aligned with the United States, those aligned with the Soviet Union, and the nonaligned nations.

Students will examine the term nuclear superpower and the threat of nuclear weapons as a cause and as an effect of the arms race between the United States and the Soviet Union.

Students will examine the policy of containment and its application in the postwar period, including the Marshall Plan, the Korean War, the Cuban missile crisis, and the Vietnam War.

Students will examine the changing relationships between the United States and foreign countries such as :

China beginning in 1950 Afghanistan beginning in the 1980s Russia beginning in 1990 Middle East (Israel, Palestine, Iran, Kuwait, Iraq) Countries in the Western Hemisphere, focusing on NAFTA, Cuba and Mexico European Union countries

Students will examine the terrorist attack of September 11, 2001, its effects on national security and the United States responses to it, including the USA Patriot Act, the formation of the Department of Homeland Security, the War on Terror, and military attacks on suspected terrorist locations.

Students will examine the increased economic interdependence in terms of globalization and its impact on the United States and New York State economy, including the workforce.

Students will examine the roles of multinational corporations and their influence on the world economy.


Was the Cold War inevitable? Was containment an effective policy to thwart communist expansion? Should the United States have fought “limited wars” to contain communism? Should President Kennedy have risked nuclear war to remove Soviet missiles from Cuba? Did American presidents have good reasons to fight a war in Vietnam? Can domestic protest affect the outcome of war? Did the United States win the Cold War? Are peace and stability in the Middle East vital to the United States’ economy and national

security? Should the United States have fought a war against Iraq to liberate Kuwait? Is it the responsibility of the United States today to be the world’s “policeman”? Can global terrorism be stopped? How has America’s role in the world changed over time?


(How?)

E. Economic and Economic Systems (capitalism vs. communism) Explain how economic decisions affect the wellbeing of individuals, businesses, and society;

evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.

F. Civic Participation (terrorism) Develop the connections of an interdependent global community by engaging in the political

process as it relates to a global context.


Time, Continuity, and Change (TCC) (change in America’s role in foreign policy over time) Analyzing causes and consequences of events and developments

Geography, Humans, and the Environment (GEO) (effects of nuclear warfare) Effect of human activities on the environment

Creation, Expansion, and Interaction of Economic Systems (ECO) (capitalism vs. communism) Economic systems

Global Connections and Exchange (EXCH) (policy of containment) Tension between national interests and global priorities



Writing






Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Analyze how two or more texts address similar themes or topics to build knowledge or to





appropriate to task, purpose, and audience. Research to build a present knowledge





Formative:

Create a comic strip depicting an area of U.S. involvement during the Cold War. Include causes, events, key people, and outcome/results.

Tour the 9/11 Museum Summative:

Thematic essay: Select a military and/or economic foreign policy action taken by the United States to protect its national interests during the Cold War period. Describe the historical circumstances that led to the action, and discuss the extent to which this action was successful in protecting the national interests.

Key Idea 8.8: Demographic Change


8.8 DEMOGRAPHIC CHANGE: After World War II, the population of the United States rose sharply as a

result of both natural increases and immigration. Population movements have resulted in changes to the

American landscape and shifting political power. An aging population is affecting the economy and straining public resources.

(Standards: 1, 3, 4, 5; Themes: ID, GEO, SOC, GOV, ECO)


8.8a After World War II, the United States experienced various shifts in population and demographics that resulted in social, political, and economic consequences.

8.8b The postwar United States experienced increasing immigration, debates over immigration policy, and an increase in cultural diversity.

8.8c Pollution, population growth, the consumption of natural resources, clearing of land for human sustenance, and largescale industrialization have put added stress on the global environment.


How does a society deal with change?


Students will explore the shortterm and longterm effects of the baby boom generation on the economy, including increases in the construction of homes and schools and increased demands on both Social Security and health care.

Students will examine the effects of suburbanization, including urban decay, suburban growth, and the diminished availability of farmland both nationally and within New York State.

Students will examine the population shift from the Midwest and northern industrial states to the Sun Belt, including its effect on political power.

Students will examine migration and immigration trends in New York State and New York City such as the increase in Spanishspeaking, South Asian, East Asian, Middle Eastern, and African populations and the contributions of these groups.

Students will examine the effects of immigration legislation and policy, including recent debates over immigration policy.

Students will explore the effects of pollution, industrialization, and population growth on the environment, including urban areas (Love Canal), plant and animal life (Adirondack Park) and energy sources (Three Mile Island).


What have been the governmental and societal responses to major public problems since 1975? How did the image of a traditional family change during the 1950s due to suburbanization? What impact did the growth of suburbs have on the economy of the 1950s? What factors have caused American migration in the postwar decades? Why has antiimmigrant sentiment arisen at different points in U.S. history? How has immigration influenced the laws and social services we have in the United States today? How do the experiences of immigrants in various periods of United States history compare to

those of immigrants today? How do changing economic conditions create shifts in immigration patterns? What environmental issues has the United States faced? In what ways are humans responsible for their environment? What is the main goal of the Environmental Protection Agency (EPA)? What regulations and laws have been created to protect the environment?


(How?)

A. Gathering, Interpreting and Using Evidence (changing immigration patterns) Analyze evidence in terms of historical and/or social context, content, authorship, point of view,

purpose, and format; identify bias; explain the role of bias, context and audience in presenting arguments or evidence.

D. Geographic Reasoning (suburbanization)

Describe the spatial organization of place, considering the historical, social, political, and economic implication of that organization. Identify and describe examples of how boundaries and definition of location are historically constructed.


Individual Development and Cultural Identity (ID) (New Immigrants) Personal identity as a function of an individual’s culture, time, place, geography,

interaction with groups, influences from institutions, and lived experiences Geography, Humans, and the Environment (GEO) (Environmental Protection Agency)

Effect of human activities on the environment Development and Transformation of Social Structures (SOC) (population shifts)

Role of social class, systems of stratification, social groups, and institutions Power, Authority, and Governance (GOV) (immigration legislation)

Conflict, diplomacy, and war Creation, Expansion, and Interaction of Economic Systems (ECO) (consumerism)

Supply/demand and the coordination of individual choices



Writing




Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Integration of knowledge and ideas Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning and the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics to build knowledge or to


Read and comprehend complex literary and informational texts independently and proficiently. Writing: Text types and purposes




appropriate to task, purpose, and audience. Use technology, including the Internet, to produce and publish writing and to interact and




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


Formative:

Analyze a contemporary article addressing an opinion on immigration trends today. Research the process of becoming a naturalized U.S. citizen today. Compare this process with

that of immigrants in the early twentieth century. Research current immigration trends. Create a Google slides presentation with a partner that

highlights one region’s push/pull factors, mode of entry to the U.S., settlement patterns of ethnic groups within the U.S. (map), and obstacles/discrimination faced. Incorporated throughout should be both primary and secondary information to support all main ideas.

Summative:

Engage NY 8th Grade Suburban Growth Inquiry (Coming Soon) https://goo.gl/OrInXZ

Key Idea 8.9: Domestic Politics and Reform


8.9 DOMESTIC POLITICS AND REFORM: The civil rights movement and the Great Society were attempts by people and the government to address major social, legal, economic, and environmental problems. Subsequent economic recession called for a new economic program. (Standards: 1, 4, 5;

Themes: TCC, SOC, CIV, ECO)


8.9a The civil rights movement began in the postwar era in response to longstanding inequalities in American society, and eventually brought about equality under the law, but slower progress on economic improvements.

8.9b The civil rights movement prompted renewed efforts for equality by women and other groups.

8.9c The Great Society programs of President Lyndon Johnson strengthened efforts aimed at reducing poverty and providing health care for the elderly, but the Vietnam War drained resources and divided society.

8.9d Economic recession during the 1970s and concerns about the growth and size of the federal government encouraged fiscal conservatives to push for changes in regulation and policy.

8.9e Constitutional issues involving the violation of civil liberties and the role of the federal government are a source of debate in American society.


What does it mean to be equal? How does a nation deal with individual struggles for equality?


Students will compare and contrast the strategies used by civil rights activists, such as Thurgood Marshall, Rosa Parks, Martin Luther King, Jr., and Malcolm X.


Students will explain the significance of key civil rights victories, including President Truman’s desegregation of the military, Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

Students will examine the extent to which the economic situation of African Americans improved as a result of the civil rights movement.

Students will examine struggles for equality and factors that enabled or limited success on behalf of women, farm workers, Native Americans, the disabled, and the LGBT community.

Students will examine judicial actions taken to protect individual rights, such as Miranda v. Arizona

(1966) and Tinker v. Des Moines School District (1969). Students will explain the difference between Medicare and Medicaid. Students will examine the connection between the Vietnam War, especially the draft, and the

growth of a counterculture and peace movement. Students will examine President Ronald Reagan’s and President George H. W. Bush’s cuts to

social programs and taxes in an attempt to stimulate the economy. Students will examine state and federal responses to gun violence, cyberbullying, and electronic

surveillance.


To what extent can legislation result in a positive change in racial attitudes? Is civil disobedience the most effective means of achieving racial equality and social change? Did the civil rights movement of the 1960s effectively change the nation? Should an Equal Rights Amendment (“ERA”) be added to the Constitution to achieve gender

equality? Should Affirmative Action programs be used as a means to make up for past injustices? What factors enabled and/or limited the rights of women, farm workers, Native Americans, the

disabled and the LGBT community in the second half of the twentieth century? Did the “Great Society” programs fulfill their promises? To what extent did the war in Vietnam bring a domestic revolution to the United States? Did the policies of the Reagan and Bush administrations strengthen or weaken the United States

economy? In what ways has the government responded to contemporary issues such as gun violence and

cyberbullying?


(How?)

A. Gathering, Interpreting and Using Evidence (Reconstruction legislation → modern Civil Rights Movement)

Articulate how events are related chronologically to one another in time, and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

F. Civic Participation (civil disobedience) Identify situations in which social actions are required and determine an appropriate course of

action.


Time, Continuity, and Change (TCC) (social reform/responsibility) Analyzing causes and consequences of events and developments

Development and Transformation of Social Structures (SOC) (LGBT) Role of gender, race, ethnicity, education, class, age, and religion in defining social

structures within a culture Civic Ideals and Practices (CIV) (affirmative action)

Basic freedoms and rights and responsibilities of citizens in a democratic republic Creation, Expansion, and Interaction of Economic Systems (ECO) (Medicare/Medicaid)

Scarcity of resources and the challenges of meeting wants and needs



Writing




Craft and Structure Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.








Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Range of writing 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.


Formative:

Debate the need for affirmative action programs today

Summative:

Engage NY 8th Grade Vietnam Inquiry (Coming Soon) https://goo.gl/OrInXZ Civil Rights DBQ: goals and methods used to achieve civil rights https://goo.gl/xEzlqZ Thematic Essay: Evaluate the gains in civil rights for different minority groups from the 1960s

through today.


https://goo.gl/xEzlqZ

key idea 8.1: reconstruction - amazon web services · development, movement, and interaction of...

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