madison public schools · includes major domestic and global developments since the late 19th...

Madison Public Schools AP US History

Grade 11

Written by: Robert I. Grundfest & Hugh Singerline

Reviewed by:

Matthew A. Mingle Director of Curriculum and Instruction

Dr. Mark R. DeBiasse

Supervisor of Humanities

Approval date: August 26, 2014

Members of the Board of Education:

Lisa Ellis, President Kevin Blair, Vice President

Shade Grahling, Curriculum Committee Chairperson David Arthur

Johanna Habib Thomas Haralampoudis

Leslie Lajewski James Novotny

Madison Public Schools

359 Woodland Road Madison, NJ 07940

www.madisonpublicschools.org

Course Overview

Description

This Advanced Placement United States History course teaches students to master factual data, while applying rigorous historiography to each unit of study. It also emphasizes the development of thinking skills used by historians and aligns with contemporary scholarly perspectives on major issues in U.S. history. In addition to certain themes in American history, the course includes major domestic and global developments since the late 19th century, such as the Progressive and Civil Rights movements, the rise of totalitarian states, Third World movements, and international conflicts and their resolution. This course is intended to prepare students to take the Advanced Placement United States History Exam.

Goals

This course aims to: ● produce apprentice historians who are able to use historical facts and evidence in the service of creating deeper

conceptual understandings of critical developments in U.S. history. ● strengthen habits of citing specific evidence to support analyses of primary and secondary sources, connecting insights

gained from specific details to an understanding of the historical issue as a whole. ● develop the ability to determine the central ideas or information of a sources and provide an accurate summary that

makes clear the relationships among the key details and ideas. ● improve the ability to evaluate various explanations for actions or events and determine which explanation best

accords with textual evidence, acknowledging where the information leaves matters uncertain.

Resources

Suggested activities and resources page

https://docs.google.com/a/madisonnjps.org/document/d/19MRTlc9QkwyINyzck_krIdFttxVeUWcaC9RiXf03ud0/edit?usp=sharing

Unit 1 Overview

Unit Title: 1865-1898: The Rise of Big Business, the Emergence of an Industrial Culture, and the Gilded Age

Unit Summary: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups.

Suggested Pacing: 25 lessons

Learning Targets

Unit Essential Questions: ● Should the government have focused on establishing economic equality or equality of economic opportunity during the Gilded

Age? ● How did the “second wave” immigrants, such as the Italians, Jews and Eastern Europeans, incorporate themselves into

American life? ● In what ways did the creation and distribution of vast wealth challenge underlying principles of democracy? ● How did ethnic and regional tensions affect national economic and political development? ● How did new technologies and inventions, for both industry and consumers, affect American society and the economy? ● In what ways did the rise and power of American industry affect our diplomatic, military and economic relationships with other

countries?

Unit Enduring Understandings: ● Political and economic systems do not always work seamlessly. ● The United States is a nation of immigrants. ● Economic change can create winners and losers. ● The rise of big business in the United States influenced the movement of people, efforts to reshape the economy, and debates

over national identity. ● The emergence of an industrial culture in the United States led to greater opportunities for, and restrictions on, immigrants,

minorities, and women. ● The Gilded Age witnessed cultural and intellectual movements in tandem with political debates over economic and social

policies.

Applicable AP Themes: ● Work, Exchange, and Technology ● Peopling ● Politics and Power ● Ideas, Beliefs and Culture

Evidence of Learning

Unit Benchmark Assessment Information: ● Culminating multiple choice/DBQ response relevant to unit material

Objectives (Students will be able to…)

Essential Content/Skills

Suggested Assessments

Standards (NJCCCS CPIs, CCSS, NGSS)

Pacing

Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies in the later 19th Century.

Content: ● Identity ● Work, Exchange,

Technology ○ laissez-faire

capitalism ○ “robber baron” or

“captain of industry”

○ John Rockefeller ○ Standard Oil ○ Andrew Carnegie ○ integration

(vertical and horizontal)

○ Bessemer process ○ “stock watering” ○ pools, trusts,

rebates, holding companies

○ collective bargaining

○ Haymarket Square incident

○ strike and injunction

○ Pinkertons ○ boycott ○ closed shop ○ black list ○ “yellow dog”

contracts ○ transcontinental

railroad ○ National Labor

Union ○ Terence Powderly

and the Knights of Labor

○ Samuel Gompers and the American Federation of Labor

○ Homestead Strike ● Peopling

○ “New South” ○ Booker T.

Washington and

● Write an analytical paragraph that explains the need for a regulatory effort (e.g. Interstate Commerce Act) in light of industry practices (e.g. pool, rebates) and consumer complaints (e.g. the Grange).

● Create and defend a

relevant rubric, then use it to evaluate government action (e.g. tariff, labor laws) in the economy.

● Create a chart that

compares a series of strikes and their outcomes, and draw conclusions.

● Create a graph based on

economic statistics covering the later 1800s (e.g. unemployment, business failures) and use it to identify periods of boom and bust.

● As a group create a Prezi or

PowerPoint presentation on a Gilded Age idea (e.g. laissez-faire), including its origin, its tenets, and its impact.

● Write a free-response essay

that compares two labor organizations (e.g. AFL, Knights of Labor) in terms of ideas, practices, and achievements.

● How did the economic

history of the southern states affect their attitudes and how they were

● 6.1.12.A.5.a Relate industrial growth to the need for social and governmental reforms.

● 6.1.12.A.5.b Assess the

impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.

● 6.1.12.C.5.a Analyze the

economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and explain the positive or negative impact of these practices on the nation and on individuals.

● 6.1.12.C.5.c Analyze the

cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals.

● 6.1.12.D.5.a Analyze

government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.

● 6.1.12.D.5.b Evaluate

how events led to the creation of labor and agricultural

10 lessons

the “Atlanta Compromise”

● Politics and Power ○ “Gilded Age” ○ pensions for Civil

War veterans ○ Treasury surplus ○ Civil Service

reform and Pendleton Act

○ tariffs ○ Stalwarts,

Half-Breeds, Mugwumps

○ Credit Mobilier ○ Munn v. Illinois ○ Wabash, St. Louis

and Pacific Railroad Company v. Illinois

○ Interstate Commerce Act

○ Sherman Antitrust Act

○ political machines ○ “Boss” Tweed and

Tammany Hall ○ Thomas Nast

● America in the World ● Environment and

Geography ● Ideas, Beliefs, Culture

○ “social Darwinism” ○ Gospel of Wealth ○ “Acres of

Diamonds” ○ “Social Gospel” ○ Walter

Rauschenbusch ○ Edward Bellamy

and Looking Backwards

Skills: Compare causes and/or effects, including between short-term and long-term effects. Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect.

integrated into the larger United States’ economy during the Gilded Age?

organizations that protect the rights of workers.

● 6.1.12.D.5.c Assess the

effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations.

● 9.1.12.A.1 Apply critical

thinking and problem-solving strategies during structured learning experiences.

● 9.1.12.A.4 Justify

problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country.

● 9.1.12.B.1 Present

resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

● CCSS.ELA-Literacy.WHST

.11-12.1Write arguments focused on discipline-specific content.

● CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2F&sa=D&sntz=1&usg=AFQjCNFhIVdWzq_xQSAuFuKu5-3yd8CBrg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2F&sa=D&sntz=1&usg=AFQjCNFhIVdWzq_xQSAuFuKu5-3yd8CBrg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F11-12%2F1%2F&sa=D&sntz=1&usg=AFQjCNGtkCKFXJedBmHq3eoW8nqTBF03Zw

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F11-12%2F1%2F&sa=D&sntz=1&usg=AFQjCNGtkCKFXJedBmHq3eoW8nqTBF03Zw

Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time.

expressing their own clearly and persuasively.

Analyze the role of international migration on changes to urban life, cultural developments, labor issues, and reform movements in the later 19th Century.

Content:

● Identity ● Work, Exchange,

Technology ○ Louis Sullivan and

skyscrapers ● Peopling

○ “new immigration”

○ Ellis Island ○ urbanization ○ tenements ○ “settlement

houses” ○ Jane Addams and

Hull House ○ Chinese Exclusion

Act ○ Josiah Strong and

Our Country ● Politics and Power ● America in the World ● Environment and


○ Salvation Army Skills: Construct convincing interpretations through analysis of disparate, relevant historical evidence. Identify and evaluate the impact of political and economic changes on specific racial/ethnic/gender groups. Pull key information from informational texts. Compare ethnic experiences

● Create a timeline that shows Chinese immigration figures from the later 1800s and use it to assess the impact of the Chinese Exclusion Act.

● As a pair create an

illustration that compares/contrasts the features of a Gilded Age city with one of today.

● Select a number of political

cartoons that reflect both pro- and anti-immigration sentiments, and analyze them in terms of their iconography.

● Participate in a “gallery

walk” presentation using a reformist text/picture where students analyze and connect the content with immigration patterns, or the political and economic realities of urban life.

● Using specific historical

evidence, trace the causes of American attitudes towards certain immigrant or labor groups.

● 6.1.12.A.5.c Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.

● 6.1.12.B.5.b Assess the

impact of rapid urbanization on the environment and on the quality of life in cities.

● 6.1.12.D.5.d Relate

varying immigrants’ experiences to gender, race, ethnicity, or occupation.



● 9.1.12.D.1 Interpret

spoken and written communication within the appropriate cultural context.

● 9.1.12.D.2 Determine the

immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events.

8 lessons

● CCSS.ELA-Literacy.WHST.11-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

● CCSS.ELA-Literacy.RI.11-

12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Analyze the factors behind competition, cooperation, and conflict among different social groups in the later 19th Century.

Content:


Technology ● Peopling

○ “Jim Crow” ○ “Talented Tenth” ○ “Rum, Romanism,

and Rebellion” ○ Farmers’ Alliance ○ Battle of the Little

Big Horn and Battle of Wounded Knee

○ Helen Hunt Jackson and A Century of Dishonor

● Politics and Power ○ Plessy v. Ferguson ○ Dawes Severalty

Act ○ suffragettes



○ Chatauqua movement

Skills:

● Interpret two major speeches (e.g. “Acres of Diamonds” and “Atlanta Exposition”) regarding their intended or probable audiences.

● Visually render a speech,

text or idea of a specific Gilded Age social group into a digital format such as PowerPoint or Prezi.

● 6.1.12.A.5.a Relate industrial growth to the need for social and governmental reforms.

● 6.1.12.B.5.a Explain how

the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.

● 6.1.12.C.5.b Compare

and contrast economic development of the North, South, and West in the post-Civil War period.

● 9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age

7 lessons

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2F&sa=D&sntz=1&usg=AFQjCNHRbx0bwqoWkLDD7zlRDcMIXV_2xQ

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2F&sa=D&sntz=1&usg=AFQjCNHRbx0bwqoWkLDD7zlRDcMIXV_2xQ

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRI%2F11-12%2F6%2F&sa=D&sntz=1&usg=AFQjCNGRdwaZbfVaAQ00Eed6BvRei3XO0A

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRI%2F11-12%2F6%2F&sa=D&sntz=1&usg=AFQjCNGRdwaZbfVaAQ00Eed6BvRei3XO0A

Analyze the relationship between corrupt practices and the reforms intended to remedy them. Compare and contrast the visions that various reform groups had for the country.

diversity, using various digital media outlets.



● CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.


.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

● CCSS.ELA-Literacy.RI.11-

12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

● CCSS.ELA-Literacy.SL.11-

12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRI%2F11-12%2F2%2F&sa=D&sntz=1&usg=AFQjCNHWgnnUDG06Gnb0fn43RKdjTjkb7g

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRI%2F11-12%2F2%2F&sa=D&sntz=1&usg=AFQjCNHWgnnUDG06Gnb0fn43RKdjTjkb7g

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F4%2F&sa=D&sntz=1&usg=AFQjCNEm5KCKUG90yIp1ihoaFuhJxR1X2g


http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRI%2F11-12%2F7%2F&sa=D&sntz=1&usg=AFQjCNHPd155CLeK-74Y740mHfbtD-WzSw

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRI%2F11-12%2F7%2F&sa=D&sntz=1&usg=AFQjCNHPd155CLeK-74Y740mHfbtD-WzSw

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F11-12%2F4%2F&sa=D&sntz=1&usg=AFQjCNFIV1HMz9p5c8vUlEN_PiuU34w76Q


perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Unit 2 Overview

Unit Title: 1890-1945, Part I: Progressivism, World War I, and the Twenties

Unit Summary: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. An expanding market for international trade promoted policies that resulted in America emerging as a world power. United States involvement in World War I affected politics, the economy, and geopolitical relations following the war. And finally, he 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems.


Learning Targets

Unit Essential Questions: ● What are America's "vital foreign policy interests"? ● How did the presence of immigrant groups in America, such as Germans and Italians, influence our relationship with other

nations? How might American foreign policy impact immigrant groups present in the United States? ● Did American wars during this time period generally result from economic needs or political principles? Which should be the

basis of American policy towards other nations? ● How did the government side in the debate between establishing economic equality or equality of economic opportunity in the

1920s? ● What methods did Progressives, African-Americans and women use to achieve social change during the Progressive Era? ● To what extent did the reformers and reform movements change the habits and laws under which Americans live between

1898 and 1920? ● Why might groups fighting for the same cause, such as labor unions, suffragettes, and good-government reformers face internal

dissention and conflict?

Unit Enduring Understandings: ● The relationship between the citizen and the government can change because of foreign and domestic crises. ● Social change takes commitment, sacrifice, hard work and dedication, and does not always result in positive outcomes. ● American foreign policy can have both positive and negative results. Sometimes we help people while other times we hurt them.

● Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

● A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

● Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

Applicable Themes: ● Identity ● Work, Exchange and Technology ● Peopling ● Politics and Power ● American in the World ● Environment and Geography ● Ideas, Beliefs and Culture


Unit Benchmark Assessment Information:

● Culminating multiple choice/DBQ response relevant to unit material



Suggested Assessments

Standards (NJCCCS CPIs, CCSS, NGSS)

Pacing

Compare the beliefs and strategies of movements advocating changes to the US economic system since industrialization, particularly the organized labor, Populist, and Progressive movements.

Content:

● Identity ● Work, Exchange, Technology

○ Populist Party ○ William Jennings Bryan

and “Cross of Gold” speech ○ IWW ○ Square Deal ○ Frederick Taylor and

“scientific management” ● Peopling ● Politics and Power

○ trustbusting and antitrust laws

○ Bull Moose Party ○ New Freedom and New

Nationalism ○ Eugene Debs ○ Federal Reserve Act ○ Robert LaFollette

● America in the World ● Environment and Geography ● Ideas, Beliefs, Culture

Skills: Find factual information through Internet research. Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence. Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.

● Produce campaign leaflets that identify the ideas of Roosevelt and Wilson in the 1912 Election.

● Research a

specific muckraker’s argument (Upton Sinclair and The Jungle as model) and connect it to a corresponding Progressive reform (e.g. Meat Inspection Act as model).

● Create a Venn

Diagram or T-Chart that compares government policies of the 1920s with those of the Gilded Age.

● Evaluate the

claim that this was an era of progressivism and change against data that contradicts accepted historiograph.y.

● 6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice.

● 6.1.12.A.6.b Evaluate the

ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.

● 6.1.12.A.6.c Relate the

creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.

● 6.1.12.A.8.a Relate

government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer.

● 6.1.12.B.6.b Compare and

contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion.

5 lessons

● 6.1.12.C.6.a Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups.

● 6.1.12.C.6.b Determine how

supply and demand influenced price and output during the Industrial Revolution.



● 9.1.12.B.1 Present resources

and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

● CCSS.ELA-Literacy.WHST.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.

Analyze the goals of US policy makers in major international conflicts such as the Spanish-American War and World War I and explain how US involvement in these conflicts has altered the US role in world affairs.

Content:

● Identity ● Work, Exchange, Technology ● Peopling ● Politics and Power ● America in the World

○ Alfred Thayer Mahan and the Influence of Sea Power

○ de Lome letter ○ U.S.S. Maine ○ Hawaii, Philippines,

Guam ○ “Rough Riders”

● As a group create a Prezi or PowerPoint presentation on an idea related to foreign policy (e.g. imperialism, neutrality, world “police officer”), including its origin, its

● 6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.

● 6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different

countries.

6 lessons

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F5%2F&sa=D&sntz=1&usg=AFQjCNEaR1QFmirw3I_QOoGHnaBpw0evUA


○ American Anti-Imperialist League

○ protectorate, spheres of influence

○ “Open Door” policy and Boxer Rebellion

○ “Big Stick” policy ○ Roosevelt Corollary ○ Great White Fleet ○ Panama Canal ○ “Dollar Diplomacy” ○ Mexican intervention ○ Lusitania, unrestricted

submarine warfare, and Zimmerman note

○ Treaty of Versailles ○ Washington Naval

Conference ○ Kellogg-Briand Pact

● Environment and Geography ● Ideas, Beliefs, Culture

Skills: Assess the arguments f0r and against US entry into these conflicts. Analyze the difference between fact and opinion Compare related historical developments and processes across place, time, and/or different societies, or within one society.

tenets, and its impact.

● Select a

number of political cartoons that reflect for and against U.S. involvement in World War I, and analyze them in terms of their iconography.

● Evaluate the

actions of the United States during the World War One from the perspective of another nation that was directly affected by American actions.

● Support,

modify, or refute, using specific evidence,the argument that the Spanish–American War in 1898 marked a turning point in United States foreign policy.

● 6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism.

● 6.1.12.B.6.a Determine the

role geography played in gaining access to raw materials and finding new global markets to promote trade.

● 6.1.12.B.7.a Explain how

global competition by nations for land and resources led to increased militarism.

● 6.1.12.C.7.a Determine how technological advancements affected the nature of World War I on land, on water, and

in the air.

● 6.1.12.D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a

world power.

● 6.1.12.D.7.a Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I.

● 6.1.12.D.7.c Analyze the

factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I.

● 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.

● 9.1.12.A.2 Participate in

online strategy and planning sessions for course-based, school-based, or outside projects.

● CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

● CCSS.ELA-Literacy.WHST.1

1-12.5 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.

Analyze how debates over political values (such as democracy, freedom and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and early 20th century.

Content:

● Identity ● Work, Exchange, Technology ● Peopling

○ Gentlemen’s Agreement ● Politics and Power

○ initiative, referendum, recall

○ city manager plan and commission plan

○ 16th, 17th, 18th, and 19th Amendments

○ “Brandeis brief” ○ wartime propaganda ○ Espionage Act and

Sedition Act ○ “Red Scare” and Palmer

raids ● America in the World

○ Insular cases

● Visually render the language and intention of the Espionage Act or the Sedition Act into a digital format such as PowerPoint or Prezi.

● Participate in

a “gallery walk” presentation using a government propaganda poster where students analyze and

● 6.1.12.A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights.

● 6.1.12.D.7.b Determine the

extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I.

● 6.1.12.A.8.c Relate social

intolerance, xenophobia, and fear of anarchists to government policies

5 lessons





○ Teller and Platt Amendments

○ “make the world safe for democracy”

○ Fourteen Points ○ collective security ○ self-determination

● Environment and Geography ● Ideas, Beliefs, Culture

○ White Man’s Burden ○ “yellow journalism”

Skills: Evaluate the arguments of the various reformers. Differentiate between factual argument and propaganda. Explain and evaluate multiple and differing perspectives on a given historical phenomenon.

connect the content with subsequent actions against specific groups (e.g. German-Americans).

● Write a

focused paragraph that interprets two major speeches (e.g. by Beveridge, Roosevelt, Kipling) regarding their arguments for and against American intervention abroad.

● As a group

create a Prezi or PowerPoint presentation on the Red Scare or the Palmer Raids, including its origin, its tenets, and its impact.

restricting immigration, advocacy, and labor organizations.



● 9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.



● CCSS.ELA-Literacy.WHST.1

1-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the 19th century.

Content:

● Identity ● Work, Exchange, Technology

○ muckrakers ○ Jacob Riis and How the

Other Half Lives ○ Upton Sinclair and The

Jungle ○ Triangle Shirtwaist

Factory fire ○ 1920s economic boom

● Peopling ● Politics and Power

○ Meat Inspection Act

● Construct and defend a relevant rubric, then use it to evaluate the arguments for and against conservation.

● As a pair

create an illustration that compares/cont

● 6.1.12.B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

● 6.1.12.B.6.b Compare and

contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during

5 lessons



○ Pure Food and Drug Act ○ income tax ○ Adamson Act ○ War Industries Board ○ “normalcy”

● America in the World ● Environment and Geography

○ conservation movement ● Ideas, Beliefs, Culture

Skills: Identify and evaluate political arguments. Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time.

rasts conservation as a political issue in the early 20th century with arguments in the early 21st century.

● Write a short

essay that accounts for the rise of the modern environmental movement during the Progressive Era.

the period of industrial expansion.

● 6.1.12.C.6.c Analyze the

impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.



● 9.1.12.B.1 Present resources

and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

● CCSS.ELA-Literacy.RH.11-1

2.1 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.

Analyze how changes in class identity and gender roles have related to economic, social and cultural transformations since the late 19th century.

Content:

● Identity ○ Margaret Sanger and

birth control ○ Ku Klux Klan ○ Sacco and Vanzetti ○ Harlem Renaissance ○ Flappers ○ Marcus Garvey ○ organized crime

● Work, Exchange, Technology ● Peopling

○ “Great Migration” ● Politics and Power ● America in the World ● Environment and Geography ● Ideas, Beliefs, Culture

○ “Lost Generation” ○ fundamentalism

● Write a free response essay that analyzes the arguments of women activists for their suffrage.

● Create a

timeline that shows African-American migration figures from the early 1900s and use it to detect potential causes of the

● 6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.

● 6.1.12.C.7.b Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War

I.

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○ Scopes Trial Skills: Identify and analyze the causes of social change. Use various media to evaluate the effects of social change. Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.

Great Migration.

● Perform a

“gallery walk” presentation using a Harlem Renaissance, “flapper,” or technology-related text/picture where students analyze and connect the content to economic, social, technological, and cultural changes.

● Using specific

historical evidence,account for the calls for normalcy, isolation and intolerance that arose in the 1920s.

● Explain how

activist groups and reform movements, such as suffragettes, have caused changes to state institutions and U.S. society.

● 6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.


successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment.

● 6.1.12.D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations,

and an increase in violence

● 6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer.

● 6.1.12.C.8.a Analyze the

push-pull factors that led to the Great Migration.

● 6.1.12.C.8.b Relate social,

cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.

● 6.1.12.D.8.b Assess the

impact of artists, writers, and musicians of the 1920s, including the Harlem

Renaissance, on American culture and values.

● 9.1.12.E.1 Create messages

for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets.



Unit 3 Overview

Unit Title: 1890-1945, Part II: The Great Depression and World War II

Unit Summary: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society. Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role of the national government in the economy. The United States participated in World War II as an Allied force to prevent military conquests by Germany, Italy, and Japan. Domestic and military policies during World War II continued to deny equal rights to African Americans, Asian Americans, and women.


Learning Targets

Unit Essential Questions: ● What were America's "vital foreign policy interests" during the interwar period and how did they change after 1941? ● How might the presence of immigrant groups in America, such as Germans, Italians and Japanese, influence our relationship

with other nations? How might American foreign policy impact immigrant groups present in the United States? ● Was World War II generally a result of economic needs or political principles? Which should be the basis of American policy

towards other nations? ● In what ways did America play the role of "World Policeman" during this era? ● What methods have been used by various groups, such as labor unions, to achieve social change? ● To what extent did the New Deal change the habits and laws under which Americans live? ● Why might groups fighting for the same cause face internal dissention and conflict? ● How did culture and the arts, such as the Art Deco, Art Moderne, and Socialist Realism movements, affect social and political

life?

Unit Enduring Understandings: ● The Great Depression arose from both domestic and global causes. ● Government intervention in the economy can have both positive and negative consequences. ● Wars can both stimulate and harm a nation’s economy. ● The United States became a dominant world military and economic power because of World War II. ● Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic

uncertainty, and related social changes such as urbanization and mass migration.

● A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

● Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

Applicable Themes: ● Identity ● Work, Exchange and Technology ● Peopling ● Politics and Power ● American in the World






Suggested Assessments Standards (NJCCCS CPIs, CCSS, NGSS)

Pacing

Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the 19th century.

Content:


Technology ○ economic cycles ○ depression and

recession ○ unemployment ○ Keynesian

economics ○ monetary and

fiscal policies ○ Bonus Army ○ “Hoovervilles”


○ Huey Long and “Share the wealth”



Skills: Recognize basic patterns of economic activity. Find factual information through Internet research. Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time.

● Collect statistics on wealth, income, and employment from the 1920s and 1930s, create a graph through Excel, and connect to the overall strength or weakness of the economy.

● Create a timeline that

shows government actions from the 1920s and use it to argue for causes of the Great Depression.

● As a group research a

popular song (e.g. by Woody Guthrie) and connect its imagery and content to economic conditions of the period.

● Create a flowchart that

follows the enactment and impact of the Hawley-Smoot Tariff.

● Write a short essay that

accounts for the influence and continuation of the modern environmental movement during the New Deal Era.

● 6.1.12.C.6.c Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.

● 6.1.12.A.9.a Analyze how

the actions and policies of the United States government contributed to the Great Depression.

● 6.1.12.B.9.a Determine

how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.

● 6.1.12.C.9.b Explain how

economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy.

● 6.1.12.C.9.c Explain the

interdependence of various parts of a market economy.

● 6.1.12.C.9.d Compare

and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability.

● 6.1.12.D.9.a Explore the

global context of the Great Depression and the

4 lessons

reasons for the worldwide economic collapse.

● 6.1.12.D.9.b Analyze the

impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.





● 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.


.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.



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● CCSS.ELA-Literacy.WHST.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

● CCSS.ELA-Literacy.WHST.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.

Analyze how and why the New Deal sought to change the federal government’s role in U.S. political, social and economic life.

Content:


Technology ● Peopling ● Politics and Power

○ “alphabet” agencies

○ Court packing scheme

○ “Bank Holiday” ○ “Hundred Days” ○ “relief, recovery,

reform ○ Second New Deal ○ Schechter Poultry

v. U.S. ● America in the World ● Environment and

Geography ○ Dust Bowl

● Ideas, Beliefs, Culture Skills: Analyze the relationship between the branches of government, note

● As a pair create a Prezi or PowerPoint presentation on a specific New Deal agency or law, including its origin, its tenets, and its impact.

● Write a focused paragraph

that interprets the actions taken by the Executive branch as a reaction to Judicial branch decisions regarding New Deal legislation.

● Construct and defend a

relevant rubric, then use it to evaluate the arguments for and against the New Deal.

● Produce campaign leaflets

that identify the ideas of the Democratic and Republican parties in the 1932 and 1936 Elections.


relevant rubric, then use it

● 6.1.12.B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment.

● 6.1.12.C.9.a Explain how

government can adjust taxes, interest rates, and spending and use other policies to restore the country’s economic health.

● 6.1.12.C.10.a Evaluate

the effectiveness of economic regulations and standards established during this time period in combating the Great Depression.

● 6.1.12.A.10.a Explain

how and why conflict developed between the

6 lessons

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connections between politics and government policy Pull key information from informational texts. Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect.

assess the leadership abilities of FDR and another American president.

● Evaluate the claim that

this was an era of liberal change against data that contradicts accepted historiography.

● Explain how activist

groups, such as labor unions, and reform movements,, such as the New Deal, have caused changes to state institutions and U.S. society.

Supreme Court and other branches of government over aspects of the New Deal.

● 6.1.12.A.10.b Assess the

effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals.

● 6.1.12.A.10.c Evaluate

the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society.

● 6.1.12.B.10.a Assess the

effectiveness of New Deal programs designed to protect the environment.

● 6.1.12.C.10.b Compare

and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today.

● 6.1.12.D.10.b Compare

and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.

● 6.1.12.D.10.c Explain

how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.


thinking and problem-solving

strategies during structured learning experiences.



● 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.


.11-12.1.a ntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.


.11-12.5Develop 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.


.11-12.2.b Develop the topic thoroughly by selecting the most









significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

● RI.1.3 Describe the

connection between two individuals, events, ideas, or pieces of information in a text.

Analyze the goals of US policy makers in major international conflicts such as World War II and explain how US involvement in these conflicts has altered the US role in world affairs.

Content:


Technology ● Peopling ● Politics and Power ● America in the World

○ Nye Committee and “merchants of death”

○ Quarantine Speech ○ “cash and carry” ○ America First

Committee ○ isolationism and

neutrality ○ Lend-Lease ○ Pearl Harbor

attack ○ Atlantic Charter ○ Manhattan Project

● Environment and Geography

● Ideas, Beliefs, Culture Skills: Analyze features of historical evidence such as audience, purpose, point of view, format argument, limitations and context relevant to the evidence considered to write a cogent paper on American foreign policy.

● Write a focused paragraph on the adoption and impact of three international agreements of the 1920s and 1930s (e.g. Washington Naval Conference).


shows the development and use of the atomic bomb and use it to evaluate the impact of its usage.

● Visually render the home

life of the average American family during and immediately after World War II into a digital format such as PowerPoint or Prezi that reflects wartime economic restrictions.


relevant rubric, then use it to evaluate the arguments for and against the use of the atomic bomb.

● Evaluate the actions of the

United States during World War II from the perspective of another nation that was directly affected by American actions.

● Support, modify, or refute,

using specific evidence,the

● 6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism.

● 6.1.12.A.11.a Evaluate

the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.

● 6.1.12.A.11.d Analyze the

decision to use the atomic bomb and the consequences of doing so.

● 6.1.12.C.11.a Apply

opportunity cost and trade-offs to evaluate the shift in economic resources from the production of domestic to military goods during World War II, and analyze the impact of the post-war shift back to domestic production.

● 6.1.12.D.10.a Analyze

how other nations responded to the Great Depression.

6 lessons

argument that World War II marked a turning point in United States foreign policy.

● 6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so.

● 6.1.12.B.11.a Explain the role that geography played in the development of military strategies and weaponry

in World War II.

● 6.1.12.C.11.b Relate new wartime inventions to scientific and technological advancements in the civilian world.

● 6.1.12.D.11.a Analyze the

roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.

● 6.1.12.D.11 .b Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World

War II.








.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.











Analyze how debates over political values (such as democracy, freedom and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and early 20th century.

Content:

● Identity ○ segregated

military ○ internment camps

and Korematsu v. U.S.

● Work, Exchange, Technology

● Peopling ● Politics and Power ● America in the World

○ Nuremberg trials ○ Holocaust and

genocide ○ United Nations


● Ideas, Beliefs, Culture Skills: Analyze and evaluate historical evidence, make supportable inferences and draw appropriate conclusions about issues relating to war crimes, crimes against humanity and racism.

● Write a focused paragraph that interprets two major speeches (e.g. by Lindbergh, FDR) regarding their arguments for and against American intervention abroad.

● Perform a “gallery walk”

presentation using a Japanese internment-related text/picture where students analyze and connect the content to the issue of citizen rights.

● How did the history of

Japanese-Americans color the way in which other Americans viewed them once Pearl Harbor was attacked?

● 6.1.12.A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.

● 6.1.12.A.11.c Determine

if American policies regarding Japanese internment and actions against other minority groups were a denial of civil rights.

● 6.1.12.A.11.e Assess the

responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.

● 6.1.12.D.11.d Compare

the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.

● 6.1.12.D.11.e Explain how

World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.




immediate and long-term effects of cross-cultural misconceptions or

5 lessons

misunderstandings resulting from past or current international issues or events.

● 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.




.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic


.11-12. 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

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specific purpose and audience.

Analyze the role of culture and the arts in 20th century movements for social and political change.

Content:



○ John Steinbeck and Grapes of Wrath

● Politics and Power ○ Works Progress

Administration and Federal Arts Project

○ wartime propaganda



Skills: Explain and evaluate ways in which a phenomenon, event, or processes connect to broader regional, national, or global processes at the same time.

● As a group create a Prezi or PowerPoint presentation on a specific New Deal public works project in New Jersey, analyzing its purpose and including its impact.

● Select a number of images

and/or short texts, related to specific minority groups during the 1930s and 1940s, and use them to illustrate the members of these groups as both victims of discrimination and as patriotic Americans.

● Write a focused paragraph

that analyzes how the image of “Rosie the Riveter” contrasted with existing understandings of women’s roles and created a basis for new ones.

● 6.1.12.D.10.d Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.

● 6.1.12.D.11.c Explain

why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.



● CCSS.ELA-Literacy.WHST.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.



4 lessons





Unit 4 Overview

Unit Title: 1945-1980: The United States in the Post-War World

Unit Summary: After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals. Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years. The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against. Differing views on government’s role in social and economic issues led to greater partisanship in government decision making. The United States used various methods to achieve foreign policy goals that affected the global balance of power, national security, other national interests, and the development of democratic societies.


Learning Targets

Unit Essential Questions: ● What factors contributed to ethnic and racial tension within the United States in the post-war era? ● How effectively did Americans respond to the challenges of the civil rights movement in the 1950s? In what ways did that

change in the 1960s and 70s? ● How should the concept of general welfare, as evidenced by the Great Society, be understood in the context of American

capitalism? ● Did the Great Society programs focus more on establishing economic equality or equality of economic opportunity? ● What natural resources does America have in great supply? In limited supply? How did these factors affect American actions in

the 1970s? ● How has the growth of our post-war economy, such as the rise of automobiles and pharmaceutical companies, impacted the

natural environment? ● Should wealthy people living in the United States pay more in taxes to support the government than those who are poor? ● What were America's "vital foreign policy interests" during the Cold War? ● How did Supreme Court decisions in the 1960s and 70s both support and refute the idea that the United States is living up to

the principles embodied in the Declaration of Independence and the Constitution? ● What methods have been used by various groups, such as Civil Rights activists and anti-Vietnam War protesters, to achieve

social change? ● How can culture and the arts, such as the Modernist, Post-Modernist and counterculture movements, affect social and political

life?

Unit Enduring Understandings: ● McCarthyism was an outgrowth of the tension between security and civil rights. ● The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of

global leadership, with far-reaching domestic and international consequences. ● Liberalism, opposed to Communism abroad and believing in the efficacy of governmental power to achieve social goals at home,

reached its apex in the mid-1960s and generated a variety of political and cultural responses. ● Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the

environment.

Applicable Themes: ● Identity ● Peopling ● Politics and Power ● American in the World ● Environment and Geography ● Ideas, Beliefs and Culture







Pacing

Analyze the goals of US policy makers in major international conflicts, such as the Cold War, and explain how U.S. involvement has altered the U.S. role in world affairs.

Content:



○ “Fall of China” ○ National Security

Acts ○ Gulf of Tonkin

resolution ○ War Powers Act

● America in the World ○ superpower ○ satellites ○ George Kennan and

“containment” ○ Truman Doctrine ○ Berlin airlift ○ Marshall Plan ○ NATO ○ Korean War ○ “massive

retaliation” ○ “brinkmanship” ○ Eisenhower

Doctrine ○ Bay of Pigs ○ Cuban Missile

Crisis ○ “flexible response” ○ Vietnam War ○ “domino theory” ○ Tet Offensive ○ Vietnamization ○ detente ○ “shuttle

diplomacy” ○ OPEC and oil

embargo ○ SALT treaties ○ Camp David

Accords ○ Olympic boycott ○ Iranian hostage

crisis

● Create a Venn Diagram or T-Chart depicting the ideological differences between the United States and the Soviet Union, and use it in a focused paragraph that explains U.S. involvement in Cold War conflicts.


relevant rubric, then use it to evaluate the effectiveness of a major post-war international pact (e.g. Marshall Plan, NATO).

● As a pair create an

illustration that compares/contrasts the degree of public support for World War II, the Korean War, and the Vietnam War.

● Evaluate the actions of the

United States during the Cold War from the perspective of another nation that was directly affected by American actions.

● Support, modify, or refute,

using specific evidence,the argument that the policy of containment marked a turning point in United States foreign policy.

● 6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.

● 6.1.12.B.12.a Evaluate

the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.

● 6.1.12.A.12.b Examine

constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.

● 6.1.12.A.12.c Explain

how the Arab-Israeli conflict influenced American foreign policy.

● 6.1.12.C.12.a Explain the

implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.


impact of American governmental policies on independence movements in Africa, Asia, the

7 lessons


● Ideas, Beliefs, Culture ○ Socialism and

Communism Skills: Explain and evaluate the multiple and differing perspectives on the beginning of the Cold War. Find factual information through Internet research.

Caribbean, and the Middle East.

● 6.1.12.D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international

relations.

● 6.1.12.D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.

● 6.1.12.D.12.e Analyze the

role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.









● 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.


-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.




.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of World War II.

Content:



○ “baby boom”

● Perform a “gallery walk” presentation using a text/picture from the 1950s or 1960s where students analyze and connect the content to the

● 6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.

4 lessons

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRH%2F11-12%2F6%2F&sa=D&sntz=1&usg=AFQjCNF72BQ8V5ncMaXn-ByVrkpFkbwPmQ


http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRH%2F11-12%2F8%2F&sa=D&sntz=1&usg=AFQjCNFr-1DMZ9Fa0FovzrfpgCVcfRbQ7A




http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2Fb%2F&sa=D&sntz=1&usg=AFQjCNE-af2XXH20ogey7R2ADPGjuadimw


● Politics and Power ○ Fair Deal ○ GI Bill of Rights ○ Interstate

Highways Act ○ military-industrial

complex ○ New Frontier ○ EPA ○ Clean Air and

Water Acts ● America in the World

○ Bretton Woods conference


○ Rachel Carson and Silent Spring

● Ideas, Beliefs, Culture Skills: Pull key information from informational texts. Compare thematic developments (e.g., role of the government in the economy or environmentalism) across the span of US history in the 20th century.

need for environmental protection.


shows the development of and migration into suburbs and use it to write a focused piece for an urban newspaper on the effect that this had on the cities.

● Debate the underlying and

proximate causes of environmental catastrophes related to pesticide use and the rise of offshore drilling.

● 6.1.12.B.13.b Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.


the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.

● 6.1.12.C.12.b Assess the

impact of agricultural innovation on the world economy.

● 6.1.12.C.12.c Analyze how scientific advancements impacted the national and global

economies and daily life.

● 6.1.12.C.13.b Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.

● 6.1.12.C.13.d Relate

American economic expansion after World War II to increased consumer demand.




resources and data in a format that effectively

communicates the meaning of the data and its implications for solving problems, using multiple perspectives.



-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.






.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data











and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Explain how Civil Rights activism affected the growth of African-American and other identity-based political and social movements

Content:

● Identity ○ Gunnar Myrdal

and An American Dilemma

○ desegregation of the military

○ Rosa Parks and Montgomery bus boycott

○ Martin Luther King, Jr.

○ Little Rock, AR ○ Southern Christian

Leadership Conference

○ Student Nonviolent Coordinating Committee

○ sit-ins and freedom rides

○ March on Washington and “I Have a Dream” speech

○ Medgar Evers ○ Malcolm X and

Nation of Islam ○ Black Panthers ○ Betty Friedan and

The Feminine Mystique

○ Gloria Steinem ○ National

Organization for Women

○ Cesar Chavez ○ American Indian

Movement and Wounded Knee


● Construct and defend a relevant rubric, then use it to evaluate the effectiveness of a specific piece of national Civil Rights legislation in terms of its success in promoting civil liberties and/or equal opportunities.

● Create a political cartoon

that illustrates the usage of economic measures to achieve a civil or human rights goal.

● Produce a 4x4 table that

compares the legislative promises of the Reconstruction Era and the realities of the Civil Rights Era.

● Research leaders or

organizations associated with civil rights and write an essay that evaluates how effective their actions were.

● Contrast the restrictions

that many ethnic groups faced in American society with contributions that members of those ethnic groups ultimately made to American life.

● Explain how activist groups

and reform movements,, such as the such as Civil Rights activists/activism have caused changes to

● 6.1.12.A.13.a Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.

● 6.1.12.A.13.b Analyze

the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.

● 6.1.12.C.13.a Explain

how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.

● 6.1.12.D.13.a Determine

the impetus for the Civil Rights Movement, and

7 lessons


○ Brown v. Board of Education

○ Civil Rights Act and Voting Rights Act

○ “affirmative action”

○ Equal Rights Amendment

○ Title IX ● America in the World ● Environment and


Skills: Construct convincing interpretations of the material through analysis of disparate, relevant historical analysis.

state institutions and U.S. society.

explain why national governmental actions were needed to ensure civil rights for African Americans.

● 6.1.12.D.13.b Compare

and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.


successes and failures of women’s rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.








-12.6 Evaluate authors'





differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.







Explain how and why “modern” cultural values and popular culture have grown since 1945 and how they have affected American politics and society.

Content:

● Identity ○ “Silent generation” ○ hippies


● Peopling ○ suburbanization

● Perform a “gallery walk” presentation using a pop art image from the 1950s to the 1970s (e.g. Warhol, Lichtenstein, Max) where students analyze and connect the content to the spirit of the times.

● 6.1.12.D.13.d Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the

3 lessons







○ Baby Boomers ● Politics and Power ● America in the World ● Environment and


○ television ○ rock music ○ Modern and

Post-Modern arts ○ drug culture

Skills: Evaluate and synthesize conflicting historical evidence about modern culture to construct persuasive written historical arguments.

● As a group research a popular song (e.g. by Bob Dylan) and connect its imagery and content to cultural conditions of the period.

● Use maps and geographical

data to illustrate which region of the United States was most likely to have anti-Vietnam War protests, to send participants to the March on Washington or to go to San Francisco during the summer of 1967.

counterculture movement.












.11-12.1.b Develop claim(s) and











counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Analyze how and why the Great Society sought to change the federal government’s role in U.S. political, social and economic life.

Content:



○ Appalachia ● Politics and Power

○ Lyndon Johnson ○ War on Poverty ○ Medicare and

Medicaid ○ Title I ○ Immigration Act of

1965 ○ Sargent Shriver



Skills: Evaluate how historians’ perspectives influence their interpretations of the Great Society and how models of interpretation change over time.

● As a group create a Prezi or PowerPoint presentation on specific Great Society legislation, analyzing its purpose and including its impact.

● Evaluate the claim that the

1950s was necessarily “conservative” and the 1960s as”liberal” against data that contradicts the accepted historiography.

● Explain how activist groups

and reform movements,, such as the War on Poverty have caused changes to state institutions and U.S. society.

● 6.1.12.A.13.c Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United

States.

● 6.1.12.C.13.c Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today.

● 6.1.12.D.13.e Explain

why the Peace Corps was created and how its role has evolved over time.






-12.1 Cite specific textual evidence to support analysis of primary and

4 lessons



secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

















Analyze how debates over political values (such as democracy, freedom and citizenship) and the extension of American ideals abroad contributed to the ideological clashes of the 20th century.

Content:

● Identity ○ Free Speech

movement ○ Weather

Underground ● Work, Exchange,


○ McCarthyism ○ HUAC ○ Hollywood Ten ○ loyalty oaths ○ Watergate



Skills: Construct a coherent thesis with supporting evidence that includes a sophisticated analysis of documents, artifacts and media sources.

● As a group prepare a verbal presentation on the question of why artists and writers of the 1950s might more often need to resort to metaphor than their 1960s counterparts (e.g. Arthur Miller v. Ralph Nader).

● Evaluate the rise of the New

Left’s influence on academic historical interpretation including psychohistory, historiography and the rejection of the Great Man theory.

● 6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.












.11-12.1.a Introduce

4 lessons









precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.





Unit 5 Overview

Unit Title: 1980-present: The United States in the Modern World

Unit Summary: As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of amulticultural society with varying values and perspectives. Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.


Learning Targets

Unit Essential Questions: ● What qualities or characteristics make someone uniquely "American"? ● How did the creation and distribution of vast wealth, as a result of the Reagan and Bush era tax cuts, challenge underlying

principles of democracy? ● How did Presidents Reagan, Bush and Clinton address the debate over whether the government should establish economic

equality or equality of economic opportunity? ● How did ethnic and regional tensions resulting from large waves of legal and illegal immigration since the 1980s, affect national

development? ● How did Supreme Court decisions of the 1980s and 1990s support or refute the idea that the United States has lived up to the

principles embodied in the Declaration of Independence and the Constitution? ● Has the United States become more or less democratic over the last 200+ years? What about the last 25 years? ● How did America’s abundance of, or shortages of, natural resources affect both foreign and domestic policies during the 1980s

and 1990? ● How has the growth of our economy since the 1980s impacted the natural environment? ● How did American foreign policy decisions and actions, such as overtly fighting terrorism or involving ourselves in Iraq, affect

life within the United States? ● How did culture and the arts, such as the rise of personal computers, cable television and the Internet, affect social and political

life?

Unit Enduring Understandings:

● Recent immigration trends raise complicated demographic issues. ● A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal

views about the role of government. ● The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and

global role. ● Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and political

changes.

Applicable Themes: ● Identity ● Work, Exchange, and Technology ● Peopling ● Politics and Power ● America and the World ● Environment ● Ideas, Beliefs and Culture







Pacing

Analyze how arguments over the meaning and interpretation of the Constitution have affected American politics since the 1980s.

Content:



○ “imperial presidency”

○ expansion of presidential powers

○ “original intent” doctrine

○ Supreme Court rulings on religion, abortion, flag burning

○ appointment of more conservative judges



Skills: Analyze diverse historical interpretations of the meaning of the Constitution.

● Write an essay on the changing power relationships between the Executive and Legislative branches during the 1980s and 1990s.

● Create a timeline of

Supreme Court decisions on individual rights (e.g. Planned Parenthood v. Casey) and use it in a focused paragraph that evaluates their impact on public policy.

● Challenge the notion that

the Constitution is a flexible, changeable document by drawing on historical evidence and the arguments of legal scholars from the end of the 19th century to the present day.

● 6.1.12.A.14.a Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.

● 6.1.12.A.14.b Analyze

how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

● 6.1.12.A.14.e Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of

public concern.





-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,

4 lessons



connecting insights gained from specific details to an understanding of the text as a whole.

















Analyze how and why the modern conservative movement sought to change the federal government’s role in U.S. political, social and economic life.

Content:

● Identity ○ Religious Right


○ supply-side economics

○ recession of 1981-1982

○ 1980s stock market boom


○ Reagan tax cuts ○ cuts to social

programs ○ rise of PACs ○ Bush tax hikes ○ AIDS



○ culture wars Skills: Explain and evaluate the appropriateness of calling this an era of conservatism.

● Construct and defend a relevant rubric, then use it to evaluate legislation related to health and welfare issues.

● Produce campaign leaflets

that identify the ideas of the Democratic and Republican parties in the 1980 and 1984 Elections.

● Assess the comparative

impact of migrations to the United States in the 1890s and 1980s.

● Evaluate the claim that the

presidential election of 1980 ushered in, and the Congressional election of 1994 solidified the accepted notion that this was an era of conservatism against data that contradicts accepted historiography.

● Explain how activist

groups, such as social conservatives, have caused changes to state institutions and U.S. society.

● 6.1.12.A.14.c Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups

● 6.1.12.A.14.d Analyze

the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.

● 6.1.12.A.14.f Determine

the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.

● 6.1.12.A.14.h Assess the

effectiveness of government policies in balancing the rights of the individual against the need for national security.






-2.6 Evaluate authors'

4 lessons





differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.







Explain how changes in transportation, technology and the integration of the U.S. economy into world markets have influenced U.S. society since the 1980s.

Content:


Technology ○ rise of imported

cars ○ decline of

American

● Produce a table that illustrates the relationships between socioeconomic status with voting patterns in New Jersey.

● Create a graph based on

economic statistics covering the 1980s and

● 6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.

3 lessons







automobile industry

○ influence of cheap gas

○ computer revolution

○ NAFTA ○ fair trade

movement ● Peopling ● Politics and Power

○ industry deregulation



Skills: Apply insights about the past to other historical contexts or circumstances, including the present regarding how transportation and technology have affected the American and world economies.

1990s (e.g. unemployment, trade surplus/deficit) and use it in a focused paragraph on U.S. involvement in the world economy.

● 6.1.12.C.14.a Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.

● 6.1.12.A.16.a Determine

the impact of media and technology on world politics during this time period.

● 6.1.12.A.16.b Analyze

government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies.

● 6.1.12.A.16.c Assess from

various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.

● 6.1.12.C.16.a Evaluate

the economic, political, and social impact of new and emerging technologies on individuals and nations.

● 6.1.12.C.16.c Assess the

impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.


thinking and problem-solving strategies during

structured learning experiences.

● 9.1.12.E.4 Predict the

impact of emerging media technologies on international business and globalization.










.11-12.1.b Develop claim(s) and counterclaims fairly and











thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Explain how and why the role of the federal government in regulating economic life and the environment has changed since the1980s.

Content:


Technology ○ rise of big banks ○ internet ○ Internet bubble of

2000 ● Peopling ● Politics and Power

○ Reagan, Bush, and Clinton economic policies

○ changes in securities laws


Geography ○ climate change

● Ideas, Beliefs, Culture Skills: Analyze and evaluate the interaction of multiple causes and/or effects of government involvement in the economy.

● As a group research a SuperFund site in New Jersey and create a Prezi or PowerPoint presentation that provides information on why the site was chosen and evaluates its success at mitigation.


relevant rubric, then use it to argue for or against government intervention in the economy.

● Evaluate the historical

evidence used by the new conservative thinkers that lead them to call for lower taxes, fewer governmental regulations and a more specific return to market capitalism.

● 6.1.12.B.14.c Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.

● 6.1.12.C.14.b Judge to

what extent government should intervene at the local, state, and national levels on issues related to the economy

● 6.1.12.C.14.c Analyze

economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.

● 6.1.12.A.16.c Assess from

various perspectives the effectiveness with which the United States government addresses economic issues that

3 lessons

affect individuals, business, and/or other

countries.
















● CCSS.ELA-Literacy.WHST.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.



Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the 1980s.

Content:


Technology ○ global trade


○ government surveillance and privacy concerns

● America in the World ○ rise of global

terrorism networks ○ September 11,

2001 ○ Eurozone

● Create a flowchart that follows the events that led to the fall of Communism.

● Produce a Venn Diagram or

T-Chart comparing the effectiveness of the Marshall Plan and U.S. policies to reconstruct Iraq.

● 6.1.12.A.15.a Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.

● 6.1.12.A.15.b Determine

the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.

4 lessons





○ third world manufacturing

○ China ● Environment and


Skills: Distinguish among coincidence, causation and correlation, as well as critiquing existing interpretations of cause and effect relating to American military and economic involvement in the world.

● 6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.

● 6.1.12.A.15.f Evaluate

the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.

● 6.1.12.D.14.a Determine

the relationship between United States domestic and foreign policies.

● 6.1.12.D.15.c Explain

how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.

● 6.1.12.D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.




immediate and long-term effects of cross-cultural

misconceptions or misunderstandings resulting from past or current international issues or events.









.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each











while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the 1980s.

Content:


Technology ● Peopling ● Politics and Power ● America in the World ● Environment and

Geography ○ green technologies ○ recycling ○ global warming

● Ideas, Beliefs, Culture Skills: Connect patterns of continuity and change over time to larger historical processes or themes relating to environmentalism.

● Visually render a specific energy or environmental issue of the 1980s or 1990s into a digital format such as PowerPoint or Prezi.

● Write a short essay

comparing and contrasting the conservation efforts of the early 1900s and those of today.

● 6.1.12.C.15.a Relate the role of America’s dependence on foreign oil to its economy and foreign policy.

● 6.1.12.B.16.a Explain

why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.





2 lessons



● 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.



Explain how and why “modern” cultural values and popular culture have grown since 1980 and how they have affected American politics and society.

Content:

● Identity ○ culture wars and

identity politics ● Work, Exchange,

Technology ○ influence of

Amazon and other internet retailers

● Peopling ○ new immigration

● Politics and Power ○ Americans with

Disabilities Act ● America in the World ● Environment and


○ music, art, film, reality TV

Skills: Explain and evaluate multiple and differing perspectives on the emergence and role of modern culture in American life.

● As a group research and present orally on the use of social media in a specific country involved in the Arab Spring.

● 6.1.12.A.16.a Determine the impact of media and technology on world politics during this time period.


impact of American culture on other world cultures from multiple perspectives.

● 6.1.12.D.16.b Explain

how and why technology is transforming access to education and educational practices worldwide.


the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.





● 6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society.

● 6.1.12.D.14.e Evaluate

the role of religion on cultural and social mores, public opinion, and political decisions.

● 6.1.12.D.14.f Determine

the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.






-12.6 Evaluate authors' differing points of view on





the same historical event or issue by assessing the authors' claims, reasoning, and evidence.













Unit 6 Overview

Unit Title: Final Research Paper

Unit Summary: Students will develop a thesis on a historical event, person, argument or phenomenon, conduct research in support of their position and argue their position in a formal paper that relies upon supporting evidence comprised of both primary and secondary source materials.


Learning Targets

Unit Essential Questions: ● What are the qualities and characteristics of effective writing? ● How can information be presented in an engaging manner? ● How do you know if a website or Internet resource is reliable or factual? ● What is the most effective way of applying evidence to an academic argument?

Unit Enduring Understandings: ● Writing is one of the most effective methods of reinforcing information for future use. ● Conducting research is a skill that can be extended to other areas of personal, academic and economic life.



● Culminating research, writing and presentation project. Students can choose topics related to United States History covered in the AP Curriculum, American Government and Politics, or other social science subjects.




Pacing

Research and gather information on a relevant topic.

Content: Topics related to the student’s area of research. Skills: Locate and gather relevant information

● Evaluate potential topics for relevance and ascertain whether there is enough information available for a research paper.

● Assess sources for accuracy

and create notecards or technology-based media for taking notes and gathering formation.

● CCSS.ELA-LITERACY.WHST.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.

● CCSS.ELA-LITERACY.WH

ST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


ST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

6 lessons

Write a research paper that conforms to the course standards and rubric.

Content: Paper related to student’s area of research.

● Write and submit drafts of paper including thesis statement, outlines,

● CCSS.ELA-LITERACY.WHST.11-12.4 Produce clear and coherent writing in which the development,

5 lessons

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F7%2F&sa=D&sntz=1&usg=AFQjCNGjC4aBbSKG4xNxq8SOUpS3mMkslA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F7%2F&sa=D&sntz=1&usg=AFQjCNGjC4aBbSKG4xNxq8SOUpS3mMkslA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F8%2F&sa=D&sntz=1&usg=AFQjCNE9c7q3yCJYIactScqxkgF19AWDvQ

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F8%2F&sa=D&sntz=1&usg=AFQjCNE9c7q3yCJYIactScqxkgF19AWDvQ

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F9%2F&sa=D&sntz=1&usg=AFQjCNGQmmtdP5tNt2jrZFtGv5uHCK6xWg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F9%2F&sa=D&sntz=1&usg=AFQjCNGQmmtdP5tNt2jrZFtGv5uHCK6xWg



Skills: Organize and present information in appropriate written fashion.

paragraphs and research notes.

● Revise and refine paper as required.

● Assess progress by using the rubric to evaluate the paper.

organization, and style are appropriate to task, purpose, and audience.


ST.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.


ST.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.


ST.11-12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.


ST.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate



http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F6%2F&sa=D&sntz=1&usg=AFQjCNHGRRdbBjg_CdQdR4hc7WNU1LiNVA

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form that anticipates the audience's knowledge level, concerns, values, and possible biases.


ST.11-12.1.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


ST.11-12.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


ST.11-12.1.EProvide a concluding statement or section that follows from or supports the argument presented.


ST.11-12.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


ST.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2Fc%2F&sa=D&sntz=1&usg=AFQjCNEw_HMBgIeNvCKXV-lF-JpCS08kKg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2Fc%2F&sa=D&sntz=1&usg=AFQjCNEw_HMBgIeNvCKXV-lF-JpCS08kKg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2Fd%2F&sa=D&sntz=1&usg=AFQjCNHfxbFZSy7ZY_RJF6mH4pM9gUBiQw

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2Fd%2F&sa=D&sntz=1&usg=AFQjCNHfxbFZSy7ZY_RJF6mH4pM9gUBiQw

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2Fe%2F&sa=D&sntz=1&usg=AFQjCNFrWiXWXFiEKfjVQa0hv8KR86g9Zg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F1%2Fe%2F&sa=D&sntz=1&usg=AFQjCNFrWiXWXFiEKfjVQa0hv8KR86g9Zg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fa%2F&sa=D&sntz=1&usg=AFQjCNHw2qsPmjQAVN1UGcTH_neUqn9O3w

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fa%2F&sa=D&sntz=1&usg=AFQjCNHw2qsPmjQAVN1UGcTH_neUqn9O3w



facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.


ST.11-12.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


ST.11-12.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.


ST.11-12.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Present the research to the class. Content: Presentation related to student’s area of research. Skills: Organize and present information in appropriate oral fashion.

● Assess presentation media for accuracy, spelling, grammar and visual conformity to rubric.

● CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fc%2F&sa=D&sntz=1&usg=AFQjCNEOXeI-VTXXtu55P6I_XS2kki11MA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fc%2F&sa=D&sntz=1&usg=AFQjCNEOXeI-VTXXtu55P6I_XS2kki11MA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fd%2F&sa=D&sntz=1&usg=AFQjCNHrVcDnwar8aiK1MdyM2pOF2Faxog

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fd%2F&sa=D&sntz=1&usg=AFQjCNHrVcDnwar8aiK1MdyM2pOF2Faxog

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fe%2F&sa=D&sntz=1&usg=AFQjCNF8abNccfpIEgVfVJgWicMXxNw3Kw

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FWHST%2F11-12%2F2%2Fe%2F&sa=D&sntz=1&usg=AFQjCNF8abNccfpIEgVfVJgWicMXxNw3Kw




perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

● CCSS.ELA-LITERACY.SL.1

1-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

● CCSS.ELA-LITERACY.SL.1

1-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F11-12%2F5%2F&sa=D&sntz=1&usg=AFQjCNEo5lt7YYpNpJZfAywYmxW6nuOykA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F11-12%2F5%2F&sa=D&sntz=1&usg=AFQjCNEo5lt7YYpNpJZfAywYmxW6nuOykA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F11-12%2F6%2F&sa=D&sntz=1&usg=AFQjCNE9wDbOXWQjZFWmMh8oOIqvZGsiWg

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F11-12%2F6%2F&sa=D&sntz=1&usg=AFQjCNE9wDbOXWQjZFWmMh8oOIqvZGsiWg

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