{subject} extended curriculum guidevd-p.d91.k12.id.us/d91curric/3high school/social studies... ·...

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Senior High School U.S. History Expanded Curriculum Guide11th Grade

Course Essential Course Essential Questions: Course Essential Skills:

*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011

11th Grade U.S. History

Curriculum Guide

U.S. History II 11th Grade Essential Understandings, Questions, and Skills

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Understandings:

Students will understand that . . .*diverse cultures have had a large impact on the development of the United States.

*Which cultures have had a large impact on the development of the United States politically, socially, and economically?

The student will develop skills for historical and geographical analysis, including the ability to:

*explain change over time.

*clearly identify a cause and effect relationship including identifying multiple causes resulting in a single effect or multiple effects from a single cause. (CCSS Reading 9-10.3)

*explain how a cause and effect relationship is different from a sequence or correlation of events. (CCSS Reading 9-10.3)

*distinguish between intentional and unintentional consequences.

*understand and properly use the terms historical period, age, and era and identify the commonalities and events that define a particular historical period or age or society.

*understand historical context by showing connections, causal and otherwise, between particular historical events and

*various conflicts and compromises have led to the present conditions in the United States.

*How have conflict and compromise been essential to the development of the United States?

*Which conflicts and compromises have had the greatest impact on the development of the United States?

*Native Americans have influenced and been influenced by the policies of the Federal Government.

*What governmental policies have had the greatest impact on Native Americans?

*How have Native Americans influenced the policies of the Federal Government?

*changes in technology and manufacturing processes have helped to shape American society, culture, and movement patterns.

*How have specific technological advances changed American society, culture, and movement patterns?

*migration and immigration play a fundamental role in the continued development of the United States.

*What has influenced different groups of people to immigrate to the United States at different times?

*What has motivated people to move in large numbers to different parts of the


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country at different times?

*How have these migration patterns affected the growth and development of America?

*How have movement patterns helped to shape American society and culture?

ideas and larger social, economic, and political trends and developments. (CCSS Reading 9-10.3)

*interpret the past within its historical context rather than in terms of present-day norms and values

*analyze and synthesize issues, events, or ideas. (CCSS Reading 9-10.1)

*analyze a current event, defined as a major world event that occurred within the student’s lifetime, and relate it to historical events and/or patterns of history

*determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. (CCSS Reading 9-10.4)

*gather information and source a variety of resources (CCSS Reading 9-10.1; Writing 9-10.8 & 9)

*identify different types of resources. (e.g. primary and secondary, archaeological, anthropological) (CCSS Writing 9-10.8)

*humans have helped to shape the environment.

*What problems have developed and could develop as a result of humans interacting with their environment?

*geography and the environment influence needs, culture, opportunities, choices, interests, and skills.

*How does where I live affect how I live?

*economic change in the United States has both influenced and been influenced by the government, leading to changes in society.

*What is the proper role of the government in developing economic policies?

*How are government policies affected by the economy?

*decisions concerning the allocation and use of economic resources impact individuals and groups.

*Who determines how resources will be allocated and used?

*How do different decisions concerning the allocation of resources affect individuals and groups differently?

*local, national, international relationships are affected by economic transactions.

*How can foreign economic and political issues affect people in the United States at the local level?


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*compare and contrast treatments of the same topic in several primary and secondary sources. (CCSS Reading 9-10.9)

*interpret information presented on a graph, chart, or table. (CCSS Reading 9-10.7)

*interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (CCSS Reading 9-10.7)

*analyze information sources to identify audience, author’s point of view and/or bias, and text structure in order to draw supportable conclusions and inferences. (CCSS Reading 9-10.2,5,6,8)

*evaluate information, pursue significant questions, distinguish fact from opinion, judge quality and quantity of information, identify supporting information, and distinguish between primary and secondary documents. (CCSS Reading 9-10.1,2,8)

*draw evidence from informational texts to support analysis, reflection, and research. (CCSS Writing 9-10.9)

*changes in technology and science have impacted economic growth.

*How can improvements in technology and science impact labor forces positively and negatively?

*How can improvements in transportation systems impact the goods and services that are distributed?

*governments develop and evolve based on the changing needs and desires of society.

*How do the needs of society determine the role of government?

*democratic societies must balance the rights and responsibilities of individuals with the common good.

*What rights and responsibilities do we have as individuals?

*Is it appropriate for government to restrict the rights of individuals to protect the common good?

*Can a society as diverse as the United States ever fairly balance majority rule with minority rights?

*different branches of government have unique powers and responsibilities that affect citizens, and are limited through checks and balances.

*How is power balanced between the different branches of government?

*The study of history is essential to good citizenship.

*Why is the study of history essential to good citizenship?

*Why is good citizenship important in a successful democratic republic?


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*Besides citizenship, what other benefits come from studying history?

*clearly communicate ideas and information in writing, in visual formats, and in an oral presentation. (CCSS Writing 9-10.4)

*find and articulate similarities in the pattern of development and downfall of various civilizations

*problem solve by identifying problems, generating possible solutions, developing criteria for evaluation, ranking the possible solutions, and presenting a final action plan based off the best solutions.

*Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. (CCSS Reading 9-10.4)

*Write arguments focused on history content. (CCSS Writing 9-10.1)

*Write informative/explanatory text, including narration of historical events. (CCSS Writing 9-10.2,4)

*the development of political, civil, and economic rights has impacted the evolution of democracy in the United States.

*How have the rights of U.S. citizens evolved over time?

*How is democracy tied to political, civil, and economic rights?

*the United States and the world are increasingly interdependent and interrelated.

*How is the United States interdependent and interrelated with the rest of the world?

*Is the United States ethically responsible for resolving global problems?


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Goal Objective State Standards Addressed

Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted

Sample TeachingStrategy

ResourcesThe adopted textbook is

America: Pathways to the Present, c. 2002 (Prentice

Hall) and publisher support materials, and the Nystrom

Atlas of U.S. History, c. 2000 (Division of Herff

Jones)

Dist/StateAssessments

Sample Assessment Question

US HISTORY AStandard 1: Reconstruction (1863-1877)

Und

erst

and

the

diff

icul

t tas

k of

reco

nstru

ctin

g th

e U

nion

follo

win

g th

e C

ivil

War

Identify the fundamental differences in the Reconstruction plans advocated by President Lincoln, Congressional leaders, and President Johnson.

9-12.USH2.1.1.29-12.USH2.4.2.19-12.USH2.4.3.2

ESS Tri A

2 days

Divide the class into three teams. Each team is assigned one of the Reconstruction plans to research and present to class. Each team should examine underlying beliefs, goals, and the methodology of the plan under examination. All students chart findings from presentations in notes.

Pathways: pp. 380-381 pp. 386-390

Nystrom: pp. 68-69

Prentice Hall United States History Video Collection: Tape 2: "Division and Uneasy Reunion, 1848-1877" - excerpted section on post-Civil War

Lincoln's original plan for Reconstruction in 1863 was that a state could be re-integrated into the Union whenA. it took its soldiers out

of the Confederate army.

B. 10% of its voters took an oath of allegiance to the United States.

C. it adopted a plan guaranteeing black political and economic rights.

D. it ratified the 14th and 15th Amendments to theConstitution.


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Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Und

erst

and

the

cons

titut

iona

l ch

ange

s im

plem

ente

d by

C

ongr

essi

onal

R

econ

stru

ctio

n

Summarize the basic provisions of the 13th, 14th, and 15th Amendments.

9-12.USH2.1.1.39-12.USH2.4.4.1

ESS 1 dayReview the amendment process.

Read the original text of each of the amendments. Have students paraphrase key provisions. Discuss how each amendment can be viewed as both a success and a failure.

Pathways: pp. 166-167 (text of the Constitution and commentary) p. 370 pp. 386-389 p. 398

Students write an in-class paragraph response to this prompt:

What three constitutional amendments were passed during the Reconstruction era and what was the intent of each of them?

Con

g. R

econ

. con

t. Summarize the effect of the 1896 Supreme Court ruling in Plessy v. Ferguson.

9-12.USH2.4.3.1 ESS 1 days Supreme Court Case Analysis (see template)Determine the facts of the case, key questions involved, the decision, and the long-term significance of the case.

Pathways: p. 1117 (Supreme Court Cases in reference section) pp. 499-500

Video: The American Experience: "Simple Justice"

Writing activity:How did the Supreme Court's decision in Plessy v. Ferguson contribute to the denial of African American rights?

Expl

ain

how

the

Sout

h gr

adua

lly re

plac

ed

slav

ery

with

a sy

stem

of

econ

omic

subj

ugat

ion

Define and Analyze the impact of tenant farming and sharecropping.

9-12.USH2.3.3.19-12.USH2.3.3.2

ESS ½ day Cartoon Analysis: "Worse Than Slavery" to initiate class lecture/discussion on tenant farming and sharecropping as a replacement labor system for slavery

Pathways: pp.391-392 Assume the role of an African-American sharecropper or tenant farmer in the South in 1870. Write a letter to President Grant describing your life and explaining how in many ways your life is as bad as or worse than it was when you were a slave.


8



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Sub.

and

Seg

. con

t.

Describe the origins and development of Jim Crow.

9-12.USH2.1.1.39-12.USH2.4.4.1

ESS ½ day Brainstorm in small group discussion the many ways groups can be segregated in the course of an average day. Each group should create a list to bring to whole group discussion.

Pathways: pp. 498-502

Nystrom: pp. 86-87

Website: pictorial history of separation of races

The legal codes that established the system of segregation wereA. found only in the

North.B. called Jim Crow laws.C. overturned by Plessy v.

Ferguson.D. outlawed at the end of

the Civil War.

Standard 2: The Development of the Industrial United States (1870-1900)

Und

erst

and

how

the

Uni

ted

Stat

es e

mer

ged

as a

n in

dust

rial g

iant

in th

e la

te 1

9th

cent

ury

Name factors that contributed to the rise of industry in America and explain the importance of each (e.g., abundant natural resources, access to capital, invention/innovation, bold leadership, a labor supply, transportation and communication/ railroad and telegraph).

9-12.USH2.1.4.1 ESS 1 day Lecture / Class Discussion PH Video Collection: Volume 11: "Industrialization and Urbanization"

Essay: List and explain three factors that contributed to the rapid industrialization of the American economy.


9



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Indu

stria

l Gia

nt, c

ont.

Explain how technological and transportation improvements and innovations transformed the American economy in the late 19th century including the Bessemer Process, the telegraph, railroad, electricity, and mail order buying.

9-12.USH2.1.4.19-12.USH2.2.3.1

ESS 3 days Oral reports, posters, power point presentations, etc.


Video: The American Experience: "Mr. Sears' Catalog"

Vital improvements in railroading in the late nineteenth century includedA. standard gauge of track

width.B. air brakes.C. steel rails.D. Pullman Cars.E. all of the above.

Indu

stria

l Gia

nt, c

ont. Explain how prominent

business/industrial/financial leaders gained dominance in their particular fields, with primary emphasis on John D. Rockefeller, Andrew Carnegie, and John Pierpont Morgan.

9-12.USH2.1.4.39-12.USH2.3.1.1

ESS 3 days Students research and report to the class their findings on a 19th century business "robber baron / captain of industry."

The American Experience series on Rockefeller and Carnegie

Video: Britannica Films: "The Rise of BigBusiness"

Have students evaluate the following quotation:"Through a combination of hard work, thrift, great ability, and questionable business practices, John D. Rockefeller and Andrew Carnegie became very powerful and wealthy."

Indu

stria

l Gia

nt, c

ont.

Analyze the philanthropic activities of Rockefeller, Carnegie, and Morgan to illustrate the philosophy of the Gospel of Wealth.

9-12.USH2.1.4.3 EXP 1 Day Make a list of all the "causes" to which Rockefeller, Carnegie, and Morgan donated much money during the latter years of their lives.


(Museum of Idaho building in Idaho Falls is a "Carnegie library.")

Andrew Carnegie believed that the rich shouldA. build towns for their

workers.B. leave their fortunes to

their heirs.C. give away money as

charity.D. give gifts to benefit the

masses.


10



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Indu

stria

l Gia

nt, c

ont.

Distinguish between the “old” and the “new” immigration in terms of its volume and the newcomers’ ethnicity, religion, language, and place of origin.

Analyze the opportunities, obstacles, and contributions of different immigrant groups during the industrial era.

9-12.USH2.1.2.19-12.USH2.1.2.29-12.USH2.1.2.3

ESS 4 days Provide students with the data to create a bar graph representation of immigration from 1840 to 1920. The information should provide insights into countries of origin as well as volume of immigrants during this time period.


PH Video Collection: Volume 12: "Immigration and Cultural Change"

U.S Census Bureau website

Students write a summary paragraph explaining the difference between the old and the new immigration. Why did people resent the "new" immigrants more than the "old" immigrants?

Exam

ine

the

reas

ons

for t

he

deve

lopm

ent o

f lab

or

unio

ns in

the

19th c

entu

ry

Describe working conditions common in industrial workplaces in the 1890’s.

9-12.USH2.1.4.29-12.USH2.3.2.1

ESS 2 days Industrial assembly line role playing exercise

Job and working condition role playing- past to present

Primary Source Photograph analysis of working conditions during the Industrial Age


Sinclair’s The Jungle / excerpts

The Good Old Days, They Were Terrible!, by Otto Bettmann

Imagine yourself as a worker in a steel factory (or textile mill, or coal mine, or sweatshop) in America in the 1890s. Describe what your day would be like from beginning to end.

Labo

r Uni

ons,

con

t.

Analyze the role of Samuel Gompers and the American Federation of Labor in the labor movement.

9-12.USH2.1.4.29-12.USH2.4.3.2

ESS Tri A

1 day

Lecture / Class Discussion Pathways: pp. 423-426

Video: “The Rise of Labor”

Compare and contrast the National Labor Union, the Knights of Labor, and the American Federation of Labor in regard to their origins, goals, and leadership. Account for the failure of the first two and the success of the AFL


11



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Labo

r Uni

ons,

con

t.

Describe the causes and effects of one of the following labor conflicts: 1877 Railroad Strike, 1886 Haymarket Affair, 1894 Pullman Strike, 1892 Homestead Strike.

9-12.USH2.1.1.39-12.USH2.1.4.39-12.USH2.4.3.2

EXP Tri A Set up four "stations" with information, pictures, primary source documents, etc. for each of the major strikes. Students have a note-taking sheet for each of the exhibits. Emphasis is on comparing and contrasting the causes and effects of the strikes

Assign teams of "investigative journalists" to research and write a front-page newspapercovering one of the great strikes of the late 1800s. Papers may include pictures, student cartoons, and editorials in addition to the feature story.


PH Video Collection: Volume 13: "Nation in Turmoil"

Major strikes in the late 1800s resulted fromA. cuts in wages.B. poor working

conditions.C. the demand for

unemployment compensation.

D. dissatisfaction with America's political system.

Standard 3: The Emergence of Modern America (1890-1920)


12



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Inte

rpre

t the

mea

ning

, m

otiv

atio

n fo

r, an

d co

urse

of A

mer

ican

im

peria

lism

in th

e la

te

Define imperialism and explain reasons why the U.S. embarked on a path of imperial expansion in the late 1800’s.

9-12.USH2.1.5.19-12.USH2.5.1.29-12.USH2.5.1.3

ESS Tri A

2 days

Research/class discussion on imperialism


PH Video Collection: Volume 15: "U.S. and the World (1865-1917)"

Congressional Quarterly

Congress online

Imagine you are a member of Congress in the 1890s. Take a position for overseas expansion and support your position with reasons.

Am

er. I

mpe

r. co

nt.

Explain how the United States acquired Hawaii and the Panama Canal Zone.

9-12.USH2.1.5.19-12.USH2.5.1.29-12.USH2.5.1.3

ESS Tri A

2 days

Map Study: Imperialism in the Caribbean and the Pacific

Class debate: Was the United States justified in annexing Hawaii?

Lecture / discussion tracing American interest in an Isthmian canal, acquisition of the right to build the canal, and the formidable task of completing the Panama Canal

Pathways: pp. 524 pp. 527-530 pp. 532-533

Video: "A Man, A Plan, A Canal, Panama"

Which of the following best describes how the United States acquired Hawaii?A. Hawaii was ceded to

the United States from Spain.

B. Hawaii was given to the United States as part of the peace treaty ending World War I.

C. Hawaii was annexed by the United States by a joint resolution of Congress.

D. Hawaii was purchased from Spain along with the Philippines.


13



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Am

er. I

mpe

r. co

nt.

Explain the causes and results of the Spanish-American War including acquisition of Puerto Rico, Guam, and the Philippines.

9-12.USH2.1.5.19-12.USH2.5.1.29-12.USH2.5.1.3

ESS Tri A

2 days

Map Study: Imperialism in the Caribbean and the Pacific

Make a chart of U.S. acquisitions. Chart the acquisitions gained in one column and how they were acquired in the second column. Discuss findings.

Pathways: 519-524

Video: "The Second Century: The Spanish American War"

As a result of the Spanish-American War, the United StatesA. treated Latin American

nations with more respect.

B. became a colonial power.

C. became more isolated from Europe.

D. lost the respect of leading world powers.

Iden

tify

Prog

ress

ive

refo

rm

effo

rts to

cor

rect

bus

ines

s, so

cial

, an

d po

litic

al a

buse

s in

indu

stria

l A

mer

ica

Identify key characteristics of a “typical” Progressive reformer:

Urban White Middle class Well educated Women Professional

9-12.USH2.1.1.3 ESS Tri A

1 day

In small group discussion, have students prepare a character sketch of a typical Progressive reformer. Have one group "introduce" John Q. Progressive to the class.

Pathways: pp. 540-546 Nystrom: pp. 88-89

PH Video Collection: Volume 14: "The Progressive Movement"

Progressive reformers were mainly men and women from theA. middle class.B. lower class.C. upper class.D. new wave of

immigrants.E. small towns.

Have students explain why the incorrect choices do not apply.


14



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Prog

ress

ive

refo

rm, c

ont.

Show how Progressives sought to correct abuses in the meatpacking industry, monopolies/trusts, and understand the Settlement House Movement.

9-12.USH2.1.1.3 ESS Tri A

3 days

Students write a descriptive paragraph for each of the following: Jane Addams, Ida Tarbell, Florence Kelley, John Dewey, Frances Willard, Robert La Follette, Carrie Chapman Catt, Upton Sinclair, W.E.B. DuBois, etc.)

Example:Ida Tarbell was the author of articles exposing the business abuses of the Standard Oil Company. Her efforts resulted in the eventual breakup of the Rockefeller oil monopoly.

Pathways: pp. 547-551 Progressives worked toA. end racial segregation

and achieve equal opportunity for African Americans.

B. increase American competitiveness with other nations and give African Americans the vote.

C. support the Democratic Party, remove barriers that kept women out of management jobs in business, and increase tariffs.

D. end business abuses, improve working and living conditions, and reform government

Prog

ress

ive

refo

rm, c

ont. Evaluate Progressive

attempts to restore democracy at the national, state, and local level by summarizing the 17th amendment, defining initiative, referendum, and recall, and explaining the city-manager form of government.

9-12.USH2.1.1.39-12.USH2.4.2.19-12.USH2.4.4.1

ESS Tri A

1 day

Define key terms to describe the political reforms that emerged during the Progressive Era.If possible, have students provide examples of these democratic reforms at work today.

Pathways: pp. 547-551 Use each term/ item in a sentence to show its meaning.


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Level of Critical-

ity

SequenceAnd

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Allotted






Jones)



Und

erst

and

the

caus

es a

nd

impa

ct o

f Am

eric

an

inte

rven

tion

in W

orld

War

I ab

road

and

on

the

hom

e fr

ont Describe reasons for the

United States’ entry into World War I.

9-12.USH2.5.1.29-12.USH2.5.1.3

ESS Tri A

2 days

Lecture / class discussion Pathways: pp. 567-572

PH Video Collection: Volume 16: "The Great War"

Nystrom: pp. 84-85

Write an essay in which you rank order the four most important reasons for U.S. entry into WWI, explaining your choices and justifying why you prioritized the reasons in the manner that you did.

Am

er. I

nter

ven.

WW

I, co

nt.

Explain U.S. military and economic mobilization for war.

9-12.USH2.3.2.19-12.USH2.4.3.2

ESS Tri A

2 days

Most historians agree that when the United States entered World War I, it was "poorly prepared to leap into global war." Have students read/research the steps the U.S. government quickly took to change that situation.


Videos: “Over There”“Over Here”

In an effort to make economic mobilization more efficient during World War I, the federal government took over and operatedA. the railroads.B. heavy industry.C. American agriculture.D. the steel mills.

Am

er. I

nter

ven.

WW

I, co

nt. Evaluate the national debate

over treaty ratification and the League of Nations.

9-12.USH2.4.2.19-12.USH2.4.3.2

ESS Tri A

1 day

Stage a class debate over U.S. entry into the League of Nations.


Senate Archives

Wilson Library online

Congress rejected the Treaty of Versailles becauseA. it did not guarantee

freedom of the seas.B. the United States

received no mandates.C. the United States might

be drawn into European conflicts.

D. Wilson campaigned against it.


16



Level of Critical-

ity

SequenceAnd

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Allotted






Jones)



US HISTORY BStandard 4: The 1920’s

Und

erst

and

dom

estic

an

d in

tern

atio

nal

affa

irs in

the

1920

s

Describe the economic and political impact of big business during the 1920s (e.g., assembly lines, advertising, consumerism).

9-12.USH2.3.1.29-12.USH2.3.1.3

ESS Tri B

2 days

Lecture / Class discussion Pathways: pp. 603-608

PH Video Collection: Volume 17: "The Roaring Twenties"

Explain how the automobile industry in the 1920s had an impact on the national economy similar to that of the railroad industry in the 1870s and 1880s.

Dom

estic

/ Int

er. A

ffai

rs in

192

0s

Analyze the effects of the automobile, radio, airplane, and motion pictures on American society.

9-12.USH2.2.3.1 ESS Tri B

2 days

Lecture / Class discussion Pathways: pp. 614-616

The American Reader: “The Auto in America”

Book and Video; “The First Recorded Century”

Explain how the mass production of automobiles in the 1920s affected the economy and culture of the United States.

Automobiles, radios, and motion picturesA. were less popular than

anticipated.B. strengthened American

family life.C. contributed to the

standardization of American life.

D. were too expensive for ordinary people.


17



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Dom

estic

/ Int

er.

Aff

airs

in 1

920s

Describe the positive and negative social and political impacts of Prohibition.


1 day

Stage a class debate on whether or not social behaviors can be politically controlled. Students must not slip into "present tense" to make their cases.

Pathways: pp. 622-623 What did many prohibitionists assume would be the results of prohibition? Discuss one CORRECT and one INCORRECT assumption?

Dom

estic

/ Int

er. A

ffai

rs in

192

0s

Describe the changing role of women and the significance of the 19th amendment.

9-12.USH2.4.3.29-12.USH2.4.4.1

ESS Tri B

2 days

Amendment analysis

Victorian Age and Modern view of women comparison chart

Pathways: pp. 609-610 What impact did women's suffrage have on public life during the 1920s?A. Women were elected to

state offices for the first time.

B. Women began to serve on juries in many states.

C. Mass numbers of women began to vote in national elections.

D. Many women assumed national leadership positions in the Democratic party.


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Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Dom

estic

/ Int

er. A

ffai

rs in

192

0s

Interpret the issues associated with the Red Scare.


1 day

Lecture / Class discussion Pathways: pp. 597-599 The red scare of 1919-1920 was provoked byA. the strict enforcement

of prohibition laws.B. evolutionary science's

challenge to the biblical story of the creation.

C. the public's association of labor violence with its fear of revolution.

D. the behavior of the flappers.

Dom

estic

/ Int

er.

Aff

airs

in 1

920s

Understand reasons for the increased racial and ethnic conflict and the resurgence of the KKK.


1 day

Reader's Theater: The Sacco and Vanzetti Trial

Pathways: pp. 625-626 The KKK of the 1920s advocated all of the following EXCEPT:A. fundamentalist religion.B. anti-Catholicism.C. anti-immigration.D. economic opportunity

for African-Americans.Evaluate the conflict between Fundamentalism and Modern Thought i.e. .Creationism v. Evolution

9-12.USH2.1.1.39-12.USH2.4.3.2

EXP Either view or reenact the closing arguments (scripts are available) of both Clarence Darrow and Williams Jennings Bryan at the famed Scopes Trial

Video: The American Experience: “The Scopes Trial”

Video: “Inherit the Wind”

The Twenties were a time of conflict between old and new ideas and ways of life. Describe how the Scopes Trial illustrates this statement.


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Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Dom

estic

/ Int

er. A

ffai

rs in

192

0s

Analyze the factors that led to immigration restriction and the closing of the “Golden Door.”


1 day

Brainstorm reasons people oppose immigration to America, then and now.

Pathways: p. 483 ("Immigration Continues Today")

Pathways: pp. 1008-1014("Immigration and the Golden Door"


Pathways: pp. 1092-1093("My American Journey," by Colin Powell)

Many American workers feared that immigrants would A. take the jobs of

American workers.B. never learn to speak

English.C. cause crime to increase

in the cities.D. get preferred treatment

over native Americans. The Immigration Act of 1924 was formulated to impose immigration quotas based onA. economic skills.B. nationality.C. religious beliefs.D. literacy.

Standard 5: The Great Depression, 1929-1940


20



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Dem

onst

rate

an

unde

rsta

ndin

g of

the

caus

es o

f the

Cra

sh o

f 192

9 an

d th

e G

reat

Dep

ress

ion

Evaluate major factors in the stock market crash of 1929 and the Great Depression: Uneven distribution of

wealth Overproduction Overextension of credit Stock market

speculation Sluggish farm economy Bank foreclosures and

failures International economic

picture/tariffs Panic


2 days

Examine sample stock market{bull and bear}prices in the 1920s-1930s.

.Invite local stock brokers / market analysts to discuss the intricacies of the stock market, then and now.


PH Video Collection: Volume 18: "The Great Depression and the New Deal"

John K. Galbraith reading: “Why the Money Stopped”

Suppose that the stock market crash had not occurred. Do you think the Great Depression would still have happened? Would it have been different in any way/ Explain?

Expl

ain

how

the

Gre

at D

epre

ssio

n af

fect

ed A

mer

ican

soci

ety

Explain how the Great Depression affected Americans: Dust Bowl Internal migration Unemployment/

Business failures Bank failures

9-12.USH2.1.2.39-12.USH2.2.2.19-12.USH2.2.2.29-12.USH2.3.3.19-12.USH2.3.4.1

ESS Tri B

2 days

Use of maps, pictures, charts, and graphs to help students see the effects of the Depression.


Pathways: "Growing Up," by Russell Baker 1084-1085

Nystrom: pp. 90-91

The Lange photos and the FDR Library Website.

Video clips of the era.

Music of the era

Write a journal entry from the perspective of a person living during the Great Depression. Entry should describe the impact of the Depression on you personally. (Examples: an Oklahoma farmer, a bank president, an umemployed factory worker, a person forced to migrate in search of work, etc.)


21



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Gre

at

Dep

. &

Am

er.

Soc.

con

t Describe the relationships among the consumer, business, and government.

9-12.USH2.3.1.29-12.USH2.3.2.19-12.USH2.3.4.1

ESS Tri B

1 day

Lecture / Class DiscussionFlow chart

Gre

at

Dep

. &

Am

er.

Soc.

con

t Interpret the significance of Depression-era art and literature.

9-12.USH2.1.1.1 EXP Tri B Examine selected art, photography, and literature of the Depression era.

Und

erst

and

FDR

’s e

ffor

ts to

figh

t the

Dep

ress

ion

Compare and contrast the traditional approach of the federal government to economic downturn to President Hoover’s approach and to FDR’s experimental approach.

9-12.USH2.3.2.19-12.USH2.4.3.2

ESS Tri B

1 day

Lecture / Class Discussion Pathways: pp. 650-654 pp. 658-659

The key difference between Hoover's and Roosevelt's platforms in 1932 was thatA. Roosevelt felt that the

federal government should play a major active role in the economy and Hoover did not.

B. Hoover felt that the federal government should play a major, active role in the economy and Roosevelt favored an advisory role.

C. Hoover favored big business and Roosevelt distrusted it.

D. Hoover felt that the depression would cure itself and Roosevelt did not.


22



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



FDR

&

Dep

ress

ion,

con

t.

List and explain the goals of FDR’s New Deal: relief, recovery, and reform.

9-12.USH2.3.2.19-12.USH2.4.3.2

ESS Tri B

1 day


Article “ The New Deal: Relief, Recovery and Reform”

Describe the “three R’s” of FDR’s New Deal and provide examples of each goal.

FDR

& D

epre

ssio

n, c

ont. Identify key programs

(“alphabet agencies”) of the New Deal and evaluate the success/failure of each: SSA TVA CCC FDIC SEC AAA

9-12.USH2.3.2.19-12.USH2.4.3.2

ESS Tri B

2 days

Group investigation, "alphabet soup" charts, mini posters and/or class presentations.

Pathways: pp. 660-665 Create a matching activity for students in which they match the purpose and accomplishment with the correct New Deal agency or legislation.

FDR

& D

epre

ssio

n, c

ont.

Understand the overall effectiveness of the New Deal in solving the nation’s economic problems.

9-12.USH2.3.2.19-12.USH2.3.4.19-12.USH2.4.3.2

EXP Tri B Lecture / Class Discussion Pathways: pp. 666-669 Cite evidence to demonstrate that "the most damning indictment of the New Deal was that it failed to cure the Depression." Then cite achievements of value that the New Deal did in fact accomplish.


23



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Standard 6: World War II, 1930-1945

Dem

onst

rate

an

unde

rsta

ndin

g of

the

orig

ins a

nd c

ours

e of

W

orld

War

II a

nd th

e ch

arac

ter

of th

e w

ar a

broa

d an

d at

hom

e

Explain how the rise of totalitarianism led to the outbreak of World War II.


2 day

Define totalitarianism and describe the conditions that existed in Italy, Germany, and Japan which gave rise to fascist totalitarian leaders.


PH Video Collection: Volume 19: "World War II"

Nystrom: pp. 92-99

Fascist aggression in the 1930s included Mussolini's invasion of ____________; Hitler's invasion of __________, and Franco's overthrow of the republican government of ____________.


24



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Orig

ins o

f WW

II c

ont.

List reasons why the United States entered World War II: Worsening

relationships with Japan and Germany


2 days

After assigned reading, have class list the various reasons behind the U.S. decision to enter the war, beginning with Pearl Harbor and working into the more complex reasons.


Various WW II video clips

Which of the following was a reason for American involvement in World War II?A. Believing in the Open

Door Policy, the U.S. opposed Japanese plans for domination of eastern Asia.

B. Japanese attacks in China interfered with American plans to dominate all of Asia.

C. The United States feared the growth of Japanese industrial power and its potential to dominate world trade.

D. As the main force within the League of Nations, the U.S. could not shrink from its legal and moral obligations.

Orig

ins o

f W

WII

con

t. Explain generally the Axis and Allied military strategy.

9-12.USH2.4.3.29-12.USH2.5.1.3

EXP Tri B Map study Pathways: pp. 692-706

Nystrom, pp. 92-99

Summarize the grand strategy of the Big Three allies in World War II.


25



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Orig

ins o

f WW

II

cont

.

Trace the course of the war with particular emphasis on the role played by American forces.


1 day

Time line and map studies Pathways: pp. 692-706

Video: From Blitzkrieg to the Bomb (The World at War Series)

List key events of the war and have students place the events in correct chronological order.

Orig

ins o

f WW

II c

ont.

Explain American economic and military mobilization during World War II.


1 day

Research and group teaching to the class, i.e. rationing, victory gardens, scrap drives

Pathways: pp. 692-693 pp. 714-719 pp. 721-723

Match each of the wartime agencies below with its correct function:

A. War Production BoardB. Office of Price

AdministrationC. War Labor BoardD. Fair Employment

Practices Commission

1. assigned priorities with respect to the use of raw materials and transportation facilities.

2. controlled inflation by rationing essential goods.

3. imposed ceilings on wage increases.

4. saw to it that no hiring discrimination practices were used against blacks seeking employment in war industries.


26



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Orig

ins o

f WW

II c

ont.

Examine the events that led to the defeat of Germany and Japan.

9-12.USH2.5.1.3 EXP Tri B Create a timeline of key events of the war.

Pathways: pp. 697-699 pp. 701-705

The American strategy to defeat Japan called forA. Soviet troops to attack

Japan from the east.B. Australia to come to

the aid of the Allies.C. capture of Japanese-

held islands from which attacks on other islands could be launched

D. the buildup of a U-boat fleet in the Pacific.

Orig

ins o

f WW

II c

ont.

Analyze the dimensions of Hitler’s “Final Solution” and the Allies’ response to the Holocaust.

9-12.USH2.1.2.39-12.USH2.5.1.2

ESS Tri B

1 day


Pathways: Excerpt fromElie Wiesel's NIGHT, pp. 1086-1087

Video: "The Holocaust: In Memory of Millions"

What was a long-term effect of the Holocaust?A. the division of

Germany into East and West nations.

B. the end of anti-Semitism in the world

C. the widespread American support for the establishment of a Jewish state in Israel

D. the end of racial and religious discrimination


27



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Orig

ins o

f WW

II

cont

.

Explain the treatment of Japanese-Americans during World War II.

9-12.USH2.1.1.29-12.USH2.4.3.1

ESS Tri B

1 day

JACL guest speakers

State Department of Education Workshop Lesson Plans

Pathways: 734-736

Farwell to ManzanarBook or video

Assume it is 1942. Write a letter to your Congressman either protesting or supporting the decision to intern Japanese-Americans.Students should share their perspectives in large group discussion after completion of the writing assignment.

Orig

ins o

f WW

II c

ont.

Explain issues related to President Truman’s decision to use the atomic bomb against Japan.

9-12.USH2.4.3.29-12.USH2.5.1.3

ESS Tri B

1 day

Analyze the five perspectives historians use to explain the arguments used for and against the use of the atomic bomb on Japan. This may be done individually or in cooperative learning groups / jigsawing


Video: “10 Seconds that Shook the World”

John Hersey’s Hiroshima

The decision to drop the atomic bomb on Japan was controversial. It has continued to be so today. Make two lists. In the first, give reasons favoring the decision. In the second, cite arguments against the use of the bomb. Then explain whether you think it was a good or bad decision and why.

Standard 7: Postwar United States, 1945-1963


28



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Expl

ain

the

orig

ins o

f the

Col

d W

ar a

nd th

e ad

vent

of n

ucle

ar

polit

ics.

Define the American foreign policy objective of containment (the Truman Doctrine).

9-12.USH2.5.1.29-12.USH2.5.1.4

ESS Tri B

1 day

Primary Source Document Analysis of the Truman Doctrine


PH Video Collection: Volume 20: "Postwar U.S.A."

Under the Truman Doctrine, the United States pledged toA. refrain from

intervening in places where it did not belong.

B. maintain prosperity throughout the world.

C. support those who were resisting subjugation by communists.

D. rebuild the war-torn nations of Europe.

Orig

ins o

f Col

d W

ar, c

ont.

Analyze the effects of the Marshall Plan and the American occupation of Japan as efforts of the United States to contain communism.

9-12.USH2.5.1.29-12.USH2.5.1.4

ESS Tri B

1 day

Primary Source Document Analysis of The Marshall Plan


Laser discs: America 1945-1980

President Truman’s Marshall Plan called for

A. military aid for Europe.

B. economic aid for Japan.

C. an alliance to contain the Soviet Union.

D. Substantial financial assistance to rebuild Western Europe.

Orig

ins o

f C

old

War

, co

nt.

Evaluate significant events of the Cold War (Sputnik, Berlin Conflict over Blockade).

9-12.USH2.5.1.39-12.USH2.5.1.4

ESS Tri B

1 day

Create an illustrated timeline of key events ofthe Cold War

Pathways: pp. 749-750 p. 762 pp. 809-812

“We interrupt this Broadcast”


29



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Orig

ins o

f Col

d W

ar, c

ont.

Explain the politics of anti-communism in the U.S. by describing McCarthyism.

9-12.USH2.1.1.29-12.USH2.1.1.39-12.USH2.4.3.29-12.USH2.4.4.1

ESS Tri B

1 day

Play a clip of the HUAC hearings. Class discussion of the personality and tactics of Senator Joseph McCarthy

Pathways: pp. 752-755 Identify the factors that produced the anticommunist “witch hunt” after World War II.

Orig

ins o

f Col

d W

ar, c

ont.

Identify the origin, structure, and accomplishments of the United Nations and NATO.


1 day

Complete a chart showing the structure and organization of the United Nations

Review as a class the Charter of the United Nations.

Pathways: pp. 742, 750-751

Complete the following statement with as many specifics as possible:

In its early years, the United Nations was successful in…

Orig

ins o

f Col

d W

ar, c

ont.

Explain the causes, development, and outcome of the Korean War.

9-12.USH2.5.1.39-12.USH2.5.1.4

ESS Tri B

2 days

Locate Korea as an area of the Cold War/map study.

Pathways: 756-759

Nystrom: pp. 100-101

Video: “Korea: the Untold Story”

The United States became involved in the Korean War largely because ofA. the United Nations'

insistence.B. our NATO

commitment.C. Truman's new,

undeclared policy to contain communism anywhere in the world.

D. China's sending of troops to help North Korea.


30



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Dem

onst

rate

un

ders

tand

ing

of th

e re

ason

s for

the

post

war

eco

nom

ic

Describe reasons for the unprecedented economic prosperity of the 1950s.

9-12.USH2.3.1.29-12.USH2.3.4.1

ESS Tri B

½ day

Lecture / Class discussion Pathways: pp. 766-771 pp. 774-780

David Halberstams’ book and/or Video: The Fifties

Post

war

Ec

on.

boom

Understand the impact of the Cold War on the sustained growth of the postwar economy.


½ day

Lecture / Class discussion Pathways: p. 763


31



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Dem

onst

rate

und

erst

andi

ng o

f pos

twar

soci

al a

nd c

ultu

ral

chan

ges

Define “baby boom” and explain the impact of the baby boomer generation in American history.


1 day

Lecture/ Class Discussion, including overheads of population statistics from the 1920s to the present

Pathways: p. 770


The huge "baby boom" crested in the ________ and has been declining ever since.A. late 1940sB. late 1930sC. late 1950sD. early 1970s

The baby boom generation will create a major problem in the future byA. producing an even

larger generation of children than itself.

B. creating a housing shortage.

C. placing an enormous strain on the Social Security System.

D. requiring the construction of more schools for their children.

Post

war

cul

t/soc

Describe America’s “flight to the suburbs” in the 1950s.


1 day

Research / investigation of Levittowns

Pathways: p.770, 772-773

Levittown websiteHalberstam’s The Fifties

The rapid rise of suburbia in post-WWII American can be attributed toA. the baby boomB. government mortgage

guaranteesC. new highwaysD. all of the above


32



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Post

war

cu

lt/so

c

Examine the influence of popular culture in the 1950s.


1 day

Students bring their parent’s/grandparent’s 1950s artifacts


Topical music: Rock and Roll

Do you agree with critics of the time that the 1950s was “an age of conformity”? Why or why not?

US History CStandard 8: Social Justice Movements, 1963-1991

Rac

ial E

qual

ity/ C

ivil

Rig

hts

Interpret the significance of the Supreme Court decision in Brown vs. Board of Education of Topeka.

9-12.USH2.4.3.1 ESS Tri C

1 day

Supreme Court Case Analysis: investigate facts of the case, key questions involved, the decision, and the long-term significance of the case.

Pathways: p. 786 Pathways: p. 1114(Supreme Court Case Studies in Reference Section)

In Brown v. Board of Education of Topeka, the Supreme Court ruled thatA. segregated schools

were acceptable if they provided equal education

B. segregated schools were not acceptable under any circumstances.

C. schools must be desegregated immediately.

D. parents of African-American children who had been forced to go to segregated schools could sue local school boards for damages.


33



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Rac

ial E

qual

ity/ C

ivil

Rig

hts,

cont

.

Identify key integration crises during the civil rights struggle, including the Montgomery bus boycott, the Little Rock 9, the Greensboro sit-ins, and the 1963 march on Washington, Selma.

9-12.USH2.1.1.29-12.USH2.1.1.39-12.USH2.4.2.19-12.USH2.4.4.1

ESS Tri C

1 day

Video lecture / discussion using clips from “Eyes on the Prize”

Create a chart Outlining major Civil Rights events and their impact.

Pathways: pp. 785- 789 Chapter 29: "The Civil Rights Movement," pp. 818-832

David Halberstam’sThe Children

Clips from PBS series "Eyes on the Prize"

Rac

ial E

qual

ity/

Civ

il R

ight

s, c

ont.

Compare and contrast the Black Power movements (i.e. Nation of Islam, Malcolm X, Black Panthers) to other Civil Rights movements

9-12.USH2.1.1.29-12.USH2.1.1.39-12.USH2.4.4.1

ESS Tri C

1 day

Class debate over differences between Martin Luther King, Jr. and Malcolm X

Selected King and Malcolm X speeches / excerpts

Pathways: pp. 821-822 pp. 837-840

Black leaders in the 1960s included _________________, who favored peaceable resistance; and ________________,who favored black separatism.


34



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Rac

ial E

qual

ity/ C

ivil

Rig

hts,

cont

.

Explain the significance of the 1964 Civil Rights Act, the Voting Rights Act of 1965, and Affirmative Action Executive Orders (1961, 1965, and 1968).

9-12.USH2.3.2.19-12.USH2.4.2.1

ESS Tri C

1 day

Primary Source Document Analysis of the two acts / discussion

Pathways, pp. 833-835, 949-950, 997-998

The landmark Civil Rights Act of 1964 accomplished all of the following EXCEPT

A. prohibiting discrimination based on gender.

B. creation of the Equal Employment Opportunity Commission.

C. requiring “affirmative action” against discrimination.

D. banning sexual as well as racial discrimination.

Rac

ial E

qual

ity/

Civ

il R

ight

s, c

ont.

Analyze the impact of racism during the civil rights struggle including the assassination of Martin Luther King Jr., the riots of the 60’s (Detroit and L.A.) and the riots of the 90’s (Rodney King and Watts).

9-12.USH2.1.1.39-12.USH2.4.3.2

EXP Tri C

1 Day

Pathways, pp.906


35



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Oth

er S

ocia

l Ju

stic

e M

ovem

ents Identify the significance of

the following Social Movements: Women’s Movement, Environmental Movement, Gay Rights, Gray Panthers, Racial and Ethnic Diversity, and Counter Culture.


6 Days

Create a Public Policy that would address the needs of various groups within the united States.

Pathways pp. 845-869

Rac

ial E

qual

ity/ C

ivil

Rig

hts

Examine the significance of the Warren Court and the decisions in Miranda vs. Arizona, and Tinker vs. Des Moines etc...


½ day

Supreme Court Case Analysis: investigate facts of the case, key questions involved, the decision, and the long-term significance of the case.


Standard 9: American Domestic Policy 1963-1991

Dem

onst

rate

un

ders

tand

ing

of

post

war

dom

estic

po

licy

Name and describe the impact of programs proposed by President Johnson and approved by Congress to create his “Great Society.”

9-12.USH2.1.1.39-12.USH2.4.2.19-12.USH2.4.3.2

ESS Tri C

2 days

Describe the connection to FDR’s New Deal

Small group research and reports on various Great Society programs

Pathways: pp. 802-806 Evaluate President Johnson’s Great Society program. Do you think its goals were realistic? admirable?Why did it receive such heavy support in Congress?

Dem

onst

rate

un

ders

tand

ing

of

post

war

dom

estic

po

licy

Analyze the Energy Crises as it developed in the United States including the development of Nuclear Power (Three Mile Island)

9-12.USH2.1.1.29-12.USH2.2.3.1

EXP Tri C

½ day



36



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Dom

estic

issu

es 1

968-

pres

ent

Analyze the significance of Watergate, Richard Nixon’s resignation, his effect on the presidency and his presidential pardon.

9-12.USH2.1.1.29-12.USH2.4.2.19-12.USH2.4.3.2

EXP Tri C

2 Days


Video: “All The President’s Men”

The Watergate scandals caused by the actions of Richard Nixon’s staff in the 1972 presidential campaign involved all of the following EXCEPT:

A. obstruction of justice

B. ballot stuffingC. burglarizing

enemies’ psychiatry offices

D. illegal wiretapping

Und

erst

and

sele

cted

dom

estic

is

sues

from

196

8 to

the

pres

ent

Analyze the effects of Stagflation in the United States as it relates to the expanding economy.

9-12.USH2.3.1.29-12.USH2.3.1.39-12.USH2.3.2.1

EXP Tri C

Dom

estic

issu

es

1968

-pre

sent

Examine the impact of the Reagan Revolution (Reaganomics, Trickle Down Economics, and the Changing Government).

9-12.USH2.1.4.59-12.USH2.3.1.39-12.USH2.3.2.19-12.USH2.4.3.2

EXP Tri C Pathways: pp. 959-963

Standard 10: The Cold War and American Foreign Policy, 1963-1991


37



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Orig

ins o

f Col

d W

ar, c

ont.

Explain the causes and reasons for the U.S. involvement in the Vietnam War and the domestic consequences of the conflict.

9-12.USH2.1.1.39-12.USH2.2.1.19-12.USH2.5.1.19-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4

ESS Tri C

3 days

Lecture / Class discussion

Artifacts and\or oral histories of student’s relatives

“What we should we teach our children about Viet Nam”

Pathways: 872-894


Viet Nam Memorial Website

Veterans of Foreign Wars

National Guard

American military forces entered Vietnam in order to

A. keep South Vietnam from falling to the communists.

B. gain eventual control of North Vietnam.

C. force economic reforms on South Vietnam.

D. assassinate Ho chi Minh.

Des

crib

e th

e ch

angi

ng n

atur

e of

the

lead

ersh

ip ro

le o

f the

Uni

ted

Stat

es

from

196

8 to

199

1.

Discuss the causes and consequences of America’s withdrawal from Southeast Asia in 1973.

9-12.USH2.1.1.39-12.USH2.2.1.19-12.USH2.5.1.19-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4

EXP Tri C

2 Day

Collaborative groups assess the five main factors behind the U.S. failure in Vietnam: the media failure to declare war underestimating the enemy conflicts between military and civilian leadership lack of public support for the war

Pathways: pp. 890-894 Assess the significance of America’s withdrawal from Southeast Asia on current military and foreign policy considerations.


38



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



US

Lead

er. R

ole,

con

t.

Define “détente” and explain how Nixon applied this foreign policy strategy to the U.S.S.R. and China.

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3

EXP Tri C

1 Day

Pathways: pp. 915-919 Richard Nixon’s policy of détente

A. was designed to improve relations between the Soviet Union and China.

B. was a failure.C. ushered in an era

of relaxed tensions between the United States and the two leading communist powers, China and the Soviet Union.

D. was aimed at ending the Berlin Crisis.

The

Col

d W

ar

& A

mer

ican

Fo

reig

n Po

licy

1963

-199

1

Discuss the effects of SALT I, the War Powers ACT, the Helsinki Accords, and SALT II as they relate to America’s Relations with the Soviet Union.

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3

Tri C

1 Day

Pathways: pp. 918-919, 934-935, 942

The

Col

d W

ar

& A

mer

ican

Fo

reig

n Po

licy

1963

-199

1

Analyze the issues that form the basis of the Arab-Israeli conflict and the role the United States has played in trying to resolve that crisis. (e.g. Camp David Accords)

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3

Tri C

1 Day



39



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



The

Col

d W

ar

& A

mer

ican

Fo

reig

n Po

licy

1963

-199

1

Examine the causes of the Iran Hostage Crisis and its impact on the US and the Carter Presidency.

9-12.USH2.1.1.29-12.USH2.4.3.29-12.USH2.5.1.19-12.USH2.5.1.2

Tri C

1 Day


The

Col

d W

ar &

A

mer

ican

For

eign

Po

licy

1963

-199

1

Discuss the new policy directions Carter took in foreign affairs and the complex relationship between the United States and foreign governments (e.g., China, Panama, Afghanistan, Africa,).

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3

Tri C

1 Day


The

Col

d W

ar &

A

mer

ican

Fo

reig

n Po

licy

1963

-199

1

Understand the major initiatives and key foreign policy crises during Reagan’s Presidency (e.g., Iran-Contra Scandal, Grenada, War on Drugs, Strategic Defense Initiative).

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3

Tri C

2 Days

Pathways: pp. 961, 967-968

The

Col

d W

ar &

A

mer

ican

Fo

reig

n Po

licy

1963

-199

1

Trace the events leading to and the effects of the collapse of communism in Eastern Europe and the former Soviet Union (e.g., Berlin Wall, Securing of Nuclear Arms.)

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4

EXP Tri C

3 Days

Video Lecture: the collapse of Communism in

Eastern Europe


Standard 11: Modern Foreign Policy and Interventions 1991-Present


40



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



US

Lead

er. R

ole,

con

t.

Analyze the causes and effects of American participation in the Persian Gulf War.

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4

EXP Tri C Class Debate: Was the Persian Gulf War a complete American triumph or only a partial success?

Pathways: pp. 973-974 The result of the Persian Gulf War was that

A. Kuwait was liberated but Saddam Hussein stayed in power.

B. Saddam Hussein was overthrown by rebel Iraqis backed by the United States.

C. the U.S. cut its oil imports from the Middle East by 50%.

D. tensions in the Middle East were resolved.

US

Lead

er.

Rol

e, c

ont.

Analyze America’s efforts to “broker” peace in the Middle East.

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3

EXP Tri C Lecture / Class Discussion Pathways: pp. 989-990

Glo

baliz

atio

n:

Mod

ern

Fore

ign

Polic

y an

d In

terv

entio

ns

Explore the impact of the American Embassy bombings on American Foreign Policy.

9-12.USH2.4.3.29-12.USH2.5.1.3

ESS Tri C


41



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Glo

baliz

atio

n:

Mod

ern

Fore

ign

Po

licy

and

Inte

rven

tions

Compare and contrast America’s different foreign commitments including NATO, the UN, and Humanitarian Aid (e.g., Libya, Bosnia, Kosovo, Rwanda, Somalia, and Natural Disaster Relief).

9-12.USH2.4.3.29-12.USH2.5.1.39-12.USH2.5.1.4


Glo

baliz

atio

n:

Mod

ern

Fore

ign

Po

licy

and

Inte

rven

tions

Explore the causes of Terrorist attacks on the United States since 1991 including the First World Trade Center Bombing, the Oklahoma City Bombing, U.S. Embassy Bombings, U.S.S. Cole, and September 11th.

9-12.USH2.1.1.29-12.USH2.1.2.29-12.USH2.4.3.29-12.USH2.5.1.39-12.USH2.5.1.4

ESS Tri C

Glo

baliz

atio

n:

Mod

ern

Fore

ign

Polic

y an

d In

terv

entio

ns

Analyze the effects of Terrorism on the United States since 1991 including The Patriot Act and the creation of the Department of Homeland Security.

9-12.USH2.4.2.19-12.USH2.4.4.1

ESS Tri C

Glo

baliz

atio

n:

Mod

ern

Fore

ign

Pol

icy

and

Explain the reasons for the U.S. involvement in Afghanistan and the consequences of this involvement, both foreign and domestic.

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4

EXP Tri C


42



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Glo

baliz

atio

n:

Mod

ern

Fore

ign

Polic

y an

d In

terv

entio

ns

Define the “Bush Doctrine” and explain how it applies to the Axis of Evil and “Preemption”.

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4

EXP Tri C

Glo

baliz

atio

n:

Mod

ern

Fore

ign

Po

licy

and

Inte

rven

tions

Analyze the causes and effects of American participation in the Second Gulf War and the War on Terror including the deaths of Saddam Hussein and Osama Bin Laden.

9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4

ESS Tri C

Standard 12: The Economy, Globalization, and Modern Domestic Issues 1991-Present

Glo

baliz

atio

n:

Econ

omic

Tre

nds

Examine the idea of “Globalization” in the United States and explain its importance (e.g., Silicon Valley, Downsizing, and NAFTA).

9-12.USH2.1.4.59-12.USH2.2.3.19-12.USH2.3.1.39-12.USH2.3.2.1

EXP Tri C Pathways: pp. 974, 993, 1039-1046,

Und

erst

andi

ng

Mod

ern

Imm

igra

tion

Examine reasons for the changing immigration patterns to the U.S. in recent years.

9-12.USH2.1.2.19-12.USH2.2.3.1

EXP Tri C Pathways: Chapter 36: pp. 1008-1014 "Immigration and the Golden Door"


43



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Name the factors that contributed to internal migrations in America and explain the importance of each (e.g., Sun Belt, Rust Belt, and Frost Belt).

9-12.USH2.1.2.39-12.USH2.1.4.59-12.USH2.2.3.1


Glo

baliz

atio

n: M

oder

n D

omes

tic P

olic

ies

Explain how telecommunication improvements and innovations have transformed the American economy in the late 20th and early 21st centuries including personal computers, the Internet, cell phones and social networking.

9-12.USH2.2.3.1 ESS Tri C Pathways: pp. 999-1001, 1056-1064

Glo

baliz

atio

n:

Mod

ern

Dom

estic

Po

licie

s

Identify important people of the Telecommunications Era (e.g., Bill Gates, Steve Jobs, Mark Zuckerberg, Tom Anderson, Rupert Murdoch etc.)

9-12.USH2.2.3.19-12.USH2.3.1.3

EXP Tri C Pathways: pp. 1000

Glo

baliz

atio

n:

Mod

ern

Dom

estic

Po

licie

s

Identify and evaluate the impact of the Energy Revolution in America and the development of renewable resources.

9-12.USH2.2.2.19-12.USH2.2.2.2

EXP Tri C


44



Level of Critical-

ity

SequenceAnd

Estimated Time

Allotted






Jones)



Glo

baliz

atio

n:

Mod

ern

Dom

estic

Po

licie

s

Examine the importance of the Whitewater Scandal, Bill Clinton’s Impeachment, and the role of Hillary Clinton.

9-12.USH2.4.2.19-12.USH2.4.3.2


Glo

baliz

atio

n:

Mod

ern

Dom

estic

Po

licie

s

Discuss the Pros and Cons of the Electoral College as it relates to the 2000 Election.

9-12.USH2.1.1.2 ESS Tri C Compare and contrast the Election of 2000 to at least

one of the following: 2824, 1876, 1888.

Pathways: pp. 984

Glo

baliz

atio

n:

Mod

ern

Dom

estic

Po

licie

s

Analyze the role of government as it pertains to meeting individual needs (e.g., 2008 Health Care Reform, Social Security, Medicare, Medicaid, Finance Reform)

9-12.USH2.1.1.39-12.USH2.4.4.1

EXP Tri C Pathways: pp.968, 999, 1030-1037


{subject} extended curriculum guidevd-p.d91.k12.id.us/d91curric/3high school/social studies... ·...

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