the new south - st cyril elementary school maps/ss 8th grade 2016.pdf · horizontal vs. vertical...

UNIT TITLE andMONTH (time allotment)

ESSENTIAL QUESTIONS CONTENT/VOCABULARY SKILLS (swbat) ASSESSMENTF. =formativeS. =summativeP. = performative

STANDARDS

Unit 1Reconstruction and the New South

(1863‐1877)

Students will be able analyze the

competing efforts to fold the South back into the Union, the competing plans for re‐unification, and the ultimate end of Reconstruction.

(2.5 weeks)

• Using Lincoln’s three major speeches during the Civil War, how did Lincoln define the purpose of war and set the tone for Reconstruction.

• How were Lincoln’s, the Radical Republican’s and Andrew Johnson’s plans for reconstruction different?

• What federal legislation and amendments were passed to secure the rights of freed slaves during reconstruction.

• In what ways did the South work to limit opportunities and freedoms of former slaves during and after Reconstruction

• Under what circumstances did reconstruction end?

Reconstruction Emancipation

Proclamation Gettysburg Address Lincoln’s Second

Inaugural Address, 1865 Amnesty Ten percent plan Radical Republicans Wade‐Davis Bill Freedmen’s Bureau Andrew Johnson Black Codes 13th Amendment 14th Amendment 15th Amendment Civil Rights Act of 1866 Military (Radical)

Reconstruction Ulysses S. Grant Poll tax Grandfather clause Segregation Literacy test Rutherford B. Hayes Compromise of 1877 Jim Crow laws Plessy v. Ferguson

Construct a timeline of important dates and events.

Compare and contrast the competing plans for Southern reconstruction

Examine the difficulties freed slaves faced after emancipation.

Explain the Compromise of 1877 and the reasons for the end of Reconstruction in the South.

F. Classroom review and observation.

F. Exit cards.

F. Note checking.

S. Unit test.

P. Political cartoon expressing opinion about Reconstruction.

PO 5. Describe the impact of events that influenced Reconstruction: Lincoln’s major policy speeches, Gettysburg Address, assassination, Jim Crow laws, Freedmen’s Bureau, PO 5. Describe the impact of Constitutional Amendments and laws (i.e., Thirteenth, Fourteenth, Fifteenth, Eighteenth, Nineteenth, and Twenty‐first Amendments, Jim Crow Laws, Black Codes) that came about during the historical time periods studied.



STANDARDS

Unit 2

The 2nd American industrial revolution (1880‐1914)

How did the United States, a country

focused on reuniting and rebuilding itself

after a devastating Civil War, emerge 30 years later as a major industrial power in the

world?

(3 weeks)

•What effect did the mining booms of the 1850s‐1880s have on the United States?

•Why build a transcontinental railroad? (political, economic national identity and national interest)

• In what ways did Chicago symbolize America during the 2nd industrial revolution?

•What inventions and technological innovations boosted the American economy and the standard of living?

• In what ways did entrepreneurs innovate, build and monopolize major American industries?

• Debate whether these entrepreneurs were “captains of industry” of “robber barons”?

Consolidation, , , Railroad tycoon or robber baron, George Westinghouse, Gustavus Swift, Phillip Armour, George Pullman, Cornelius Vanderbilt George Eastman, Henry Ford, Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright, Merchants‐ (Sears, J.C. Penny, Woolworths, Montgomery Ward), for fun‐‐ Levi Strauss, and John Pemberton Gilded Age, entrepreneurs, factors of production (land, labor, capital), horizontal vs. vertical integration, assembly line, mass production, Monopoly, Trusts, Corporation, Merger. Major captains of industry‐‐ J. P. Morgan, J. D. Rockefeller, Andrew Carnegie. (text—Andrew Carnegie’s Gospel of Wealth)‐


Construct a chart that compares and contrast the costs and benefits of industrialization.

Present to the class an important invention and its impact on the industrial growth of the United States.


F. Exit cards.

F. Note checking.

S. Unit quizzes and tests.

P. Mayor giving a speech to new immigrants about the benefits of growth and industrialization on the city.

Emergence of the Modern: Industrial Revolution supported by multiple factors (e.g., geographic security, abundant natural resources, innovations in technology, available labor, global markets).PO 4. Discuss the relationship between immigration and industrialization.PO 5. Analyze the impact of industrialization on the United States: rural to urban migration, factory conditions, unions, big businesses.PO 9. Describe the following factors that fostered the growth of American imperialism during the late 19th and early 20th centuries: desire for military strength, interest in new markets, need for inexpensive source of raw materials.



STANDARDS

Unit 3

Problems of the 2nd American industrial revolution (1890‐1914)

Students will be able trace the costs that accompanied

rapid industrialization in the United States.

(2½ weeks)

• Why unionize/What issues did unions fight for?

• Explosion of American immigration. Where are the new immigrants coming from?

• How are these immigrants different from previous immigrant groups?

• Why are these people emigrating?

• Who opposed immigration? Why? What forms did this opposition take?

• Explain the growth of the cities: What caused people (immigrants, farmers and African Americans) to move? Give me statistics about urban growth too.

• Detail three major problems of the city—

• Detail the breakthrough ideas/technologies that helped build the cities.

sweatshops‐collective bargaining—injunctionInterstate Commerce Act Sherman Antitrust Actblue collar vs white collar— strike vs. lockoutKnights of Labor (Haymarket riot, Terrence Powderly)—American Federation of Labor (Samuel Gompers) ‐‐American Railway Union (Pullman strike, Eugene Debs)Nativist movement—Ethnic group—Emma Lazarus—Castle Gardens, Ellis Island, Angel Island (what are these?)—Chinese Exclusion Act‐ Burlingame Treaty—American Protective Association (APA)‐.Immigration Act of 1917‐Tenement‐ ‐ Settlement house‐ Jane Addams/Hull House‐Clara Barton/ Red CrossMother CabriniOrigins of YMCA/YWCA and Salvation ArmyLouis Sullivan/skyscraper ‐ Frederick Law Olmsted‐


Construct a chart that compare and contrast the costs and benefits of industrialization.

Examine the rise of unions and the resistance to their influences.

Create a poster that exhorts workers to join unions.


F. Exit cards.

F. Note checking.


P. Letter home (immigrant?) describing life in the U.S. northern industrial city.

Emergence of the Modern U.S.: PO 1. Examine the reasons why people emigrated from their homelands to settle in the United States during the late 19th centuryPO 2. Describe how the United States was positively and negatively affected by factors and events resulting from the arrival of a large numbers of immigrantsDiscuss the relationship between immigration and industrialization.PO 5. Analyze the impact of industrialization on the United States: rural to urban migration, factory conditions, unions, influence of bigbusinesses.Concept 7: Emergence of the Modern U.S.PO 2. Describe how the United States was positively and negatively affected by factors and events resulting from the arrival of a largenumbers of immigrants.



STANDARDS

Unit 4

Arizona territory history

Students will be able trace the various ways that Arizona developed from

sparsely populated territory to a state with a progressive constitution (1910).

(3 weeks, with student

presentations))

• Describe the arrival of the various groups that came to inhabit the Arizona territory.

• How did native interests interact with settlers interests in the mid 1800s.

• Trace the arrival the railroads and the industries that benefitted from this transportation innovation (mining, farming, cattle).

• Examine the growth of unions, especially in mining, and the conflicts with business owners.

• Trace the history of water development and use in Arizona from settlement days.

• How did various settlement interests and business and unions interests intersect in the writing of the Arizona Constitution in 1910.

Desert (O'odham and others) people; Spanish settlers, Athapaskans (Navajo and Apache), Fort Grant, George Crook; Fort Lowell (and other forts and battles with native peoples), Apache resistance and defeat‐‐ (Cochise; Geronimo; Victorio), the arrival of the railroad in Arizona; Southern Pacific vs. Texas and Pacific; Atchison, Topeka, and Santa Fe; cattle ranching (Mexican and early Anglo ranching); Colin Cameron and Henry Hooker, Aztec Land and Cattle Company, Tombstone, boom and bust; Bisbee [Copper Queen and Phelps Dodge]; Clifton [Arizona Copper] and Globe [Old Dominion], mining labor difficulties—Mexican, Anglo and Chinese miners (ethnic groups and discrimination); Old Dominion Mine [Globe] strike, 1896; Clifton‐ Morenci strike, June 3, 1903; Bisbee Deportation, July 12, 1917, Arizona Canal Company (1882), Salt River Valley; Salt River Project, Roosevelt Dam (1911); San Carlos Project, Coolidge Dam (1930); U.S. cuts up the Colorado River, Boulder Canyon Project, 1928, Hoover Dam

Work cooperatively in groups to develop a presentation on Arizona history.

Compare the competing interests (miners vs owners) in Arizona (and the conflicts that ensued.

See how various groups came to settle in Arizona.


F. Exit cards.

F. Note checking.

S. Unit quizzes.

Group projects that focus on one aspect of Arizona development from territorial days.

PO 5. Describe the impact of events that influenced Reconstruction: Lincoln’s assassination, Ku Klux Klan Jim Crow law, Freedmen’s Bureau, Civil War Amendments.PO 5. Describe the impact of Constitutional Amendments and laws (i.e., Thirteenth, Fourteenth, Fifteenth, Eighteenth, Nineteenth, and Twenty‐first Amendments, Jim Crow Laws, Black Codes, Dawes Act) that came about during the historical time periods studied.Concept 6: Civil War & Reconstruction

UNIT TITLE and ESSENTIAL QUESTIONS CONTENT/VOCABULARY SKILLS (swbat) ASSESSMENT STANDARDS

MONTH (time allotment)

F. =formativeS. =summativeP. = performative

Unit 5

Progressive Presidents

(1901‐1915)

Students will be able to see the reforms

that were implemented in the early 20th century and then speculate as to why they were able to happen at this time. What

makes for a time in history for

progressive reforms?

(2½ weeks)

• What are some progressive reforms that were implemented in the early 20th century?

• Describe Theodore Roosevelt’s progressive reforms.

• Compare Taft’s reforms to Roosevelt’s? In what ways did Roosevelt feel betrayed by Taft?

• What were Wilson’s three important contributions to progressive reforms?

• Why regulate? What are the benefits and drawbacks to regulations?

Theodore Roosevelt:Trustbuster: Arbitration: Use the United Mine Workers strike of 1902 as your example.Square Deal: Northern Securities Company:FDA: explain what it allowed the government to do (know what prompted it)Conservation: and the legacy of the National Forest Service.William Howard Taft: (Republican progressive) Payne‐Aldrich Tariff: Ballinger‐Pinchot dispute1912 Republican National Convention: Why is it important?Bull Moose PartyElection of 1912: Why did a Democrat win?Woodrow Wilson:New Freedom: Three important progressive reforms/changes:16th amendment:Federal Reserve Act:Federal Trade CommissionClayton Antitrust Act:Underwood Tariff Bill:


Compare and contrast the competing plans for Southern reconstruction

Examine how life changed for various groups of people in the South.

Explain the Compromise of 1877 and the reasons for the end of Reconstruction in the South.


F. Exit cards.

F. Note checking.


P. Letter from southerner explaining how life has been and how it has changed.

Explain the impact of government investment in human capital:Health, education, consumer protection.Explain the impact of government investment in physicalAnalyze how investment in physical capital (e.g., factories, medical advancements, new technologies) leads to economic growth.Describe how competition (e.g., Wal‐Mart/Target) affects supply and demand from the vantage point of theconsumer and producer.Describe how market prices provide incentives to buyers and sellers.Describe how protection of private property rights provides incentives to conserve and improve property (e.g., resale market



STANDARDS

Unit 6

American Imperialism

1895‐1914

Students will be able compare the foreign policy activities of

McKinley, Roosevelt, Taft and Wilson In America’s age of imperialism.

(3 weeks)

• In the early 1900s why did many in the United States feel that the U.S. should extend its influence around the world? (political, economic, social)

• What interests did the United States have in the Pacific?

• For the United States what were the effects of the Spanish‐American War on America’s place in the world power structure?

• How did Roosevelt, Taft, and Wilson differ in their Latin American foreign policies?

Isolationism‐ Imperialism‐Expansionism‐ Sphere of influence‐Protectorate‐Armistice‐William H. Seward/ What was Seward’s vision for America?International Darwinism movement‐Josiah Strong‐China/Japan War (1894‐95)Open door policy/ John Hay Boxer Rebellion‐ Annexation of Hawaii‐How did it become a US territory? Liliuokalani‐Sanford Dole‐ Treaty of Portsmouth (following the Japanese/ Russia war —1905)Yellow journalism‐Sinking of the USS Maine‐‐ “Remember the Maine” The Battle of San Juan Hill‐Platt Amendment‐Teller Amendment‐Why did the U.S. take control of the Philippines? Revolution in Panama/ con‐struction of Panama Canal‐‐Roosevelt Corollary‐Dollar diplomacy‐Moral Diplomacy‐Francisco “Pancho” Villa‐What was the United States’ interest in Mexico?


Compare and contrast the foreign policies of Roosevelt, Taft and Wilson.

Look at the personality of Roosevelt and see how a strong personality can lead.

Examine a poem for Imperialist content and virtues (White Man’s Burden)


F. Exit cards.

F. Note checking.


P. Examination of the virtues and limitations of Social Darwinism.

Strand 2: World History: Concept 7: Age of Imperialism PO 1. Describe the effects of the following factors on the rise of imperialism; increased need for raw materials, increased need for consumers, nationalism – countries increased power.PO4. Describe the impact of American interests in the following areas during the late 19th century and the early 20th century: Philippines, Cuba, Puerto Rico and the Spanish American War, China and the Boxer Rebellion, Colombia and the building of the Panama Canal, Hawaiian annexation, Spanish American War, Panama Canal, Alaska and Hawaii, Open Door Policy, China – Boxer Rebellion.

UNIT TITLE andMONTH (time

ESSENTIAL QUESTIONS CONTENT/VOCABULARY SKILLS (swbat) ASSESSMENTF. =formative

STANDARDS

allotment) S. =summativeP. = performative

Unit 7The Great War:

World Interactions and Effects

(1914‐1921)

How did nationalism,

militarism and the alliance system contribute to the

start of World War I?

(3 ½ weeks, with student

presentations)

• How did a single assassination lead a continent to war in 1914?

• Why did the United States remain neutral in 1914‐1917?

• What events caused the United States to join the allies in World War I?

• How did the United States help the allies win the WWI?

• Describe the political revolutions in central powers nations

• What new nation states were formed after World War I

• What was Wilson’s plan for peace in Europe? Why did it fail?

NationalismAlliance system (triple alliance, triple entente)Balance of powerMilitarismCreation of the nation states of Germany (1871) and Italy (1860) [effect on balance of power in Europe]Sarajevo, SerbiaArchduke Franz FerdinandThe alliances‐‐

Allies—Central powers‐‐

Western front‐‐The battle of the Marne The battle of VerdunTechnology of War‐‐ military innovations— (name three)American neutrality (what is it? It’s traditions) Propaganda, Lusitania, Selective Service Act, Sussex Pledge, Zimmerman NoteConvoy, Armistice, Russian (October, Bolshevik) Revolution (1917) , Treaty of Brest‐Litovsk.America fights (March 1918 to November 1918)General Pershing, doughboys 2nd battle of the Marne, Argonne Forest.Fourteen points (Wilson)Treaty of Versailles“A just and lasting peace”National self‐determinationReparationsLeague of Nations

Work cooperatively on a “causes of WWI project”.

Compare and contrast the interests of European Imperialistic countries.

Examine the tradition of American neutrality.

Examine the reasons for the demise of Wilson’s plan for a new European order.


F. Exit cards.

F. Note checking.


Group work that examines a major cause of WWI.

World at War:PO 1. Explain how the following movements led to World War I: militarism, imperialism, nationalism, formation of alliances.PO 2. Summarize the outcomes of World War I: Treaty of Versailles (e.g., restrictions on Germany, end of the Ottoman Empire, redrawing of European boundaries), economic issues (e.g., national debt, spread of socialism).Describe the following events that led to United States involvement in World War I. Describe important events associated with World War l: anti‐German feelings in the United States, Wilson’s Fourteen Points, controversy over the Treaty of Versailles.

UNIT TITLE and ESSENTIAL QUESTIONS CONTENT/VOCABULARY SKILLS (swbat) ASSESSMENT STANDARDS

MONTH (time allotment)

F. =formativeS. =summativeP. = performative

Unit 8

Post‐World War I: social tensions,

Depression and the New Deal (1929‐1939)

In difficult

economic times, what role should the government play in restoring

economic prosperity?

(3 weeks)

• Explain and give examples of how the political, economic, and cultural mood shifted in Post‐world War I America (1919‐1929)?

• Besides the crash of the stock market, what (five) factors brought about the Great Depression?

• Compare and contrast how the governments (and ideologies) of Herbert Hoover and Franklin Delano Roosevelt responded to the Great Depression?

Red scare‐ A. Mitchell Palmer‐Emergency Quota Act of 1921‐melting pot vs. salad bowl metaphors for America‐Sacco and Vanzetti trial‐Scopes trial‐Isolationism as the U.S. foreign policy –Prohibition‐laissez‐faire politics‐America’s economic boom, describe what drove it‐Black Thursday‐Great Depression‐Herbert Hoover ‐Hoovervilles –Franklin Delano Roosevelt‐New Deal (1932)‐ Relief, recovery, and reformWhat did these programs do?• Social Security Act‐• Fair Labor Standards Act‐• Agricultural Adjustment Act (AAA)‐

• Banking reforms (FDIC)‐• Civilian Conservation Corps (CCC)‐

• End of Prohibition (1933)‐• Homeowners Loan Corporation (FHA)‐

• Securities and Exchange Commission (SEC)

• Tennessee Valley Authority (TVA)‐

• Works Progress (WPA)‐

Compare the conflict between new and old ideas (communism evolution, immigration) in the 1920s.

Evaluate the economic conditions that led to the depression of 1929.

Compare and contrast the policies of Hoover and Roosevelt in responding to difficult economic conditions.


F. Exit cards.

F. Note checking.


P. Create graphic that highlights major aspects of New Deal.

Great DepressionPO 1. Review the impact of the Great Depression on the United StatesPO 3. Describe the role of the stock market in personal investing.PO 4. Describe various forms of credit. (e.g., personal loans, credit cards, lines of credit, mortgages, auto loans).PO 1. Identify economic policies and factors (e.g., unequal distribution of income, weaknesses in the farm sector, buying on margin, stock market crash) that led to the Great Depression.PO 2. Determine the impact of natural and manmade crises (e.g., unemployment, food lines, the Dust Bowl and the western migration of Midwest farmers) of the Great Depression.PO 3. Describe how the following New Deal programs affected the American people: works programs (e.g., WPA, CCC, TVA), farm subsidies, Social Security.)

UNIT TITLE andMONTH (time

ESSENTIAL QUESTIONS

CONTENT/VOCABULARY SKILLS (swbat) ASSESSMENTF. =formative

STANDARDS

allotment) S. =summativeP. = performative

Unit 9

US neutrality, the rise of fascism and the pursuit of

peace

(1921‐1941)

Provide alternate foreign initiatives and responses from the allied nations from WWI that might have prevented a second world

war?

(2 weeks)

Explain the results as fascist nations (name them and their leaders) used militarism and fascism to unite their nations and expand their territories in the 1930s.

In what ways did the United States (and its allies) attempt to “keep peace” as other nations became aggressive in acquiring territory?

FascismAdolf Hitler (Germany)Benito Mussolini (Italy)Francisco Franco1937‐39‐ Spanish Civil WarEmperor Hirohito (Shōwa) (Japan)Josef Stalin (USSR)Neville Chamberlain (Britain)Winston Churchill (Britain)Franklin Delano RooseveltKellogg‐Briand Pact (1928)Good Neighbor Policy (Hoover (1928) and Roosevelt (1932) inauguration address)Neutrality Acts (1930s)Stimson Doctrine (1931) (Japanese imperialism in Asia)“The China incident” Chiang Kai‐shek (1937)Munich Conference (10/1938) “peace in our time”Kristallnacht (11/1938)“The Great Arsenal of Democracy” Speech (12/1940)Lend‐lease Act (1941)


Trace the rise of fascism in Nazi Germany.

Evaluate the merits and drawbacks of US foreign policy issues during the 1930s


F. Exit cards.

F. Note checking.


P. Essay that traces the shift from isolationist US foreign policy to engagement with the threats in Europe and Asia.

Describe how racism and intolerance contributed to the Holocaust.Strand 1: American History: Concept 8: PO 2. Explain how Pearl Harbor led to United States involvement in World War II.PO 3. Explain the impact of World War II on economic recovery from the Great Depression.Describe the rise of totalitarianism in Europe following World War I: Italy under Mussolini, Germany under Hitler, Soviet Union under Stalin.Describe the following events that led to United States involvement in World War II: shift away from isolationism, and neutrality.



STANDARDS

Unit 10

World War II:The battles for

control of Europe and Asia

How did the United States fight wars on two fronts,

fought to create a new world order that

placed German Fascism and Japanese

Imperialism as the dominant world powers?

1939‐1945

(3½ weeks, with student

presentations)

• How did WWII start? Describe the early years of the war before the United States entered in 1941.

• What strategies did the Allies pursue in Europe and Africa to battle the Axis powers?

• Detail the causes and effects of the Holocaust, in Germany and it occupied territories.

•What was the strategy of the US in the war in the Pacific and what was the turning point in that war?

•What was the strategy of the US in the war with Germany (DDay) what helped the allies defeat the Nazis?

Allied PowersAxis PowersAtlantic CharterOperation BarbarossaBlitzkrieg (809)Erwin RommelBataan Death MarchHolocaustAuschwitzbirkenauPearl Harbor (813)D‐Day (823)Operation Overlord (823)Douglas McArthur (829)Dwight D. EisenhowerGeorge PattonYalta ConferenceCairo DeclarationPotsdamJosef StalinWinston ChurchillFranklin RooseveltHarry TrumanIra HayesNavajo Code Talkers Kamikaze (830)Manhattan ProjectHiroshima and Nagasaki Invasion of Poland Battle of BritainMidway StalingradGuadalcanalBattle of the BulgeBattle of BerlinOkinawa.


Work cooperatively with a partner to creatively display a WWII battle.

Examine the holocaust places and experiences of those who survived.

Analyze the planning that the big three were making for a post‐WWII world order.

Evaluate the necessity of dropping the Atomic bomb.


F. Exit cards.

F. Note checking.


P. Battle projects of battle of WWII.

Trace the series of invasions and conquests in the European and Pacific Theaters.Explain how Pearl Harbor led the United States into World War II.Describe Arizona’s con‐tribution to war effort:a. Navajo Code Talkersb. Ira Hayese. POW/internment campPO 6. Summarize the United States’ role in the following events:a. D‐day invasionb. battles of the Pacificc. development and use of the atomic bombd. V‐E Day / V‐J Daya. Franklin D. Rooseveltb. Dwight Eisenhowerc. George Pattond. Douglas MacArthure. Harry TrumanDescribe the impact of the following executive orders and decisionsa. Executive Order 9066 – creation of internment camps on U.S. soilb. Manhattan Projectc. Atomic Bomb


ESSENTIAL QUESTIONS CONTENT/VOCABULARY SKILLS (swbat) ASSESSMENTF. =formativeS. =summative

STANDARDS

P. = performative

Unit 11

The Cold War: the rise of

communism and the fight for a new world

order

(1944‐1989)

How was US foreign policy focused on winning the

Cold War in the middle part of

the 20th century? What were the consequences of this policy of containment?

(3 weeks)

American reconstruction after WWII: what forms did it take, did it not take, and what motivations lay behind this aid?

What tensions led to the military build‐up and conflicts of the Cold War?

For what reasons did the United states become involved in the Korean conflict?

Describe the fight for Vietnam and the policy of containment.

How did the Vietnam War end? What effects did the war have on the cold War?

President Harry TrumanJosef StalinMao ZedongCommunist Revolution in ChinaCultural RevolutionUnited StatesCold WarIron curtainPolicy of containmentBerlin AirliftNATOWarsaw PactAtomic AgeCreation of IsraelTruman’s “Fair Deal”Taft‐Hartley ActJoseph McCarthySubversiveBlacklistDouglas MacArthurKorean WarCuban Missile CrisisFidel CastroBay of PigsJohn F. KennedyBerlin WallVietnam WarHo Chi MinhAndrew JohnsonGulf of Tonkin ResolutionPentagon PapersPeace AccordsDétenteSALT and SALT IIRonald ReaganMikhail Gorbechev


Work cooperatively with a partner to examine a “battle” in the cold war.

Examine the domestic thinking that lead to McCarthyism and the hunt for communist spies in the US.

Compare the reasons for and against being involved in Vietnam.

Look at Nixon’s foreign policy decisions and their impact on the Cold War and beyond.


F. Exit cards.

F. Note checking.


P. Poster of Vietnam and the stakes involved in the war—for and/or against.

outcomes of World War II: a. redrawing of political boundaries in Europe, b. tensions leading to the Cold War, c. United Nations.Compare the rebuilding of Japan with the rebuilding of Germany. Marshall Plan NATO / Warsaw Pact creation of IsraelPO 9. Describe the spread of Communism after World War II:a. China – Mao Tse‐tung and Chinese Revolutionb. Korea – 38th parallel and division of countryc. Cuba – Fidel Castro and Cuban Missile Crisisd. Vietnam – Ho Chi Minhe. Gulf of Tonkin Resolution f. Tet Offensive g. peace accordsExamine the fall of Communism:Germany – reunification, Berlin Wall torn downb. Russia – Gorbachev, Glasnost and Perestroika


ESSENTIAL QUESTIONS CONTENT/VOCABULARY SKILLS (swbat) ASSESSMENTF. =formativeS. =summative

STANDARDS

P. = performative

Unit 12

Social change and reform:

civil rights, the women’s

movement and counterculture

After WWII, examine the radical social changes that

remade (reconstructed?)

American society in

significant ways that continue to

this day.

1954‐ present

(3 weeks)

• What were the legal and social challenges to racial segregation in the 1940s and 1950s?

• Compare Kennedy’s and Johnson’s ideas on social change and equality?

• Describe the social changes reshaped American society in the 1960s .

• Examine how the Vietnam War affected social and political climate in the US.

• What issues reshaped the role of women in American society? In what ways did women’s roles change?

Harry Truman, 1947 “To Secure These Rights”DesegregationDwight D. EisenhowerFederal Highways ActBaby Boom (and its effects)Uneven US AffluenceCivil DisobedienceThurgood MarshallBrown v. Board of EducationLittle Rock, ArkansasMontgomery, AlabamaRosa ParksMartin Luther King, Jr.Southern Christian Leadership ConferenceJohn F. Kennedy and the New FrontierLyndon B. Johnson and the Great SocietyCivil rights Act of 1964George Wallace, University of Alabama, 1963“Letter from Birmingham Jail” MLK, 1963“I Have a Dream” MLK, 1963Voting Rights Act of 1965 Malcolm XNational Organization of Women (NOW)Equal Rights AmendmentFeministCesar ChavezUnited Farm WorkersNative American MovementCounterculture1968 Democratic ConventionKent State, Ohio, May 1970


Experience discrimination via a student simulation.

Analyze two writings of MLK looking for the underlying philosophy of nonviolent protest.

Compare the expectations for women in the 1960s and 1975.

Illustrate the grievances of historically oppressed minorities in the US (Black, Latino, native).


F. Exit cards.

F. Note checking.


P. Collage images of social revolution in American in the 1950s, 1960s, 1970s and beyond.

Civil Rights Movement (Martin Luther King, Jr., Rosa Parks) desegregation United Farm Workers, César Chavez, National Organization for Women (NOW) – Equal Rights Amendment (ERA) Supreme Court cases: b. Plessey v. Ferguson c. Brown v. Board of Education e. Miranda v. Arizona Examine the political and social aspects of the United States during the second half of the 20th century to contemporary economic, political and social aspects.

the new south - st cyril elementary school maps/ss 8th grade 2016.pdf · horizontal vs. vertical...

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