us history curriculum map revised may 2014 greenville ......revised may 2014 greenville public...

of 24 Greenville Public Schools-Social Studies

US History Curriculum Map _revised May 2014 Greenville Public School

Social Studies

Content: US History

Topic: Social Studies Time Frame

(Week)

Objectives (PLD)

(What do your students need to be able to DO?)

Essential Questions Activities

(HOW will you teach it?)

Assessment

How will you know that you have achieved

the desired student

outcome?)

Resources

(What MATERIALS will

you need?)

Differentiation

(How will you reach the

DIVERSITY of learners?)

Content Connection

(How will you integrate OTHER

CONTENT AREAS into

LITERACY core content?)

Grading Period

Quarters 1, 2 , 4

1a. Cite and analyze evidence that the United States Constitution is a “living” document as reflected in Supreme Court cases, Amendments, and presidential actions. (DOK 3)

1b. Analyze and evaluate the impact of presidential policies and congressional actions on domestic reform. (DOK 3)

To what extent do the US Supreme Court’s precedents support the Bill of Rights? What were the successes and failures of each presidential policies and congressional actions as they relate to the reforms of the United States?

The student will research Supreme Court’s cases that deal with the Bill of Rights and analyze how each decision uphold or oppose a particular amendment. The students will role play a mock trial demonstration. The students will analyze the Plessy, vs. Ferguson, Brown vs. Board of Education, Schenck vs. U.S. , Munn vs. Illinois, The Scottsboro Cases, Mapp v. Ohio, Escobedo v. Illinois, Gideon v. Wainwright, and Miranda v. Arizona Supreme Court cases.

The student will create a collage of events of domestic reforms of a recent President’s administration. The student will analyze each event as to its success and/or failure

Formative Assessments

(throughout the unit): rubric,

teacher observation,

selected response, quizzes

rubric, teacher observation, oral discussion, oral presentation, test/quiz

textbook, A+, handout sheet, internet web site www.billofrightsinstitute.org www.educationworld.com www.classbrain.com www.lessonplanet.com textbook, handout sheet, poster board, internet www.socialstudieshelp.com Welfare

Cooperative Grouping flexible grouping

Bryson’s “From the Life and Times of the Thunderbolt Kid.” Washington’s Up from Slavery “Plessy vs. Ferguson.” Writing Assignment on a selected President’s successes/failures

CCSS-vocabulary acquisition and use

http://www.billofrightsinstitute.org/

http://www.billofrightsinstitute.org/

http://www.educationworld.com/

http://www.educationworld.com/

http://www.classbrain.com/

http://www.classbrain.com/

http://www.lessonplanet.com/


http://www.socialstudieshelp.com/

http://www.socialstudieshelp.com/


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


1c. Explain and analyze the expansion of federal

powers. (DOK 3)

Where, specifically, does each level of government get its power? Who should have more power, federal or state governments, and why?

The students will create a timeline of events. The students will analyze the policies of the following presidents: McKinley, Woodrow Wilson, Franklin D. Roosevelt, and Richard Nixon The student will complete a cooperative activity by answering the following two questions:

a) Describe two of the

following provisions of

the Constitution and

explain how each has

been used over time to

expand federal power.

· The power to tax and

spend

· The "necessary and

proper" or "elastic"

clause

· The commerce clause

(b) Explain how one of

the following has

increased the power of

the federal government

relative to the power of

state governments.

· Americans with

Disabilities Act

Small group activity, guided practice, independent practice

Reform(book) textbooks, LCD projector, internet, study-guide USATESTPREP Read 180, ONLINE RESOURCES

Cooperative Grouping

Integrate and evaluate multiple sources of information Roosevelt “From the Rough Riders.” CCSS Integrate knowledge and ideas 9. U.S. Department of Labor, “From Child Labor in the Coal Mines.”


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


1d. Analyze and evaluate the

ongoing tension between

individual liberty and national

security. (DOK 3)

World Wars

How does government seek to maintain the balance between individual liberty and national security?

· Civil Rights Act of

1964

· Clean Air Act The students will analyze the Sherman Anti-Trust Act, Interstate Commerce Act, Trust-busting, Progressive Reforms, Civil Rights Acts, and Federal Intervention

The student will utilize a resource handout and “When National Security Trumps Individual Rights,” to evaluate ongoing tension between individual liberty and national security. The student will view a video transcript on the, “Korematsu and Civil Liberties,” to further evaluate the ongoing tension between individual liberty and national security. The students will analyze the Schenk vs. U. S., Palmer Raids, Alliance/Espionage Acts, Second Red Scare, Japanese Internment, War on Terror, and the Patriot Act.

Formative Assessments (throughout the unit) Open-ended questions, quizzes, short answer questions

Textbooks, notes www.brainpop. computer

flexible grouping

Hemminway’s “A Farewell to Arms.”

http://www.brainpop/


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Grading Period

Quarters 1, 2

2a. Explain how American society has been impacted by the entry of more women, minorities, and immigrant workers into the labor force. (DOK 2)

World War I

Why is it important for women, minorities, and immigrant workers to have equal opportunities in the job market?

Research the percentage of women, minorities, and immigrant workers in the labor force. Compare

this percentage to men in the labor force. Group Activity 1. Discuss the effects that each of the above for mentioned has on the labor force. 2. Why do you feel that America has a more male oriented job force? 3. Interview Interview selected employers and compare the number of women, minorities, and immigrant workers employed in their business. Ask: What benefits do you see of these groups in your business? 4. Research a particular issue surrounding women in the workplace today and write a brief report. Possible topics include pay disparities between men and women, advances in the legal and medical profession, or a look at the so called “glass ceiling.”

The students will analyze

the following: Immigrants

– women working in

small group teacher observation, oral discussion, oral presentation

student research,

computer, Interview

questions, A+ Civil Rights Movement(Book)

many levels of questions Tiered assignments and products

Styron”s “from Sophie’s Choice.” Use of interview with written results


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Quarter 3

2b.Trace the response of American institutions such as government and non-profit organizations to environmental challenges such as natural disasters, conservation and pollution, and property rights (including but not limited to the expansion of the national park system, the development of environmental protection laws, and imminent domain). (DOK 2)

What is the responsibility of American institutions to take action against environmental challenges?

factories during late 1800s, WWI Influence Race Riots, Red Scare, Red Summer, World War II/Double V Program, Bracero Program, U. S. gets workers from Mexico,/ farm worker, and the Glass Ceiling – more women in the work force

-Pair-Share Question: Should American institutions be more involved in America’s environmental challenges? Explain. Students will be given the opportunity to think about their responses, and then discuss the answers as a whole group. Use of an internet article that addresses this situation, with students debating on the pros and cons of more governmental involvement in environmental challenges. The students will TR and National Parks,

discussion, debate, quiz Natural Disasters(Book)

handout, computer

Encourage students to build upon the responses given by themselves and other students.

As a homework assignment, students ask a science student to answer the essential question and they compare responses.


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Quarter 3

2c. Compare and contrast various social policies such as welfare reform and public health insurance and explain how such social policies are influenced by the persistence of poverty. (DOK 2) Imperialism and the Progressive Era

What is the relationship between America’s economic success and the dependence of a large portion of its population on social policies such as welfare and health insurance ?

environmental organization, Sierra Club, Ballinger-Dinchot Affair, Love Canal, Three Mile Island, EPA, Silent Spring, Katrina, Climate Change, Oil Spills (1969, 1987, 2010) Student groups assigned to research work of various social policies and make class presentation with own chosen method (e.g. research paper, power point, poster presentation, etc.)

Entire class discussion after presentations with completion of class Venn diagram (using Mobi) comparing/contrasting of how social policies are influenced by the persistence of poverty. Student research to find how much the federal government spent in recent years on social policies. Draw a pie graph showing how the money was divided. Do you agree with the amount of money spent on the social policies?

oral presentation, class discussion, responses to Venn diagram, writing assignment

Venn diagram textbooks, LCD projector, internet, study-guide, A+, Mobi www.historyonline.com

Vary the type and/or complexity of questions asked related to the objective Provide

Find current event articles that address the issues of social policies. Students will summarize article and provide their opinion to the article, including rationale. Johnson’s “Vietnam and Reelection.”

http://www.historyonline.com/

http://www.historyonline.com/


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Quarter 2

3a. Analyze the effects of imperialism on the foreign policy of the United States from Reconstruction to World War I. (DOK 3)

Imperialism and the Progressive Era

To what extent did Imperialism succeed in changing America in a lasting way?

Was too much or too little spent on each social policy? Explain. The students will analyze the following: Social Gospel, Gospel of Wealth, Welfare- Capitalism, Progressivism, 1996 Welfare Reform, Health Care, Post WWII Presidents, Fair Deal, Great Society, Medicare, and Modern Republicanism The student will answer the following question as a lesson introduction : WHAT IS IMPERIALISM? Individual students will present their opinion to the class.

Student will get further information for discussion on US imperialism through the use of A+ to help in providing answer to essential question. The student will create a political cartoon that

oral discussion, A+, cartoon rubric, USA Test Prep Imperialism(book)

Textbook, computer, textbook, handout, political cartoon

students with choices in the different ways to access the material to be learned (e.g. computer, textbook, A+) Use of content Integration where students connect prior knowledge to newly learned information

Debate the pros and cons of American imperialism. Porter, “The Jilting of Granny Weatherall.”


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Quarter 2

3b. Compare and contrast the arguments between the imperialists and anti-imperialists in the late 19th century and justify why the imperialists prevailed. (DOK 3)

Imperialism and the Progressive Era

What was the greatest effect of the US becoming a world power? US imperialism—was it right or wrong? Explain.

illustrates a specific concept of American imperialism.

Each cartoon should have an all encompassing visual to summarize the main concepts of the chosen topic. Each cartoon should have a written summary of the overall message conveyed by the cartoon and the topics chosen to analyze (5-8 sentences). The students will analyzed the following: Spanish-American War, Open Door Policy, Boxer Rebellion, Banana Republics, Hawaii, WWI, Panama Canal, and the Latin American Intervention Students will complete the following comparison chart of US imperialism between Imperialists and anti-imperialists:

Who?

What?

When?

Where?

USA Test Prep,

oral discussion, guided practice, individual practice

computer, textbook, handout

www.schoolhistory.org Anti-Imperialist League

Vary the types and/or complexity of questions asked to different students buddy-study

Writing assignment What were the most important economic and political development in leading the US to become a world power? Why?

http://www.schoolhistory.org/



Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Quarter 2,3

3c. Draw conclusions about the causes and effects of American involvement in the world wars. (DOK 3)

World Wars

3d. Analyze the origins and

What were the political, economic, social, and cultural effects of the world wars on the US and other nations?

Why?

Outcome:

Why Imperialists prevailed?

The students will analyzed the following: Jingoism, Yellow Press, Humanitarian Reasons, Business, Military Reasons, Anti-democratic, Racism, and Cost Discussion of underlying causes of world wars where student group choose one of the causes of the war and write an essay about the causes. The student will use specific examples in the essay to illustrate their point. Visual Illustrations will also be used. Timeline creation of e events which led to US involvement in world wars. The students will analyze the following: MAIN (Militarism, Alliances, Imperialism, Nationalism), WWII: and

the Start of Cold War.

timeline rubric, writing assignment, quiz/Test, USA Test Prep

Influence of Sea Power upon History. Am. Invol. In W. Wars(book) textbook, handout, study guide, computer timeline rubric, writing assignment, quiz/Test, USA Test Prep

utilized Reread and highlight important issues for students who are having difficulty Peer-tutoring

Welty, “A Worm Path.” Write a letter pretending that you were a European teenager prior to World War I. In the letter express your concerns which occurred because of the war. Wong’s “Butterflies>’ A World War Ii Story.


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Quarter 4

Quarters 2, 3

development of the Cold War between the United States and the Soviet Union and their respective allies, including ideology, technology, economics, and geography. (DOK 3)

Post War America: The 1950s and the Cold War

3e. Explain and analyze America‘s role in international organizations, humanitarian relief, and post-war reconstruction efforts throughout the 20th century. (DOK 3)

The Modern Era into the 21st Century

3f. Analyze and evaluate the

What was the impact of the Cold War on America’s domestic society, foreign policy, and military strategy?

Does America’s role in international organizations, humanitarian relief, and post-war reconstruction efforts around the world has more of a positive view or negative view with Americans? Explain.

Use of video to show how events of WWII led to the origins and developments of the Cold War. Full class discussion after showing of video.

The students will analyzed the following: Yalta, Truman Doctrine, Containment, Brinkmanship, Eisenhower Doctrine, NATO, Warsaw Pact, U-2 Incident, Berlin Airlift, Arms Race, Space Race, Communism, Capitalism, Marshall Plan, McCarthyism, Espionage

Present reading material to the student to analyze. Have students to present answers to guided questions related to the reading material. The students will analyze the following: NATO, SEATO, UN, Marshall Plan, OAS/ To further block the spread of Communism, NAFTA, and the Peace Corps

large group activities, responses to video questions, test, completed chart comprehension

of material presented

guided practice independent

practice

www.schoolhistory.org www.lessonplanet.com www.learning.blogs.nttimes.com Cold Wars(book) large group activities, responses to video questions, test, completed chart

Group students according to learning styles Index cards dealing with key terms for students who are having trouble understanding

Comparison chart creation showing the development of the Cold War between the US and Soviet Union in terms of ideology, technology, economies, and geography. Malamud’s “The first Seven Years.” Research America’s role in international organizations, humanitarian relief, and post-war reconstruction efforts throughout the 20th century and write a brief report on the subject matter. current event analysis and presentation





http://www.learning.blogs.nttimes.com/

http://www.learning.blogs.nttimes.com/


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Quarter 4

Grading Period

4

causes and effects of the United State’s growing involvement in the Middle East and the Persian Gulf. (DOK 3) The Modern Era into the 21st Century

4a. Analyze the issues that gave rise to the Civil Rights Movement from post-reconstruction to the modern movement. DOK 3)

Turbulent Times 1960-1970’s

Is the involvement of the US in the Middle East and the Persian Gulf worth the effort?

How did the nineteenth century Americans view racial equality? How does the post-Reconstruction debate connect to the 20-century movement?

Using current news resources, the student will report on cause and effects of the United State’s growing involvement in the Middle East and the Persian Gulf. The student will discuss how this

Project-based-activities

involvement has affected the US on the domestic front.

The students will analyzed the following: Eisenhower Doctrine, Israel – Creation, Suez Crisis, Problems in the Middle East, Iran Hostage Crisis, Iran – Central, Iraq War, Afghanistan, and OPEC.

Activity

1. The student will create a two way chart outlining post-reconstruction issues to modern movement after reading each section. (Student will pair with another student when completing this activity) 2. The student will use their competed chart to compare/contrast main

rubric, student work, presentation Teacher observation, student oral and written response, student work samples, quiz USA Test Prep, movies

video tape/recorder textbook chart creation Textbooks, handouts, graphic organizer, LCD projector

the subject Critique the federal and state governments goals during this period (enrichment activity) Cooperative Grouping Cooperative Grouping Cooperative Grouping

Hall’s “Same Kind of Different As Me.” Writing assignment on the Civil Right Movement King’s “Letter from the Birmingham Jail.”


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Grading Period

4

4b. Trace the major events of the modern movement and compare and contrast the strategies and tactics for social change used by leading individuals/groups. (DOK 2)


What were some strategies and tactics that were used this period that shape our history?

issues pertaining to the post reconstruction era to the modern movement and complete a writing assignment. 3. The student will view movies relating to the Civil Right Movement and explain how the movements shaped our country. The students will analyze the following: W.E.B. Du Bois, Booker T. Washington, Niagara Movement, Great Migration, WWII’s influence on Civil Rights, “Double V” Campaign, AIM, NOW, César Chávez, and the 1950s to current Civil Rights The student will explore major events and movements (primary sources documents, documentary) during this period to create a timeline. The student will compare and contrast several strategies and tactics demonstrated by individuals when striving for social change. The students will analyze

Teacher observation, student oral and written response, student work samples

Textbooks, primary sources, notes, internet, tv

Small grouping

Draw a map illustrating states that major movements and events took place Student will write a summary about the key points in their journal Armstrong’s autobiography of a Freedom Rider: My Life as a Foot Soldier for Civil Rights.


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Grading Period

4

Grading Period

4

4c. Analyze the response of federal and state governments to the goals (including but not limited to ending de jure and de facto segregation and economic inequality) of the Civil Rights Movement. (DOK 3)


4d. Evaluate the impact of the Civil Rights Movement in expanding democracy in the United States. (DOK 3)


What were some major events and movements that happened during this era? Why was the events considered significance? What were some of the federal and state governments’ goals in addressing the Civil Rights Movement? Do you feel their goals were reasonable to every ethnic group? Why? How did the civil rights movement redefine notions of American

citizenship?

1. Did the civil rights movement during this

period expand democracy for all Americans? Why or why not?

2.

the following: CORE Sit-Ins, Martin Luther King and Malcolm X - Non-Violence, SNCCs Evolution, and the NAACP Court Cases

Activity

1. The student will read and outline each section for key terms and key points regarding the goal of both the federal and state governments. 2. The student will construct a Venn-diagram listing the goals and of the federal and state governments.

The students will analyze the following: Dixiecrats,

Executive Order 8802, Desegregation of Military, FDR/ Truman, Executive Order, Jim Crow Laws, States’ Rights, Ole Miss/Alabama, Thurmond, Literacy and Poll Tax.

The student will construct a historical board dealing with the impact of the Civil Rights Movement in the United States.

The students will analyze

Teacher observation, students oral and written responses, quiz

Formative Assessments (throughout the unit) Open-ended questions, quizzes, short

Textbooks, word walls, notebooks, Textbooks, historical board, pictures, internet, Magazines, scissors, pens

Textbooks, notes, guided reading, internet

Student will write a summary about the key points in their journal Randolph’s: “A Life Fighting for Equality.” Hansberry’s “A Raisin in the Sun.”


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Grading Period

4

4e. Compare and contrast the goals and objectives of other minority and immigrant groups to those of the Civil Rights Movement led predominantly by African-Americans. (DOK 2)


4f. Cite and analyze evidence of

the political, economic, and social changes in the United States that expanded democracy for other minority and immigrant groups. (DOK 3)

5a. Evaluate the factors leading to and the effects of industrialization

3. 4. In what ways did the

events during this era impact the political, social and economic aspects of other ethnic groups in the United States?

What were some economics trends that shape the United States during the later 19th and early 20th century?

the following: Voting Power of Minorities, And an Increase of Minority Votes/Office Holders.

The student will construct a three way chart outlining the three aspects (political, economic, and social) of life and provide evidence of changes for other minority and immigrant groups.

The students will analyze the following: AIM, César Chávez and non-violence, NOW, and the Glass Ceiling (Address with the Women’s Movement)

The students will analyze the following: 19th Amendment, Susan B. Anthony, 26th Amendment, EOC, Head Start and Great Society Programs

answer questions Rubric-


textbook, A+, handout sheet, internet web site Textbooks, Internet, A+, LCD projector

Textbooks, notes, guided reading, articles Textbooks, notes, guided reading, key terms Textbooks, notes, guided reading, internet

Cluster’s “The New Left” Create a chart (of their choice) illustrating the number of workers and earnings during this era’s


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Grading Period

1

on the political, physical, and economic landscape of the United States during the late 19th and early 20th century. (DOK 3)

The Gilded Age, Industrialization and Expansion

5b. Explain the conditions of industrialization that led to the rise of organized labor and evaluate labor‘s effectiveness in achieving its goals. (DOK 3)


What were the conditions that led to the rise of organized labor? What economics circumstances led to the push-pull factors?

How did the U.S. transformed from laissez-faire capitalism into becoming a regulated economy?

Each student will be place in group and given a task slip (made by the teacher) to complete. The task slips will contain the following: 1.Mas Production 2. Consolidation and Centralization – the Rise of Trusts 3. The Creation of a National Market

The students will analyze the following: Resources, Workforce, Peace, Rewards for Risk, Capitalism, Industrialization of the late 1800’s – Carnegie, Morgan, Rockefeller, Assembly Line, Inventions, Wagner Act, NLRB, Taft/Hartley Act (restricts the activities and power of the labor unions).

The student will outline the chapter that led to the rise of organized labor and explain the efficiency in achieving its goals.

The students will analyze the following; Early Unionization – Knights of Labor, AFL, De-skilling, Haymarket, Tenements,

Formative Assessments (throughout the unit): rubric, teacher observation, selected response, quizzes


Textbooks, Internet, A+, LCD projector Textbooks, Internet, A+, LCD projector

Textbooks, notes, guided reading, key terms Cooperative Grouping

“Tycoons” The student will write in their journal the information they learned Riss’s “How the Other Half Lives.”


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Grading Period

3

5c. Identify and explain migration and immigration patterns that developed from the push-pull effects of economic circumstances. (DOK 2)


6a. Cite and explain evidence that led to the transition of the U.S. economy from laissez-faire capitalism to an increasingly regulated economy. (DOK 2)

The Great Depression

What were some historical arguments regarding monetary policy? Why is the importance of government’s use of tariffs and trade agreements with other nations?

Government/Society’s Hostility, TR and Progressive Support for Labor, Child Labor, Muckrakers, AFL-CIO Merge 1955/ Union members (1million members).

The student will use a Venn diagram that explains the push-pull factors as it relates to migration and immigration patterns. The students will analyze push/ pull factors of the West, Chinese Immigration, Old Immigration, Urbanization, Great Migration, New Immigration, WWI, Northern factory jobs, farm mechanization, dust bowl, and migration to the west. The student will gather information from the unit, notes, and internet to cite and explain the economy shift from laissez-faire capitalism to becoming a regulated economy. The students will analyze TR, trust-busting,

Formative Assessments (throughout the unit) Open-ended questions, quizzes, short answer questions Formative Assessments (throughout the unit) Open-ended questions, quizzes, short answer questions

Textbooks, Internet, A+, LCD projector Textbooks, primary sources, notes, primary sources, LCD projector, Internet,


Twain’s “The Notorious Jumping Frog of Calaveras County.” Steinbeck’s “from The Grapes of Wrath.”


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


Grading Period

3

6b. Analyze and evaluate historical arguments regarding monetary policy. (DOK 3)

Progressive Era

6c. Critique the government‘s use of tariffs and trade agreements.

(DOK 3)

Progressive Era

6d. Evaluate deficit spending as a

Do you feel there should be a limit on deficit spending when government is financing a program?

What was the impact of tariffs on the American economy?

Sherman Anti- Trust Act, Federal Reserve, Laissez-fair, Depression, Stock Market Crash, New Deal, and the Hawley-Smoot Tariff.

The student will highlight key points about laissez-faire capitalism in the U.S. The students will analyze the Federal Reserve, Free Silver, W. J. Bryon, bimetallism, inflation, oil prices, 1970,s Nixon, and Ford. The students will write arguments focused on alternate or opposing claims with relevant data and evidence. The student will be viewing a PowerPoint on tariffs and trade agreements with other countries.



Textbooks, PowerPoint Internet, A+, LCD projector Textbooks, PowerPoint, primary sources, notes, internet,

Cooperative Grouping Cooperative Grouping

Faulkner’s “Bam Burning.” London’s To Build a Fire.”


Content: US History


(Week)

Objectives (PLD)




Assessment


the desired student

outcome?)

Resources


you need?)

Differentiation



Content Connection


CONTENT AREAS into


means of financing government program. (DOK 3) The Great Depression

What programs did the New Deal offer to the American society?

The student will research and outline historical arguments from primary sources, internet and textbooks and complete a writing assignment.

The student will explore a government program and analyze the deficit spending of the particular program. The student will watch a movie on deficit spending as it relates to government spending The students will analyze deficit, New Deal, and Reagon.

Teacher observation, student oral and written response, student work samples, quiz, movies

Textbooks, Internet, A+, LCD projector


Coughlin’s “Coughlin’s Anti-New Deal Speech.”


Time Frame (Week)

Objectives (PLD) (What do your students need to be able to do)

Essential Questions

Activities (How will you teach it?)

Assessment (How will you know that you have achieved the desired student outcome?)

Resources (What MATERIALS will you need?)

Differentiation (How will you reach the DIVERSITY of learners?)

Content Connection (How will you Integrate OTHER CONTENT AREAS into Literacy core content)

Quarter 2

Quarter 3

7a. Examine cultural artifacts (including but not limited to visual art, literature, music, theatre, sports) to contextualize historical developments. (DOK 2)

7b. Analyze and

How do cultural artifacts contribute to the historical development of the United States? To what extent

Group Activity Student groups will research an assigned cultural artifact and relate it to the historical development of the US through visual presentation such as power point, poster board, drawing, pictures, etc.

A + will be utilized in presenting additional information to the class for discussion and evaluation. The students will analyze Imperialism, Art, “White Man’s Burden,” WPA, Grapes of Wrath, Harlem Renaissance Art, Jazz Age, WWII, Propaganda, Sports, Civil Rights, and Jessie Owens.

The teacher will

oral discussion, classroom participation, quiz

role play activity,

primary resources, handout sheet Cultural artifacts(book) Artistic exprerssions newspaper, news magazines, internet student’s written report research assignment,

flexible grouping Vary the types

research assignment and presentation Through informal


evaluate the impact of religion on various social movements, domestic/foreign policies, and political debates.

(DOK 3)

is it beneficial to have religious influence in secular life?

present Information related to the objective through the use of reading materials related to the subject. Students will be allowed to discuss the information and answer The students will analyze the following: Cross of Gold, Social Gospel, WCTA, Prohibition, Second Red Scare, and Religion (“In God We Trust,”) and Witch Hunt.

questions presented through role play, large group discussion

A+, quiz

and/or complexity of questions asked

Debate

Time Frame Objectives (PLD) Essential Activities Assessment Resources Differentiation Content


(Week) (What do your students need to be able to do)

Questions (How will you teach it?)

(How will you know that you have achieved the desired student outcome?)

(What MATERIALS will you need?)

(How will you reach the DIVERSITY of learners?)

Connection (How will you Integrate OTHER CONTENT AREAS into Literacy core content)

7c. Evaluate the role mass media has played in shaping perceptions toward certain policies, social groups, other nations, and political ideas. (DOK 3)

Turbulent Times

1960s and 1970’s

Why does the media have such an impact on our society’s perception of certain policies such as social groups, other nations, and political ideas?

questions given by the teacher. Informal Debate Resolved: It is beneficial to have religious involvement on various social movements, domestic/foreign policies, and political debates.

Talk show role play where the media, social groups, other nations, and political ideas will have representation to evaluate the role of media on the above fore mentioned items. Other class members will represent the audience where they will be allowed to question the panel of guests.

whole class discussion, oral responses to questions USA Test Prep Quiz

Public Health Insurance(book) resource reading materials

peer teaching

Miller’s Death of a Saleman. through role play

Time Frame Objectives (PLD) Essential Activities Assessment Resources Differentiation Content


(Week) (What do your students need to be able to do)

Questions (How will you teach it?)

(How will you know that you have achieved the desired student outcome?)

(What MATERIALS will you need?)

(How will you reach the DIVERSITY of learners?)

Connection (How will you Integrate OTHER CONTENT AREAS into Literacy core content)

Quarter 1

7d Contrast modernism and traditionalism relating to social

change.

What impact does modernism and traditionalism play in social changes in American lives?

The students will analyzes the use of the radio, newspapers, fireside chats, TV, Common culture, Role of Women, Civil Rights, Social Media, impact of the Vietnam War, Student demonstrations, and Nixon / Kennedy debates. To discuss changes that occurred in the “Roaring 20’s”, the teacher will show a power point that depicts the clashes between modernists and traditionalists during this time period. The students will analyze Isolationism vs. Imperialism, flappers, automobiles, prohibition, Malcolm X vs. Martin L. King, ERA and its defeat, Rock n’ Roll,

large group discussion, group presentation, oral responses to questions assigned

Question adjusting


Essay Writing “ Why I Am Not a Traditionalist” Friedan’s “Feminine Mystique.”


7e Cite and explain evidence of the diversity of the United States. (DOK2 ) Gilded Age: Industrialization and Expansion

What impact does diversity of people and customs has on the United States?

Counterculture, Betty Freedan, and Phyllis Schefley

Teacher led discussion about race relations and America using President Barrack Obama's speech in 2008 on Race Relations.

Lead students to explore the meanings of identity and race with the personal examples drawn from President Obama's life and

The students will analyze Urban/Rural Shifts, Moving to Great Plains, Great Migration (Westward expansion), WWII movement.

large group discussion, group presentation, oral responses to questions assigned

Textbook, A+, Handout—‘The Roaring 20’s: Modernism vs. Traditionalism” Power point— “Culture Wars in the Roaring Twenties” www.daniellazar. com/wp-content/uploads/ Culture-Wars.ppt,

video,


Steffen’s: “The Shame of the Cities.”

background.

Students watch video of speech. Group

Assignment

Students placed in groups and given a

handout, www.racebridgesforschools.com


different excerpt from the speech and related discussion questions history textbook; Each group is to identify a discussion leader, a note taker, and a reporter Students read the excerpt aloud in their group and then answer the discussion questions; the note taker should write down their answers, and the reporter should be prepared to share a brief summary of their discussion. Teachers will answer any questions that might arise during the discussion where as some terms and/or historical events might be unfamiliar to students. Groups share discussion with class. Teacher lead discussion with students answering the following questions:

us history curriculum map revised may 2014 greenville ......revised may 2014 greenville public...

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