Download IB History 11 and US Honors 2015

SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Course Title: IB History of the Americas (Grade 11)/U.S. History II Honors
Content Area: Social Studies
Grade Level: 11
Course Description: This Junior Level Honors Course is the first year of a two-year commitment to the certificate program of the International
Baccalaureate program of study. Students who are enrolled in this course are expected to be able to analyze the significant historical events of the 20th
Century. Topics to be covered include, but are not limited to, issues such as the fundamentalist movement of the 1920’s, civil rights, wartime and
government controls of individual freedoms, economic depression and attempted solutions, and the Vietnam War and its effect on the political and social
aspects of America. Students enrolled in this course will be expected to complete a historical investigation on a topic of their own choosing. Successful
completion of this course will allow students to pursue an IB Certificate in History during their senior year. This course is open to all honor students
regardless of whether they are enrolled in the IB Diploma Program. This course is a prerequisite for the senior level IB History Course.
Curriculum Writer: Jacqueline Burley
Date Created: June 2015
Date Approved by Board of Education: October of 2015
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Pacing Guide
Unit One: Post Civil War Reconstruction
September
Unit Two: Industrialization and the Rise of Progressivism
September and October
Unit Three: The World in Flames: Causes, Course, and
Impact of World War I
November
Unit Four: Boom and Bust: The Roaring 20’s and Great
Depression
December and January
Unit Five: Diplomacy and World War II
February
Unit Six: The Cold War (Truman and Eisenhower Years)
March
Unit Seven: Kennedy, Johnson, and the Turbulent 1960’s
April
Unit Eight: The Civil Rights Movement in the United
States/Apartheid in South Africa
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May and June
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Unit One: Post Civil War Reconstruction
Unit Summary: After the United States was ripped apart by the horrors of civil war, the nation struggles to piece itself back together
politically, economically, and culturally. President Abraham Lincoln will propose a gradual and lenient approach to reconstructing the nation,
but his plan is replaced by a more radical approach following his assassination in 1865. In the wake of Lincoln’s death, the federal
government must now work to reestablish itself as the uniting force for a nation still deeply divided. The successes and failures for both
freed African Americans and the nation at large will be considered in this unit, and students will grapple with the question: What was really
changed by the Civil War and Reconstruction?
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps for
Education, Oral Presentations, Prezi
CCSS/NJCCCS Number
CCSS/NJCCCS Content
6.1.12.A.4.c
Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African
Americans.
6.1.12.B.4.b
Analyze the impact of population shifts and migration patterns during the Reconstruction period.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.C.4.b
Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.
6.1.12.C.4.c
Explain why the Civil War was more costly to America than previous conflicts were.
6.1.12.D.4.b
Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another
country in terms of the consequences for people’s lives and work.
6.1.12.D.4.c
Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies
achieved their goals.
6.1.12.D.4.d
Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some
Southern individuals and states.
6.1.12.D.4.e
Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship
between the national and state governments.
Summative Assessments:
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Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts relating to the unit
of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized in IB Paper 1.
Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Formative Assessments:
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Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
Problem solving group activity: Develop a plan for Reconstruction
Current Event Discussions: Race Relations and Regional Tensions
Links to art and literature
Enduring Understandings:
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Civil War is far more destructive to a society and can destroy from within.
Citizens desire equality in government and society.
Individual and states’ rights must be protected through the use of both state and federal government.
Essential Questions:
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What impact can civil war have on a government and its people?
What is necessary from both state and federal government to guarantee equality?
Can regional and cultural divide be overcome?
Can mindsets change?
Instructional Outcomes:
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Students will be able to describe the effect of the Civil War on the United States.
Students will understand the successes and failures of the Reconstruction period.
Students will discuss Lincoln’s plan for Reconstruction and those of opposing groups.
Students will be able to describe the impact of the Radical Republicans approach to Reconstruction in the South.
Students will relate the regional and cultural divide to current regional and cultural tensions in the United States.
Students will be able to describe the position of freed African Americans in the United States following Reconstruction.
Suggested Learning Activities:
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Civil War Overview (Causes, Course, Impact) Partner Activity
Lincoln’s Plan for Reconstruction vs. Radical Republicans: Class Notes and Discussion
Successes and Failures of Reconstruction: Research Activity
Who Really Won the Civil War? Essay Reflection and Discussion
Current Event Research and Discussion: Racial and Regional Tensions Today
Suggested Differentiation:
Tier 1 Learners
Student learners will be guided and questioned on effects of Reconstruction.
Tier 2 Learners Student learners will offer deeper insights into the successes and failures of the federal and state governments in
implementing Reconstruction.
Tier 3 Learners
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Student learners will relate effects seen during the Reconstruction period to current racial and regional issues.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Curriculum Development Resources:
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Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers. 1999.
Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
Young. Dissent in America, Concise Edition. Pearson. 2008.
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
Notes/Comments: In this first unit, students will be introduced to the IB HL Internal Assessment: The Historical Investigation. Skills needed to
complete the IA will be incorporated into daily instructional lessons and assignments throughout this unit.
Unit Two: Industrialization and the Rise of Progressivism
Unit Summary: Following the Reconstruction period in the United States, the nation begins to modernize with the advent of
industrialization. Changes in technology lead to advancements in mechanization, production, transportation, and consumption. The
American landscape is forever transformed as the railroad connects major growing cities, and further pierces into the western
frontier. Industry grows exponentially under a laissez-faire style government, leading to an economic boom supported by the
exploitation of cheap labor. Immigration increases leading to an ever diversifying population and a growth in nativist ideas. The
demands of industry push the United States into an expansionist foreign policy in search of raw materials and new markets. The
nation is thrust onto the world stage as it vies with European nations to be seen as one of the most influential military and trading
powers in the world.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps
for Education, Oral Presentations, Prezi
CCSS/NJCCCS Number
CCSS/NJCCCS Content
6.1.12.A.5.a
Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic
stability.
6.1.12.A.5.b
Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination
against new immigrants, Native Americans, and African Americans.
6.1.12.B.5.a
Explain how the Homestead Act, the availability of land and natural resources, and the development of
transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of
populations.
6.1.12.B.5.b
Assess the impact of rapid urbanization on the environment and on the quality of life in cities.
6.1.12.C.5.a
Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods,
and determine the positive or negative impact of these practices on individuals and the nation and the need for
government regulations.
6.1.12.C.5.b
Compare and contrast economic development of the North, South, and West in the post-Civil War period.
6.1.12.C.5.c
Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and
individuals.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.D.5.a
Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in
New Jersey and the United States during this period.
6.1.12.D.5.b
Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.
6.1.12.D.5.c
Assess the effectiveness of public education in fostering national unity and American values and in helping people
meet their economic needs and expectations.
6.1.12.D.5.d
Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.
6.1.12.A.6.a
Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and
in promoting social justice.
6.1.12.A.6.b
Evaluate the ways in which women organized to promote government policies (i.e. abolition, women’s suffrage, and
the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.
6.1.12.A.6.c
Relate the creation of African American advocacy organizations (i.e. the National Association for the Advancement of
Colored People) to United States Supreme Court decisions (i.e. Plessy v. Ferguson) and state and local
governmental policies.
6.1.12.B.6.a
Determine the role geography played in gaining access to raw materials and finding new global markets to promote
trade.
6.1.12.B.6.b
Compare and contrast issues involved in the struggle between the unregulated development of natural resources and
efforts to conserve and protect natural resources during the period of industrial expansion.
6.1.12.C.6.a
Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various
groups.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.C.6.b
Determine how supply and demand influenced price and output during the Industrial Revolution.
6.1.12.C.6.c
Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the
nation and the lives of individuals.
6.1.12.D.6.a
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban
culture during the late 19th century in New Jersey (i.e. Paterson Silk Strike 1913) and the United States.
6.1.12.D.6.b
Compare and contrast the foreign policies of American presidents during this time period, and analyze how these
presidents contributed to the United States becoming a world power.
6.1.12.D.6.c
Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e.
Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th
Amendment.
Summative Assessments:
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Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts relating to
the unit of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized in IB
Paper 1.
Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
Formative Assessments:
10
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
“Major Industrialists” Research and Oral Presentations
Progressive Reform Movements Research and Essay Response
Links to art and literature
Current Event Research and Discussion: The U.S. Economy and the Global Market
Enduring Understandings:
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The growth of industry will impact a nation politically, economically, socially, and environmentally.
The United States became an expanding world power due to industry.
The United States was led into international conflict for economic and ideological reasons.
Immigration led to a diverse population in America, which had many political, economic, and social effects.
A lack of government regulation will have both positive and negative effects.
Social Darwinism leads to both innovation and exploitation.
Equality must be protected at the state and federal government levels.
Social reform often follows a period of laissez-faire government.
Social reforms often lead to local and national change.
Essential Questions:
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How did industry transform the United States in different ways?
Why and with what effects did the United States adopt an expansionist foreign policy?
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Why did the United States support Cuba in its revolution against Spain?
How did the United States expand its influence in Latin America and Asia?
How did immigration transform American society?
What positive and negative effects stem from laissez-faire style government?
Should society embrace the ideas of Social Darwinism?
How did Plessy v. Ferguson impact America?
What leads to the demand for social reform?
How does social reform change society at the local and national levels?
Instructional Outcomes:
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Students will be able to describe the causes and effects of industrialization in the United States.
Students will understand the need for American expansion.
Students will discuss various forms of diplomacy: Moral, Dollar, and Big Stick.
Students will outline the major events leading up to and including the Spanish American War.
Students will understand the impact of increasing immigration to American society and government.
Students will be able to comprehend the cause and effect relationship between growing industry and worker exploitation.
Students will be able to define and evaluate the implications of Social Darwinism.
Students will be able to analyze the impact of the Plessy v. Ferguson Supreme Court Case.
Students will be able to describe major changes arising from social reforms.
Suggested Learning Activities:
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Impact of Industry (PSEE) Chart Activity
Moral, Dollar, and Big Stick Diplomacy Research and Political Cartooning
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Yellow Press articles on the Spanish American War activity
Major Industrialists Research and Oral Presentations
“How the Other Half Lives” Reading Excerpt and Discussion
Social Darwinism Accountable Talk Activity
Plessy v. Ferguson Research and Current Event connection
Social Reform Movements Research and Essay (Worker Reform, Early Civil Rights, and Women’s Suffrage)
Suggested Differentiation:
Tier 1 Learners
Student learners will be guided and questioned as to the specifics of Plessy v. Ferguson.
Tier 2 Learners
Student learners will offer deeper insights into the unconstitutionality of Plessy v. Ferguson in the United States.
Tier 3 Learners Students learners will choose to relate the long-term impact of Plessy v. Ferguson to the continued racial tensions
in modern American society.
Curriculum Development Resources:
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Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers. 1999.
Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
Young. Dissent in America, Concise Edition. Pearson. 2008.
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Notes/Comments: In this unit, students will begin practicing research techniques and the OPCVL source analysis to be used to
complete unit formative assessments. These skills will be fine-tuned in preparation for the assigning of the IA in the second marking
period.
Unit Three: The World in Flames: Causes, Course, and Impact of World War I
Unit Summary: As the United States enters into the modern era, the nation finds itself a growing military and industrial power on the
world stage. Nations of Europe, Asia, and the Americas fight for global influence in search of raw materials and new markets.
Tensions in the Eastern European powder keg, the Balkans, boil over with the assassination of Archduke Ferdinand of AustriaHungary by the Black Hand of Serbia, and the Great War begins. Europe breaks down into economic and military alliances and finds
itself in a war of attrition with no end in sight. The United States is forced to choose sides, ultimately breaking this stalemate of a war,
and propelling the nation into a bigger position of power in the world.
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps for
Education, Oral Presentations, Prezi
CCSS/NJCCCS Number
CCSS/NJCCCS Content
6.1.12.A.7.a
Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually
entered the war.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.A.7.b
Evaluate the impact of government policies designed to promote patriotism and to protect national security during times
of war on individual rights (i.e. the Espionage Act and the Sedition Amendment).
6.1.12.A.7.c
Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.
6.1.12.B.7.a
Explain how global competition by nations for land and resources led to increased militarism.
6.1.12.C.7.a
Determine how technological advancements affected the nature of World War I on land, on water, and in the air.
6.1.12.C.7.b
Assess the immediate and long-term impact of women and African Americans entering the workforce in large numbers
during World War I.
6.1.12.D.7.a
Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I.
6.1.12.D.7.b
Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and
American foreign policy during World War I.
6.1.12.D.7.c
Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e. fascism, communism,
and socialism) after World War I.
Summative Assessments:
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Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts relating to
the unit of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized in IB
Paper 1.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
Formative Assessments:
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Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
Technology of WWI Research and Oral Presentation
Problem Solving Group Activity: Treaty of Versailles 2.0
Treaty of Versailles: Case Studies Research and Essay Response
Links to art and literature
Current Event Research and Discussion: The Impact of War
Enduring Understandings:
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Total war affects a nation, region, and continent.
Technological advancements dehumanizes the enemy in wartime.
Extreme militarism, imperialism, and radical nationalism will lead to conflict.
Alliances have both positive and negative implications.
Warfare can be an economic stimulus and catalyst for social change.
Individual rights are sometimes suspended in time of war.
The United States establishes itself as a world power through involvement in WWI.
Peacemaking and peacekeeping following WWI were a failure.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Essential Questions:
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What are the effects of total war?
How did technological advances lead to the dehumanization of war?
Why did militarism, alliances, imperialism, and nationalism lead to a global conflict?
How did WWI positively impact the American economy?
Why did progressivism continue during and after WWI?
Why did people lose the protection of their civil rights during WWI?
How did the United States benefit from involvement in WWI?
Did failure to resolve WWI cause WWII?
Instructional Outcomes:
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Students will be able to describe the MAIN causes of WWI.
Students will be able to comprehend the effects of total war on a society, nation, and continent.
Students will understand how the growth of technology made it possible to kill a “faceless” enemy.
Students will discuss how the outbreak of war stimulated the U.S. economy.
Students will identify ways in which involvement in the war served as a catalyst for social change.
Students will evaluate whether the government should have suspended individual freedoms for the “greater good.”
Students will identify major areas of unresolved tension following WWI.
Students will discuss the impact and ultimate failure of the Treaty of Versailles.
Students will analyze Wilson’s 14 Points as a plan for peace following WWI.
Students will understand weaknesses of the League of Nations.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Suggested Learning Activities:
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World War I MAIN Causes Research activity
Changes in Technology and Warfare Research and Presentation
Major Battles of WWI Timeline Compilation
Mobilization of WWI and the American Homefront Notes Presentation
“War Is the Health of the State” Reading Analysis
Schenck v. United States Supreme Court Case Discussion
Treaty of Versailles Problem Solving Activity
League of Nations Political Cartoon Analysis
Suggested Differentiation:
Tier 1 Learners
Student learners will be guided and questioned as to the impact of WWI on the American economy.
Tier 2 Learners
Student learners will offer deeper insights into effects of warfare as a stimulus for economic development.
Tier 3 Learners
economy.
Students learners will choose to compare the impact of WWI to the impact of the War on Terror on the American
Curriculum Development Resources:
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Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers. 1999.
Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
Young. Dissent in America, Concise Edition. Pearson. 2008.
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
Notes/Comments: Students will begin identifying areas of interest in preparation of finalizing their IA research question. They will begin
submitting topic proposals for approval and start the process of research to develop method and scope of their investigation.
Unit Four: Boom and Bust: The Roaring 20’s and Great Depression
Unit Summary: The nation experiences booming economic success following their involvement in WWI. The growth of the
automobile industry, high demand for workers in both the agricultural south and in the industrial north, and growing consumerism
transform the post-war nation. Minority groups see both opportunity and resistance as many begin to challenge the status quo. Some
Americans turn towards fundamentalism while others embrace progressive change. Soon, however, the quick economic growth of
the 1920’s cannot be sustained, and the United States falls into the Great Depression, which quickly leads to a worldwide
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
depression. The economic policies of presidents’ Hoover and Roosevelt come into focus as the cry of socialism from some corners
of the country grows louder. In the 1930s, totalitarian dictators rise to power, and the furnace of war comes again. After WWII, the
troops return home to the United States, and the long-seeded roots of racial discrimination become the genesis of the modern civil
rights movement.
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps for
Education, Oral Presentations, Prezi
CCSS/NJCCCS Number
CCSS/NJCCCS Content
6.1.12.A.8.a
Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies
on business and the consumer.
6.1.12.A.8.b
Compare and contrast the global marketing practices of United States factories and farms with American public opinion
and government policies that favored isolationism.
6.1.12.A.8.c
Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy,
and labor organizations.
6.1.12.B.8.a
Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective
agricultural practices on people and the environment.
6.1.12.C.8.a
Analyze the push-pull factors that led to the Great Migration.
6.1.12.C.8.b
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the
changing role and status of women.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.D.8.a
Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations,
and an increase in violence.
6.1.12.D.8.b
Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American
culture and values.
6.1.12.A.9.a
Analyze how the actions and policies of the United States government contributed to the Great Depression.
6.1.12.B.9.a
Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation
during the Great Depression.
6.1.12.C.9.a
Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country’s
economic health.
6.1.12.C.9.b
Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade
deficit) are used to evaluate the health of the economy.
6.1.12.C.9.c
Explain the interdependence of various parts of a market economy (i.e. private enterprise, government programs, and
the Federal Reserve System).
6.1.12.C.9.d
Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic
instability.
6.1.12.D.9.a
Explore the global context of the Great Depression and the reasons for the worldwide economic collapse.
6.1.12.D.9.b
Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.
6.1.12.A.10.a
Evaluate the arguments regarding the role of the federal government during the New Deal era.
21
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.A.10.b
Assess the effectiveness of governmental policies enacted during the New Deal period (i.e. the FDIC, NLRB, and Social
Security) in protecting the welfare of individuals.
6.1.12.A.10.c
Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and
society.
6.1.12.B.10.a
Assess the effectiveness of New Deal programs designed to protect the environment.
6.1.12.C.10.a
Evaluate the effectiveness of economic regulations and standards established during this time period in combating the
Great Depression.
6.1.12.C.10.b
Compare and contrast the economic ideologies of the two major political parties regarding the role of government during
the New Deal and today.
6.1.12.D.10.a
Analyze how other nations responded to the Great Depression.
6.1.12.D.10.b
Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.
6.1.12.D.10.c
Explain how key individuals, including minorities and women (i.e. Eleanor Roosevelt and Frances Perkins), shaped the
core ideologies and policies of the New Deal.
6.1.12.D.10.d
Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.
Summative Assessments:
22
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts relating to
the unit of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized in IB
Paper 1.
Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
Formative Assessments:
●
●
●
●
●
●
●
●
●
●
●
●
Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
Roaring 20’s Music and Art Studies
Consumerism and Advertising Research Chart
Harlem Renaissance Biography Research
Causes of the Great Depression Reading Analysis
Roosevelt/Hoover Research Comparison Essay
New Deal Research and Presentation
“Cinderella Man” Film Analysis
Links to art and literature
Current Event Research and Discussion: Economics
Enduring Understandings:
23
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
●
●
●
●
●
Lack of regulation can lead to a bull market followed by economic collapse.
Consumerism leads to a buy now, pay later mentality.
Advertising responds to changing values.
Aftermath of war can lead to a hindering of social change.
WWI created opportunity for challenges to gender and racial barriers (Harlem Renaissance).
It is the responsibility of the government to monitor and maintain the health of a society’s economic system.
Government action can/will lead to political debate.
People respond to economic crisis in varying ways.
Hollywood versions of historic events can shape the dialogue of modern times.
Essential Questions:
●
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●
●
●
●
●
●
●
●
24
What defined the “Roaring 20’s”?
How did advertising affect society/change within society?
Why did Americans turn to more traditional values in the 1920’s?
Why did the 1920’s see advancements in civil rights?
What were the underlying causes of economic collapse in the 1930’s?
How did lack of government regulation worsen the severity of the Great Depression?
How did Franklin D. Roosevelt change the role of the federal government?
What is the overall legacy of the New Deal?
Why did the Great Depression lead to a broker state?
How did Americans respond to economic collapse and the period of recovery?
How was art impacted by the Great Depression?
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Instructional Outcomes:
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●
●
●
●
●
●
●
●
●
●
●
Students will be able to describe economic and social changes seen in 1920’s America.
Students will be able to identify 1920’s values in advertising.
Students will understand why WWI created opportunity for women and minorities.
Students will be able to discuss the impact of the Harlem Renaissance on society.
Students will outline the causes and effects of fundamentalism (Scopes Trial Case Study).
Students will understand the reasons for the resurgence of the KKK.
Students will understand the underlying causes of the Great Depression.
Students will be able to compare/contrast Hoover and Roosevelt’s response to collapse.
Students will be able to discuss major New Deal legislation.
Students will investigate criticisms of the New Deal.
Students will understand the overall legacy of the New Deal.
Students will be able to discuss the impact of the Great Depression on Art.
Suggested Learning Activities:
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●
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●
●
●
●
●
25
“Why were the Roaring 20’s ‘Roaring’”? Research Activity
1920’s Advertising analysis group work
Artists and activists of the Harlem Renaissance Biography Essay
Scopes Trial Research and Political Cartoon Analysis
“What Caused the Great Depression?” Reading Packet and Discussion
Criticisms of the New Deal Research and reflection
“Migrant Mother” and Great Depression photography analysis
Grapes of Wrath Reading Excerpt and Discussion
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
“Cinderella Man” Viewing and Analysis
Suggested Differentiation:
Tier 1 Learners
Student learners will be guided and questioned on the causes of the Great Depression.
Tier 2 Learners Student learners will offer deeper insights into the ways in which a lack of government regulation leads to
economic collapse.
Tier 3 Learners Student learners will choose to compare/contrast the underlying causes of the Great Depression to modern
economic struggles (2008 Recession).
Curriculum Development Resources:
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●
●
●
●
●
26
Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers. 1999.
Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
Young. Dissent in America, Concise Edition. Pearson. 2008.
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
Fellows, Wells. The Great Depression and the Americas 1929-39. Cambridge University Press. 2013.
Steinbeck. Grapes of Wrath. Penguin Classics. 2006.
“Cinderella Man” 2005
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Notes/Comments: Students will finalize their IA Research Question to be approved by teacher. They will then begin process of inquiry
and research in search of valid and reliable sources to answer their question. Sources are to be submitted and approved in this unit.
Unit Five: Diplomacy and World War II
Unit Summary: As the world struggles through economic collapse, nations turn toward totalitarian governments in search of
stability. Dictators rise and threaten the temporary peace found after the First World War. Spain breaks down into civil war, proving
a practice ground for the alliances, which will engage in total war only a few years afterwards. Great Britain chooses a policy of
appeasement as Hitler begins to conquer Europe and systematically commits genocide of the Jewish population, while Italy
threatens the Mediterranean and Africa. Japan begins its expansion throughout the Pacific, threatening international trade and
peace in the region. The Second World War will begin in December of 1939, and alliances are engaged in a battle of “good vs.
evil”. The United States desperately holds onto neutrality until ultimately being drawn into war with Japan’s attack on Pearl Harbor.
The nation must once again mobilize to help the Allies overcome the Axis Powers. Technology has advanced to create a new form
of warfare that will define the years to come and begin the period of tension between the U.S. and USSR known as the Cold War.
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps
for Education, Oral Presentations, Prezi
CCSS/NJCCCS Number
27
CCSS/NJCCCS Content
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.A.11.a
Evaluate the effectiveness of international agreements following World War I (e.g., League of Nations, Treaty of
Versailles, Washington Naval Conference, and Kellogg- Briand Pact) in preventing international disputes during the
1920s and 1930s.
6.1.12.A.11.b
Compare and contrast different perspectives about how the United States should respond to aggressive policies and
actions taken by other nations at this time.
6.1.12.A.11.c
Determine if American policies regarding Japanese internment and actions against other minority groups were a
denial of civil rights.
6.1.12.A.11.d
Analyze the decision to use the atomic bomb and the consequences of doing so.
6.1.12.A.11.e
Assess the responses of the United States and other nations to the violation of human rights that occurred during the
Holocaust and other genocides.
6.1.12.B.11.a
Explain the role that geography played in the development of military strategies and weaponry in World War II.
6.1.12.C.11.a
Evaluate the shift in economic resources from the production of domestic to military goods during World War II in
terms of opportunity costs and trade-offs, and analyze the impact of the post-war shift back to domestic production.
6.1.12.C.11.b
Relate new wartime inventions to scientific and technological advancements in the civilian world.
6.1.12.D.11.a
Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War
II.
6.1.12.D.11.b
Evaluate the role of New Jersey (i.e. defense industries, Seabrook Farms, military installations, and Battleship New
Jersey) and prominent New Jersey citizens (i.e. Albert Einstein) in World War II.
28
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.D.11.c
Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often
expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.
6.1.12.D.11.d
Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.
6.1.12.D.11.e
Explain how World War II and the Holocaust led to the creation of international organizations (i.e. the United Nations)
to protect human rights, and describe the subsequent impact of these organizations.
Summative Assessments:
●
●
●
Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts relating
to the unit of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized in
IB Paper 1.
Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
Formative Assessments:
●
●
●
29
Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
●
Atomic Bomb debate
Mein Kampf Excerpt Reading Analysis
Holocaust Research Presentation
Links to art and literature
Current Event Research and Discussion
Enduring Understandings:
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●
●
●
●
●
●
Fear can lead to both positive and negative outcomes.
A nation can unite and mobilize in a time of crisis.
Citizens sacrifice liberties and luxuries for the greater good.
Being a bystander can be as destructive as being an active aggressor.
Collateral damage is a major cost of total war.
International diplomacy is needed to prevent global war.
The development of weapons technology will lead to global tension.
Essential Questions:
●
●
●
●
●
●
●
30
How can fear lead to the sacrifice of freedom for stability?
How does a nation in crisis respond to a direct attack?
Why do citizens sacrifice individual liberty and luxury for the greater good?
When should citizens question the actions of their government?
Why is it dangerous to be a bystander?
Is using weapons of mass destruction during a total war ever justified?
How can diplomacy lead to a more peaceful future?
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
Why do advancements in weapons technology lead to the Cold War?
Instructional Outcomes:
●
●
●
●
●
●
●
●
●
●
●
●
Students will be able to understand why citizens turn towards strong leaders in times of crisis.
Students will be able to explain how unresolved tensions from WWI set the stage for WWII.
Students will be able to outline the causes, course, and impact of the Spanish Civil War.
Students will be able to compare/contrast the Spanish Civil War to the American Civil War.
Students will understand the rationale of the policy of appeasement in the early stages of German expansion.
Students will analyze the reasons for and effects of Japanese expansion in the Pacific.
Students will be able to discuss the causes, course, and impact of Japanese Internment in the United States.
Students will discuss the factors enabling Hitler to implement the Holocaust (including the Bystander Effect).
Students will be able to outline major turning points in the European and Pacific theaters of WWII.
Students will be able to evaluate the competing argument over the dropping of atomic weapons on Japan.
Students will understand the necessity of an international diplomatic organization like the United Nations.
Students will evaluate why the development of nuclear weapons would kick start Cold War tensions.
Suggested Learning Activities:
●
●
●
●
●
31
“A Justification of Japanese Expansion” Reading and Analysis
Mein Kampf Reading Excerpt and Analysis
Holocaust Research and Oral Presentation
Rise of Hitler: Biography Research and Essay
Spanish Civil War (CCI) Chart and Comparison Essay
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
●
Major Turning Points of WWII Timeline Activity
Pearl Harbor: Multiple Perspectives Primary Source Analysis
Japanese American Internment: Research and Reflection Essay
Atomic Bomb Research and Debate
Development of the United Nations (Field Trip Possibility)
Suggested Differentiation:
Tier 1 Learners
Tier 2 Learners
of the Holocaust.
Tier 3 Learners
Student learners will be guided and questioned as to the specifics of the Holocaust.
Student learners will offer deeper insights into the factors enabling Hitler and Nazi Germany’s implementation
Student learners will choose to compare/contrast the Holocaust to another genocide from a different region.
Curriculum Development Resources:
●
●
●
●
●
●
32
Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers. 1999.
Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
Young. Dissent in America, Concise Edition. Pearson. 2008.
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
Holt, Rinehart, and Winston. The Human Journey: Readings in World History Full Survey. Hold, Rinehart, and Winston. 1999.
Lynch. Authoritarian States. Second Edition. Hodder Education. 2015.
Notes/Comments: Students will begin compiling research data to support the completion of their IA. Sources will be evaluated for
validity based on the OPCVL Method. Teacher will begin reviewing early drafts of Part 1 of IA throughout this unit.
33
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Unit Six: The Cold War (Truman and Eisenhower Years)
Unit Summary: The world tries to recover after years of global war as many nations are politically, economically, and physically
destroyed. Truman has risen to the presidency in the United States, and with him, an increasing tension with the Soviet Union. The
United States will begin a policy of “containment” throughout the world in an attempt to prevent the spread of Communism. The
nation will use various methods, like the Marshall Plan, to try to reestablish stability and promote the establishment of democracy
around the world. Nuclear development continues as the Soviet Union races to catch up to the United States. Fear will cripple the
American home front and leave the nation vulnerable to racial and ethnic discrimination. Joseph McCarthy rises with the Red Scare
and creates a climate of hysteria in the nation. Truman finds his policy tested when North Korea invades South Korea, and the
United States is forced to put its pledge of containment into action. President Dwight D. Eisenhower takes office in time to
negotiate a truce in Korea. The United States is transformed as Eisenhower institutes a more conservative government; 1950’s
values evolve; and a national interstate linking the nation coast to coast is established.
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps
for Education, Oral Presentations, Prezi
CCSS/NJCCCS
Number
CCSS/NJCCCS Content
6.1.12.A.12.a
Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in
conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.
34
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.A.12.b
Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean
War, the Vietnam War, and other conflicts.
6.1.12.A.12.c
Explain how the Arab-Israeli conflict influenced American foreign policy.
6.1.12.B.12.a
Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post
World War II period.
6.1.12.C.12.a
Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the
government, and the people.
6.1.12.C.12.b
Assess the impact of agricultural innovation on the world economy.
6.1.12.C.12.c
Analyze how scientific advancements impacted the national and global economies and daily life.
6.1.12.C.12.d
Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.
6.1.12.D.12.a
Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean,
and the Middle East.
6.1.12.D.12.b
Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.
6.1.12.D.12.c
Evaluate how the development of nuclear weapons by industrialized countries and developing countries affected
international relations.
6.1.12.B.13.a
Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how
this movement impacted cities.
35
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.B.13.b
Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental
protection laws.
6.1.12.C.13.d
Relate American economic expansion after World War II to increased consumer demand.
6.1.12.D.13.e
Explain why the Peace Corps was created and how its role has evolved over time.
6.1.12.D.13.f
Relate the changing role of women in the labor force to changes in family structure.
Summative Assessments:
●
●
●
Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts
relating to the unit of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized
in IB Paper 1.
Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
Formative Assessments:
●
●
●
●
●
36
Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
Examples of Containment Research and Presentation
Korean War CCI Research
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
●
Links to art and literature
McCarthy Biography Essay
Current Event Research and Discussion: The “New Red Scare”
Propaganda Analysis
1950’s Culture Analysis
Enduring Understandings:
●
●
●
●
●
●
●
●
Ideological differences will often lead to conflict.
Military advances can often lead to other areas of technological development.
Fear can lead to suspicion and hysteria.
Social progress can be slowed down by fear of change.
The United States will support democracy with various methods.
Nations in crisis will turn to revolution.
Propaganda can have various effects on people’s mindsets.
Government shifts from liberalism to conservatism.
Essential Questions:
●
●
●
●
37
Why did the difference between democracy and communism lead to Cold War?
How does a military arms race affect a nation?
In what ways can fear hinder social progress?
Why does suspicion lead to “witch hunts”?
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
How does the United States attempt to spread democracy around the world?
Why did China become a communist nation?
How and why does propaganda impact people’s mindsets?
Why did the nation turn from liberalism to conservatism?
Instructional Outcomes:
●
●
●
●
●
●
●
●
●
●
●
●
●
Students will be able to outline the root causes of the Cold War.
Students will be able to explain the implications of the Truman Doctrine and containment.
Students will understand the causes and effects of the Berlin Blockade in 1948-1949.
Students will discuss the “Candy Bomber” as an example of American propaganda and containment.
Students will evaluate whether American methods of containment were always justified.
Students will outline the causes, course, and impact of the communist revolution in China.
Students will outline the causes, course, and impact of the Korean War.
Students will evaluate why the Korean War is called “The Forgotten War”.
Students will analyze the reasons why fear will propel Joseph McCarthy to power.
Students will understand how fear can hinder social progress.
Students will demonstrate understanding of the impact of propaganda through creative media.
Students will discuss key elements of 1950’s America.
Students will analyze the impact of Eisenhower’s domestic policies on the nation.
Suggested Learning Activities:
●
●
38
“Nature of the Cold War” Reading Analysis and Discussion
Truman Doctrine: Examples of Containment Research and Presentation
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
●
●
●
Communist Revolution in China: Research and Essay
Korean War CCI Chart
Joseph McCarthy Biography Essay
McCarthyism Political Cartoon Analysis and Literature Connection
“Duck and Cover” Viewing and Discussion
“America: The Story of Us” Viewing (Eisenhower)
Suggested Differentiation:
Tier 1 Learners
Student learners will be guided and questioned as to the specifics of causes of U.S. involvement in Korea.
Tier 2 Learners
Student learners will offer deeper insights into the specifics of the policy of U.S. containment in Asia.
Tier 3 Learners Student learners will choose to investigate the current climate of fear in North Korea and its deep roots to
the containment period of the 1950’s.
Curriculum Development Resources:
●
●
●
●
●
39
Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers.
1999.
Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
Young. Dissent in America, Concise Edition. Pearson. 2008.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
●
●
●
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
Todd. History for the IB Diploma: The Cold War. Cambridge
“America: The Story of Us” (2010)
Notes/Comments: Students will continue work on IA- using data collected from reliable sources to develop and answer to their
research question. Students will begin working on a reflection journal to identify areas of success and struggle in their course of
investigation.
Unit Seven: Kennedy, Johnson, and the Turbulent 1960’s
Unit Summary: The United States continues its practice of containment around the world, leading the nation into many areas of
conflict. A new election changes politics with the use of the television as John F. Kennedy beats out Richard Nixon for president.
JFK must tackle the growing fear over Castro and communism in Latin America, along with battling issues of poverty and racial
segregation on the home front. The Space Race heats up along with Cold War tensions as Nikita Khrushchev squares off against
JFK. The 1960’s becomes an even more turbulent time with the assassinations of Kennedy, Malcolm X, Martin Luther King Jr., and
increasing American involvement in Vietnam. Skepticism about a “credibility gap” in government reporting and the information
shown in the media further the divide between the people and their government.
40
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps
for Education, Oral Presentations, Prezi
CCSS/NJCCCS
Number
CCSS/NJCCCS Content
6.1.12.A.12.a
Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in
conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.
6.1.12.A.12.b
Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean
War, the Vietnam War, and other conflicts.
6.1.12.A.12.c
Explain how the Arab-Israeli conflict influenced American foreign policy.
6.1.12.B.12.a
Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post
World War II period.
6.1.12.C.12.a
Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the
government, and the people.
6.1.12.C.12.b
Assess the impact of agricultural innovation on the world economy.
6.1.12.C.12.c
Analyze how scientific advancements impacted the national and global economies and daily life.
6.1.12.C.12.d
Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.D.12.a
Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean,
and the Middle East.
6.1.12.D.12.b
Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.
6.1.12.D.12.c
Evaluate how the development of nuclear weapons by industrialized countries and developing countries affected
international relations.
6.1.12.D.12.c
Evaluate how the development of nuclear weapons by industrialized countries and developing countries affected
international relations.
6.1.12.D.12.d
Compare and contrast American public support of the government and military during the Vietnam War and with that of
other conflicts.
6.1.12.D.12.d
Analyze the role that media played in bringing information to the American public and shaping public attitudes toward
the Vietnam War.
6.1.12.A.13.c
Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the
United States.
6.1.12.B.13.a
Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how
this movement impacted cities.
6.1.12.B.13.b
Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental
protection laws.
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SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.C.13.d
Relate American economic expansion after World War II to increased consumer demand.
6.1.12.D.13.e
Explain why the Peace Corps was created and how its role has evolved over time.
6.1.12.D.13.f
Relate the changing role of women in the labor force to changes in family structure.
Summative Assessments:
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Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts
relating to the unit of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized
in IB Paper 1.
Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
Formative Assessments:
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Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
Election of 1960 Research Essay
Khrushchev Reading Analysis
Vietnam War Debate and Primary Source Analysis
Links to art and literature
Current Event Research and Discussion
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Enduring Understandings:
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The media has become a cornerstone in American politics.
Image has a big impact on people’s political stances.
Brinkmanship can lead to near disastrous consequences.
Crisis can lead to conspiracy theory.
Nations sometimes sacrifice ideology for stability.
There is sometimes collateral damage when maintaining political and/or economic ideologies.
Citizens have the right to question the actions of their government.
The government has a responsibility to protect the health and welfare of its citizens.
Essential Questions:
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Why did the media become a cornerstone in American politics?
How does the perception of image impact a person’s political stance?
How can brinkmanship lead to near disastrous consequences?
Why does crisis lead to conspiracy theory?
Why do nations sacrifice ideology for stability?
Why is there sometimes collateral damage when a nation strives to maintain a political or economic ideology?
When do citizens have the right to question the actions of their government?
Why does the government have a responsibility to protect the health and welfare of its citizens?
Instructional Outcomes:
● Students will be able to understand how the media played a big role in American politics following the Election of 1960.
● Students will be able to explain how John F. Kennedy used television to his advantage in the Election of 1960.
44
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Students will outline the major events of the Bay of Pigs invasion and its impact on U.S./Cuban/Soviet relations.
Students will analyze the cause and effect relationship between the Bay of Pigs failure and the Cuban Missile Crisis.
Students will understand Khrushchev’s criticisms of the United States and the ways in which his theories were also flawed.
Students will discuss the impact of brinkmanship in relation to the Cuban Missile Crisis, and the long term effects of nuclear
development.
Students will understand the impact of the assassination of JFK and the causes of conspiracy theory which followed.
Students will be able to outline the major attempts and urban renewal, racial equality, and social welfare as instituted by
Lyndon B. Johnson.
Students will be able to analyze the justification for U.S. involvement in Vietnam.
Students will outline the nature of warfare in Vietnam.
Students will evaluate the impact of American involvement in Vietnam on both Vietnam and the U.S. home front.
Students will investigate the growing protest movement sparked by American involvement in Vietnam.
Students will debate whether a “credibility gap” exists between government reporting and media portrayals of reality of war.
Suggested Learning Activities:
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Bay of Pigs CCI Research Chart
Fidel Castro Biography Essay
Election of 1960 Research (1960 Debate Analysis)
Cuban Missile Crisis Primary Source Analysis and Discussion
Khrushchev to Kennedy Primary Source Analysis and Reflection
Kennedy Assassination: Beyond Conspiracy ABC Special Report Viewing and Reflection
Lyndon B. Johnson Biography Research
Vietnam Research and Oral Presentations
Protest Music of the 1960’s Lyrics Analysis and Discussion
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Vietnam War: Multiple Perspectives Primary Source Research and Discovery
Primary source analysis
Current Event Research and Discussion: The U.S. in War
Suggested Differentiation:
Tier 1 Learners
Student learners will be guided and questioned as to the specifics of the Election of 1960.
Tier 2 Learners
Student learners will offer deeper insights into the specifics of the role media played in the Election of 1960.
Tier 3 Learners Student learners will choose to compare the role media played in the Election of 1960 to the role of media in
more current elections (2008, 2012).
Curriculum Development Resources:
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Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers.
1999.
Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
Young. Dissent in America, Concise Edition. Pearson. 2008.
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
Todd. History for the IB Diploma: The Cold War. Cambridge
“Kennedy Assassination: Beyond Conspiracy” ABC (2008)
“Khrushchev to Kennedy Letters” Office of the Historian. U.S. Department of State.
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Notes/Comments: Students will submit final drafts of IA to be graded according to the IB HL Internal Assessment Rubric. They
will be assigned an IB mark along with a corresponding grade in the Shore Regional Grading Portal. Upon teacher’s discretion,
students will be given the opportunity to revisit/revise these IA’s before grades are reported to IB in their senior year.
Unit Nine: The Civil Rights Movement in the United States/Apartheid in South
Africa
Unit Summary: The final unit of study for the IB11/U.S. History II Honors covers the IB Prescribed Topic 4: Rights and Protest. In
this unit, students will examine two case studies from two different regions in the world. The first case study examines the Civil
Rights Movement in the United States, with a focus on the years of 1954-1969. Special attention will be paid to protests in the
movement that result in the Civil Rights Act of 1964 and the Voting Rights Act of 1965. The second case study examines the
protests against apartheid in South Africa between the years 1948-1964. Special attention will be paid to events including and
between the election of the National Party in 1948 and the imprisonment of Nelson Mandela in 1964.
Interdisciplinary Connections/Content Area Integrations Including Technology: English, Human Geography, Google Apps
for Education, Oral Presentations, Prezi
CCSS/NJCCCS Number
47
CCSS/NJCCCS Content
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.A.13.a
Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e.
Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e. P.L. 1945,
c.169) in eliminating segregation and discrimination.
6.1.12.A.13.b
Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e. the Civil Rights Act, the
Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education,
and Roe v. Wade) in promoting civil liberties and equal opportunities.
6.1.12.B.13.a
Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how
this movement impacted cities.
6.1.12.C.13.a
Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs,
etc.) as weapons in the struggle for civil and human rights.
6.1.12.C.13.b
Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.
6.1.12.C.13.c
Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing
the economic impact on the economy (e.g., inflation, recession, taxation, deficit spending, and employment,
education).
6.1.12.D.13.a
Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to
ensure civil rights for African Americans.
6.1.12.D.13.b
Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights
Movement, and evaluate their legacies.
6.1.12.D.13.c
Analyze the successes and failures of women’s rights organizations, the American 31 Indian Movement, and La Raza
in their pursuit of civil rights and equal opportunities.
48
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
6.1.12.D.13.d
Determine the extent to which suburban living and television supported conformity and stereotyping during this time
period, while new music, art, and literature acted as catalysts for the counterculture movement.
Summative Assessments:
●
●
●
Students will write historical essays based on the 5-paragraph essay format. Essay prompts should resemble prompts
relating to the unit of study found in IB Exam Papers 2 and 3.
Students will complete primary source assessments that utilize the OPCVL Method of primary source investigation utilized
in IB Paper 1.
Students will take quizzes and other knowledge based assessments as deemed appropriate by the instructor.
Formative Assessments:
●
●
●
●
●
●
●
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Small group work and presentation
Flipped classroom discussion
Primary source research and discovery
Case Study DBQ Analysis/Paper 1 Practice
Biography Research and Comparison Essays
Links to art and literature
Current Events: Racial Relations
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
Enduring Understandings:
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People deserve basic human rights.
The government is responsible for protecting the rights and liberties of individuals.
People and societies will respond to conflict in a variety of ways.
Media can be an ally in the fight for social change.
Patterns of protest exist between different parts of the world.
Essential Questions:
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What rights should be guaranteed to citizens of a democratic society?
How can the government protect the rights and liberties of an individual?
Why do people respond to conflict in a variety of ways?
How can the media be an ally in the fight for social change?
What patterns of protest can be seen in different regions of the world?
Instructional Outcomes:
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Students will be able to understand the nature and characteristics of discrimination in the United States in the 1950’s1960’s.
Students will be able to explain the difference between de Facto segregation and institutional segregation (Jim Crow).
Students will analyze the impact of Jim Crow legislation on the nation.
Students will discuss examples of protests to segregation of schools like Brown v. Board of Education and Little Rock
(1957).
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Students will outline the course and impact of protests such as the Montgomery Bus Boycott, Freedom Rides, and Freedom
Summer.
Students will understand the significance of Civil Rights legislation: Civil Rights Act (1964) and Voting Rights Act (1965).
Students will be able to explain the role and significance of leaders such as: Martin Luther King Jr., Malcolm X, Rosa Parks,
and Lyndon B. Johnson.
Students will be able to explain the role and significance of leaders such as: the NAACP, SCLC, SNCC, CORE, Black
Muslims, and Black Panthers.
Students will discuss the shift from non-violent to more violent protest in the United States.
Students will be able to understand the nature and characteristics of discrimination in Apartheid South Africa (1948-1964).
Students will be able to define and discuss “Petty Apartheid” and “Grand Apartheid” legislation.
Students will outline the course and impact of segregation following the passage of Apartheid legislation.
Students will understand the significance of protests against Apartheid such as: non-violent protests, bus boycotts, the
defiance campaign, and Freedom Charter.
Students will discuss the increasing violence in the armed struggle over Apartheid, along with the government’s response.
Students will be able to explain the role and significance of key individuals such as: Nelson Mandela and Albert Luthuli.
Students will be able to outline the role and significance of key groups such as: the African National Congress (ANC), The
South African Communist Party (SACP), and the MK (Umkhonto we Sizwe- “Spear of the Nation”).
Suggested Learning Activities:
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Literacy Test “Could you vote in Louisiana?”
○ The Rise and Fall of Jim Crow (PBS)
Impact of Brown v. Board of Education Research and Discussion
Martin Luther King/Malcolm X Compare/Contrast Essay
“Selma” OR “Mississippi Burning” Viewing and Reflection
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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“Or Does it Explode” Reading and Reflection (Zinn)
Non-Violent vs. Violent Protest debate
Roots of Apartheid Research and Oral Presentations
South African Protest Examples Research and Discussion
“Mandela: Long Walk to Freedom” Viewing and Reflection
Patterns of Protest Essay Response
Current Event Research and Discussion: Race Relations
Suggested Differentiation:
Tier 1 Learners
Court Case.
Student learners will be guided and questioned as to the specifics of Brown v. Board of Education Supreme
Tier 2 Learners Student learners will offer deeper insights into changes seen (or not seen) following the Brown v. Board of
Education Supreme Court Case.
Tier 3 Learners Student learners will choose to examine the possibility of disproportionality in special education and track its
roots to discrimination in education in the United States.
Curriculum Development Resources:
● Berliner, Leppard et al. History of the Americas. Oxford University Press. 2012.
● Berkin. Making America: A History of the United States. Cengage Learning. 2011. (Textbook)
● Crosby, Bruun. Our Nation's Archive: The History of the United States in Documents. Black Dog & Leventhal Publishers.
1999.
● Zinn. A People’s History of the United States. Harper Perennial Modern Classics. 2005.
52
SHORE REGIONAL HIGH SCHOOL DISTRICT
A Regional Collaborative of the Communities Served by the Monmouth Beach, Oceanport, Shore Regional, and West Long Branch
School Districts
Aligned to Common Core State Standards/New Jersey Core Curriculum Content Standards as Applicable
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Young. Dissent in America, Concise Edition. Pearson. 2008.
JSTOR, MUSE, EBSCOHOST, GALE, and other relevant resource Databases
Clinton, Rogers. Rights and Protest. IB History Course Book: Oxford IB Diploma Programme. Oxford University Press.
2015.
“Selma” (2014)
“Mississippi Burning” (1988)
“Mandela: Long Walk to Freedom” (2013)
Notes/Comments: To preview materials to be cover in Year 2 of the IB HOTA Program, please click on the link below to view the
IB HL 12 Sequential Course Layout specifically designed for Shore Regional.
Sequential Course Layout
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