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Survey US History Curriculum This is a year-long course that will cover the state standards for U.S. History I & II. It also incorporates the CCSS for Literacy in History/Social Studies. The first 3 pages of the curriculum document contain the CCSS for Literacy. These literacy standards must be integrated into the units of study. Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details 9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 9-10.RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure 9-10.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. 9-10.RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 9-10.RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas 9-10.RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. 9-10.RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. 9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity 9-10.RH.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Writing Standards for Literacy in History/Social Studies The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 9-10.WHST.1 Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 9-10.WHST.3 Note: (See note below; not applicable as a separate requirement) Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. Production and Distribution of Writing 9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge 9-10.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9-10.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Critical Content/Concept Web Unit Topic: Conflict: Cultural, Physical, and Ideological (Prehistory- 1789) Conceptual Lens: Forging an Identity Grade: 9th - Survey of U.S. History History Domestic policy European influence Expansion Indigenous populations Motivations for immigration Multicultural interaction Population distribution Protests Reasons for settlement Rebellions Regional/State/National identities Science and technology Slavery Wars Developing a constitution Geography Battle locations Development of colonies Environmental impact Pre-Columbian Migration Regional features Westward expansion Unit Topic: Conflict: Cultural, Physical, and Ideological Prehistory-1789 Global Perspectives Foreign relations/policies National interest Post-Columbian exploration/settlement Unit Overview Students will consider conflict: cultural, physical, and ideological through the lens of “forging an identity” as they explore the settlement and colonization of the Americas, the events culminating in revolution, the American war for independence, and the establishment of the United States. Economics Boycotts Debt Distribution/utilization Mercantilism Monetary systems Resource Sectionalism Tariffs Taxes Trade/exchange systems Civics and Government Articles of Confederation Colonization Common good Compromise Constitution Democracy Declaration of Independence Equality Federal system Gender relations Individual rights/responsibilities Liberty Majority rule v. minority protections Personalities Race relations Separation of powers Systems of government Values vs. principles Grade: 9th Subject: Survey of US History Unit: Conflict: Cultural, Physical, and Ideological Lens: Forging an Identity Enduring Understandings 1. Perspectives and society change when differing cultures interact. Guiding Questions How did the interaction of people from Europe, Africa, and the Americas impact the evolution of society? In what ways did prevailing cultural values provide incentives for settlement and define societal character? State Standards USH1 1.1.1 Compare and contrast the different cultural and social influences that emerged in the North American colonies. 1.1.5 Compare and contrast early cultures and settlements that existed in North America prior to European contact. 1.2.1 Analyze the religious, political, and economic motives of European immigrants who came to North America. 1.2.2 Explain the motives and consequences for the involuntary immigration to North America. 1.3.2 Explain how and why events may be interpreted differently according to the points of view of participants and observers. 1.5.1 Examine the development of diverse cultures in what is now the United States. 1.5.3 Analyze and describe the interactions between native peoples and the European explorers. 2. Economic, political, religious, and social values influence settlement patterns, individual loyalties, and social systems. State Standards USH1 1.5.2 Identify significant countries and their roles and motives in the European exploration of the Americas. 1.5.4 Summarize the major events in the European settlement of North America from Jamestown to the end of the 18th century. 3.1.1 Describe the economic characteristics of mercantilism. 3.2.2 Analyze the role of government policy in the early economic development of the United States. 4.1.1 Trace the development of constitutional democracy in the United States, such as the Mayflower Compact, colonial assemblies, Bacon’s Rebellion. 4.1.2 Identify fundamental values and principles as expressed in basic documents such as the Declaration of Independence, Articles of Confederation, and the United States Constitution. 3. Geography impacts cultural development. What effect did geography have on institutions and culture? 4. Human resources and natural resources influence dynamic events. In what ways have human resources and natural resources influenced event outcomes? 5. Cultural institutions and systems provide societal structure, and reflect shifts in power. How did economic, political, religious, and social systems define society as they evolved? State Standard USH1 2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models. 2.2.1 Analyze ways in which the physical environment affected political and economic development. 2.3.1 Describe Pre-Columbian migration to the Americas. 3.1.2 Compare the economic development of the North with the South. State Standards USH1 1.4.1 Explain the consequences of scientific and technological inventions and changes on the social and economic lives of the people in the United States. 4.3.1 Provide and evaluate examples of social and political leadership in early American history. 5.1.3 Analyze how national interest shapes foreign policy. State Standards USH1 1.1.4 Discuss the causes and effects of various compromises and conflicts in American history such as the American Revolution, Civil War, and Reconstruction. 4.1.3 Evaluate issues in which fundamental values and principles are in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protection. 4.2.1 Explain how the executive, legislative, and judicial powers are distributed and shared among the three branches of national governments. 4.2.2 Explain how and why powers are distributed and shared between national and state government in a federal system. 4.3.2 Describe ways in which citizens participated in early American public life. 4.4.1 Describe the role of gender, race, ethnicity, religion, and national origin on the development of individual/political rights. Critical Content and Skills Grade: 9th Subject: Survey of US History Unit: Conflict: Cultural, Physical, and Ideological Lens: Forging an Identity Students will know… (Critical Content) Students will… (Critical Skill) 1. The cultural achievements and fates of ancient American empires. 2. What economic, political, religious, and social motives influenced the European colonization of the Americas. 3. The events that let to the English colonization of North America. 4. The location and the cultural character of the 13 original colonies and the 3 distinct colonial regions. 5. How the outcome of the French and Indian War affected colonialism in North America. 6. What experiences and ideologies influenced the development of the American political system. 7. The causes of the American Revolution. 8. The domestic and international impact of the Declaration of Independence. 9. The advantages and disadvantages of the war’s participants. 10. The tactics and strategies employed by the combatants. 11. Why the Americans needed to form foreign alliances to combat the British. 12. The significance of the major battles of the revolution. 13. How the revolution affected politics, the economy, slavery, and the rights of women. 14. The effects of the Treaty of Paris. 15. How individuals affected the outcome of the war and shaped the American character. 16. The strengths and weaknesses of the Articles of Confederation, the Constitution, and the Bill of Rights as the foundation for the U.S. political system. 17. The main ideals and compromises defining interaction between the Federalists and the Anti-Federalists during the constitutional process. 18. The significant personalities that influence the Constitutional Convention. 19. How the conflict between Jefferson and Hamilton lead to the formation of political parties. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Use literature to enrich meaning. Evaluate the merit of source materials. Employ a variety of sources to extend understanding. Associate and critically examine related source information and topics. Use charts, graphs, illustration, notes, outlines, and summaries to analyze, interpret, and organize data, maps, political cartoons, readings, and discussions. Sequence historical events according to chronology and importance. Write research essays. Use references and citations. Use globes and maps to find location. Make deductions, inferences, and predictions based on an analysis of source materials. Detect bias and evaluate credibility in source materials. Analyze multiple interpretations of a single event. Categorize information based on criteria. Utilize computers, the community, and libraries to conduct research. Identify cause and effect relationships. Create and organize oral, written, and visual presentations of historical information. Utilize problem solving strategies. Employ persuasion and compromise to accommodate conflict. Differentiate between analysis, fact, and propaganda. Offer opinions of beliefs, convictions, and feelings. Support analysis with evidence. Identify alternatives and likely consequences. Enumerate relationships between categories of information. Participate in cooperative learning groups. Secure factual information relevant to decision making. Critical Content/Concept Web Unit Topic: Division and Unity (1790 – 1877) Conceptual Lens: Grade: Unit Overview Students will explore national division and unity through the lens of growth: idealism and reality as they examine the beginning of a new nation, westward expansion, the balance between nationalism and sectionalism, reform efforts, the Civil War, and Reconstruction. Idealism and Reality 9th – Survey of U.S. History History American Indian treaties and policies Compromise and conflict Cultural ,ethnic, and racial diversity Expansion and Manifest Destiny Foreign influences Industrial Revolution Integration Migration behavior Minority groups and institutions Modern war Personalities Population displacement Science and technology as a catalyst for change Unifying factors Global Perspectives Bondage Class conflicts Emergence of American identity Foreign relations/policies Immigration Wars Geography Agrarian vs. urban Changing status of territory Environmental exploitation Migration trends Physical/political boundaries Regional conflict Regional resources Unit Topic: Unity and Division 1790-1877 Economics Capitalism Crisis v. stability Monetary policy Globalization Jobs National debt Needs v. wants Oppression Risk vs. reward Civics and Government Constitutionality Ethics and values Expanding democracy Leadership National vs. state authority Limits of power Power: use/abuse Radicals vs. moderates Roles/responsibilities Suffrage Treaties War policies Grade: 9th Subject: Survey of US History Unit: Growth: Division and Unity Lens: Growth: Idealism and Reality Enduring Understandings 1. Domestic and global interaction create complex economic, political, and social relationships. Guiding Questions In what ways did the domestic and global interaction of the new United States affect economic, political, and social relationships? 2. Conflict often leads to dramatic change in the economic, political, religious, and social order. How did conflict alter the economic, political, religious, and social order? 3. Expanding economic, physical, political, and What challenges, incentives, obstacles, and opportunities did growth in the economic, physical, political, and technological State Standards USH 1 1.1.2 Describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War. 1.2.3 Analyze the concept of Manifest Destiny and its impact on American Indians and the development of the United States. 1.3.1 Trace federal policies and treaties such as removal, reservation, and allotment throughout history that have impacted contemporary American Indians. 1.3.3 Discuss the resistance of American Indians to assimilation. 5.1.1 Explain the significance of principle policies and events in the United States’ relations with the world, such as the War of 1812, Monroe Doctrine, and Mexican and Spanish American Wars. 5.1.2 Evaluate the major foreign policy positions that have characterized the United States’ relations with the world, such as isolationism and imperialism. 5.1.3 Analyze how national interest shapes foreign policy. State Standards USH 1 1.1.4 Discuss the causes and effects of various compromises and conflicts in American history such as the American Revolution, Civil War, and Reconstruction. 1.3.2 Explain how and why events may be interpreted differently according to the points of view of participants and observers. 1.5.1 Examine the development of diverse cultures in what is now the United States. 1.5.5 Explain the United States territorial expansion between 1801 and 1861 and identify internal and external conflicts. 3.1.2 Compare the economic development of the North with the South. 4.1.3 Evaluate issues in which fundamental values and principles are in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protections. technological boundaries create challenges, incentives, and opportunities. spheres present? State Standards USH 1 1.4.1 Explain the consequences of scientific and technological inventions and changes on the social and economic lives of the people in the development of the United States. 1.4.2 Explain how the development of various modes of transportation increased economic prosperity and promoted national unity. 2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models. 2.2.1 Analyze ways in which the physical environment affected political and economic development. 2.3.2 Illustrate westward migration across North America. 3.3.1 Evaluate the role of financial institutions in the economic development of the United States. 4. Institutions and policies reflect individual and group values and views. In what ways are the sentiments of individuals and groups reflected in the political and social institutions of the time? 5. Unity requires a balance between national and state authority and between the common good and individual rights. How did obstacles to unity affect the balance between national and state authority and between the common good and individual rights? State Standards USH1 4.1.2 Identify fundamental values and principles as expressed in basic documents such as the Declaration of Independence, Articles of Confederation, and the United States Constitution. 4.3.1 Provide and evaluate examples of social and political leadership in early American history. 4.3.2 Describe ways in which citizens participated in early American public life. State Standards USH1 1.1.3 Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society. 4.4.1 Describe the role of gender, race ethnicity, religion, and national origin on the development of individual political rights. Critical Content and Skills Grade: 9th Subject: Survey of US History Unit: Conflict: Division and Unity Lens: Idealism and Reality Students will know… (Critical Content) Students will… (Critical Skill) 1. The character and impact of the Federalist Era. 2. How the new government exerted power, while trying to avoid foreign entanglements. 3. How the Marshall court expanded the power of both the judiciary and the national government. 4. The Jefferson era and the importance of the Louisiana Purchase. 5. The causes and the major events of the War of 1812. 6. What role the Monroe Doctrine played as the cornerstone of American foreign policy. 7. What economic, diplomatic, and cultural factors were associated with nationalism. 8. The impact of Jacksonian Democracy on the political culture. 9. How Jackson’s political philosophy was reflected in his dealing with the national bank, states’ rights, and Native Americans. 10. The impact of westward expansion and the industrial revolution on economic, political, and social institutions. 11. The political, economic, and social causes of the sectional tensions from the Republican era through the antebellum period. 12. The importance of the Mexican War. 13. What influence Manifest Destiny had on settlement and foreign relations. 14. The influence of reform movements during the antebellum. 15. How the Fugitive Slave Act, the KansansNebraska Act, and the publication of Uncle Tom’s Cabin escalated tension between the North and the South. 16. How the secessionist movement and the 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Use literature to enrich meaning. Evaluate the merit of source materials. Employ a variety of sources to extend understanding. Associate and critically examine related source information and topics. Use charts, graphs, illustration, notes, outlines, and summaries to analyze, interpret, and organize data, maps, political cartoons, readings, and discussions. Sequence historical events according to chronology and importance. Write research essays. Use references and citations. Use globes and maps to find location. Make deductions, inferences, and predictions based on an analysis of source materials. Detect bias and evaluate credibility in source materials. Analyze multiple interpretations of a single event. Categorize information based on criteria. Utilize computers, the community, and libraries to conduct research. Identify cause and effect relationships. Create and organize oral, written, and visual presentations of historical information. Utilize problem solving strategies. Employ persuasion and compromise to accommodate conflict. Differentiate between analysis, fact, and propaganda. Offer opinions of beliefs, convictions, and feelings. Support analysis with evidence. Identify alternatives and likely consequences. Enumerate relationships between categories of information. election of 1860 led to the Civil War. 17. The economic, geographic, military, political, and social determinants of the war’s outcome. 18. What major battles and events were turning points in the Civil War. 19. What roles minorities and women played during the war. 20. How Lincoln’s assassination affected the nation. 21. The impact of the debate between Presidential and Congressional Reconstruction. 22. How the 13th, 14th, and 15th amendments changed politics and society. 23. What changes accompanied Reconstruction in the North, the South, and other regions of the country. 24. Participate in cooperative learning groups. 25. Secure factual information relevant to decision making. Critical Content/Concept Web Unit Topic: Evolving Roles and Expanding Influence (1877-1939) Conceptual Lens: Grade: Unit Overview Students will examine evolving roles of the federal government and expanding national influence through the lens of power and responsibility as they study industrialism, immigration, urbanization, the development of the West, segregation, the Gilded Age, the Progressive Era, the 1920s, imperialism, World War I, economic prosperity and depression, and isolationism. Growing Responsibility 9th – Survey of U.S. History History Change movements Ethics; values, and beliefs Literary perspective Movements toward equality Perspectives on foreign involvement Regional power Segregation Significant personalities Social systems Status of women Struggle for equality Geography Agriculture Changing environmental values Political boundaries Raw materials Regional migration and growth Transportation Global Perspectives Alliances Consumerism Ethnocentrism Forced migration Foreign relations/policies Genocide Group ideologies Immigration Impact of technology Leisure Racism Science v. faith Social stratification Total war Wars Unit Topic: Evolving Roles and Expanding Influence 1877-1939 Civics and Government Changing domestic policies Competing political systems Education Increased international leadership Movements toward equality Power and control Economics Changes in economic tradition Common good vs. needs/wants Competition for raw materials Debt Interdependence of war and domestic economies Labor groups Modes of production Monetary policy Grade: 9th Subject: Survey of US History Unit: Evolving Roles and Expanding Influence Lens: Growing Responsibility Enduring Understandings 1. Nationalistic behaviors reflect values and attitudes that define domestic and international alliances and crosscultural understanding. Guiding Questions Why did evolving military events and systems lead to greater international interdependence in the late 19th and early 20th centuries? How did our consumer-based economy impact domestic and foreign policy? What effects did immigration, industrialization, and migration have on the U.S. in the late 19th and early 20th centuries? State Standards USH2 1.3.1 Trace federal policies such as Indian citizenship, Indian Reorganization Act, Termination, AIM, and self-determination throughout history that have impacted contemporary American Indians. 1.3.2 Discuss the resistance of American Indians to assimilation. 1.3.3 Explain the influences of American Indians to the history and culture of the United States. 2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models. 2. Consumer-based economies effect changes in domestic and foreign policies. State Standards USH2 3.1.1 Describe the emergence of the modern corporation. 3.1.2 Describe the development of a consumer economy. 3. Immigration, industrialization, and migration led to urbanization and modernization. State Standards USH2 1.2.1 Identify motives for continued immigration to the United States. 1.4.1 Explain the factors that contributed to the rise of industrialization in the 19th century. 1.4.2 Describe the economic responses to industrialization and the emergence of the American labor movement. 1.4.3 Analyze the political and social responses to industrialization. 1.5.1 Describe the factors that contributed to the expansion of the United States. 2.3.1 Analyze how scientific and technological innovations have shaped migration and settlement patterns in the modern United States. 2.2.1 Explain ways in which people responded to their physical environment in the development and emergence of the modern United States. 4. Policies for the common good and movements toward equality are often connected. How have movements towards equality affected policy toward the common good? 5. The U.S. emerged as a world power in the early 20th century. What domestic and foreign events transformed the U.S. into a world power by the early 20th century? State Standards USH2 1.4.4 Identify and analyze the causes of the Great Depression and its effects upon American society. State Standards USH2 5.1.2 Trace the major foreign policy positions that have characterized the United States’ relations with the world in the 20th century. 5.1.3 Explain the significance of principal events in the United States’ relations with the world, such as World Wars I and II, formation of the United Nations, Marshall Plan, NATO, Korean and Vietnam Wars, end of the Cold War, and interventions in Latin America. Critical Content and Skills Grade: 9th Subject: Survey of US History Unit: Evolving Roles and Expanding Influence Lens: Growing Responsibility Students will know… (Critical Content) Students will… (Critical Skill) 1. 1. 2. 3. 4. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. The impact of ethnocentrism on the late 19th century American character. The positive and negative aspects of nationalism. The implications of changing from an agrarian to an industrial society. That continued Western settlement created conflict among different cultures. The nature and effectiveness of immigrant cultural assimilation. The goals and effects of progressive reform organizations. The impact of the Great Migration. Societal values determine how resources are utilized. The transformational role of technology. The causes of American imperialism. Why the Spanish American War lead to the emergence of the United States as a world power How the foreign policies of McKinley, Roosevelt, Taft, and Wilson expanded Americas global influence. The aspects of European politics that lead to war in 1914. The reason for the isolationist movement in the U.S. What events led to the involvement of the United States in World War I. In what ways World War I affected the role of our government. The major events and outcome of World War I. The changes wrought by the industrialization of war. How Total War differs from conventional war. The impact of the Treaty of Versailles and the League of Nations. How the Progressive Movement and a counter-culture were interrelated. How society and politics changed during the 1920s and the 1930s. The causes and effects of the Great Depression at home and abroad. How Hoover and Roosevelt responded to the Great Depression. The significant evolution of minority rights. The development and influence of labor movements. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Use literature to enrich meaning. Evaluate the merit of source materials. Employ a variety of sources to extend understanding. Associate and critically examine related source information and topics. Use charts, graphs, illustration, notes, outlines, and summaries to analyze, interpret, and organize data, maps, political cartoons, readings, and discussions. Sequence historical events according to chronology and importance. Write research essays. Use references and citations. Use globes and maps to find location. Make deductions, inferences, and predictions based on an analysis of source materials. Detect bias and evaluate credibility in source materials. Analyze multiple interpretations of a single event. Categorize information based on criteria. Utilize computers, the community, and libraries to conduct research. Identify cause and effect relationships. Create and organize oral, written, and visual presentations of historical information. Utilize problem solving strategies. Employ persuasion and compromise to accommodate conflict. Differentiate between analysis, fact, and propaganda. Offer opinions of beliefs, convictions, and feelings. Support analysis with evidence. Identify alternatives and likely consequences. Enumerate relationships between categories of information. Participate in cooperative learning groups. Secure factual information relevant to decision making. Critical Content/Concept Web Unit Topic: Acting From a Position of Power (1940 – Current) Conceptual Lens: Grade: Unit Overview Students will consider the actions of the United States as a superpower through the lens of maturity and challenges as they explore World War II, the Cold War, civil rights, the Korean War, Vietnam, the feminist movement, Watergate, conservatism, and the War on Terror. The Challenges of Maturity 9th – Survey of U.S. History History Civil rights Culture conflicts Diplomacy Entertainment Equality issues Federal power Group identity Integration Protests Philosophy Sexual revolution Significant personalities Social conformity Youth culture Geography Developing regions Environmentalism Migration Raw materials Sphere of influence Transportation Urban v. suburban Global Perspectives Alliances Arms race Colonial resentment Family structure Foreign relations/policies International roles Nationalism Technological innovation Terrorism Wars Unit Topic: Acting From a Position of Power 1940-Current Civics and Government Challenges to authority Competing political Systems Domestic issues Ethics Judicial decisions Presidential power State and federal government rights and responsibilities Supra-national organizations Welfare reform Economics Change Competition Consumerism Development of infrastructure Disposable income Global economy Last frontier Monetary manipulation National status Relationship between war and economies Social status Grade: 9th Subject: Survey of US History Unit: Acting From a Position of Power Lens: The Challenges of Maturity Enduring Understandings 1. Conflicts lead to interdependence between coalitions and nations. Guiding Questions 1. Can a modern nation maintain and/or achieve superpower status without economic and political alliances? State Standards USH2 5.1.1 Compare competing belief systems of the 20th century, including communism, totalitarianism. 2. Governmental policies and roles reflect issues of global and domestic power and social change. 2. How does initiative impact political and social power? State Standards USH2 1.1.2 Discuss the causes and effects of various. 3.2.1 Analyze the role of government policy in the economic development of the modern United States. 4.3.2 Provide and evaluate examples of social and political leadership in American history. 4.4.1 Trace the development of political, civil, and economic rights. 5.1.2 Trace the major foreign policy positions that have characterized the united States’ relations with the world in the 20th century. 5.1.3 Explain the significance of principal events in the United States’ relations with the world, such as World Wars I and II, formation of the United Nations, Marshall Plan, NATO, Korean and Vietnam Wars, end of the Cold War, and interventions in Latin America. 5.1.4 Explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today. 3. The desire for economic and political freedom influences migration patterns, which challenges political and social beliefs. 3. How have migration patterns altered political and social ideology? State Standards USH2 1.2.2 Analyze the changes in the political, social , and economic conditions of immigrant groups. 1.2.3 Discuss the causes and effects of 20th century migration. 1.5.1 Describe the factors that contributed to the expansion of the United States. 2.2.2 Analyze ways in which the physical environment affected political and economic development. 4. Economies influence changing national status and global interdependence. State Standards USH2 1.4.5 Account for and define the shift from the industrial society at the 4. How have varied economic systems influenced national prestige and international relationships? beginning of the 20th century to the technological society at the end of the 20th century. 3.1.3 Analyze the role of the modern United States in the global economy. 5. Judicial decisions reflect ethics and beliefs of a specific time period. State Standards USH2 4.3.1 Identify the impact of landmark United States Supreme Court cases, including Plessy v. Ferguson and Brown v. Board of Education of Topeka. 5. In what way did judicial decisions reflect changing ethics, values, and beliefs? Critical Content and Skills Grade: 9th Subject: Survey of US History Unit: Acting From a Position of Power Lens: The Challenges of Maturity Students will know… (Critical Content) Students will… (Critical Skill) 1. The economic, political, military, and diplomatic causes of World War II and of the United States entry into the war. 2. The significant personalities, battles, weapons, and tactics shaped the war. 3. What domestic social, political, and economic changes the war fostered. 4. How the Holocaust impacted the world. 5. What developments allowed the United States emerge from World War II as a superpower. 6. The origins of the Cold War. 7. How the proliferation of weapons and mass destruction and the policy of containment shaped international relations. 8. Why imperialism declined. 9. How the proliferation of weapons of mass destruction altered international relations. 10. How an atmosphere of hysteria led to the Red Scare and McCarthyism. 11. The significance of Cold War events involving Korea, China, and Vietnam. 12. What alliances developed as a result of the Cold War. 13. Why the Space Race was significant. 14. The causes and effects of wealth shifting from the cities to the suburbs. 15. Rock and Roll developed as a unique American art form. 16. The pros and cons of a intensely consumer-driven economy. 17. The implications of the Civil Rights Movement. 18. The effect of television on society. 19. About significant groups that demonstrated for an increased political voice and the methods they utilized to gain attention. 20. The impact of Watergate on the nation’s confidence and the judicial system. 21. The geopolitical realities that shaped détente and rapprochement with China. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Use literature to enrich meaning. Evaluate the merit of source materials. Employ a variety of sources to extend understanding. Associate and critically examine related source information and topics. Use charts, graphs, illustration, notes, outlines, and summaries to analyze, interpret, and organize data, maps, political cartoons, readings, and discussions. Sequence historical events according to chronology and importance. Write research essays. Use references and citations. Use globes and maps to find location. Make deductions, inferences, and predictions based on an analysis of source materials. Detect bias and evaluate credibility in source materials. Analyze multiple interpretations of a single event. Categorize information based on criteria. Utilize computers, the community, and libraries to conduct research. Identify cause and effect relationships. Create and organize oral, written, and visual presentations of historical information. Utilize problem solving strategies. Employ persuasion and compromise to accommodate conflict. Differentiate between analysis, fact, and propaganda. Offer opinions of beliefs, convictions, and feelings. Support analysis with evidence. Identify alternatives and likely consequences. Enumerate relationships between categories of information. Participate in cooperative learning groups. Secure factual information relevant to decision making. 22. The reflective power of the energy crisis and the environmental movement on governmental policy. 23. How gender roles changed at home and in the workplace. 24. The central tenets and effects of Reaganomics. 25. The roles and influence of multi-national corporations. 26. The factors that led to the demise of the Soviet Union. 27. The implications of a post-Cold War environment on foreign policy. 28. The impact of popular culture at home and abroad.