Download Critical Content/Concept Web

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
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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
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Developing a constitution
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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
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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
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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
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How did the interaction of people from Europe, Africa, and the
Americas impact the evolution of society?
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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.
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What effect did geography have on institutions and culture?
4. Human resources and natural resources influence
dynamic events.
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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.
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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.
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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:
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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
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Global Perspectives
Bondage
Class conflicts
Emergence of American identity
Foreign relations/policies
Immigration
Wars
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Geography
Agrarian vs. urban
Changing status of territory
Environmental exploitation
Migration trends
Physical/political boundaries
Regional conflict
Regional resources
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Unit Topic:
Unity and Division
1790-1877
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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
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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.
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How did conflict alter the economic, political, religious, and social
order?
3. Expanding economic, physical, political, and
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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.
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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.
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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
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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:
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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
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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
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Unit Topic:
Evolving Roles and
Expanding Influence
1877-1939
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Civics and Government
Changing domestic
policies
Competing political
systems
Education
Increased international
leadership
Movements toward
equality
Power and control
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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
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Why did evolving military events and systems lead to greater
international interdependence in the late 19th and early 20th
centuries?
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How did our consumer-based economy impact domestic and
foreign policy?
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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.
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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.
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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)
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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.
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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:
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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
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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
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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
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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.