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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Course Description
This course covers the time after the Civil War to the present day. Events included are: The Gilded Age (western development,
industrialization, urbanization, immigration), Progressivism, Imperialism, World Wars I and II, The Cold War, Korean and Vietnam wars,
decade studies from the 1950's to present. For these events we will be learning the political, economical, and social aspects of each
era.
Scope And Sequence
Timeframe
Unit
Instructional Topics
2 Week(s)
The American West
1. National Economy Formula 2. Native Americans 3. Developing Industry in Western Lands 4. Social Studies Skills 2 Week(s)
Gilded Age: Industry and Labor
1. Railroad Industry 2. Compare\Contrast Business Before and After the Civil War 3. Labor Unions Goals and Outcomes 4. Social Studies Skills 2 Week(s)
Immigration and Urbanization in the Gilded Age
1. Cause and Effect of Immigration During the Gilded Age 2. Key Problems & Solutions to Rapid Urbanization 3. Key Problems/Solutions to Urban and Federal Politics During the
Gilded Age 3 Week(s)
Progressivism
1. What Were the Main Progressive Goals? 2. Use Problem/Solution to Link Past and Present Progressive Reforms 3. How Did the Progressive Presidents Make Real Change at the Federal
Level? 4. How Were Women Affected by Progressivism? 5. Who/What Reforms Were Limited? 2 Week(s)
Imperialism
1. Compare US Historical Expansion of the US Before and After the Civil
War 2. Cause, Fact, and Immediate Effect of the Spanish-American War 3. Positive and Negative Effects of the US as a World Power 4. Foreign Policy of the Imperialistic US Presidents: McKinley, T.
Roosevelt, Taft, and Wilson 3 Week(s)
World War I
1. Causes of WWI 2. Why Did the US Enter WWI? 3. How Did New and Old Technology Change the Scope of WWI? 4. How Did the US Government Ensure the American Public was Behind
the War Effort? 5. How Were the US Government and Industry and Labor Partners in the
War? 6. How Did the Effect of the Treaty of Versailles Help Create Fertile
Ground for WWII to Follow? 3 Week(s)
The Roaring Twenties
1. What Were Presidents Harding & Coolidge's Domestic and Foreign
Policy? 2. What are Some Social Shifts of the 1920's? 3. 1920's Poster Project 2 Week(s)
The Great Depression/New Deal
1. How Does the Stock Market Work? 2. What Caused the Great Depression? 3. How Did New Deal Programs Effect Government and Society? 4 Week(s)
World War II
1. How Did WWII Begin? 2. Why Did the US Enter WWII? 3. What Were Positive and Negative Effects of the US Home Front During
WWII? 4. What Were the Effects of WWII? 5. What Were the Causes, Facts, and Effect of the Holocaust? 2 Week(s)
The Cold War Era
1. What Were the Causes of the Cold War? 2. Compare and Contrast Democracy with Soviet Communism 3. What Events Deepened the Cold War? 4. What Were the Social and Political Effects of the Cold War in America? Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
3 Week(s)
The 1950's and 1960's Domestic Policy
1. What Were Eisenhower's Domestic Policies? 2. How was Modern Popular Culture Created? 3. What was President Kennedy's Foreign Policy? 4. What was the Effect of JFK's New Frontier? 5. What was the Effect of LBJ's Great Society Domestic Policy? 2 Week(s)
Civil Rights
1. Rights of Citizens 2. History of African-Americans Since 1619 3. How Did the US Federal Courts Rule in Key Civil Rights Cases? 4. What Events Pushed Americans to Overcome Discrimination in the
1950's and 1960's? 2 Week(s)
Vietnam
1. Why Did the US Become Involved in Vietnam? 2. Why was 1968 a Turning Point in US Involvement of the Vietnam War? 3. How Did American Reaction to the US Involvement in Vietnam Change
During the Course of the War? 4. What is the Effect of the Vietnam War? 2 Week(s)
Post-Vietnam Modern America
1. What is the Cause, Fact, Effect of the Watergate Scandal? 2. President Carter's Foreign and Domestic Policies 3. President Reagan and Bush Conservative Ideology 4. The Cold War is Over! Power Standards
Describe & evaluate US government role in shaping the economy. Describe & evaluate changes in US foreign policy from Reconstruction to present. Describe & evaluate the cause and effect of US wars of the 20th century to present. Explain how economic concepts of supply & demand affect changes in US history. Describe & evaluate social changes for minority groups from 1865 to present. Describe & evaluate the motivations, challenges, and contribution of immigrants as they have contributed to American history from
Reconstruction to present. Describe & evaluate the cause and effect of the Cold War Era. Describe & evaluate the political parties as they pertain to an era in time. Distinguish between, and analyze primary & secondary sources. Interpret maps, charts, timelines, picture, political cartoons, art, historical literature, and artifacts. Explain & evaluate opposing viewpoints in historical controversies. Explain cause and effect of government backed domestic policy reforms.
Prerequisites
None
Essential Questions
How has the United States domestic & foreign policy changed since 1865? How has the American government's role helped shape the United States economy?
Materials and Resources
The Americans textbook McDougal Littell 2010
Course Details
Unit: The American West
Duration: 2 Week(s)
Unit Description
Explain how the National Economy Formula helped the United States government settle the American west.
Essential Questions
Was the US Government justified in removing Natives from the land and claiming it for development?
Academic Vocabulary
National Economy Formula
Materials and Resources
The Americans textbook
Technology Integration
video overhead projector transparency pictures
Summative Assessment
Unit test - This test will include an explanation of the National Economy Formula and how the US claimed the land west of the Mississippi from
the Natives.
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Duration: 1 Day(s)
Topic: National Economy Formula
Topic Description
Students will learn how natural resources+government actions+technology created a national economy.
Topic Specific Vocabulary
economy
Formative Assessment
Exit Slip: How did the National Economy Formula help develop the west?
Learning Targets
Students will write the National Economy Formula. Students will be able to apply the National Economy Formula to the development of the American west.
DOK Level 2
Assessment: Formative assessment- visual as we go Summative assessment- questions on test
Duration: 2 Day(s)
Topic: Native Americans
Topic Description
Explain how the clash of cultures between Natives and the whites helped in the development of the American West.
Topic Specific Vocabulary
culture Native American Plains Indians
Formative Assessment
exit slip: How did the whites disregard the culture of the Natives?
Learning Targets
Students will be able to explain how the clash of cultures enabled the US Government to move the Native Americans out of the way, thus
paving the way for white settlement.
DOK Level 2
Duration: 5 Day(s)
Topic: Developing Industry in Western Lands
Topic Description
Once the Great Plains were void of Natives and buffalo, whites started to settle and other industries began: farming, cattle ranching, railroad
industry, and mining. How did this developmental progression begin and prosper?
Topic Specific Vocabulary
Pacific Railway Act strip mining cattle ranching
Formative Assessment
Exit Slip: Explain one positive and one negative to industry developing in the western lands.
Learning Targets
Students will be able to explain how the US government encouraged white settlement to strengthen its claim to the western lands.
DOK Level 2
Students will be able to explain how the US government encouraged industry to form in the western lands- ranching, mining, railroad, and
farming.
DOK Level 2
Duration: 2 Day(s)
Topic: Social Studies Skills
Topic Description
The following skills will be enhanced: map construction, map interpretation, primary source document interpretation, and fact vs opinion.
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Topic Specific Vocabulary
primary source secondary source factual statements opinion statements
Formative Assessment
Cattle Ranch Map Fact v Opinion worksheet
Learning Targets
Students will be able to demonstrate proficient and advanced skills when using: maps, primary source analysis, fact vs opinion.
DOK Level 2
Unit: Gilded Age: Industry and Labor
Duration: 2 Week(s)
Unit Description
Students will explain how Industry and Labor changed after the Civil War, thus leading the United States to become a major world power.
Students will also describe conditions under which people worked during this era and how labor unions tried to help workers. Students will
evaluate the effectiveness of the labor movement.
Essential Questions
How did industry grow after the Civil War?
Academic Vocabulary
labor unions mass production business tycoons/aka "fat cats"
Materials and Resources
The Americans textbook internet Mollie Maguires motion picture
Technology Integration
internet research Smart Board VHS
Summative Assessment
Unit Test
Duration: 4 Day(s)
Topic: Railroad Industry
Topic Description
Students can explain how the railroad industry contributed to creating a national economy.
Topic Specific Vocabulary
transcontinental railroad
Formative Assessment
Exit Slip: How did the railroad help business and industry?
Learning Targets
Students will be able to explain how the railroad industry contributed to creating a national economy.
DOK Level 2
Topic: Compare\Contrast Business Before and After the Civil War
Duration: 2 Day(s)
Topic Description
In this topic students will be able to compare and contrast business manufacturing and business practices both before and after the Civil War.
Topic Specific Vocabulary
interchangeable parts mass production assembly line piece work
Formative Assessment
Exit slip: What are two important changes in manufacturing after the Civil War?
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Learning Targets
Students will be able to compare and contrast how manufacturing/business practices were both alike and different before and after the Civil
War.
DOK Level 3
Assessment: Exit slip: What are two important changes in manufacturing after the Civil War?
Duration: 2 Day(s)
Topic: Labor Unions Goals and Outcomes
Topic Description
Labor groups had an important influence in the development of industry during the Gilded Age. How did union aims and results effect the
workers during this time?
Topic Specific Vocabulary
strike labor union AFL Knights of Labor
Formative Assessment
Labor Union Mini Poster
Learning Targets
Students will be able to explain the major labor groups during the Gilded Age. Students will be able to explain the goals of the major labor groups during the Gilded Age. Students will be able to explain the effect of strikes during the Gilded Age.
DOK Level 2
Assessment: Labor Union Mini Poster
Duration: 2 Day(s)
Topic: Social Studies Skills
Topic Description
Students sharpen their social studies skills by interpret a variety of primary sources that deal with labor issues during the Gilded Age.
Topic Specific Vocabulary
strike Pullman
Formative Assessment
Pullman Strike of Chicago Times and Chicago Tribune primary source articles analysis
Learning Targets
Students will be able to read a primary source about the Pullman Strike and compare and contrast different newspaper accounts of the event.
DOK Level 3
Unit: Immigration and Urbanization in the Gilded Age
Duration: 2 Week(s)
Unit Description
Students will explain the cause and effect of urbanization and immigration during the Gilded Age.
Essential Questions
Is America a salad bowl or a melting pot?
Academic Vocabulary
urbanization Boss Tweed Spoils system Political Cartoon Political Machine
Materials and Resources
The Americans textbook Political Cartoons- Nast: Let Us Prey
Summative Assessment
Unit Test
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Topic: Cause and Effect of Immigration During the Gilded Age
Duration: 2 Day(s)
Topic Description
Students will be able to explain why immigrants were coming to the United States in the late 1800's. Students will be able to determine if
America is a salad bowl or melting pot of immigration.
Topic Specific Vocabulary
immigration vs. emigration
Formative Assessment
Exit slip: Is the United States a salad bowl or melting pot? Support your opinion. Political cartoon analysis
Learning Targets
Students will be able to analyze a political cartoon.
DOK Level 3
Duration: 4 Day(s)
Topic: Key Problems & Solutions to Rapid Urbanization
Topic Description
Students will be able to recognize key problems and solutions to rapid urbanization in the Gilded Age.
Topic Specific Vocabulary
urbanization
Formative Assessment
Exit slip; In your opinion what was the most critical problem in urban centers in the late 1800's an what was a solution to the problem. Explain.
Learning Targets
Students will be able to explain key problems in urban areas related to rapid urbanization such as: water, sewer, housing, disease, pollution. Students will be able to explain solutions to these problems- both effective and long range and short term.
DOK Level 3
Assessment: Exit slip; In your opinion what was the most critical problem in urban centers in the late 1800's an what was a solution to the
problem. Explain.
Topic: Key Problems/Solutions to Urban and Federal Politics During the Gilded Age
Duration: 4 Day(s)
Topic Description
Politics in urban areas were corrupt due to the proliferation of political machines. Federal politics also was corrupt with the patronage system.
Reforms were limited and provided little relief.
Topic Specific Vocabulary
political machines patronage system spoils system
Formative Assessment
political cartoon analysis
Learning Targets
Students will be able to describe political machines. Students will be able to distinguish positive and negative aspects of political machines. Students will be able to analyze political cartoons about political machines.
DOK Level 3
Unit: Progressivism
Duration: 3 Week(s)
Unit Description
This unit will explore progressive ideology and its arrival on the national government scene. Reforms in government and industry will be
studied. The progressive presidents domestic reforms will also be compared. An emphasis on groups in society that were not helped by
progressivism will be studied.
Essential Questions
Why were reforms during the progressive era effective compared with ineffective reforms prior to that era?
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Academic Vocabulary
"ism" words suffrage muckraker scientific management initiative referendum recall photojournalism
Materials and Resources
The Americans textbook
Summative Assessment
Unit test Muckraker Prezi or Power Point (Slides)
Duration: 3 Day(s)
Topic: What Were the Main Progressive Goals?
Topic Description
Students will be able to explain the 4 goals of Progressive Reformers: Protecting Social Welfare Promote Moral Improvement Create Economic Reform Foster Efficiency
Topic Specific Vocabulary
social welfare moral improvement efficiency
Formative Assessment
Tree Graphic organizer showing 4 goals
Learning Targets
Students will be able to classify the Progressive goals when given a specific problem/reform
DOK Level 2
Assessment: Progressive Tree Graphic Organizer
Topic: Use Problem/Solution to Link Past and Present Progressive Reforms
Duration: 4 Day(s)
Topic Description
Determine the problem that existed in child labor, working hours, state elections and senate elections at the state level. Determining the solution during the Progressive Era for those problems will be learned. Discuss solutions that are still existing today.
Topic Specific Vocabulary
Muckraker scientific management initiative referendum recall 17th Amendment
Formative Assessment
Problem/Solution Chart
Learning Targets
Students will explain the reality of the problem that existed in child labor, working hours, state elections and senate elections at the state level. Students will describe the solution during the Progressive Era for those problems. Students will discuss solutions that are still existing today.
DOK Level 2
Assessment: Progressive Problem/Solution chart
Students will use internet research and technology to create a prezi or power point presentation of the Muckrakers of the Progressive era.
DOK Level 3
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Duration: 4 Day(s)
Topic: How Did the Progressive Presidents Make Real Change at the Federal Level?
Topic Description
The Progressive Presidents T. Roosevelt, Taft, and Wilson supported many reforms, some of which are still around today.
Topic Specific Vocabulary
scientific management initiative referendum
Formative Assessment
What were some of these legacy reforms and how did they effect society and the economy?
Learning Targets
Students will be able to compare and contrast the Progressive Presidents reforms and solutions to major problems in America.
DOK Level 3
Assessment: Progressive Presidents Chart- compare/contrast
Duration: 2 Day(s)
Topic: How Were Women Affected by Progressivism?
Topic Description
Discuss women feeling empowered with the reforms of the Progressive movement.
Topic Specific Vocabulary
suffrage
Formative Assessment
Guided reading 9-2 from The Americans textbook.
Learning Targets
Students will summarize how women's roles were changing during the Progressive Era.
DOK Level 2
Assessment: Guided Reading from Textbook The Americans Ch 9 Section 2
Duration: 2 Day(s)
Topic: Who/What Reforms Were Limited?
Topic Description
Not every social/economic group in America enjoyed reform. How were minority groups discriminated against by looking at Presidents
Roosevelt and Wilson?
Topic Specific Vocabulary
initiative referendum recall
Formative Assessment
Venn Diagram: Limits to Progressivism
Learning Targets
Students will be able to explain how minority groups were limited in benefiting from Progressive reforms.
DOK Level 2
Assessment: Venn Diagram: Limits to Progressivism
Unit: Imperialism
Duration: 2 Week(s)
Unit Description
American Imperialism will be analyzed from its origins in the Monroe Doctrine through 1914, when the United States becomes a major world power. Essential Questions
How did the United States become a major world power?
Academic Vocabulary
imperialism "big fish/little fish" longitude/latitude
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Materials and Resources
The Americans textbook US possessions by 1900 map with longitude/latitude grid
Summative Assessment
Unit Test
Topic: Compare US Historical Expansion of the US Before and After the Civil War
Duration: 2 Day(s)
Topic Description
Students will be able to compare US expansion before and after the Civil War beginning with the Monroe Doctrine thru 1900.
Topic Specific Vocabulary
longitude/latitude Monroe Doctrine acquisition imperialism
Formative Assessment
Territorial Expansion maps before and after the Civil War
Learning Targets
Students will be able to compare US expansion before and after the Civil War.
DOK Level 2
Topic: Cause, Fact, and Immediate Effect of the Spanish-American War
Duration: 4 Day(s)
Topic Description
Students will be able to explain the cause, facts, and immediate effect of the Spanish-American War.
Topic Specific Vocabulary
acquisition peace treaty
Formative Assessment
Map 11 &17 Political Cartoons of Spanish/American War
Learning Targets
Students will be able to explain the cause, facts, and immediate effect of the Spanish-American War.
DOK Level 2
Assessment: Exit slip: In your opinion, what is the biggest effect for the United States that resulted from the Spanish-American War?
Explain.
Topic: Positive and Negative Effects of the US as a World Power
Duration: 2 Day(s)
Topic Description
Students will explain and be able to recognize a positive and negative effect of the US becoming a major world power after the SpanishAmerican War.
Topic Specific Vocabulary
Gun Boat Diplomacy tropical climate
Formative Assessment
Panama Canal Video Guide US plays "Big Brother" around the world
Learning Targets
Students will evaluate US actions as positive and/or negative given our involvement in areas around the world from 1898-1920, specifically:
China, Cuba, Panama, Nicaragua.
DOK Level 2
Assessment: Evaluation chart of US playing "Big Brother" around the world.
Topic: Foreign Policy of the Imperialistic US Presidents: McKinley, T. Roosevelt, Taft, and Wilson
Course Summary
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Duration: 2 Day(s)
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Topic Description
Students will be able to explain how each Imperialist US President handled foreign policy differently.
Topic Specific Vocabulary
foreign policy Big Stick Dollar Diplomacy Moral Diplomacy
Formative Assessment
Exit Slip: 1 paragraph How were the three Imperialist President's foreign policies alike and different?
Learning Targets
Students will be able to compare and contrast each Imperialist US President (T. Roosevelt, Taft, and Wilson) foreign policies.
DOK Level 2
Assessment: Exit Slip: 1 paragraph How were the three Imperialistic President's foreign policies alike and different?
Unit: World War I
Duration: 3 Week(s)
Unit Description
The emphasis of this unit will be cause and effect of WWI. Emphasis will be given on the causes of the United States entry in this war. Analysis
will be directed to the effects of WWI as a cause of World War II.
Essential Questions
Why do nations go to war?
Academic Vocabulary
militarism nationalism propaganda reparations
Materials and Resources
The Americans textbook Reading Like a Historian film clips
Technology Integration
SmartBoard overhead projector video player
Summative Assessment
Unit Test
Duration: 3 Day(s)
Topic: Causes of WWI
Topic Description
Students will be able to explain the causes of Europe going to war in 1914 and understand that the US chose to remain neutral at this time.
Topic Specific Vocabulary
militarism nationalism
Formative Assessment
Building vocabulary Ch 11:The First World War
Learning Targets
Students will be able to explain the causes of Europe going to war in 1914 and understand why the US chose to remain neutral at this time.
DOK Level 2
Assessment: Building WWI Vocabulary
Duration: 2 Day(s)
Topic: Why Did the US Enter WWI?
Topic Description
Students will discover the reason the US entered the war in 1917, specifically studied will be the Zimmerman Note and Germany's break of
their Sussex Pledge.
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Topic Specific Vocabulary
cryptogram unrestricted sub warfare
Formative Assessment
cryptogram Reading Like a Historian Trade Alliances
Learning Targets
Students will be able to explain why the United States entered WWI (Zimmerman Note and Germany breaking the Sussex Pledge).
DOK Level 2
Assessment: Exit slip: Why did the United States enter WWI?
Duration: 2 Day(s)
Topic: How Did New and Old Technology Change the Scope of WWI?
Topic Description
Both new and old technology changed the scope of the war. Students will be able to explain these important technology developments.
Topic Specific Vocabulary
trench
Formative Assessment
WWI Weapons Quiz Exit slip: How did technology change warfare in WWI? Bell Ringer: pg 376 Describe what it would be like to be a soldier in the trenches during WWI?
Learning Targets
Students will explain how both new and old technology changed the scope of the war.
DOK Level 2
Assessment: Exit Slip: In your opinion what was the greatest technology development during the war? Support your answer.
Duration: 3 Day(s)
Topic: How Did the US Government Ensure the American Public was Behind the War Effort?
Topic Description
Students will examine and explain several ways the US government made sure that it's citizens were behind the war effort.
Topic Specific Vocabulary
propaganda
Formative Assessment
German Propaganda Leaflets WWI poster
Learning Targets
Students will examine and explain several ways the US government made sure that it's citizens were behind the war effort. Specifically with
the use of propaganda techniques students will create their own WWI poster supporting the war effort.
DOK Level 3
Assessment: WWI Propaganda poster
Duration: 2 Day(s)
Topic: How Were the US Government and Industry and Labor Partners in the War?
Topic Description
Students will explain how the US government, industry, and labor were partners in the war. How did women and African-Americans become a
part of the labor force during the war?
Topic Specific Vocabulary
"Great Migration"
Formative Assessment
Home Front Web
Learning Targets
Students will explain how the US government, industry, and labor were partners in the war. Students will be able to explain how women and African-Americans become a part of the labor force during the war?
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
DOK Level 2
Assessment: WWI Homefront Web
Topic: How Did the Effect of the Treaty of Versailles Help Create Fertile Ground for WWII to Follow?
Duration: 3 Day(s)
Topic Description
Students have learned many of Germany's illegal activities during the war. Students will realize Germany is left with no choice but accepting
the blame for the War at the Treaty of Versailles. Students will be able to explain how the hardships that the treaty outlined set up Germany
for failure in a few short years, and made it possible for radical forces to take over the government by 1933.
Topic Specific Vocabulary
reparation League of Nations
Formative Assessment
Exit slip: How did this treaty help set up WWII?
Learning Targets
Students will be able to explain many of Germany's illegal activities during the war that earn them a bad reputation when the Treaty of
Versailles is negotiated; and Germany is left with no choice but accepting the blame for the War at the Treaty of Versailles. Students will be able to explain the hardships that the treaty outlined set up Germany for failure in a few short years, and made it possible for
radical forces to take over the government by 1933. DOK Level 2
Assessment: Exit slip: Explain why Germany was blamed for WWI?
Unit: The Roaring Twenties
Duration: 3 Week(s)
Unit Description
The 1920's brought about a great change in America. Students will examine the change in the political, social, and economics of the United
States.
Essential Questions
Why is this decade known as "The Roaring Twenties"?
Academic Vocabulary
normalcy prohibition prosperity flapper stock market nativism Harlem Renaissance
Materials and Resources
The Americans textbook
Technology Integration
video film clips internet research
Summative Assessment
1920's Poster Project
Topic: What Were Presidents Harding & Coolidge's Domestic and Foreign Policy?
Duration: 4 Day(s)
Topic Description
President Harding's domestic and foreign policies: "Return to Normalcy" and isolationism have a huge impact on the social, political and
economic future of the US. President Coolidge continued isolationism and was focused on prosperity for America. His policies also impacted
the future development in America. Students will be able to compare and contrast these Presidential policies.
Topic Specific Vocabulary
Normalcy isolationism prosperity
Formative Assessment
Harding & Coolidge Domestic & Foriegn Policies Guided Reading
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Learning Targets
Students will explain President Harding's domestic policy consisting of Return to Normalcy and his foreign policy was isolationism. Students will explain President Coolidge's domestic policy, prosperity and his foreign policy (isolationism).
DOK Level 2
Assessment: Guided Reading from The Americans Textbook: Chapter 12 Section 2&3.
Duration: 4 Day(s)
Topic: What are Some Social Shifts of the 1920's?
Topic Description
Social shift during the 1920's came about by these factors: nativism, prohibition, women's status, Harlem Renaissance
Topic Specific Vocabulary
Harlem Renaissance nativism
Formative Assessment
Primary Source: from Vanzetti's Speech to the Jury. Secondary Source: Ken Burns: Is this the end of civility (again)?
Learning Targets
Students will be able to explain how society shifted during the 1920's by these factors: nativism, prohibition, women's status, Harlem
Renaissance. Students will also analyze primary source material and secondary source materials.
DOK Level 3
Assessment: Primary Source: from Vanzetti's Speech to the Jury. Secondary Source: Ken Burns: Is this the end of civility (again)?
Duration: 7 Day(s)
Topic: 1920's Poster Project
Topic Description
Students will show a knowledge of the 1920's by creating a poster project with a group to show various segments of America during the
decade.
Topic Specific Vocabulary
social political economic
Formative Assessment
Students will be assessed informally each day of the project based upon progress made toward completion.
Learning Targets
Students will create and design a poster project with a collaborative poster to illustrate and explain various segments of America during the
decade: Presidents, History, Fads, Fashion, Sports, and Entertainment
DOK Level 4
Assessment: 1920's Poster Project
Unit: The Great Depression/New Deal
Duration: 2 Week(s)
Unit Description
Students will be able to explain and demonstrate how the stock market works by participation in a stock market simulation. Causes of the Great
Depression will be explored. New Deal programs will be charted and connected to current programs (Social Security for example). The effect of
the New Deal and the Great Depression will be deconstructed to determine their lasting impact on American Society.
Essential Questions
How can our country learn from the past to prevent future economic failure? Should our government help people in need?
Academic Vocabulary
stock market shares dividend Depression New Deal Gold Standard
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Materials and Resources
The Americans textbook current stock quotes
Technology Integration
Yahoo Finance web site
Summative Assessment
Stock Market Portfolio Unit Test
Duration: 3 Day(s)
Topic: How Does the Stock Market Work?
Topic Description
Students will be able to read stock quotes from the financial pages with confidence and have an understanding of what the terms mean.
Topic Specific Vocabulary
dividend stock limited liability
Formative Assessment
Reading Stock Quotes practice sheet
Learning Targets
With confidence, students will be able to read stock quotes from the financial pages. Students will demonstrate understanding of the terms use in reading the stock quotes.
DOK Level 3
Assessment: Reading Stock Quotes practice worksheet
Duration: 3 Day(s)
Topic: What Caused the Great Depression?
Topic Description
Students will be able to explain the causes of the Great Depression: stock market crash, overproduction/under consumption, farm prices,
distribution of wealth
Topic Specific Vocabulary
economic depression economic cycle over/under production/consumption distribution of wealth
Formative Assessment
Exit slip: Choose one of the following to explain how the concept contributed to the Great Depression: over production, under consumption,
farm prices or distribution of wealth.
Learning Targets
Students will be able to explain the causes of the Great Depression: Stock market crash, overproduction/under consumption, farm prices, and
distribution of wealth.
DOK Level 2
Assessment: Guided Reading from The Americans Textbook Ch 14, Section 1
Duration: 4 Day(s)
Topic: How Did New Deal Programs Effect Government and Society?
Topic Description
How did New Deal Programs effect government and society?
Topic Specific Vocabulary
New Deal positive effect negative effect
Formative Assessment
New Deal ABC Agencies Chart New Deal Evaluation T-Chart using Pg 516 of The Americans Textbook, evaluate positive/negatives of the New Deal
Learning Targets
Students will be able to explain how New Deal programs effected government and society? Students will be able to evaluate positive and /or negative effects of the New Deal.
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
DOK Level 2
Assessment: New Deal ABC Agencies Chart New Deal Evaluation T-Chart using Pg 516 of The Americans Textbook, evaluate positive/negatives of the New Deal
Unit: World War II
Duration: 4 Week(s)
Unit Description
The emphasis of this unit will be cause, fact, and effect of WWIl.
Essential Questions
Should the United States become involved in world affairs?
Academic Vocabulary
Fascism Nazi Holocaust rationing
Materials and Resources
The Americans textbook
Technology Integration
internet research Google slides Fakebook website film clips from this century
Summative Assessment
Battles Fakebook or Google Slides Unit test
Duration: 4 Day(s)
Topic: How Did WWII Begin?
Topic Description
How totalitarian governments began in Germany, Italy, and Japan?
Topic Specific Vocabulary
totalitarian government
Formative Assessment
Interactive notes Totalitarian Governments comparison chart
Learning Targets
Students will be able to explain how totalitarian governments came to power in Germany, Italy, and Japan.
DOK Level 2
Assessment: Interactive notes Totalitarian Governments comparison chart
Duration: 4 Day(s)
Topic: Why Did the US Enter WWII?
Topic Description
Students will explain why the US struggled with neutrality and finally entered WWII.
Topic Specific Vocabulary
neutrality Four Freedoms Atlantic Charter
Formative Assessment
Roosevelt's Four Freedoms Neutrality Acts and Atlantic Charter Guided Reading
Learning Targets
Students will explain how the US struggled with neutrality from 1939 to December 1941. Students will evaluate: Were we really neutral? Students will explain why the US entered WWII and finally entered WWII.
DOK Level 2
Assessment: Roosevelt's Four Freedoms Neutrality Acts and Atlantic Charter Guided Reading
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Topic: What Were Positive and Negative Effects of the US Home Front During WWII?
Duration: 4 Day(s)
Topic Description
Students will explain both positive and negative effects of the US home front during the war?
Topic Specific Vocabulary
internment
Formative Assessment
Exit slip: What is one positive and one negative to emerge from the home front during WWII? Exit slip: Should the Supreme Court have agreed with Korematsu? Why/Not?
Learning Targets
Students will explain the positive effects which relate to our government working with industry to produce war materials, and citizen support
for the war. In addition students will be able to explain how women and African-Americans benefited from open job opportunities. Students will explain the
negative effects of the Japanese-American Internment (EO-9066). Students will analyze the landmark Supreme Court Case Korematsu vs. US (1945)
DOK Level 3
Duration: 3 Day(s)
Topic: What Were the Effects of WWII?
Topic Description
Students will explain how the end of WWII led the world into the Cold War Era.
Topic Specific Vocabulary
Yalta Conference
Formative Assessment
Map of Europe: 1945
Learning Targets
Students will explain how tension between Western nations (non-Communist) and Eastern nations (Communist) began at the Yalta
Conference, thus leading to the Cold War era. Students will draw the map of Europe immediately after WWII.
DOK Level 2
Topic: What Were the Causes, Facts, and Effect of the Holocaust?
Duration: 5 Day(s)
Topic Description
Students will explain the cause, facts, and effect of the Holocaust.
Topic Specific Vocabulary
genocide holocaust Kristalnacht
Formative Assessment
"Before You Study The Holocaust"- critical thinking about Holocaust "After You Study The Holocaust"- critical thinking about Holocaust
Learning Targets
Students will explain the cause, facts, and effect of the Holocaust.
DOK Level 2
Unit: The Cold War Era
Duration: 2 Week(s)
Unit Description
Students will be able to explain the cause, facts, and effects of the Cold War and it's social, political, and economic impact.
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Essential Questions
How did the Western Nations (non-Communist) and the USSR go from Allies in WWII to enemies at the end of the war? How can a war be "Cold"? How did lives in America change as a result of the Cold War in the 1940's and 1950's?
Academic Vocabulary
Communism Democracy
Materials and Resources
The Americans Textbook
Summative Assessment
Unit Test
Duration: 2 Day(s)
Topic: What Were the Causes of the Cold War?
Topic Description
Students will explain the causes of the Cold War that have their origin at the Yalta conference.
Topic Specific Vocabulary
Communism Democracy
Formative Assessment
Exit slip: How did the Yalta conference help to start the Cold War?
Learning Targets
Students will explain the causes of the Cold War that have their origin at the Yalta conference.
DOK Level 2
Assessment: Exit slip: How did the Yalta conference help to start the Cold War?
Topic: Compare and Contrast Democracy with Soviet Communism
Duration: 1 Day(s)
Topic Description
Students will be able to Compare and contrast Democracy with Soviet Communism as to determine: "What's all the fuss about?".
Topic Specific Vocabulary
Communism Democracy Civil Rights
Formative Assessment
What's All The Fuss About? worksheet Exit Slip: When comparing and contrasting government styles, why were citizens fearful of the spread of Communism?
Learning Targets
Students will be able to compare and contrast Democracy/Capitalism with Soviet Communism as to determine why citizens and our
government were fearful of the spread of Communism.
DOK Level 3
Assessment: What's All The Fuss About? worksheet Exit Slip: When comparing and contrasting government styles, why were citizens fearful of the spread of Communism?
Duration: 4 Day(s)
Topic: What Events Deepened the Cold War?
Topic Description
Students will be able to explain how key events deepened the Cold War from 1945- 1960's.
Topic Specific Vocabulary
containment domino effect
Formative Assessment
Guided Reading Studyguide/Outline Marshall Plan graph skills Ch 18 Section 4: Cold War Heats Up Around the World- 1950's The Korean War Studyguide
Learning Targets
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Students will be able to explain how key events deepened the Cold War: Marshall Plan "Iron Curtain" Containment Containment in Asia Truman Doctrine Arms Race Latin America Middle East Bay of Pigs Cuban Missile Crisis
DOK Level 2
Assessment: Guided Reading Studyguide/Outline Marshall Plan graph skills Ch 18 Section 4: Cold War Heats Up Around the World- 1950's The Korean War Studyguide
Duration: 3 Day(s)
Topic: What Were the Social and Political Effects of the Cold War in America?
Topic Description
Students will be able to explain the social and political effects of the Cold War in America.
Topic Specific Vocabulary
HUAC dissent Red Scare
Formative Assessment
Cold War Heats up at Home Web Primary Source: HUAC Hearing Testimony, 1947 and a Voice of Dissent from Lillian Hellman
Learning Targets
Students will explain the social effects of the Cold War in America in how varied citizens lives changed. Students will explain the political effects of the Cold War in America. Students will analyze primary sources
DOK Level 2
Assessment: Cold War Heats up at Home Web Primary Source: HUAC Hearing Testimony, 1947 and a Voice of Dissent from Lillian Hellman
Unit: The 1950's and 1960's Domestic Policy
Duration: 3 Week(s)
Unit Description
Students will describe the domestic policies of President Eisenhower, Kennedy, Johnson and the emergence of modern pop culture.
Essential Questions
Why was the 1950's ironically known as a time of conformity? How did the role of the federal government change with these domestic policies?
Academic Vocabulary
conformity HUAC bomb shelters pop culture New Frontier Great Society
Materials and Resources
The Americans textbook video clips of early rock and roll performers: Chuck Berry, Elvis, etc.
Summative Assessment
Unit Test
Duration: 2 Day(s)
Topic: What Were Eisenhower's Domestic Policies?
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Topic Description
Students will be able to explain Eisenhower's domestic policies.
Topic Specific Vocabulary
budget interstate highway public assistance
Formative Assessment
Eisenhower Domestic Policy Web.
Learning Targets
Students will be able to explain President Eisenhower's domestic policy
DOK Level 2
Students will be able to explain how Eisenhower handled the economy thru budget and taxes;, provided public assistance in housing,
created the interstate highway system. He also changed government in reforming the cabinet with new positions.
Assessment: Eisenhower Domestic Policy Web.
Duration: 4 Day(s)
Topic: How was Modern Popular Culture Created?
Topic Description
Students will be able to explain how the American Dream, automobile, advertising, conformity, music and the counterculture helped to form
popular culture in the 1950's.
Topic Specific Vocabulary
pop culture counter culture baby boom
Formative Assessment
Baby Boom Graph Skills Primary and Secondary Sources Ch 19 Section 3. Impact of the Auto in the 1950's Web Guided reading Ch 19 Section 2 & 3
Learning Targets
-Students will be able to define "The American Dream" -Students will be able to explain how the baby boom, consumerism, and the automobile helped to promote "The American Dream" Students will be able to draw conclusions from Primary and Secondary sources about rock and roll.
DOK Level 2
Assessment: Baby Boom Graph Skills Primary and Secondary Sources Ch 19 Section 3. Impact of the Auto in the 1950's Web Guided reading Ch 19 Section 2 & 3
Duration: 3 Day(s)
Topic: What was President Kennedy's Foreign Policy?
Topic Description
Students will be able to explain how the Bay of Pigs, Cuban Missile Crisis, and the Berlin Wall helped deepen the Cold War.
Topic Specific Vocabulary
Camelot Iron Curtain
Formative Assessment
Exit slip: In your opinion what event had the greatest effect in deepening the Cold War? Support your answer.
Learning Targets
-Students will explain how the Bay of Pigs incident deepened the Cold War and weakened President Kennedy's presidency. -Students will explain how the Cuban missile crisis deepened the Cold War and strengthened the Kennedy Presidency. - Students will explain how the building of the Berlin Wall became the personification of the "Iron Curtain"
DOK Level 2
Assessment: The Cuban Missile Crisis Graphic Organizer Guided Reading from pages 673-78
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Duration: 3 Day(s)
Topic: What was the Effect of JFK's New Frontier?
Topic Description
Students will be able to explain the effect of JFK's New Frontier domestic policy plans.
Topic Specific Vocabulary
New Frontier
Formative Assessment
Exit slip: In your opinion, what was a positive and a negative of The New Frontier? Support your answer.
Learning Targets
Students will be able to explain the positive and negative effects of JFK's New Frontier.
DOK Level 2
Assessment: Exit slip: In your opinion, what was a positive and a negative of The New Frontier? Support your answer.
Duration: 3 Day(s)
Topic: What was the Effect of LBJ's Great Society Domestic Policy?
Topic Description
What was the effect of LBJ's Great Society Domestic policy?
Topic Specific Vocabulary
Great Society Medicare Medicaid Head Start
Formative Assessment
Exit slip: In your opinion what was one positive and one negative of The Great Society? Support your answer.
Learning Targets
Students will be able to explain the positive and negative effects of the Great Society. Students will be able to make connections to existing
programs today.
DOK Level 2
Assessment: Exit slip: In your opinion what was one positive and one negative of The Great Society? Support your answer.
Unit: Civil Rights
Duration: 2 Week(s)
Unit Description
This unit will briefly cover a historical overview from 1619 through the Civil War. The United States court system will be studied for its role in
shaping civil rights. The civil rights movement of the 1950-60's will be analyzed.
Essential Questions
How have civil rights changed since 1865?
Academic Vocabulary
segregation integration
Materials and Resources
The Americans textbook
Summative Assessment
Unit Test
Duration: 2 Day(s)
Topic: Rights of Citizens
Topic Description
Students will be able to explain the civil rights all citizens are entitled to.
Topic Specific Vocabulary
civil rights First Amendment
Formative Assessment
Exit slip: Explain what is a civil right and give two examples.
Learning Targets
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Students will be able to explain the civil rights to which all citizens are entitled. Students will be able to identify basic civil rights as can be
found in the Declaration of Independence and the Bill of Rights.
DOK Level 2
Assessment: Exit slip: Explain what is a civil right and give two examples.
Duration: 1 Day(s)
Topic: History of African-Americans Since 1619
Topic Description
Students will be able to explain historic patterns of discrimination from 1619.
Topic Specific Vocabulary
discrimination indentured servant slave second class citizen
Formative Assessment
Exit Slip: What pattern of discrimination do you observe since 1619?
Learning Targets
Students will be able to explain historic patterns of discrimination for African-Americans beginning in 1619.
DOK Level 2
Assessment: Exit Slip: What pattern of discrimination do you observe since 1619?
Duration: 4 Day(s)
Topic: How Did the US Federal Courts Rule in Key Civil Rights Cases?
Topic Description
Students will be able to explain how the Federal Courts both encouraged and broke discrimination while analyzing court cases, especially but
not limited to: Plessey v. Ferguson and Brown v. Board of Education.
Topic Specific Vocabulary
Supreme Court plaintiff defendant
Formative Assessment
Case analysis of Brown v Board of Education and Plessey v Ferguson.
Learning Targets
Students will be able to explain how the Federal Courts both encouraged and attempted to dissolve discrimination while analyzing court
cases, especially but not limited to: Plessey v. Ferguson and Brown v. Board of Education.
DOK Level 3
Assessment: Case analysis of Brown v Board of Education and Plessey v Fergusson.
Duration: 3 Day(s)
Topic: What Events Pushed Americans to Overcome Discrimination in the 1950's and 1960's?
Topic Description
Students will be able to explain how key events during the civil rights movement helped overcome discrimination.
Topic Specific Vocabulary
discrimination civil disobedience non violent movement
Formative Assessment
In your opinion what was the most impactful event from the Civil Rights movement? Explain
Learning Targets
Students will be able to explain how key events during the civil rights movement helped overcome discrimination. These key events include,
but are not limited to: Emittt Till murder, Rosa Parks civil disobedience, Montgomery Bus Boycott, Brown v. Board of Education, Little Rock Nine, Freedom Rides,
Lunch Counter desegregation, Voter Registration efforts, Birmingham Church Bombing, Bloody Sunday/March to Montgomery, Martin Luther
King and non violent civil disobedience.
DOK Level 3
Assessment: In your opinion what was the most impactful event? Explain
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Unit: Vietnam
Duration: 2 Week(s)
Unit Description
A historical approach will be used by a study of each US President's involvement in this conflict. Also discussed will be American
reaction/protest to the war.
Essential Questions
How did the Cold War create the Vietnam Conflict?
Academic Vocabulary
containment guerilla warfare Tet Offensive Vietcong Ho Chi Minh Vietminh
Materials and Resources
The Americans textbook
Duration: 2 Day(s)
Topic: Why Did the US Become Involved in Vietnam?
Topic Description
Analyze the reasons for US military intervention in Vietnam
Topic Specific Vocabulary
containment
Formative Assessment
Gulf of Tonkin Guided Reading
Learning Targets
Explain why the US became involved in Vietnam by using a time line sequence of events.
DOK Level 2
Assessment: Gulf of Tonkin Guided Reading
Duration: 2 Day(s)
Topic: Why was 1968 a Turning Point in US Involvement of the Vietnam War?
Topic Description
Why was the Tet Offensive a turning point in US involvement of the war?
Topic Specific Vocabulary
Tet psychological warfare
Formative Assessment
Days of Rage guided reading
Learning Targets
Students will explain why 1968 was a turning point in the US involvement of the war? Events such as the Tet Offensive, Presidential
campaign of 1968, assassinations of Kennedy and King will be evaluated.
DOK Level 2
Assessment: Days of Rage guided reading
Topic: How Did American Reaction to the US Involvement in Vietnam Change During the Course of the War?
Duration: 3 Day(s)
Topic Description
Student will explain the emergence of the antiwar movement.
Topic Specific Vocabulary
protest tv war
Formative Assessment
Protest Movement Origins Protest Button
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Learning Targets
Students will explain how American citizens changed their views on the US involvement in Vietnam from early 1960's to after the Tet
Offensive until the American pullout. Events such as the Tet Offensive, Mei Lai, Television broadcasts from the battlefield, and music will be
used as instructional material for this lesson. A comparative analysis of modern-day protests of current wars will be used.
DOK Level 3
Assessment: Protest Movement Origins Protest Button
Duration: 3 Day(s)
Topic: What is the Effect of the Vietnam War?
Topic Description
Students will explain the effect of the Vietnam war in the United States and abroad.
Topic Specific Vocabulary
Pentagon Papers containment War Powers Act
Formative Assessment
Legacy of Vietnam Guided Reading
Learning Targets
Students will explain the legacy of the Vietnam war giving such examples as containment, Pentagon Papers, Vietnam memorial, War Powers
Act.
DOK Level 2
Assessment: Legacy of Vietnam Guided Reading
Unit: Post-Vietnam Modern America
Duration: 2 Week(s)
Unit Description
The unit covers the following Presidents' domestic & foreign policies: Nixon, Ford, Carter, Reagan, Bush. Of particular study will be the effect of
the Watergate scandal, the Iraq Crisis, and the swing to conservatism.
Essential Questions
How can a President's actions effect a nation?
Academic Vocabulary
Foreign Policy Domestic Policy Watergate Reaganomics Conservatism
Summative Assessment
Quiz for each president
Topic: What is the Cause, Fact, Effect of the Watergate Scandal?
Duration: 3 Day(s)
Topic Description
Who, What, When, Why, How did Watergate happen? What effect did this event have upon American society and politics? Also included will
be a look at President Ford's actions.
Topic Specific Vocabulary
Watergate Judicial Review pardon
Formative Assessment
Watergate players worksheet Exit Slip: How did Watergate challenge the executive and judicial branches?
Learning Targets
Students will explain the motives of participation in the Watergate cover-up, the facts of the case, and the effects that challenged the US
Constitution (executive and judicial).
DOK Level 2
Course Summary
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American History
Social Studies
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
Duration: 2 Day(s)
Topic: President Carter's Foreign and Domestic Policies
Topic Description
A focus of President Carter's foreign and domestic policies will be studied. Of note will be the Iran Crisis and the Middle East Peace
settlements.
Topic Specific Vocabulary
Middle East Accords Iranian Crisis
Formative Assessment
Carter Web
Learning Targets
Students will explain the foreign and domestic policies of President Carter. Students will evaluate the best and worse actions of this president.
DOK Level 3
Assessment: Carter Web
Duration: 2 Day(s)
Topic: President Reagan and Bush Conservative Ideology
Topic Description
Describe the conservative shift in American politics that enabled Reagan to e elected. Explain how Reaganomics affected the economy.
Topic Specific Vocabulary
conservative republican trickle down economics
Formative Assessment
Reagan Web
Learning Targets
Students will explain the conservative wave that swept the nation, thus allowing Ronald REagan and George H.W. Bush to be elected
president. Students will explain how Reagan's economic plan both hurt and helped the economy. Students will evaluate the best and worse
actions of these presidents.
DOK Level 3
Assessment: Reagan Web
Duration: 3 Day(s)
Topic: The Cold War is Over!
Topic Description
Explan how the Cold War ended resulting in the break up of the Communist block in Eastern Europe and the USSR. Explore the short and
long term effects for the end of the Cold War.
Topic Specific Vocabulary
communist bloc Berlin Wall
Formative Assessment
Exit slip: What is one long term and one short term effect of the ending of the Cold War?
Learning Targets
Students will explain how the Cold War ended and evaluate the short and long term effects of the ending of the Cold War from a global
perspective.
DOK Level 3
Assessment: Exit slip: What is one long term and one short term effect of the ending of the Cold War?
Course Summary
Southern Boone Co R-I, MO
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American History
Social Studies
Course Summary
Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course
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