Download advanced placement united states history

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SOCIAL STUDIES DEPARTMENT
ADVANCED PLACEMENT
UNITED STATES HISTORY
Grade Level: 11
Credits: 5
Course Code: 020350
BOARD OF EDUCATION ADOPTION DATE:
AUGUST 31, 2015
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Vincent Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mr. Samuel Carollo
Mrs. Amy Fankhauser
Mrs. Kathie Lavin
Mr. Michael Messinger
Central Administration
Mr. Charles Sampson, Superintendent
Dr. Nicole Hazel, Chief Academic Officer
Dr. Jeffrey Moore, Director of Curriculum and Instruction
Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction
Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction
Curriculum Writing Committee
Mr. Kerry Eisman
Ms. Laurie Floyd
Mr. John Gibbs
Ms. Stacy Nisman
Mr. Derek Reichenbecher
Ms. Victoria Quinn
Supervisors
Mr. Oscar Diaz
Mr. Stanley Koba
Mr. Peter Krais
Ms. Michelle Lilley
Mr. Scott Liptzin
Ms. Judith Newins
020350: AP UNITED STATES HISTORY
COURSE PHILOSOPHY
Advanced Placement United States History helps students develop the historical thinking skills to examine, analyze, and evaluate major themes in American
history from the late 1800s to the present day. Students will explore a variety of historical interpretations and perspectives as they assess the significance of
historical events on modern American society and the global community. At the end of this course, students will emerge as confident, informed individuals
who are able to meet the demands and challenges of 21st century life with the knowledge and skills required to be active and meaningful participants in a
democratic society.
COURSE DESCRIPTION
In Advanced Placement United States History, students learn how to evaluate primary and secondary source materials, as well as how to weigh the evidence
and interpretations presented in historical scholarship. This course will also teach students how to develop the skills necessary to arrive at conclusions on the
basis of informed judgment and how to present their ideas in writing and/or verbally clearly and persuasively. While this course focuses on the history of the
United States, it is also heavily geared towards helping students become 21st century learners by preparing them for college and their future careers. In order
to achieve the goal of developing 21st century learners, students in this course will interact with various forms of technology throughout the course including
online research databases and Web 2.0 applications. The themes students will study include American identity, work, exchange, and technology, peopling,
politics and power, America in the world, physical and human geography and environment, ideas, belief, and culture.
COURSE SUMMARY
COURSE GOALS
CG1: Students will analyze, critique, and in some cases, revise historiography by utilizing a variety of viewpoints and given evidence.
CG2: Students will investigate major themes and patterns of American history and use this investigation to make connections between current and historical issues.
CG3: Students will draw conclusions regarding bias, context, and message to formulate relevant and factually-based arguments.
COURSE ENDURING UNDERSTANDINGS
COURSE ESSENTIAL QUESTIONS
CEU1: The study of history involves the investigation of multiple viewpoints,
perspectives, and experiences that is ever-evolving as new evidence is discovered
and/or discarded.
CEU2: Historical inquiry is complex and involves many skills like analysis, synthesis,
contextualization, comparison, and causation.
CEU3: History is cyclical with common themes present across geographical areas and
time.
CEU4: Documents reflect attitudes and perspectives in the context of a particular
time period and can be used to extract varying viewpoints based on background,
experience, etc.
CEQ1a: What factors affect historiography?
CEQ1b: Who determines what the "accepted" version of history is?
CEQ2: What does it mean to think like a historian?
CEQ3: How can we learn from the mistakes and successes of the past and apply them
to current real-world situations?
CEQ4a: How can historical contextualization and periodization lead to the greater
understanding of a document?
CEQ4b: How do personal experiences color meaning and message of a text?
UNIT GOALS & PACING
UNIT TITLE
UNIT GOALS
RECOMMENDED
DURATION
Unit 1: Gilded Age
(1865-1898)
Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural
to an industrialized, urbanized society, while applying appropriate historical thinking skills.
3-4 weeks
Unit 2: The Emergence Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new
of Modern America global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical
(1890-1945)
thinking skills.
Unit 3:
Postwar Challenges at Students will analyze how the post-World War II period significantly impacted America's role as a world power, relationships
Home and Abroad
abroad, and the rights of individuals and groups within the American populace, while applying appropriate historical thinking skills.
(1945-1980)
Unit 4:
Globalization and New Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and
Challenges Home and adapted to economic globalization and revolutionary changes in science and technology, while applying appropriate historical
Abroad
thinking skills.
(1980-Present)
14-15 weeks
8-9 weeks
7-9 weeks
HISTORICAL THINKING SKILLS*
SKILL TYPE
HISTORICAL
THINKING SKILL
The ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects,
distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation.
The ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of
2. Patterns of Continuity
varying lengths, as well as the ability to relate these patterns to larger historical processes or themes.
and Change over Time
The ability to describe, analyze, evaluate, and construct the models that historians use to organize history into discrete
periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of
3. Periodization
specific dates gives a higher value to one narrative, region, or group than to other narratives, regions or groups. How a
historian defines historical periods depends on what the historian considers most significant – political, economic,
social, cultural, or environmental factors. Changing periodization can change a historical narrative.
The ability to describe, compare, and evaluate multiple historical developments within one society, one or more
4. Comparison
developments across or between different societies, and in various chronological and geographical contexts. It also
involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience.
The ability to connect historical events and processes to specific circumstances of time and place and to broader
5. Contextualization
regional, national, or global processes.
The ability to define and frame a question about the past and to address that question through the construction of an
argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by
6. Historical
relevant historical evidence – not simply evidence that supports a preferred or preconceived position. In addition,
Argumentation
argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available
evidence.
The ability to describe and evaluate evidence about the past from diverse sources (including written documents, works
of art, archeological artifacts, oral traditions, and other primary sources) and requires students to pay attention to the
7. Appropriate Use of
content, authorship, purpose, format, and audience of such sources. It involves the capacity to extract useful
Relevant Historical
information, make supportable inferences, and draw appropriate conclusions from historical evidence while also
Evidence
noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points
of view it reflects.
The ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how
particular circumstances and contexts in which individual historians work and write also shape their interpretation of
8. Interpretation
past events. Historical interpretation requires analyzing evidence, reasoning, determining the context, and evaluating
points of view found in both primary and secondary sources.
The ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical
thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by
9. Synthesis
creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary
works. Additionally, synthesis may involve applying insights about the past to other historical contexts or
circumstances, including the present.
*from the AP United States History Course and Exam Description, 2014
1. Historical Causation
I. Chronological
Reasoning
II. Comparison and
Contextualization
III. Crafting Historical
Arguments from
Historical Evidence
IV. Historical
Interpretation and
Synthesis
DESCRIPTION
HISTORICAL THEMES*
THEME
Identity
Work, Exchange,
& Technology
Peopling
Politics & Power
America in the
World
Environment and
Geography:
Physical and
Human
Ideas, Beliefs, &
Culture
DESCRIPTION
This theme focuses on the formation of both American national identity and group identities in US history. Students should be able to explain how various
identities, cultures, and values have been preserved or changed in different contexts of US history, with special attention given to the formation of
gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger
conception of American national identity.
This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that
different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the
lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and
labor, national and international economic developments, and the role of government support and regulation.
This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical
environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers
and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students
explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the
impact these factors had on both these peoples and on US society.
Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms
for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the
branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual
rights and citizenship and survey the evolution of tensions between liberty and authority in different periods of US history.
In this theme, students should focus on the global context in which the US originated and developed as well as the influence of the United States on world
affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and
resources of the North American continent, influencing the development of both American and world societies and economies. Students should also
investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself.
This theme examines the role of environment, geography and climate in both constraining and shaping human actions. Students should analyze the
interaction between the environment and Americans in their effort to survive and thrive. Students should also explore efforts to interpret, preserve,
manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken
place.
This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine
the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and
group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts
to change American society to align it with specific ideals.
*from the AP United States History Course and Exam Description, 2014
020350: AP UNITED STATES HISTORY
UNIT # 1: THE GILDED AGE (1865-1898)
SUGGESTED DURATION: 3 - 4 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural to an industrialized, urbanized society, while
applying appropriate historical thinking skills.
UNIT LEARNING SCALE
4
3
2
1
0
Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current
challenges.
The student can:
 make appropriate use of relevant historical evidence to analyze how political and economic issues defined the Gilded Age;
 contextualize connections between major events and technologies that lead to the rise of industrialization and urbanization at the turn of the 20th
century and beyond;
 use historical argumentation to evaluate how prejudices impacted various groups within the United States;
 synthesize the factors that led to the transition from an agricultural to urban society and the “closing of the west” in American history;
The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances.
The student needs assistance or makes larger errors in attempting to reach score 3 performances.
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU1: The rise of big business in the United States encouraged massive migrations and
urbanization, sparked government and popular efforts to reshape the U.S. economy
and environment, and renewed debates over U.S. national identity.
EU2: The emergence of an industrial culture in the United States led to both greater
opportunities for, and restrictions on, immigrants, minorities, and women.
EQ1a: How does national growth affect individuals in a democratic society?
EQ1b: How can individuals in a democratic system affect change on a national scale?
EU3: The "Gilded Age" witnessed new cultural and intellectual movements in tandem
with political debates over economic and social policies.
EQ2a: Is it worth sacrificing the rights of individuals to encourage the growth of the
nation?
EQ2b: How can industrialization impact the evolution of society?
EQ2c: Are societal subgroups more directly impacted by national change?
EQ3a: How can societal movements incite policy change at the national level?
EQ3b: What factors can spark new political and social movements?
NJCCCS & COMMON CORE STANDARDS
NJCCCS:
6.1.12.A.5.a Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability
6.1.12.A.5.b Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans,
and African Americans.
6.1.12.B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the
growth of a nationwide economy and the movement of populations.
6.1.12.B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities.
6.1.12.C.5.a Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact
of these practices on individuals and the nation and the need for government regulations.
6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-Civil War period.
NJCCCS & COMMON CORE STANDARDS
6.1.12.C.5.c Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals.
6.1.12.D.5.a Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this
period.
6.1.12.D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.
6.1.12.D.5.c Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations.
6.1.12.D.5.d Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.
6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme
Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.
6.1.12.B.6.b Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural
resources during the period of industrial expansion.
6.1.12.C.6.a Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups.
6.1.12.C.6.b Determine how supply and demand influenced price and output during the Industrial Revolution
6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New
Jersey (i.e., Paterson Silk Strike 1913) and the United States.
CCSS:
11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text
as a whole.
11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key
details and ideas.
11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
11-12.RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address
a question or solve a problem.
11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12.WHST.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
11-12.WHST.1.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.
11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.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.
NJCCCS & COMMON CORE STANDARDS
11-12.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new
arguments or information.
11-12.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.
11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
11-12.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 disciplinespecific tasks, purposes, and audiences.
COMMON ASSESSMENT
ALIGNMENT
DESCRIPTION
LG1
EU1, 2, 3
EQ 1a, 1b, 2b, 2c, 3b
6.1.12.A.5.a, b
6.1.12.A.6.c
6.1.12.C.5.a
6.1.12.D.5.a, b
6.1.12.D.6.a
11-12.RH.1, 2, 4, 5, 9
DOK 4
Students will complete an analysis and critique of historiography on a teacher chosen topic in order to justify a hypothesis relating to the Gilded
Age, including but not limited to the following choices:
 the rise of monopolies and the response of labor
 urbanization and industrialization
 the growth and changing role of the American government
 the influx of immigrants and political responses
 political corruption and legislative solutions
 the struggles of agrarian America and their influence on politics
 the role of minorities in American society
SUGGESTED STRATEGIES
ACTIVITIES
ELECTION OF 1896: Students will be assigned a role from the late 1800s, such as an African
American sharecropper, a robber baron, a cowboy, an industrialist, etc. Students will research
their assigned role and determine who they think they would have voted for in the 1896
election, based on the issues that affected them, their location, what political party they
would have supported, their economic status, and other factors. They will present their
findings to the class and also answer whether their imaginary role came to the correct
conclusion about who to vote for in the 1896 election based on their assigned role or if they
had actually voted against their own interests and why.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
robber barons/titans of industry
Populism
William Jennings Bryan
William McKinley
Republicans
free silver
Using historical interpretation and
periodization, formulate a hypothesis
about how social roles impacted voting
patterns in the 1896 election
Students can be provided with a graphic organizer to help organize their research.
Students can also view the History Channel series, The Men Who Built America,
which showcases the political back-room deals regarding the election of 1896.
Using contextualization, connect social and
economic issues to political ideologies and
election results
Using relevant historical evidence, develop
a logical argument for their choice of
candidate based on their assigned role
Utilizing comparison and synthesis,
students will critique their initial choice of
candidate by synthesizing their choice with
the appropriate historical evidence
Evaluate the historical periodization
signified by the election of 1896
THE GILDED AGE NAME GAME: Students will select a Gilded Age character from a provided
list. They will research that individual, create a resume, and present a few key aspects about
the significance of this individual and their impact on the Gilded Age and the present. They
must utilize a kinesthetic motion to represent the main contribution of this individual to the
Gilded Age or to the present. Students will then play the "name game." They will not only
introduce their own character, with the assigned kinesthetic motion, but they will review all of
the characters who have come before them, with assigned kinesthetic motions. Activity can
be repeated over the course of the unit to ensure that all students get the opportunity to
learn and repeat the kinesthetic motions.
Resume can be submitted digitally. Students can take notes while other students are
presenting in order to help facilitate information recall.
Gilded Age
monopoly
Populism
forgotten presidents
robber baron/titans of industry
patronage/spoils system
industrialization
urbanization
closing of the frontier
temperance
labor unions
DOK 3, 4
Interpret relevant information to create an
appropriate kinesthetic motion that relates
to a Gilded Age figure
Compare the roles of different individuals
in the Gilded Age
Make appropriate use of relevant historical
evidence to evaluate their impact on the
Gilded Age and the present
Utilize causation to show the role that
technology and major events had on
industrialization and urbanization.
DOK 2, 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
THE “GOSPEL OF WEALTH:” Students will read Andrew Carnegie's "Gospel of Wealth,"
answering critical thinking questions and/or annotating the text. Students will then participate
in a Socratic seminar. There will be an "inner circle" of students (5-8, depending on class size)
who will have a discussion based on the “Gospel of Wealth.” Students will discuss suggested
topics such as the effect industrialization and urbanization had on the lower classes, the
treatment of various groups and social classes, the responsibility of the wealthy to use their
money for the public good, the morality of direct charity, and the equal distribution of wealth.
The students who are not in the "inner circle" are required to pay attention to the discussion,
and they must summarize the argument of one of their classmates. All students in the "inner
circle" are expected to participate a minimum of one time. After about 5 minutes, the "inner
circle" rotates and a new group of students will take their spot in the inner circle. As a closure,
students will indicate what point(s) they agree with, what point(s) they disagree with, and
their overall opinion of the “Gospel of Wealth.”
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
“Gospel of Wealth”
Andrew Carnegie
robber barons/titans of industry
industrialization
urbanization
monopoly
laissez-faire economics
Evaluate patterns of continuity and change
over time to connect information from the
time period to other relevant time periods
to make a thoughtful, insightful
observation on the “Gospel of Wealth”
Interpret Carnegie's point of view on the
role of the wealthy from relevant historical
evidence
Make appropriate use of relevant historical
evidence to construct a relevant argument
to present a valid point of view
Students can be given a guide on how to annotate. Students can be given suggested
topics prior to discussion to help them focus their personal response.
Contextualize information to critique and
summarize other people's points of view
Students can back-channel outer-ring responses to inner-ring conversations to reflect
on their understanding and/or their discussion skills.
Utilize contextualization and synthesis to
draw connections between
industrialization and urbanization and the
welfare of various groups
DOK 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
HISTORIOGRAPHY DEBATE: Students will debate one of the following watershed topics in
American historiography: the failure of Reconstruction or the closing of the West. Students
can research on their own or be provided with readings that summarize the different
viewpoints on the teacher-selected issue. They will then participate in a "walking debate."
Once students have finished their reading, the teacher will ask them to move to a side of the
room based on their point of view. They will have to defend their opinion and then, as their
point of view changes, they will move to different areas of the room.
Students can be given a graphic organizer to help organize their research and to
guide the formulation of their opinion. The teacher can provide relevant research.
Students may use notecards with important quotes or other factual information to
support their argument.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Jim Crow Laws
Compromise of 1877
Ku Klux Klan
sharecropping
Plessy v. Ferguson (1896)
13th Amendment
14th Amendment
15th Amendment
Dawes Act
assimilation
reservation system
Wounded Knee Massacre
Ghost Dance/Sun Dance
Utilize relevant historical evidence to
develop a logical argument to support their
point of view on the prescribed topic
Employ comparison, contextualization, and
synthesis to analyze various historical
viewpoints
Critique the relevant historical arguments
related to the prescribed issue(s)
Utilize contextualization and synthesis to
revise their own historical arguments as a
result of new evidence or opinions
Evaluate patterns of continuity and change
to connect the historical evidence to other
appropriate time periods
Apply concepts from the unit to identify
the historical causation of the prescribed
topic
Utilize periodization to interpret the
closing of the west or the failure of
Reconstruction
DOK 3, 4
020350: AP UNITED STATES HISTORY
UNIT #2: The Emergence of Modern America (1890 - 1945)
SUGGESTED DURATION: 14 - 15 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new global challenges led to the emergence of the
United States as a modern world power, while applying appropriate historical thinking skills.
UNIT LEARNING SCALE
4
3
2
1
0
Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current
challenges.
The student can:
 historically argue how imperialism impacted the role of America on the world stage;
 compare the role of isolationism to the role of intervention in American politics;
 use causation to explain how distinct economic phenomena had a global impact in the onset of the Great Depression;
 use appropriate historical evidence how cultural, societal, and economic changes impact the role and size of the American government;
 synthesize how wars and an economic crisis affect the population and the movement of people to and around the United States contributing to the
periodization of the era.
The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances.
The student needs assistance or makes larger errors in attempting to reach score 3 performances.
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU1: Governmental, political, and social organizations struggled to address the effects
of large-scale industrialization, economic uncertainty, and related social changes such
as urbanization and mass migration.
EU2: A revolution in communications and transportation technology helped to create a
new mass culture and spread “modern” values and ideas, even as cultural conflicts
between groups increased under the pressure of migration, world wars, and economic
distress.
EU3: Global conflicts over resources, territories, and ideologies renewed debates over
the nation’s values and its role in the world, while simultaneously propelling the United
States into a dominant international military, political, cultural, and economic position.
EQ1a: To what extent should the government control aspects of the economy?
EQ1b: How does massive technological and industrial growth affect the populace?
EQ2a: How do changes in society affect the values of the populace?
EQ2b: How does the addition of different cultures and ethnic groups affect
government and society?
EQ3a: Do powerful nations have a right and responsibility to influence world
decisions?
EQ3b: What are the consequences of global conflicts?
NJCCCS & COMMON CORE STANDARDS
NJCCCS:
6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice.
6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to
address injustice, inequality, workplace safety, and immorality.
6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme
Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.
6.1.12.B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.
NJCCCS & COMMON CORE STANDARDS
6.1.12.D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States
becoming a world power.
6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war
6.1.12.A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war on individual rights (i.e., the
Espionage Act and the Sedition Amendment).
6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries
6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased militarism.
6.1.12.C.7.a Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I.
6.1.12.D.7.b Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War
I.
6.1.12.D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I.
6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer.
6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored
isolationism.
6.1.12.A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations.
6.1.12.B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the
environment
6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration
6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.
6.1.12.D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence.
6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.
6.1.12.A.9.a Analyze how the actions and policies of the United States government contributed to the Great Depression.
6.1.12.B.9.a Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.
6.1.12.C.9.a Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country’s economic health.
6.1.12.C.9.b Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the
economy.
6.1.12.C.9.c Explain the interdependence of various parts of a market economy (i.e., private enterprise, government programs, and the Federal Reserve System).
6.1.12.C.9.d Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability.
6.1.12.D.9.a Explore the global context of the Great Depression and the reasons for the worldwide economic collapse.
6.1.12.D.9.b Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.
6.1.12.A.10.a Evaluate the arguments regarding the role of the federal government during the New Deal era.
6.1.12.A.10.b Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of
individuals.
6.1.12.A.10.c Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society
6.1.12.B.10.a Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression.
6.1.12.C.10.b Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today.
6.1.12.D.10.a Analyze how other nations responded to the Great Depression.
6.1.12.D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.
6.1.12.D.10.c Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New
Deal.
NJCCCS & COMMON CORE STANDARDS
6.1.12.D.10.d Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.
6.1.12.A.11.a Evaluate the effectiveness of international agreements following World War I (e.g., League of Nations, Treaty of Versailles, Washington Naval Conference,
Kellogg- Briand Pact) in preventing international disputes during the 1920s and 1930s.
6.1.12.A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time
6.1.12.A.11.c Determine if American policies regarding Japanese internment and action against other minority groups were a denial of civil rights.
6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so.
6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.
6.1.12.B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II.
6.1.12.C.11.a Evaluate the shift in economic resources from the production of domestic to military goods during World War II in terms of opportunity costs and trade-offs, and
analyze the impact of the post-war shift back to domestic production.
6.1.12.C.11.b Relate new wartime inventions to scientific and technological advancements in the civilian world.
6.1.12.D.11.a Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.
6.1.12.D.11.b Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens
(i.e., Albert Einstein) in World War II.
6.1.12.D.11.c Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the
discrimination they experienced in the military and workforce.
6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.
6.1.12.D.11.e Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the
subsequent impact of these organizations.
CCSS:
11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text
as a whole.
11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key
details and ideas.
11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address
a question or solve a problem.
11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12.WHST.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
11-12.WHST.1.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.
NJCCCS & COMMON CORE STANDARDS
11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented.
11-12.WHST.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the
significance of the topic).
11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
11-12.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 disciplinespecific tasks, purposes, and audiences.
COMMON ASSESSMENT
ALIGNMENT
LG 1
EU 2, 3
EQ 2a, 3a, 3b
6.1.12.D.6.b; 6.1.12.A.7.a, c;
6.1.12.B.7.a; 6.1.12.C.7.a;
6.1.12.A.8.a, c; 6.1.1.2.C.8.b;
6.1.12.A.9.a; 6.1.12.B.9.a ;.
6.1.12.C.9.a, d; 6.1.12.A.10.b, c;
6.1.12.B.10.a, b; 6.1.12.C.10.b;
6.1.12.D.10.b, c;
6.1.1.12.A.11.a, b, c, d.
6.1.12.C.11.a;
6.1.12.D.11.a, c
11-12.RH.1, 2, 3, 4, 6, 7, 8, 9
11-12.WHST.1, 2, 4, 9, 10
DOK 3
DESCRIPTION
Students will complete a DBQ essay assessing the impacts of the political, social, and economic changes on one or more of the following
topics and their contribution to the emergence of America as a world power, including but not limited to the following choices:
 the Spanish-American War and American imperialism
 the Progressive Era
 America's changing foreign policy
 World War I
 the culture and politics of the 1920s
 the economics of the 1920s
 the Great Depression and the New Deal
 World War II
SUGGESTED STRATEGIES
ACTIVITIES
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
IMPERIALISM CLAIM GAME: Students will be broken into five equal teams. Each team
will be given a predetermined number of different color post-its. Post-its will be used to
"claim" items around the room. The stated goal is to create the "best" classroom by
claiming items in the room. One team will be given more post-its than other groups
(representing Great Britain), one team the least (representing the U.S.) The "U.S." should
be instructed to go last, symbolizing America's late entrance into Imperialism. Students
will be set free to "claim" items with the idea that they record all of their claims. The
class should then discuss/negotiate items that have been claimed by multiple groups.
Each student will then create a Venn diagram illustrating the similarities and differences
between the Age of Imperialism and the Claim Game. Finally a class discussion will focus
on how the U.S. eventually become imperialistic and how that impacted their role in the
world.
Berlin Conference
mercantilism
Spanish-American War
Treaty of Paris
Philippines
Guam
Puerto Rico
Cuba
Teller Amendment
Platt Amendment
insular cases
imperialism
Utilize historical causation develop a logical
argument as to why the U.S. became an
imperialist power
Students may type chart or create poster showing similarities and differences.
The teacher can provide a template for the Venn diagram to be filled out.
Students could create an online poster (using an application like Glogster or
Canva) of their Venn diagram or to create a timeline and map of imperialistic
gains.
PROGRESSIVE DOCUMENTS: Students will be given a series of questions (e.g., What was
the immigrant experience at the beginning of the 20th century? How did ”native”
Americans react to the influx of immigrants at the beginning of the century? How did the
government expand its role at this time?) that cover the relevant issues of the turn of
the 20th century. The students will look for answers to the questions by searching for
primary documents that a historian could use to answer those questions. The students
will have to find multiple documents as evidence in order to be able to “answer” the
questions given. The students will then explain how the documents actually answer the
question, using direct quotes from the documents. They can also be required to compare
their evidence with the information found in their textbook—does it add upon it or
contradict it? Explain.
Students will be provided a graphic organizer. Suggestions for finding
documents will be given. The teacher could limit the amount of documents that
the student needs to find to one or two.
Students create the projects digitally using programs like Prezi or Thinglink.
Compare the path taken to imperialism by the
U.S. to that of Great Britain, Germany and Japan
Use relevant historical evidence to analyze global
economic factors that led to imperialism
Synthesize the various impacts that occurred in
the U.S. and the world as a result of the Age of
Imperialism
DOK 3, 4
Progressive Era
immigration
unions
Ku Klux Klan
tenement
suffrage
muckrakers
Utilize research skills to obtain relevant historical
evidence for primary source documents.
Interpret documents about the Progressive Era
Synthesize information and quotes from several
documents to answer the questions at hand
Utilize historical argumentation to contextualize,
synthesize, and interpret the role of the
government in dealing with social, economic, and
political issues
DOK 2, 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
TREATY OF VERSAILLES: The students will be tasked to write a better Treaty of Versailles
(i.e., one that is able to avoid another world war). The teacher will put the students into
groups assigning each student a country to represent and provide them with a list of
topics that must be covered in their new treaty—reparations, colonies, war blame, the
Fourteen Points, loan payments, war criminals, etc. The students will “re-write” the
treaty after research and group discussions and then present their new treaty to the
class. The class will discuss which of the new treaties they think would have been
successful in avoiding war and why, as well as what role, it any, the U.S. takes in dealing
with post WW I Europe. Closure will include discussing the mistakes of the official Treaty
of Versailles and what, if anything, could have been done differently citing historical
evidence.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Treaty of Versailles
Fourteen Points
Woodrow Wilson
League of Nations
Article X
David Lloyd George
Georges Clemenceau
reparations
War Guilt Clause
Armistice
Compare the points of view of different countries
involved in the negotiating the outcome of World
War I
Revise the Treaty of Versailles by contextualizing
relevant historical evidence to draw conclusions
of what possibly could have avoided World War II
Interpret the Fourteen Points and Treaty of
Versailles
The teacher can provide dossiers on the countries involved that include what
they hoped to accomplish with the Treaty. The teacher can provide a form or
graphic organizer for the treaty that can be filled out by the groups.
Employing patterns of continuity and change,
assess the possible success of the new treaties
created using logical arguments based on
historical record
Students can blog their reflections and closure after class. Students can use
school based databases for research.
Utilize historical argumentation to evaluate the
role of the U.S. in a post WW I world
Draw conclusions pertaining to the historical
causation of the Treaty of Versailles and its long
lasting effects
CHOICES SIMULATION: Students will participate in a Choices Program simulation that
requires them to solve a problem in American history. The teacher will assign and
organize roles and provide background information. Roles include Senate Foreign
Relations Committee Members and various experts that will provide testimony. Topic
options include American Imperialism (Annexation of the Philippines), America's
membership in the League of Nations (Ratification of the Treaty of Versailles), and
American isolationism leading up the World War II. Students will vote on an American
course of action.
Differentiation will come in the form of different assigned roles. Teacher can
also provide additional resources to assist in research and organization.
Spanish-American War
Treaty of Paris
annexation of the Philippines
Emilio Aguinaldo
Woodrow Wilson
Henry Cabot Lodge
Reservationists
Irreconcilables
14 Points
Treaty of Versailles
Nye Committee
America First Committee
Washington Naval Conference
Neutrality Acts
Lend Lease
DOK 2, 3, 4
Utilize synthesis, comparison, and interpretation
to revise and critique past American foreign
policy and the role of the U.S. in the world
Synthesize evidence and testimony in order to
construct a coherent solution to the assigned
problem
Use historical argumentation to identify potential
problems
DOK 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
CREATE YOUR OWN DBQ: PROGRESSIVES v. NEW DEAL: Students will be provided with
the prompt, “How does the liberalism of FDR's New Deal in the 1930s compare to the
reforms of the Progressive movement in the late 1890s and the early twentieth
century?” They will be tasked with compiling documents that can be used to support
their thesis to the question posed. They should come up with seven documents total and
they must be able to explain the relevance of each document to the prompt and their
thesis.
Students may be provided with an organizer to compile their
research/documents. Students may be expected to use the documents they
complied to answer the proposed question.
1920s ECONOMIC WARNING SIGNS: Students will research the economic warning signs
leading up to the stock market crash of the 1920s. They will look for causes and effects,
as well as actual statistics, and analyze why the warning signs were ignored. They will
also research the present U.S. economy in order to compare and contrast the economic
issues and statistics of the 1920s to today. The students can create a presentation to
share their findings to the class or student groups could be assigned different issues to
research and then “jigsaw” their findings with the rest of the class. A closure discussion
could include discussing the question, “Is the U.S. presently ignoring similar economic
warning signs and if so, what might be the effect of that?”
Students could work in pairs or groups. Some research could be supplied by the
teacher. Graphic organizers to organize research and notes could be provided to
the students.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Progressive Movement
laissez-faire
temperance
settlement houses
Square Deal
New Freedom
Theodore Roosevelt
William Taft
Woodrow Wilson
the New Deal
Franklin Delano Roosevelt
the "Forgotten Man"
liberalism
Create a Document Based Question from a
provided prompt using appropriate relevant
historical evidence
stock market
buying on margin
credit
price supports
uneven distribution of wealth
speculation
Herbert Hoover
Warren Harding
Calvin Coolidge
deficit
debt
Andrew Mellon
Compare and analyze varying viewpoints of an
issue
Employing patterns of continuity and change over
time, connect economic, social and political
issues that span various decades.
Develop a logical argument comparing and
contrasting the periodization of the of the
Progressive Era and of the New Deal
DOK 3, 4
Use historical causation to research economic
causes leading up to the Great Depression
Investigate comparative economic indicators of
present time
Compare and contrast economic issues of time to
the 1920s
Interpret government reaction to economic
warning signs
DOK 2, 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
DIPLOMACY DEBATE: Students will debate to what extent, if any, the U.S. compromised
its ideals as it concluded the Second World War against the Axis Powers and planned for
a post-war world in 1944-1945. This activity will encourage students to take a position
on this question and defend it based on the documents they have read. Students can
debate their positions with one another in groups or as individuals.
Option 1: Students can go straight from document analysis to debate, without
sharing their findings first. Each position on the debate is guaranteed to be
missing elements of the bigger picture and may therefore be reconsidered,
revised, or rejected over the course of the debate.
Option 2: Students can read and analyze documents as individuals or in groups,
sharing their results out. They can then organize themselves into new groups
based on their answer to the initial question.
At the conclusion of the debate, the teacher can poll students to see if the debate
changed their original opinion, or ask students what specific evidence compelled them to
change or not change their minds.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Grand Alliance
Axis Powers
Yalta Conference
Atlantic Charter
Declaration of the United
Nations
international monetary system
Second Quebec Conference
reparations
division of Europe
unconditional surrender
Four Policemen
Compare and analyze varying viewpoints of an
issue
Synthesize evidence in order to construct a
coherent argument to the debate
Construct a plausible and persuasive argument
with a clear, comprehensive, and analytical
thesis, supported by relevant historical evidence
Extract useful information, make supportable
inferences, and draw appropriate conclusions
from historical evidence while also noting the
context in which the evidence was produced and
used, recognizing its limitations, and assessing
the points of view it reflects
DOK 4
020350: AP UNITED STATES HISTORY
UNIT # 3: Postwar Challenges at Home and Abroad (1945-1980)
SUGGESTED DURATION: 8-9 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will analyze how the post-World War II period significantly impacted America's role as a world power, relationships abroad, and the rights of individuals and groups
within the American populace, while applying appropriate historical thinking skills.
UNIT LEARNING SCALE
4
3
2
1
0
Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current
challenges.
The student can:
 identify the historical causation that led to the polarization of the world into two separate political ideologies and the effects that it had at home and
abroad;
 contextualize and synthesize how different civil rights movements led to broad social and political changes in America;
 utilize historical argumentation to assess and critique the varying views on the role of the American government at home and abroad;
 evaluate patterns of continuity and change over time to investigate the different social, political, environmental, and economical views of mainstream
and counterculture Americans.
The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances.
The student needs assistance or makes larger errors in attempting to reach score 3 performances.
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU1: The United States responded to an uncertain and unstable postwar world by
asserting and attempting to defend a position of global leadership, with far-reaching
domestic and international consequences.
EU2: American liberalism, based on anticommunism and a firm belief in governmental
effectiveness at home, reached its apex in the mid-1960s, resulting in various political
and cultural responses.
EQ1a: What is the scope of responsibility for powerful nations to aid other nations in
the world?
EQ1b: How can global conflict lead to mistrust and political division within a nation?
EQ2a: How does the government affect social policies in the nation, addressing a
demand for social change?
EQ2b: Is the role of government to protect all of its citizens, regardless of gender,
race, or social class?
EQ3a: How have Americans struggled to find consensus over common values?
EQ3b: How do changing economic and population patterns affect American life and
the natural environment?
EU3: Postwar economic, demographic, and technological changes had a far-reaching
impact on American society, politics, and the environment.
NJCCCS & COMMON CORE STANDARDS
NJCCCS:
6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism,
including the Korean War, the Cuban Missile Crisis, and the Vietnam War.
6.1.12.A.12.b Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.
6.1.12.A.12.c Explain how the Arab-Israeli conflict influenced American foreign policy.
6.1.12.B.12.a Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post-World War II period.
6.1.12.C.12.a Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.
NJCCCS & COMMON CORE STANDARDS
6.1.12.C.12.c Analyze how scientific advancements impacted the national and global economies and daily life.
6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.
6.1.12.D.12.a Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.
6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.
6.1.12.D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.
6.1.12.D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.
6.1.12.D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.
6.1.12.A.13.b Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights
Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.
6.1.12.A.13.c Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States.
6.1.12.B.13.a Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.
6.1.12.B.13.b Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.
6.1.12.C.13.a Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and
human rights.
6.1.12.C.13.b Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.
6.1.12.C.13.c Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing the economic impact on the economy (e.g.,
inflation, recession, taxation, deficit spending, employment, education).
6.1.12.C.13.d Relate American economic expansion after World War II to increased consumer
demand.
6.1.12.D.13.a Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
6.1.12.D.13.b Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.
6.1.12.D.13.c Analyze the successes and failures of women’s rights organizations, the American 31 Indian Movement, and La Raza in their pursuit of civil rights and equal
opportunities.
6.1.12.D.13.d Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature
acted as catalysts for the counterculture movement.
6.1.12.D.13.e Explain why the Peace Corps was created and how its role has evolved over time.
6.1.12.D.13.f Relate the changing role of women in the labor force to changes in family structure
6.1.12.A.14.b Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.
6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.
6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.
6.1.12.B.14.c Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and
agencies in New Jersey and the United States in addressing these decisions.
6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.
6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies.
6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the
workplace, politics, and society.
6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.
6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.
6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.
NJCCCS & COMMON CORE STANDARDS
6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.
6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.
6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.
6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.
CCSS:
11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text
as a whole.
11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key
details and ideas.
11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address
a question or solve a problem.
11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12.WHST.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
11-12.WHST.1.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.
11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented.
11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the
significance of the topic).
11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.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.
11-12.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.
11-12.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 disciplinespecific tasks, purposes, and audiences.
COMMON ASSESSMENT
ALIGNMENT
LG 1
EU 1, 2
EQ 1b, 2a, 2b
6.1.12.A.12.a, b
6.1.12.B.12.a
6.1.12.C.12.a, c, d
6.1.12.D.12.b, d 6.1.12.A.13.b
6.1.12.B.13.a
6.1.12.C.13.d
6.1.12.D.13.a, b, c, d, f
6.1.12.A.14.b, d 6.1.12.D.14.a,
d 6.1.12.A.15.b, c, d, f
6.1.12.C.15.a
11-12.WHST.1, 2, 4, 5, 7, 10
DOK 4
DESCRIPTION
Students will craft a historical argument, synthesizing information from multiple sources to formulate a self-generated historiography
hypothesis about America in the post-WWII world. The argument will deal with America’s role as world power, relationships abroad, and the
rights of individuals and groups. Topics include, but are not limited to the following choices:
 the early Cold War at home and abroad
 the emergence of the United States as a superpower
 technological and scientific advances
 the rise of American consumerism and American culture in the 1950s
 the Cold War in the 1960s
 the counterculture and the rise of the youth movement in the 1960s
 the role of the Supreme Court in the 1950s-1970s
 the growth of American conservatism
 the Cold War in the 1970s
 the changing American presidency
 Civil Rights movements of various minority and oppressed groups
 the changing American economy from 1950-1979
 varying presidential approaches to American foreign policy(i.e., containment, détente, realpolitik, human rights)
SUGGESTED STRATEGIES
ACTIVITIES
1950s SCRAPBOOK: Students will create a scrapbook about an assigned topic from the
1950s including, but not limited to: McCarthyism, consumerism, conformity, white flight,
civil rights movement, suburbanization, or other relevant topics from the 1950s. When
assigned this topic, they will have to assume a role of someone affected by their specific
topic. The scrapbook should contain relevant artifacts from the time period, such as
news articles, letters (real or fabricated with relevant vocabulary), images, political
cartoons, and advertisements that interpret a different person’s point of view from the
1950s.
Students may create a digital scrapbook instead of a physical scrapbook.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
McCarthyism
Cold War
G.I. Bill
Interstate Highway Act
suburbanization
Levittowns
white flight
beatniks
conformity
television
Using appropriate historical evidence, design a
scrapbook that highlights the relevant
information from their topic
Analyze patterns of continuity and change in
American history as relevant to their assigned
topic
Create a historical argument about their assigned
topic through the perspective of an individual in
the time period.
Employ contextualization and synthesis to prove
the perspective of their scrapbook
DOK 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
McCARTHYISM: Students will participate in a mock civil trial of Senator Joseph
McCarthy. The American Army will be suing Senator McCarthy for libel and slander.
Students will research the conflict between McCarthy and the Army, McCarthy’s rise to
fame, McCarthyism, and other relevant information. Students will need to provide
evidence for their side, relevant questions for all witnesses, and historical information as
presented in their opening and concluding speeches.
Students may write a newspaper article to correspond with the trial or in lieu of
the trial to correspond with their research.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Joseph McCarthy
State Department
McCarthyism
slander
libel
defamation
Cold War
Communism
Red Scare
Use relevant historical evidence to support their
position
Use historical argumentation and periodization to
analyze the American reaction to the Cold War
and the second Red Scare
Employ contextualization and synthesis to apply
concepts learned in class relating to McCarthyism
and the Cold War to a mock trial of Joseph
McCarthy
Synthesize classroom material to come to a
conclusion about McCarthy’s actions during the
early Cold War
CUBAN MISSILE CRISIS: The teacher will give students a brief introduction to the early
events of the Cuba Missile Crisis. Students will play the role of JFK's cabinet during the
crisis. The teacher will give students a hand out with potential responses to the crisis
(amphibious assault, air strike, negotiation, and naval blockade). Students are to create a
T- chart of the pros and cons of each option. Students should also rate each option in
terms of which they feel is most aggressive to least aggressive, as well as try to interpret
how the U.S. may be judged for its actions. Finally, students should select which option
they feel is best for the United States. As a class, teacher led review of the pros and cons
of each option, as well as the possible effect of each choice. Students will share which
option they would have chosen and defend their choice.
This activity can be modified to be a group activity pairing stronger students
with those who need more assistance.
Students can post their decision and justification Cuban Missile crisis on an
online message board and respond to other's decisions.
Fidel Castro
Nikita Khrushchev
quarantine
mutually assured destruction
John F. Kennedy
Bay of Pigs Invasion
hot line
military strategies
geography of Cuba and the
United States
international waters
DOK 3, 4
Utilize historical argumentation to analyze the
risks and rewards of three potential responses to
the Cuban Missile Crisis
Evaluate patterns of continuity and change over
time to assess the short and long term impact of
each response
Compare and interpret the United States' and
Soviet views of the Cuban Missile Crisis
DOK 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
VIETNAM QR QUEST: Using BYOD technology students will tour the classroom moving
from station to station. At each station they will use their own device to follow a QR link
to Vietnam era sources. Examples include: video clips, political cartoons, graphs, speech
excerpts, etc. Students will use the sources to answer questions and form hypotheses
about the Vietnam era that answer these two main questions: Was the war winnable?
What damage did the war do to our country as well as the world?
Students that require assistance may work in small groups.
Use of smartphones in class to facilitate research and discovery.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
French Indochina
Dien Bien Phu
Geneva Convention
Tonkin Gulf incident
Tonkin Gulf resolution
Operation Rolling Thunder
Tet Offensive
Vietcong
Army of the Republic of
Vietnam
North Vietnamese Army
Vietnamization
Dwight Eisenhower
John F. Kennedy
Lyndon B. Johnson
Richard Nixon
Robert McNamara
Henry Kissinger
Synthesize the impact of the role of the US in
Vietnam, evaluating patterns of continuity and
change over time
Utilize appropriate historical evidence and
historical argumentation to critique the Johnson
Administration’s handling of the situation in
South Vietnam
Contextualize the problems in Vietnam to
domestic policy in America during the 1960's
DOK 3,4
020350: AP UNITED STATES HISTORY
UNIT 4: Globalization and New Challenges at Home and Abroad (1980-Present)
SUGGESTED DURATION: 7 - 9 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and
revolutionary changes in science and technology, while applying appropriate historical thinking skills.
UNIT LEARNING SCALE
4
3
2
1
0
Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current
challenges.
The student can:
 apply relevant historical information to critique the various views on the proper role of government and analyze the periodization of the time periods;
 synthesize and contextualize the relationship between the end of the Cold War and changing world politics;
 use patterns of continuity and change to apply relevant historical examples to contemporary political, social, and economic issues;
 employ historical causation to form connections between technology and globalization.
The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances.
The student needs assistance or makes larger errors in attempting to reach score 3 performances.
Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU1: A new conservatism grew to prominence in U.S. culture and politics, defending
traditional social values and rejecting liberal views about the role of government.
EU2: The end of the Cold War and new challenges to U.S. leadership in the world forced
the nation to redefine its foreign policy and global role.
EQ1a: How can changing political views impact the role of government in a society?
EQ1b: How have American values changed and remained the same over time?
EQ2a: How do changes in governments abroad impact the policies and
responsibilities of the United States?
EQ2b: What responsibility does the United States have in the global community?
EQ3a: What social, economic, and demographic changes does the U.S. experience as
it enters the 21st century?
EQ3b: Is the role of government to protect all of its citizens, regardless of gender,
race, or social class?
EU3: Moving into the 21st century, the nation continued to experience challenges
stemming from social, economic, and demographic changes.
NJCCS & COMMON CORE STANDARDS
NJCCS:
6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.
6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.
6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).
6.1.12.A.14.h Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security.
6.1.12.B.14.a Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.
6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.
6.1.12.C.14.a Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates)
policies.
NJCCS & COMMON CORE STANDARDS
6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy
6.1.12.C.14.c Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and
their impact on society.
6.1.12.C.14.d Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey.
6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies.
6.1.12.D.14.b Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence.
6.1.12.D.14.c Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.
6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the
workplace, politics, and society.
6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.
6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.
6.1.12.A.15.a Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global
power structure.
6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.
6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.
6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.
6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.
6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.
6.1.12.B.15.a Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.
6.1.12.C.15.a Relate the role of America’s dependence on foreign oil to its economy and foreign policy.
6.1.12.C.15.b. Assess economic priorities related to international and domestic needs, as reflected in the national budget.
6.1.12.D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended
to promote human rights and prevent the violation of human rights with actions taken by the United States.
6.1.12.D.15.b. Compare the perspectives of other nations and the United States regarding United States foreign policy.
6.1.12.D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United
States policy and actions in bringing peaceful resolutions to the region.
6.1.12.D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by
the United States and other nations to prevent terrorism.
6.1.12.A.16.a Determine the impact of media and technology on world politics during this time period.
6.1.12.A.16.b Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from
the global use of new technologies.
6.1.12.A.16.c Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or
other countries.
6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural resources.
6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.
6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship.
NJCCS & COMMON CORE STANDARDS
6.1.12.C.16.c Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.
6.1.12.D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives.
6.1.12.D.16.b Explain how and why technology is transforming access to education and educational practices worldwide.
6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society
CCSS:
11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text
as a whole.
11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key
details and ideas.
11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
11-12.RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address
a question or solve a problem.
11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12.WHST.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
11-12.WHST.1.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.
11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented.
11-12.WHST.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the
significance of the topic).
11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.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.11-12.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
NJCCS & COMMON CORE STANDARDS
11-12.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.
11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
11-12.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 disciplinespecific tasks, purposes, and audiences.
COMMON ASSESSMENT
ALIGNMENT
LG 1
EU1, 2, 3
EQ1a, 1b, 2a, 2b, 3a
6.1.12.A.14.d, f, h
6.1.12.B.14.a, b 6.1.12.C.14.b, c
6.1.12.D.14.a, b, d, e
6.1.12.A.15.a, b, c, d, e
6.1.12.B.15,a
6.1.12.C.15.a, b 6.1.12.D.15.c, d
6.1.12.A.16.a, b 6.1.12.B.16.a
6.1.12.C.16.a
6.1.12.D.16.b, c
11-12.RH.1, 2, 3, 6, 7, 8, 9
11-12WHST.1, 4, 5, 6, 7, 8, 9
DOK 4
DESCRIPTION
Students will create a self-sustained research project analyzing the patterns of continuity and change over time in American history, and
evaluating the outcome of their topic of choice by applying lessons from American history, while paying special attention to America's
modern challenges at home and abroad in the post-Cold War world. Topics of choice may include, but are not limited to:
 Reagan and the dismantling of the welfare state
 American foreign policy in the 1980s
 The end of the Cold War
 Identifying and solving current issues facing the United States of America
 The growth of technology
 The rise of terrorism in the modern world
 American domestic and foreign changes in the 1990s
 Polarization of American politics from the 1990s to the present
 The effect of technology and globalization on U.S. policy
Examples of self-sustained research projects include, but are not limited to:
 Creating your own DBQ
 Analysis of a non-fiction historical work
 Generating your own foreign policy paper for a modern problem using historical examples
 Position paper addressing a modern political issue
 Student-generated debate on a modern political issue
 Simulation about a modern world crisis
SUGGESTED STRATEGIES
ACTIVITIES
WE DIDN’T START THE FIRE: Students, in groups, will define all of the people and events
in the Billy Joel song, “We Didn’t Start The Fire.” After researching all of the people and
events, students will add stanzas to the song to bring the song from 1989 to the present,
including information about the U.S.’s post- Cold War role, new technology, and
globalization. Students will present their new lyrics in front of the class and explain why
they chose the events/conditions/people they included to represent history within the
song. Students will also choose and present one modern popular song (within the past 3
years) that conveys something about the events/conditions/people they have described
in their new lyrics to “We Didn’t Start the Fire.”
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Cold War
consumer culture
conservatism
containment
globalization
post-Cold War politics
War on Terror
Utilize relevant historical evidence to interpret
the meanings of the terms as found in the lyrics
and connect it to relevant historical phenomena
Students can make a slideshow of the terms that they have added using a
platform like PowerPoint or Prezi.
Students can use YouTube to play the instrumental in the background while
they present. Students can also use PowerPoint or Prezi to create a slideshow of
their terms.
VIDEO PROJECT: Students will choose a globalization and/or technology related issue
that has had an impact on the nation into the 21st century. Students will then choose a
song whose lyrics in some way reflect said issue. Students will then create a music video
with images researched by them and/or video that connects to the lyrics of the song.
Using a movie-making program, students are to create this historical music video. The
opening scene of the video- before music starts- should be an introductory "slide"
describing the history of the topic, historical similarities, and major issues involved. The
video should close with a brief synopsis of the artist and why the song was written. This
will be presented.
Students may use any of a number of computer or web based programs to
create the video.
Students could work in groups. The teacher could provide a template for the
project. The teacher could provide a list of possible songs. Students could
create and perform an original song.
Using patterns of continuity and change over
time, periodization, contextualization, and
synthesis, create new lyrics to the song that are
relevant to the key events in modern American
history
DOK 2, 4
African American civil rights
women’s rights
LGBT rights
other minorities’ civil rights
anti-war sentiments
anti-materialism sentiments
Utilize historical causation and appropriate use of
relevant historical evidence to summarize
historical issues over time
Utilize patterns of continuity and change over
time, as well as periodization, to connect
concepts as they apply to various time periods
Analyze issues and interpret their effect on
various groups of people during different time
periods
Synthesize research by constructing a finished
product that applies images and/or video to
historical events
Evaluate and construct the history of the 21st
century into discreet periods
DOK 3, 4
SUGGESTED STRATEGIES
ACTIVITIES
FOG OF WAR: Students will use prior coursework, the Choices Program Unit on the US
Role in a Changing World, and the Errol Morris documentary The Fog of War to produce
a unique and individual foreign policy memo. The memo will require them to prioritize
the many challenges facing the United States in the 21st century, defend their choices
based on historical outcomes, and apply past lessons and events to current and future
problems.
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
unilateral vs. multilateral
actions
pre-emption
weapons of mass destruction
terrorism
Utilize historical argumentation to create a
meaningful set of priorities for the United States
as a world power
Memo can be modified to include a speech to the class or a visual presentation.
The teacher can supply a template to be used for the memo. Areas of the world
and topics to be considered (i.e., terrorism, piracy, foreign aid) can be given to
the students.
Use synthesis, contextualization, and comparison
to critique past policies carried out by the United
States
Using patterns of continuity and change, connect
past events to current and future problems
Appropriately use and cite relevant historical
evidence to justify a new American Foreign Policy
Students will connect to online surveys and compare their priorities to others
around the world.
DOK 3, 4
HOW’S THAT WORKING OUT FOR YOU? The students will pick a law, executive order,
agency, or domestic policy that expanded the role of the federal government in some
manner (i.e., Medicare, the EPA). The students will research the circumstances that
brought about the law, executive order, agency, or domestic policy and then research
their effect up to the present, including relevant statistics and data. The students will
conclude with a final analysis of how effective the program is and ultimately what was
the effect on our government, its role, and our nation as a whole. The students can write
a paper or create a visual presentation for the class.
mandate
federal agencies
executive order
new federalism
regulation
entitlements
safety nets
public works projects
Employ relevant historical evidence to research
the causes and effects of a specific federal law,
executive order, agency, or domestic policy,
indicating patterns of continuity and change over
time
Interpret the effect of the federal program
Synthesize data and historical evidence
The teacher can create a list of possible topics and programs that can be
researched. The teacher can provide the students with a template for their
presentation or paper.
Students can use the internet and school based databases for their research.
Students can use programs like Prezi for their presentation.
DOK 2, 3, 4