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ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
Time Frame:
American Government Review
First Semester - Ongoing
st
Cumulative Progress Indicator Number(s):
21 Century Theme
6.1.8.A.3.c Evaluate the effectiveness of the fundamental principles of
Civic Literacy
the Constitution (i.e., consent of the governed, rule of law, federalism,
limited government, separation of powers, checks and balances, and
individual rights)in establishing a federal government that allows for
growth and change over time.
6.1.8.A.3.dCompare and contrast the Articles of Confederation and the
UNITED STATES Constitution in terms of the decision-making powers of
national government.
6.1.8.A.3.fExplain how political parties were formed and continue to be
shaped by differing perspectives regarding the role and power of federal
government.
6.1.8.A.3.gEvaluate the impact of the Constitution and Bill of Rights on
current day issues.
6.1.8.B.3.bDetermine the extent to which the geography of the United
States influenced the debate on representation in Congress and
federalism by examining the New Jersey and Virginia plans.
6.3.8.A.1Deliberate on a public issue affecting an upcoming election,
consider opposing arguments, and develop a reasoned conclusion.
6.3.8.A.2Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue, and share it with an
appropriate legislative body (e.g., school board, municipal or county
government, state legislature).
6.3.8.A.3Collaborate with international students to deliberate about
and address issues of gender equality, child mortality, or education.
6.3.8.B.1Evaluate alternative land use proposals and make
recommendations to the appropriate governmental agency regarding
the best course of action.
6.3.8.C.1Contact local officials and community members to obtain
information about the local school district or municipal budget and
assess budget priorities.
6.3.8.D.1Engage in simulated democratic processes (e.g., legislative
hearings, judicial proceedings, elections) to understand how conflicting
points of view are addressed in a democratic society.
Enduring Understandings:
The Constitution was created to enumerate the powers given to the
government.
The government depends on the consent of the governed.
Unit Learning Targets:
The student will be able to….
1.
2.
3.
4.
5.
6.
Develop an understanding of the functions of the different branches
of government and the process of electing government
representatives, including districts.
Outline the powers of each branch of government.
Develop an understanding of the system of checks and balances in
government.
Discuss reasons for the establishment of the Bill of Rights and
additional Amendments to the Constitution.
Explain how the framers of the Constitution tried to balance state
and federal powers.
Analyze the Electoral College; explain why the framers chose this
method over a popular vote system.
Essential Questions:
Why do we have laws?
Is it ever “OK” to break a law?
How do governments balance the rights of individuals with the common
goals?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
2.
3.
4.
5.
6.
7.
8.
Direct Instruction using suggested PowerPoints.
Create a chart of the Checks and Balances.
Compare and contrast political cartoons past and present. Create a
political cartoons based on current political events.
Develop charts describing the qualifications and powers of each of the
branches of government.
P. 215 – Geography skills, interpreting thematic maps.
Research the backgrounds of the Framers of the Constitution.
Create a new Amendment to the Constitution.
Debate the issue of the Presidential Pardon
Resource Materials/Related Literature
U.S. Constitution
Call to Freedom Textbook
Internet Activity: go.hrw.com
P. 213 Analyzing Primary Documents
Analyzing Primary Documents-Patrick Henry’s comments quoted in
Great American History, edited by Richard Hofstadter
Assessments
Map Work:Ratification of the Constitution (pg. 7 CTF text)
Technology Integration
Separation of Powers PowerPoint
Bill of Rights PowerPoint
Powers of Congress PowerPoint
Powers of the President PowerPoint
American History Simulations CD-ROM: The Democracy Project
Vocabulary
Federalism
Legislative Branch
Executive Branch
Judicial Branch
Checks and Balances
Separation of Powers
Amendments
Quiz
Geography Skills- Interpreting Thematic Maps (pg. 215)
Charts- Elected Officials Requirements
Critical Thinking Essay- How does the System of Checks and Balances work?
Ratification
Impeach
Veto
Executive Order
Pardon
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
World War I
Cumulative Progress Indicator Number(s):
6.1.12.A.7.aAnalyze 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.bEvaluate the impact of government policies designed to
promote patriotism and to protect national security during times of war
(i.e., the Espionage Act and the Sedition Amendment) on individual
rights.
6.1.12.A.7.cAnalyze the Treaty of Versailles and the League of Nations
from the perspectives of different countries.
6.1.12.B.7.aExplain how global competition by nations for land and
resources led to increased militarism.
6.1.12.C.7.aDetermine how technological advancements affected the
nature of World War Ion land, on water, and in the air.
6.1.12.C.7.bAssess 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.aEvaluate the effectiveness of Woodrow Wilson’s leadership
during and immediately after World War I.
6.1.12.D.7.bDetermine 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.cAnalyze the factors contributing to a rise in authoritarian
forms of government and ideologies (i.e., fascism, communism, and
socialism) after World War I.
6.2.12.D.4.aAnalyze the extent to which nationalism, industrialization,
territory disputes, imperialism, militarism, and alliances led to World
War I.
6.2.12.D.4.b Analyze the Treaty of Versailles and the League of Nations
from the perspectives of different nations.
6.2.12.D.4.cAssess the causes of revolution in the 20th century (i.e., in
Time Frame:
First Semester
st
21 Century Theme
Civic Literacy
Global Awareness
Russia, China, India, and Cuba), and determine the impact on global
politics.
6.1.8.3.eDetermine why the Alien and Sedition Acts were enacted and
whether they undermined civil liberties.
Enduring Understandings:
World War I was an event on a scale the world had never seen.
Warring nations engaged in total war using all available resources.
World War I was known as the “War to End All”; historians have referred
to the Treaty of Versailles as the “Peace to End All Peace”.
Unit Learning Targets:
The student will be able to….
1.
2.
3.
4.
5.
6.
7.
Identify the main causes of World War I.
Explain how most of Europe became involved in World War I.
Identify where early conflict took place.
Identify key personalities including German, English, French and U.S.
Examine U.S. involvement in World War I.
Analyze changes in U.S. wartime home front.
Examine conception, interpretation, implementation and the
outcomes of the Treaty of Versailles.
8. Analyze U.S. position of isolationism.
9. Describe the League of Nations and Wilson’s Fourteen Points and
contrast the view of British, French, and Italian ideologies.
10. Discuss Post World War I Era in the United States.
Essential Questions:
Why does a nation decide to go to war?
What justifies war?
Why and how do governments influence public opinion during war?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
2.
3.
4.
5.
6.
Create a propaganda poster for the Triple Alliance or the Triple Entente.
Create a thematic map.
Write a news article analyzing Germany’s agreement to an armistice.
Create a political cartoon to explain the causes of the war.
Critical Thinking Debate: Was the U.S. a legitimate target for the sinking
of the Lusitantia?
Create three posters to promote the war effort in the areas of recruiting,
mobilization in the U.S. or for support from agencies. Students will write
a paragraph explaining each poster.
Resource Materials/Related Literature
Call to Freedom Text
HRW GO Site
Chapter Enrichment Links
Along the Western Front, Remarque
Assessments
Pamphlets- Have students create pamphlets or drawings that could have
been used as pro-war propaganda.
Journal- Entries address critical thinking issues
Quizzes and Test
Propaganda Posters
Annotated Timeline
Technology Integration
Internet: http://go.hrw.com Keywords:
Vocabulary
Nationalism
Militarism
Mobilize
Balance of Power
SS Rubrics
SC3 CH23
Key People
Queen Victoria
Kaiser Wilhelm II
Tsar Nicholas II
SC3 CF23
SS Strategies
SC3 HP22
Propaganda Wars
Wilson’s Fourteen Pointshttp://www.lib.byu.edu/~rdh/wwi/1918/14points.html
Treaty of Versialleshttp://www.spartacus.schoolnet.co.uk/FWWversailles.htm
The First World War-http://www.worldwar1.com
Triple Alliance
Triple Entente
Central Powers
First Battle of the Marne
Trench Warfare
No Man’s Land
U-Boats
Stalemate
Lusitania
Zimmermann Note
Espionage Act of 1918
Sedition Act of 1918
Selective Service Act
Second Battle of the Marne
Reparations
Fourteen Points
League of Nations
Franz Ferdinand
Woodrow Wilson
Black Jack Pershing
Alfred Von Schlieffen
Ferdinand Foch
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
The Great Depression
Cumulative Progress Indicator Number(s):
6.1.12.A.8.aRelate 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.bCompare 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.cRelate social intolerance, xenophobia, and fear of anarchists
to government policies restricting immigration, advocacy, and labor
organizations.
6.1.12.B.8.aDetermine 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.aAnalyze the push-pull factors that led to the Great
Migration.
6.1.12.C.8.bRelate 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.aExplain why the Great Migration led to heightened racial
tensions, restrictive laws, a rise in repressive organizations, and an
increase in violence
6.1.12.C.8.bAssess the impact of artists, writers, and musicians of the
1920s, including the Harlem Renaissance, on American culture and
values.
6.1.12.A.9.aAnalyze howthe actions and policies of the United States
government contributed to the Great Depression.
6.1.12.B.9.aDetermine how agricultural practices, overproduction, and
the Dust Bowl intensified the worsening economic situation during the
Great Depression.
6.1.12.C.9.aExplain how government can adjust taxes, interest rates, and
spending and use other policies to restore the country’s economic
Time Frame:
First Semester
st
21 Century Theme
Global Awareness
Civic Literacy
Financial, economic, business and entrepreneurial literacy
health.
6.1.12.C.9.bExplain 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.cExplain the interdependence of various parts of a market
economy.
6.1.12.C.9.dCompare and contrast the causes and outcomes of the stock
market crash in 1929 and other periods of economic instability.
6.1.12.D.9.aExplore the global context of the Great Depression and the
reasons for the worldwide economic collapse.
6.1.12.D.9.bAnalyze the impact of the Great Depression on the American
family, migratory groups, and ethnic and racial minorities.
6.1.12.A.10.aExplain how and why conflict developed between the
Supreme Court and other branches of government over aspects of the
New Deal.
6.1.12.A.10.bAssess 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.cEvaluate the short- and long-term impact of the expanded
role of government on economic policy, capitalism, and society.
6.1.12.B.10.aAssess the effectiveness of New Deal programs designed to
protect the environment.
6.1.12.C.10.aEvaluate the effectiveness of economic regulations and
standards established during this time period in combating the Great
Depression.
6.1.12.C.10.bCompare 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.aAnalyze how other nations responded to the Great
Depression.
6.1.12.D.10.bCompare and contrast the leadership abilities of Franklin
Delano Roosevelt and those of past and recent presidents.
6.1.12.C.10.cExplain how key individuals, including minorities and
women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core
ideologies and policies of the New Deal.
6.1.12.C.10.dDetermine the extent to which New Deal public works and
arts programs impacted New Jersey and the nation.
Enduring Understandings:
Depressions occurred regularly throughout history; yet the Great
Depression was like no other depression.
The Great Depression was caused by a variety of factors including
speculation, over production of goods and lack of regulation.
F.D.R. using massive government spending and intervention tried to
resurrect the U.S. economy.
Unit Learning Targets:
The student will be able to….
1.
2.
3.
4.
5.
Identify the functions of the Stock Market.
Explain the conditions before and after the Stock Market crash.
Describe how economic hard times affected Americans.
Identify the failures of the government during the Depression.
Explain how Americans responded to failures of their own
government.
6.
Explain the reasons for the change in political leadership.
7.
List President Roosevelt’s immediate actions to fight the
Depression.
8.
Explain the effects the Great Depression had on the American
culture.
Resource Materials/Related Literature
Literature
Analysis of Political Cartoon- The New Yorker Magazine
Of Mice and Men
The Grapes of Wrath
Math
Essential Questions:
What is the difference between needs and wants?
Should the government regulate business and the economy?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
2.
3.
4.
5.
Charts of benefits currently provided by Social Security today as opposed
to the 1920s.
Abbreviated Stock Market game simulating the Crash
Analyzing a stock market page of the business section of a newspaper.
Read portions of John Steinbeck’s Grapes of Wrath
View portions of The Grapes of Wrath
Assessments
Political Cartoon Analysis
Quizzes and Test
Simulations
Document-Based Essay – “The Great Depression” pg. 64
Graphic Organizers
Class Report
Employment Charts Year/Percentage of Labor Force Employed
Charting of religious groups who supported F.D.R.
Science
Dust Bowl’s effect on the environment
Art
Analysis of Dorthea Lange’s Photographs
Technology Integration
Internet: http://go.hrw.com Keywords:
Vocabulary
Bull Market
Key People
SC3 CF24
Great Depressionhttp://www.amatecon.com/greatdepression.html
Photo Essay of the Great Depression
http://www.english.uiuc.edu/maps/depression/photoessay.htm
Great Depression
http://www.gusmorino.com/pag3/greatdepression/
Bear Market
Buying on Margin
Speculation
Business Cycle
Great Depression
Depression
Recession
Fireside Chats
New Deal
Sit-Down Strikes
Dust Bowl
Good Neighbor Policy
Totalitarianism
Black shirts
Fascism
Herbert Hoover
Franklin D. Roosevelt
Harry Hopkins
Huey Long
Frances Perkins
Eleanor Roosevelt
Marian Anderson
John Steinbeck
Margaret Mitchell
Woodie Guthrie
Will Rogers
Benito Mussolini
Adolf Hitler
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
World War II
Cumulative Progress Indicator Number(s):
6.1.12.D.11.aEvaluate the effectiveness of international agreements
following World War I in preventing international disputes during the
1920s and 1930s.
6.1.12.D.11.bCompare 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.D.11.cDetermine if American policies regarding Japanese
internment and actions against other minority groups were a denial of
civil rights.
6.1.12.D.11.dAnalyze the decision to use the atomic bomb and the
consequences of doing so.
6.1.12.D.11.eAssess 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.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.A.4.c
6.2.12.D.4.dAnalyze the extent to which the legacy of World War I, the
global depression, ethnic and ideological conflicts, imperialism, and
Time Frame:
First Semester
st
21 Century Theme
Civic Literacy
Global Awareness
Financial, economic, business and entrepreneurial literacy
traditional political or economic rivalries caused World War II.
6.2.12.D.4.e Compare how Allied countries responded to the
expansionist actions of Germany and Italy.
6.2.12.C.4.f Explain the role of colonial peoples in the war efforts of the
Allies and the Central/Axis Powers in both World Wars.
6.2.12.D.4.g Analyze the role of nationalism and propaganda in
mobilizing civilian populations in support of “total war”
6.2.12.D.4.iAssess the extent to which world war, depression, nationalist
ideology, communism, and liberal democratic ideals contributed to the
emergence of movements for national self-rule or sovereignty in Africa
and Asia.
Enduring Understandings:
World War II was caused a variety of reasons spinning out of World War
I.
The United States participated in World War II as an Allied force to
prevent military conquests by Germany, Italy, and Japan.
The United States needed to make tough decisions to prosecute the
war.
Unit Learning Targets:
The student will be able to….
1.
Evaluate socio-economic conditions that existed in Europe which
allowed for the rise of dictators in the era.
2.
Analyze how and why dictators were able to gain power and create
a totalitarian state.
3.
Provide examples of Nazi ideology including religious and racial
hatred and its implementation in the plan for genocide; example:
the “Final Solution.”
4.
Evaluate America’s isolationist policy and subsequent philosophical
change.
5.
Analyze events concerning foreign policy.
6.
Observe and explain events that led to the US military involvement
in World War II.
7.
Examine the presidencies of F.D.R. and Truman.
8.
Identify those counties that formed the Axis and Allied powers.
Observe how US resources, leadership, and strategies contributed
to the victory of the Allies.
9.
Explain the causes and effects related to the dropping of the atomic
bomb.
Essential Questions:
Why do people fight? Is conflict inevitable?
Is there a “just” war?
Is history the story told by the winners?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Map Skills – Draw comparative maps pre- WWII and post- WWII Europe
2.
Graphic Organizer- German, Italian, and Japanese conquest
3.
Language Arts and Art- Propaganda Video Prelude to War: Write a journal
entry discussing propaganda used in dialogue and visually in the video
4.
Films- Truman
5.
Create a timeline of the war
6.
Create a poster encouraging American civilians to do their part for the
war effort.
7.
Debate: Should the United States have dropped the atomic bomb?
10.
Identify individual acts of heroism exhibited during the World War II
era.
Resource Materials/Related Literature
And Justice for All by Mary Tsukamote
Eyewitness to World War II by Stephen Bower Young
So Far from the Sea, Eve Bunting
The Terrible Things, Eve Bunting
Technology Integration
Transparency 25.1
Holt Researcher American History CD-ROM
HRW Go Site
Exploring America’s Past Video Segment: Prisoners of War
Transparency 26: Inside an Internment Camp WWII
Band of Brothers HBO site
http://www.hbo.com/band/landing/currahee.html
BBC World War IIhttp://www.bbc.net.uk/history/worldwars/wwtwo/
Navajo Code Talkers: World War II Fact Sheet
http://www.history.navy.mil/faqs/faq61-2.htm
Assessments
Section 1,2,4,5 Review
Daily Quizzes Section 25.1,2,3,4,5
Main Idea Activity 25.1
Vocabulary
Appeasement
Nonaggression Pact
Munich Conference
Allied Powers
Blitzkreig
Maginot Line
Battle of Britain
Lend-Lease Act
Battle of the Atlantic
Atlantic Charter
Braceros
Zoot-suit riots
Internment
Selective Training and Service
Act
War Production Board
Philip Randolph
Fair Employment Practices
Committee
Key People
Winston Churchill
Dwight D. Eisenhower
George C. Marshall
Omar Bradley
George S. Patton
Hideki Tojo
Douglas MacArthur
Chester Nimitz
Erwin Rommel
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
Beginnings of the Cold War
Cumulative Progress Indicator Number(s):
6.1.12.A.12.bExamine 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.D.11.eExplain 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.
6.1.12.A.12.aAnalyze 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
6.2.12.A.5.aExplain how and why differences in ideologies and policies between the
United States and the USSR resulted in a cold war, the formation of new alliances,
and periodic military clashes.
6.2.12.A.5.bAnalyze the structure and goals of the United Nations and evaluate the
organization’s ability to solve or mediate international conflicts.
6.2.12.A.5.cExplain how World War II led to aspirations for self-determination, and
compare and contrast the methods used by African and Asian countries to achieve
independence.
6.2.12.B.5.aDetermine the impact of geography on decisions made by the Soviet
Union and the United States to expand and protect their spheres of influence.
6.2.12.B.5.bAnalyze the reasons for the Cold War and the collapse of the Soviet
Union, and evaluate the impact of these events on changing national boundaries in
Eastern Europe and Asia.
6.2.12.C.5.aExplain how and why Western European countries and Japan achieved
rapid economic recovery after World War II.
6.2.12.C.5.bCompare and contrast free market capitalism, Western European
democratic socialism, and Soviet communism.
6.2.12.C.5.cAssess the impact of the international arms race, the space race, and
Time Frame:
Second Semester
st
21 Century Theme
Civic Literacy
Global Awareness
Financial, economic, business and entrepreneurial literacy
nuclear proliferation on international politics from multiple perspectives.
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.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.
6.1.12.13.bEvaluate the effectiveness of economic policies that sought to combat
post-World War II inflation.
6.1.12.D.13.dDetermine 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.
Enduring Understandings:
Cold War tensions between the United States and communist countries resulted in
conflict that influenced domestic and foreign policy for over forty years.
Capitalism is an economic system in which is based on private ownership of capital.
The fear of Communism led to a Red Scare, during which Constitutional rights were
trampled.
Unit Learning Targets:
The student will be able to….
1.
Explain the US/Soviet Union rivalry. Examine conflicts between the U.S. and
Soviet Union from 1945 and 1950.
2.
Describe the main events, political and social, of the administration of Harry S
Truman.
3.
Explain steps taken to thwart the spread of Communism in Europe.
4.
Analyze U.S. foreign policy after World War II including the Marshall Plan,
Truman Doctrine and Containment.
5.
Discuss the measures the Allies took to prevent another world war.
6.
Describe the main events, political and social, of the administration of Dwight
Eisenhower.
7.
Identify Asian nations that new governments established after World War II.
8.
Describe the main events of the Korean War and how it ended. Explain the
Korean War’s effect on the 1952 presidential election.
Resource Materials/Related Literature
Literature- Arthur Miller’s The Crucible p. 813, Biography: George C. Marshall
Drama: Research the Hollywood Ten and other Hollywood actors and actresses. Write a
short play about being blacklisted and be sure to refer to the rights described in the
Constitution.
Essential Questions:
Why do people fight? Is conflict inevitable?
Is there a “just” war?
Is history the story told by the winners?
What role, if any, should victors play in rebuilding post-war?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Create a diagram of bomb shelter with all the resources that
you would need during the 1950s and the 2000s. Compare
and contrast the shelter of the two time periods.
2.
Gather information on Eisenhower’s domestic policies. Write
a campaign speech for either a Republican or Democrat
candidate. The speech should address the policies and any
disagreements.
3.
Have students write a short story set in the workplace of the
1950s. Include examples of how changes affected the work
place.
8.
Write newspaper headlines about the main events of the
struggle for school desegregation.
Assessments
Quizzes: 28.1,2,3,4
Chapter 28 Test
Section 1,2,3,4 Review
Art- Design your own memorial for the Korean War or Cold War.
Technology Integration
CNN: The Cold War: http://www.cnn.com/SPECIALS/cold.war/
McCarthyism:http://www.spartacus.schoolnet.co.uk/USAmccarthyism.htm
Truman Museum & Library: The Korean War
http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/index.htm
Mr. Donn’s American History Classroomhttp://www.archaeolink.com/american_history_lesson_plans.htm
Vocabulary
Containment
Blacklisting
McCarthyism
Yalta Conference
Potsdam Conference
Nuremberg Tribunals
th
38 Parallel
United Nations
Cold War
Berlin
East/West Germany
Long March
North/South Korea
House Un-American
Activities Committee
Army-McCarthy Hearings
Brinkmanship
Internal Security Act
Central Intelligence Agency
Covert Operations
Suez Canal Crisis
Sputnik
NASA
Massive Retaliation
Key People
Harry S Truman
George C. Marshall
Mao Zedong
Chang Kai Shek
Adlai Stevenson
Dwight D. Eisenhower
Paul Robeson
Douglas MacArthur
Alger Hiss
Julius and Ethel
Rosenberg
Joseph McCarthy
Edward R. Murrow
Nikita Khrushchev
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
Civil Rights Movement
Cumulative Progress Indicator Number(s):
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.C.13.aExplain 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.
Enduring Understandings:
The Civil Rights movement marked a period of social turmoil and
political reform, resulting in the expansion of rights and opportunities
for individuals and groups previously discriminated against.
Unit Learning Targets:
The student will be able to….
1.
Examine the African-American struggle and integration into society
during and beyond World War II.
2.
Discuss the various forms of social and political rebellion.
3.
Describe the key events including Brown v. Board of Education,
Topeka, Kansas and the Little Rock Nine in the struggle for school
desegregation.
4.
Explain why the Montgomery Bus Boycott succeeded.
5.
Analyze the impact of protest demonstrations on civil rights laws.
6.
Describe events that led to the Voting Rights Act of 1965.
7.
Explain how the civil rights movement changed during the 1960s.
8.
Compare and contrast the philosophies of Martin Luther King, Jr.’s
nonviolent protest and Malcolm X’s Black Nationalism.
Resource Materials/Related Literature
“I Have a Dream”- MLK, Jr. pg 861
“Describing My Arrest” by Rosa Parks
“Letters from Birmingham Jail” by MLK, Jr.
“Black Nationalism” by Malcolm X
Autobiography of Malcolm X
Time Frame:
Second Semester
st
21 Century Theme
Civic Literacy
Essential Questions:
Why do people fight? Is conflict inevitable?
What causes discrimination, bias and stereotyping?
How can discrimination end?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Write newspaper headlines about the main events of the struggle for
school desegregation.
2.
Create a flow chart to identify the events that led to the passage of the
Civil Rights Act of 1964 and the Voting Rights Act of 1965.
3.
Compare and contrast the views of Martin Luther King, Jr. and Malcolm X.
Assessments
Quiz 27.3
Quiz 28.3
Venn Diagram
Timeline of Events
Biography: Rosa Parks
Technology Integration
Little Rock Nine website- http://www.centralhigh57.org/
Greensboro Sit-ins- http://www.sitins.com/
Rosa Parks- http://teacher.scholastic.com/rosa/
Vocabulary
Committee on Civil Rights
Montgomery Bus Boycott
Little Rock Nine
Sit-in
Non-violent resistance
Congress on Racial Equality
Freedom Rides
Civil Rights Act of 1964
Voting Rights Act of 1965
Black Power
Key People
Thurgood Marshall
Rosa Parks
Harry S Truman
Martin Luther King, Jr.
Mohandas Gandhi
Malcolm X
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
The Kennedy/Johnson Administration
Cumulative Progress Indicator Number(s):
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
6.2.12.A.5.aExplain how and why differences in ideologies and policies
between the United States and the USSR resulted in a cold war, the
formation of new alliances, and periodic military clashes.
6.2.12.B.5.bAnalyze the reasons for the Cold War and the collapse of the
Soviet Union, and evaluate the impact of these events on changing
national boundaries in Eastern Europe and Asia.
6.2.12.C.5.bCompare and contrast free market capitalism, Western
European democratic socialism, and Soviet communism.
6.2.12.C.5.cAssess the impact of the international arms race, the space
race, and nuclear proliferation on international politics from multiple
perspectives.
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.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.
6.1.12.13.bEvaluate the effectiveness of economic policies that sought
to combat post-World War II inflation.
6.1.12.D.13.dDetermine 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.C.12.aExplain the implications and outcomes of the Space Race
from the perspectives of the scientific community, the government, and
the people.
6.1.12.C.12.cAnalyze how scientific advancements impacted the national
Time Frame:
Second Semester
st
21 Century Theme
Civic Literacy
Global Awareness
Financial, economic, business and entrepreneurial literacy
and global economies and daily life.
6.1.12.C.13.c Determine the effectiveness of social legislation that was
enacted to end poverty in the 1960s and today.
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 Indian Movement, and La Raza in their
pursuit of civil rights and equal opportunities.
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.
Enduring Understandings:
The United States experienced a transition period during the 1960s
politically, economically, and socially.
American citizens were crushed by the assassination of JFK which
impacted views of society and government.
Lyndon Johnson was able to pass major civil rights legislation because of
his political experience in Congress.
Unit Learning Targets:
The student will be able to….
1.
Examine the outcome of the Election of 1960 by comparing and
contrasting the candidates and party platforms.
2.
Explain the New Frontier and how it deviated from past foreign and
domestic policy.
3.
Describe U.S./Cuban relations prior to the Kennedy Administration
and explain its impact on Kennedy’s options in the region.
4.
Identify the purpose of Berlin Wall and its impact on the Cold War.
5.
Explain the outcome of the Cuban Missile Crisis by examining the
parties involved and world politics in the focus period of the Cold
War.
6.
Analyze the circumstances behind Kennedy’s assassination and
Johnson’s assumption of power and his influence on the decade.
7.
Explain how Lyndon Johnson’s style and experience helped him to
Essential Questions:
Why do people fight? Is conflict inevitable?
How can conflict take place without physical interaction?
What causes discrimination, bias and stereotyping?
How can discrimination end?
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Read J.F.K’s Inaugural Address and create an outline of his proposed
domestic and foreign policies.
2.
Research the purpose and accomplishments of the Peace Corp of the
1960’s as compared to the issues that are faced today.
3.
Create political cartoons addressing the Bay of Pigs Invasion and the Cuban
Missile Crisis.
4.
View and analyze the Kennedy-Nixon debate.
5.
Craft a Venn Diagram comparing the presidencies of Kennedy and
Johnson.
4.
View the Zapruder film and debate the conspiracy theories of the J.F.K.
assassination.
encourage Congress to pass legislation.
Analyze how President Johnson’s domestic programs affected many
Americans, including the Great Society.
9.
Describe important scientific events and issues of the 1960s.
10.
Examine the outcome of the Election of 1964 by comparing and
contrasting the candidates and party platforms.
Resource Materials/Related Literature
Inaugural Address of JFK
Address on the Cuban Missile Crisis by JFK
Address at Howard University by LBJ
Acceptance Speech at the Republican National Convention in 1964 by
Barry Goldwater
Science- Analyze the early space program. What challenges did the men
face in space?
Math- Analyze and chart government expenditures during the Kennedy
and Johnson’s Administrations. What philosophies are displayed?
Technology Integration
Bay of Pigs- http://www.gwu.edu/~nsarchiv/bayofpigs/
8.
Cuban Missile Crisis
http://www.spartacus.schoolnet.co.uk/COLDcubanmissile.htm
NikitaKrushchevhttp://www.spartacus.schoolnet.co.uk/RUSkhrushchev.htm
Green Beretshttp://www.brownielocks.com/balladofthegreenberetsWAVE.html
Assessments
Quiz 28.1,2,3,4
Section 1,2,3,4 Review
Vocabulary
New Frontier
Peace Corps
Berlin Wall
Cuban Missile Crisis
Warren Commission
War on Poverty
Great Society
Medicare
Medicaid
Key People
John F. Kennedy
Richard Nixon
Lyndon Johnson
Lee Harvey Oswald
Alan Shepard
John Glenn
Neil Armstrong
Buzz Aldrin
Jack Ruby
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
The Vietnam Era
Cumulative Progress Indicator Number(s):
6.1.12.A.12.bExamine 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.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
6.2.12.A.5.aExplain how and why differences in ideologies and policies
between the United States and the USSR resulted in a cold war, the
formation of new alliances, and periodic military clashes.
6.2.12.A.5.cExplain how World War II led to aspirations for selfdetermination, and compare and contrast the methods used by African and
Asian countries to achieve independence.
6.2.12.B.5.aDetermine the impact of geography on decisions made by the
Soviet Union and the United States to expand and protect their spheres of
influence.
6.1.12.D.13.dDetermine 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.12.dCompare and contrast American public support of the
government and military during the Vietnam War with that of other
conflicts.
6.1.12.D.12.eAnalyze the role that media played in bringing information to
the American public and shaping public attitudes toward the Vietnam War.
Time Frame:
Second Semester
st
21 Century Theme
Civic Literacy
Global Awareness
Financial, economic, business and entrepreneurial literacy
Enduring Understandings:
A nationalist movement in Vietnam fought for independence from colonial
French rule.
The War in Vietnam caused division amongst American society, between old
and young, fathers and sons that needed decades to heal.
The War in Vietnam forced America to assess how soldiers are treated.
Essential Questions:
Why do people fight? Is conflict inevitable?
Is there a “just” war?
Is history the story told by the winners?
Should Americans “trust” their government?
What is an American’s patriotic duty?
Unit Learning Targets:
The student will be able to….
1.
Recognize the role of the nation of Vietnam as a Cold War battlefield.
2.
Examine the changing role of the U.S. and its involvement in the conflict
in Vietnam.
3.
Analyze the issues that philosophically split the U.S.
4.
Understand the role of President Nixon’s policy in ending U.S.
involvement in Vietnam.
5.
Evaluate the roles that women played during wartime.
Resource Materials/Related Literature
Tonkin Gulf Resolution
Joining the Anti-war Movement, Martin Luther King, Jr.
Port Huron Statement, Students for a Democratic Society
Vietnamization and the Nixon Doctrine
The Invasion of Cambodia, Richard Nixon
Coming Home, Lynda Van Devanter
A Mother Remembers Her Son at “The Wall”, Eleanor Wimbish
Primary Resource pg. 895 – War Powers Act analysis
Technology Integration
LCD Projector/VCR- Faith of My Fathers the John McCain Story
Go.hrw.com: SC5 CF29
My.hrw.com: Section Reviews
Everyday Life in American Transparency #30: Protest during the Vietnam
War
Battlefield: Vietnam:http://www.pbs.org/battlefieldvietnam/
The Vietnam Project: http://www.vietnam.ttu.edu/
John McCain-http://www.truthorfiction.com/rumors/m/mccain-flag.htm
Hanoi Hilton-http://www.farfromglory.com/hanoihilton.htm
Ho Chi Minhhttp://www.time.com/time/time100/leaders/profile/hochiminh.html
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Map Skills- Label the important cities, waterways, neighboring
countries and lines of demarcation of Vietnam.
2.
Create a timeline stating with the U.S.’s financial involvement in the
war to U.S. withdrawal in 1975. Notate the major battles, for example
the Tet Offensive.
3.
Geography- Explore through research the impact of the topography of
Vietnam as a key factor in the how we waged the war.
4.
Simulations: Draft Lottery, Draft Board Hearings
Assessments
Map Skills- Notation of key places to determine geographical knowledge
Quizzes – 29.1, 29.2, 29.3, 29.4
Chapter Test
Critical Thinking Essay
Compare & Contrast Venn Diagram: Tet Offensive v. Attack on Hessian
Troops in Trenton during the Revolutionary War.
Debate: The U.S. should have gone to war based on the Domino Theory.
Vocabulary
Domino Theory
Ho Chi Minh Trail
Tonkin Gulf Resolution
Operation Rolling Thunder
Tet Offensive
National Liberation Front
Dien Bien Phu
Escalation
Search and Destroy Missions
Zippo Raids
Helicopter War
Hanoi
Hanoi Hilton
POW/MIA/KIA
Purple Heart
National Guard
Peaceniks
Khmer Rouge
Vietminh
Vietcong
Ho Chi Minh
John F. Kennedy
Lyndon B. Johnson
Richard M. Nixon
Gerald Ford
Ngo Dinh Diem
President Thieu
General Giap
General William
Westmoreland
George Wallace
John McCain
Richard Daley
Henry Kissinger
Daniel Ellsberg
Robert McNamara
Vietnamization
Living Room War
Underground Tunnels
Pacification
War Powers Act
Guerrilla Warfare
Doves
Hawks
Students for a Democratic Society
(SDS)
Demilitarized Zone
Saigon
Ho Chi Minh City
Hue
Kent State
th
26 Amendment
Laos, Cambodia
Fall of Saigon
Paris Peace Accords
Robert F. Kennedy
Hubert Humphrey
Eugene McCarthy
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
The Search for Order
Cumulative Progress Indicator Number(s):
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.bDetermine 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.cEvaluate the role of diplomacy in developing peaceful
relations, alliances, and global agreements with other nations.
6.1.12.A.15.dAssess the impact of the arms race and the proliferation of
nuclear weapons on world power, security, and national foreign policy.
6.1.12.C.15.aRelate the role of America’s dependence on foreign oil to
its economy and foreign policy.
6.1.12.D.15.bCompare the perspectives of other nations and the United
States regarding United States foreign policy.
6.1.12.D.15.cExplain 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.dAnalyze 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.15.bDetermine the effectiveness of the United States in
pursuing national interests while also attempting to address global
political, economic, and social problems.
6.1.12.B.13.bEvaluate the effectiveness of environmental movements
and their influence on public attitudes and environmental protection
laws.
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.
Time Frame:
Second Semester
st
21 Century Theme
Civic Literacy
Global Awareness
Financial, economic, business and entrepreneurial literacy
Enduring Understandings:
The United States was deeply divided by the war in Vietnam and later
the Watergate scandal.
The United States puts great trust in its government and elected
officials.
Absolute power corrupts absolutely.
Unit Learning Targets:
The student will be able to….
1.
Explain how President Nixon tried to address the concerns of the
Silent Majority.
2.
Describe the effects of the poor economy and the energy crisis on
Americans.
3.
Evaluate how Realpolitik affected U.S. relations with other
countries.
4.
Explain how the events of Watergate led to President Nixon’s
resignation.
5.
Identify on what grounds the House Judiciary Committee thought
Nixon should be impeached.
6.
Describe the challenges President Ford faced while in office.
7.
Explain how President Carter differed from other politicians and
why he lost public support.
8.
Evaluate how Carter’s approach to foreign policy differ previous
administrations.
9.
Describe how popular entertainment and computers changed in
1970s.
Resource Materials/Related Literature
Research the invention of the pocket calculator, CAT scan, lasers,
holograms, digital watches and video games.
Listen to and discuss the societal influence of today music as
compared to previous decades, be sure to include rock, punk, and
reggae genre styles. Compare and contrast the music of yesterday
and cite influences of today’s music.
All the President’s Men, Bob Woodward and Carl Bernstein
Nixon’s Resignation Speech
Essential Questions:
Should the United States’ priority be its own interests in creating foreign
policy?
Is there ever a reason why the President should break the law?
What role should forgiveness play in politics and governance?
Technology Integration
Watergate- http://www.watergate.info/
Vocabulary
Southern Strategy
Stagflation
Revisiting Watergate- http://www.washingtonpost.com/wp-
Suggested Activities:
Including Differentiated Strategies (DI)
1.
Have students create a flow chart showing the ways the Nixon
administration adopted the policy of Realpolitik.
2.
Debate the views of those who opposed Nixon and the Silent Majority.
3.
Draw a political cartoon summarizing how the events of Watergate led to
Nixon’s resignation.
4.
Create a bumper sticker and slogan supporting Carter in the Election of
1976.
Assessments
Quizzes 30.1, 30.2, 30.3, 30.3
Chapter Test 30
Section 1,2,3,4 Review
Key People
Richard Nixon
srv/national/longterm/watergate/front.htm
Gerald Ford Library and Museum- http://www.ford.utexas.edu/
Henry Kissingerhttp://nobelprize.org/nobel_prizes/peace/laureates/1973/kissingerbio.html
Energy Crisis
Realpolitik
Détente
Silent Majority
New Federalism
OPEC
SALT
Executive Privilege
Trade Deficit
Watergate
Saturday Night Massacre
Apartheid
Sanctions
Panama Canal
Camp David Accords
Earth Day
Henry Kissenger
Leonid Brezhnev
Bob Woodward
Carl Bernstein
Gerald Ford
Barbara Jordan
Anwar Sadat
Manacham Begin
Ayatollah Khomeini
George Lucas
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: EIGHT
Unit Title:
Americans Look to the Future
Cumulative Progress Indicator Number(s):
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.bDetermine 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.cEvaluate the role of diplomacy in developing peaceful
relations, alliances, and global agreements with other nations.
6.1.12.A.15.dAssess the impact of the arms race and the proliferation of
nuclear weapons on world power, security, and national foreign policy.
6.1.12.C.15.aRelate the role of America’s dependence on foreign oil to its
economy and foreign policy.
6.1.12.D.15.bCompare the perspectives of other nations and the United
States regarding United States foreign policy.
6.1.12.D.15.cExplain 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.dAnalyze 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.
Enduring Understandings:
The Soviet Union fell after years of spending money for arms while no
economic growth occurred.
The fall of the Soviet Union caused a power vacuum in which countries tried
to compete economically.
Acts of terrorism grew bolder around the world; Al Queda attacked the
United States home soil on 9/11.
The United States responded to 9/11 by passing the USA Patriot Act and
fighting the Taliban in Afghanistan.
Unit Learning Targets:
Time Frame:
Second Semester
st
21 Century Theme
Civic Literacy
Global Awareness
Financial, economic, business and entrepreneurial literacy
Essential Questions:
Should the United States’ priority be its own interests in creating foreign
policy?
Why do people fight? Is conflict inevitable?
Is there a “just” war?
Is history the story told by the winners?
Suggested Activities:
The student will be able to….
1.
Critique domestic and foreign policy during the Reagan years.
2.
Explain how American policy, both foreign and domestic, contributed
to the fall of Communism.
3.
Understand foreign and domestic issues during the Bush
administration.
4.
Analyze our domestic tranquility and foreign responsibility as the
world’s only remaining super power.
5.
Understand that with the breakup of the Soviet Union and the fall of
Communism a plethora of independent states was born in Europe.
6.
Witness and explore the on-going process of history.
7.
Recognize the significance of current events as a contemporary
source in the study of American History and the world.
8.
Discuss past events in the Middle East and correlate this with current
events.
Resource Materials/Related Literature
Primary Resource- Geraldine Ferraro, My Story
Guernsey, Joann Bren- Hillary Rodham Clinton: A New Kind of First Lady
9/11 Commission Report
Including Differentiated Strategies (DI)
1.
Debate Reagan’s economic plan for the nation.
2.
Research the “Rise and Fall of the Berlin Wall”.
3.
Create a political cartoon concerning the fall of communism.
4.
Debate the Clinton impeachment.
5.
Chronicle events leading up to the September 11th attacks. Discuss
post 9/11 domestic (Patriot Act) and foreign policy (Afghanistan,
Iraq).
Technology Integration
Bill Clinton-http://www.whitehouse.gov/history/presidents/bc42.html
Vocabulary
Supply side economics
Deficit
Perestrokia
Glasnost
Sandinistas
Contras
Iran-Contra Affair
Intermediate-Range Nuclear
Forces Treaty
Ronald Reagan-http://www.ronaldreagan.com/
September 11, 2001-http://www.september11news.com/
UsamaBin Ladenhttp://www.pbs.org/wgbh/pages/frontline/shows/binladen/
Gulf War- http://www.pbs.org/wgbh/pages/frontline/gulf/
Assessments
Map Skills- Notation of key places to determine geographical knowledge
Quizzes – 29.1, 29.2, 29.3, 29.4
Chapter Test
Critical Thinking Essay
Compare & Contrast Venn Diagram: Tet Offensive v. Attack on Hessian
Troops in Trenton during the Revolutionary War.
Debate: The U.S. should have gone to war based on the Domino Theory.
Key People
Walter Mondale
Geraldine Ferraro
Mikhail Gorbachev
Ronald Reagan
George H.W. Bush
Bill Clinton
George W. Bush
Richard Cheney
Saddam Hussien
Usama Bin Laden