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United States History
Des Moines Public Schools
2015-2016
CURRICULUM GUIDE
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and
assessment correlates for the school year. This document is intended to be used in conjunction with our balanced assessment plan to
scaffold our students in mastery of the Iowa Core State Standards.
US History
Schools: East, Hoover, Lincoln, North, Roosevelt, Scavo
1 semester – .5 credit
The United States History course provides students with the analytical skills and factual knowledge to deal critically with the problems and
materials in our nation’s history. Instructional units invite students to travel from the events leading to the Revolutionary War through the
present day. Students learn to assess historical materials – their relevance to a given problem, reliability, and importance – and to weigh the
evidence and interpretations presented in historical scholarship. Students will also develop the skills to present reasons and evidence clearly and
persuasively in writing.
Link to Course Resources: http://socialstudies.dmschools.org/us-history.html
1
Unit
Content and Skill
Standards
Unit 1
America’s
Foundations
6 weeks
History Standards 9-12.H.2, 9-12.H.4,
RH.9-12.4
Unit 2
Age of
Expansion
4 weeks
History Standards 9-12.H.3, 9-12.H.5,
9-12.H.6, 9-12.H.7, RH.9-12.4
Unit 3
Civil War and
Reconstruction
5 weeks
History Standards 9-12.H.1, 9-12.H.8,
RH.9-12.4
Unit 4
Migrations
and Industry
Change
America
History Standards 9-12.H.2, 9-12.H.4,
RH.9-12.4
Common Core Literacy in
History/Social Science Standards RH.910.1, RH.9-10.2, RH.9-10.8, W.9-10.1
Common Core Literacy in
History/Social Science Standards
RH.9-10.1, RH.9-10.2, RH.9-10.8, W.910.1
Common Core Literacy in
History/Social Science Standards RH.910.1, RH.9-10.2, RH.9-10.8, W.9-10.1
Common Core Literacy in
History/Social Science Standards RH.910.1, RH.9-10.2, RH.9-10.8, W.9-10.1
Content Topics
Unit
Content and Skill
Standards
Historical Change
Source Analysis
Writing
Arguments
Unit 5
Imperialism,
Progressives
and World
War I
History Standards 9-12.H.1, 9-12.H.8,
RH.9-12.4
Historical Analysis
Source Analysis
Writing
Arguments
Unit 6
Boom and
Bust
History Standards 9-12.H.2, 9-12.H.4,
RH.9-12.4
Chronology &
Consequence
Source Analysis
Writing
Arguments
Unit 7
World War II
and the Cold
War
History Standards 9-12.H.3, 912.H.5, 9-12.H.6, 9-12.H.7, RH.9-12.4
Historical Change
Source Analysis
Writing
Arguments
Unit 8
Era of Social
Change
History Standards 9-12.H.2, 9-12.H.4,
RH.9-12.4
Common Core Literacy in
History/Social Science Standards
RH.9-10.9, W.9-10.1
Common Core Literacy in
History/Social Science Standards
RH.9-10.9, W.9-10.1
Common Core Literacy in
History/Social Science Standards
RH.9-10.9, W.9-10.1
Common Core Literacy in
History/Social Science Standards
RH.9-10.9, W.9-10.1
Content Topics
Chronology &
Consequence
Analyzing Multiple
Sources (DBQ)
Writing Arguments
Historical Change
Analyzing Multiple
Sources (DBQ)
Writing Arguments
Historical Analysis
Analyzing Multiple
Sources (DBQ)
Writing Arguments
Historical Change
Analyzing Multiple
Sources (DBQ)
Writing Arguments
2
Unit 1: America’s Foundations
Essential Question and Pacing
How did we become a nation? 6 weeks
Enduring Understandings
This course is designed to be a survey experience in United
States History. For many students, this is the only course in
United States history he or she will take in high school. We are
committed to telling a compelling story of our country’s
history to help students think critically about where we’ve
been and where we will go as a nation. Students will learn
about our country’s past from multiple perspectives and
through the use of primary and secondary sources.
In this unit, students learn about the path from colonies to
country. Between 1607 and 1733, English settlers established
13 colonies in North America. The interaction between settlers
and Native Americans often had tragic consequences for
indigenous populations. The development of colonial
economies and governments were an indication of the ideals
on which the United States would be founded.
Beginning in the 1760s, some American colonists grew
increasingly unhappy with British rule. Eventually, they
rebelled and declared independence. During the revolution,
American forces wore down and defeated the larger and more
experienced British army. In 1783, the United States became
an independent country. After the war, the states formed a
loose confederation of states, but soon after realized this
arrangement did not satisfy the need for a stronger central
government. The process of writing and ratifying the U.S.
Constitution would provide the foundation for the country.
Suggested Texts and Resources
History Alive!
A Nation and Its Ideals: Chapters 4, 5, 6, and 7
NBC Learn Early Claims Resources
NBC Learn Road to Revolution Resources
NBC Learn Colonial Era Doc Resources
NBC Learn New Nation Resources
Primary Documents:
Mayflower Compact, Declaration of Independence
Boston Massacre Engraving, Join or Die Propaganda
Articles of Confederation, Common Sense
Federalist Papers 10/51, The Constitution
George Washington’s Farewell Address
DBQ Project
DBQ: Valley Forge: Would you have quit?
DBQ: How did the Constitution guard against tyranny?
Primary Sources Site: http://www.masshist.org/revolution/index.html
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
3
Scales
Topic
Historical Change –
Road to War
Historical Change –
A New Nation
Source Analysis
Writing Arguments
2
3
4
Basic knowledge such as:
relationships with Native Americans,
slave trade; colonial regions: NE, Middle,
Southern
acts (Sugar, Stamp, Townshend), Boston
Massacre, Boston Tea Party
Loyalists vs. Patriots
Compare and contrast the different colonial
regions.
Were the colonists justified in their claims
for independence?
Describe the issues between the colonists and
Great Britain that led the colonists to seek
independence.
Make a case, using historical evidence, as to
whether or not the colonists’ claims for
independence from Great Britain were
justifiable.
Basic knowledge such as:
Loyalists vs. Patriots; Saratoga, Yorktown
documents: Declaration of
Independence, Articles of Confederation,
Constitution
Leaders: G. Washington, J. Adams, T.
Jefferson, J. Madison
Discuss the advantages & disadvantages of the
colonists and British during the war.
Determines the main idea by citing
evidence, but fails to accurately address
historical context and/or author’s point
of view.
Writes arguments focused on disciplinespecific content.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
*A level 1 writing sample fails to meet
the level 3 standard in all areas, but a
valid attempt was made by the student.
Explain, with examples, key turning points in
the Revolutionary War.
Explain how founding documents created
change in the U.S.
Cite evidence from a source to accurately
determine the main idea. Analysis must
address: historical context and author’s point
of view.
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish
the significance of the claim, and distinguish
the claim from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning,
accurate data, evidence, and examples;
-Provide a concluding statement (a sentence
or a paragraph).
In addition to meeting the level 3
expectation, the response includes the use
of extended, content-specific vocabulary,
connections to history or modern-day
concepts, and addresses the significance of
the source.
In addition to meeting the level 3
expectation, the writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing
claims using prior knowledge and a deep
understanding of multiple perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with
strong transitions.
-Develops claim(s) with logical reasoning, an
abundance of accurate data, evidence, and
examples.
-Provides an analysis of evidence and
support for claim.
4
Unit 2: Age of Expansion
Essential Question and Pacing
What opportunities and conflicts occurred as America expanded?
Enduring Understandings
In this unit, students analyze history through the theme of
expansion. The United States experienced geographic,
political, economic, and social changes in the first half of the
1800s. During this time, the nation expanded from 13 states
along the Atlantic coast to a huge nation that spanned a
continent. Students examine both domestic and foreign policy
of the early 1800s.
4 weeks
Suggested Texts and Resources
History Alive!
The Growth of an Challenges to American Ideals: Chapter 8
Building an Empire: Chapter 19 and Chapter 20
DBQ Project
DBQ: How “free” were free Blacks in the North?
DBQ: Was the United States justified in going to war with Mexico?
NBC Learn Jefferson/LP Resources
NBC Learn War of 1812 Resources
NBC Learn Jacksonian Resources
NBC Learn Texas/MexAmWar Resources
NBC Learn Reform Resources
NBC Learn A New Nation Collection
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
5
Scales
Topic
Historical
Analysis
2
3
Basic knowledge such as:
the Louisiana Purchase, the Lewis &
Clark expedition, the Monroe Doctrine,
expansion of voting rights, Trail of
Tears, Texas Independence, MexicanAmerican War
Describe how the Louisiana Purchase and the Lewis &
Clark expedition affected how America expanded and
changed.
Leaders: T. Jefferson, J. Madison, A.
Hamilton, J. Monroe, A. Jackson, J. Polk
Explain the impact of Andrew Jackson’s presidency.
Describe two major reform movements of the early
1800s.
4
What opportunities and conflicts occurred as
America expanded?
Evaluate the advantages and disadvantages of
U.S. expansion.
Explain the concept of Manifest Destiny.
Source Analysis
Writing
Arguments
Vocabulary: reform, temperance,
suffrage, spoils system, abolitionism,
Manifest Destiny
Determines the main idea by citing
evidence, but fails to accurately address
historical context and/or author’s point
of view.
Writes arguments focused on disciplinespecific content.
A level 2 writing sample fails to meet
the level 3 standard in one or more
areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
*A level 1 writing sample fails to meet
the level 3 standard in all areas, but a
valid attempt was made by the student.
Cite evidence from a source to accurately determine
the main idea. Analysis must address: historical
context and author’s point of view.
In addition to meeting the level 3 expectation,
the response includes the use of extended,
content-specific vocabulary, connections to
history or modern-day concepts, and addresses
the significance of the source.
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish the
significance of the claim, and distinguish the claim
from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning, accurate
data, evidence, and examples;
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3 expectation,
the writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing claims
using prior knowledge and a deep understanding
of multiple perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with strong
transitions.
-Develops claim(s) with logical reasoning, an
abundance of accurate data, evidence, and
examples.
-Provides an analysis of evidence and support for
claim.
6
Unit 3: Civil War and Reconstruction
Essential Question and Pacing
Was the Civil War inevitable?
Enduring Understandings
In the mid-1800s, the United States was deeply divided over
slavery. By 1860, a series of events had widened this gulf to
the breaking point. The election of Abraham Lincoln as
president that year triggered a secession crises that led to the
Civil War.
Students explore this divisive war and the reconstruction of a
nation that followed. The Civil War lasted four years and cost
over 600,000 lives. It was by far the most destructive conflict
ever wage don American soil.
The Reconstruction era lasted from 1865 to 1877. During these
years, biracial governments were established across the South.
These governments expanded the rights and opportunities of
former slaves. But when Reconstruction ended, the South
returned to “white man’s rule.” Students analyze the efforts
made during Reconstruction and think critically about what
might have been done differently.
5 weeks
Suggested Texts and Resources
History Alive!
Civil War and Reconstruction: Chapters 9, 10 and 11
DBQ Project
DBQ: The Battle of Gettysburg: Why was it a turning point?
DBQ: North or South: Who killed Reconstruction?
NBC Learn Causes of the Civil War Resources
NBC Learn War Resources
NBC Learn Results of War Resources
NBC Learn Civil War Collection
NBC Learn Civil War Collection
NBC Learn Reconstruction Collection
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
7
Scales
Topic
Chronology and
Consequence
Source Analysis
Writing
Arguments
2
Basic knowledge such as:
causes of the Civil War, the Emancipation
Proc., Reconstruction, Plessy, Freedman’s
Bureau, Black Codes
Leaders: Abraham Lincoln, Robert E. Lee,
Ulysses Grant
Vocabulary: popular sovereignty,
sectionalism, Reconstruction, 13th, 14th
and 15th amendments, segregation
3
Explain key events leading to the Civil War.
4
Was the Civil War inevitable?
Describe the advantages and disadvantages
of the North and South.
Take a position and support it using
historical evidence.
Determines the main idea by citing evidence,
but fails to accurately address historical
context and/or author’s point of view.
Cite evidence from a source to accurately
determine the main idea. Analysis must
address: historical context and author’s point of
view.
In addition to meeting the level 3 expectation,
the response includes the use of extended,
content-specific vocabulary, connections to
history or modern-day concepts, and addresses
the significance of the source.
Writes arguments focused on disciplinespecific content.
A level 2 writing sample fails to meet the level
3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the
level 3 standard in two areas.
*A level 1 writing sample fails to meet the level
3 standard in all areas, but a valid attempt was
made by the student.
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish the
significance of the claim, and distinguish the
claim from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning,
accurate data, evidence, and examples;
-Provide a concluding statement (a sentence or
a paragraph).
In addition to meeting the level 3 expectation,
the writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing claims
using prior knowledge and a deep
understanding of multiple perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with strong
transitions.
-Develops claim(s) with logical reasoning, an
abundance of accurate data, evidence, and
examples.
-Provides an analysis of evidence and support
for claim.
Describe the effects of the Civil War.
Summarize the success and/or failure of
Reconstruction.
8
Unit 4: Migrations and Industry Change America
Essential Question and Pacing
How were Americans affected by the transformation from a rural to an urban society?
Enduring Understandings
Students explore the theme of change over time in this unit to
explore the migration of settlers West, relations with different
groups of Native Americans, industrialization, mass
immigration, and the creation of a labor movement.
Settlement of the West in the mid and late 1800s brought
opportunities for some Americans. This migration also sparked
conflict and tragedy as settlers invaded Native American
homelands.
Innovations in technology and business boosted American
industry in the late 1800s. Large steel, oil, and railroad
corporations dominated the economy, with little
governmental control. Industrial expansion produced greater
access to goods and services, and it improved standards of
living for some Americans, but certainly not all. Factory
owners often treated their workers poorly, imposing low
wages, long hours, and poor working conditions. Many
workers joined labor unions to fight for better treatment and
the raise their standard of living. But hostility between labor
unions and employers sometimes led to violence.
At the same time, large numbers of immigrants came to the
U.S. Most emigrated from Europe, but many also arrived from
Asia and other parts of North America. They all saw the United
States as a land of opportunity but they faced many challenges
entering the United States, learning American culture, and
facing threats from nativists. Americans faced social, political,
and environmental problems at the turn of the century as a
result of rapid changes in the U.S.
3 weeks
Suggested Texts and Resources
History Alive!
Growing Pains and Gains: Chapters 12, 13, 14, and 15
Progressivism: Chapters 16, 17 and 18
History Alive!
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
NBC Learn Unit 4 Western Frontier Resources
NBC Learn Western Development Collection
NBC Learn Unit 4 Industrialization Resources
NBC Learn Industrial America Late 1800s Collection
NBC Learn Unit 4 Immigration and Gilded Age
NBC Learn Urban Society Late 1800s Collection
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
9
Scales
Topic
Historical Change
2
Basic knowledge such as:
the Homestead Act, destruction of the
buffalo; technological innovations,
industrialization; “new” vs “old”
immigration, the labor movement
Vocabulary such as:
nativism, assimilation, industrialization,
robber barons, urbanization, laissez-faire,
political machines, labor unions
Source Analysis
Writing
Arguments
3
Explain, with examples, the effects of westward
expansion on Native Americans.
4
How were Americans affected by the
transformation from a rural to an urban
society?
Describe the sources of “new” immigration and
discuss the experiences of different groups of
immigrants.
Explain, with examples, how American
industrialization changed living and working
conditions.
Determines the main idea by citing
evidence, but fails to accurately address
historical context and/or author’s point of
view.
Cite evidence from a source to accurately
determine the main idea. Analysis must address:
historical context and author’s point of view.
In addition to meeting the level 3 expectation,
the response includes the use of extended,
content-specific vocabulary, connections to
history or modern-day concepts, and addresses
the significance of the source.
Writes arguments focused on disciplinespecific content.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the
level 3 standard in two areas.
*A level 1 writing sample fails to meet the
level 3 standard in all areas, but a valid
attempt was made by the student.
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish the
significance of the claim, and distinguish the
claim from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning,
accurate data, evidence, and examples;
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3 expectation,
the writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing claims
using prior knowledge and a deep
understanding of multiple perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with strong
transitions.
-Develops claim(s) with logical reasoning, an
abundance of accurate data, evidence, and
examples.
-Provides an analysis of evidence and support
for claim.
10
Unit 5: Imperialism and World War I
Essential Question and Pacing
What pushed America toward imperialism and into World War I?
Enduring Understandings
In this unit, students briefly revisit two topics deeply
addressed in the 9th grade course: 20th Century World History.
Students explore these themes from the American
perspective.
During the 1800s, U.S. foreign policy was guided by two goals.
The first was to keep the United States free of foreign alliances
and out of foreign conflicts (isolationism) and the second was
to expand the United States across the North American
continent (imperialism).
As a result of imperialist actions and the Spanish-American
war, the United States became a world power with overseas
territories. In the eyes of many, the United States had become
an imperialist nation.
The outbreak of war in Europe had many underlying causes
including militarism, alliances, and nationalism – the United
States remained neutral until events in 1917 convinced
Americans to fight on the side of the Allies. During the war, the
federal government worked to mobilize the country for war.
Tensions existed as the need for unity was weighed against the
rights of Americans to express their opposition to the war.
4 weeks
Suggested Texts and Resources
History Alive!
Imperialism: Chapters 19, 20 and 21
World War I: Chapters 22, 23, 24, and 25
DBQ Project
DBQ: Should the United States have annexed the Philippines?
World War I Primary Documents: http://wwi.lib.byu.edu/index.php/Main_Page
NBC Learn World War I Resources
NBC Learn Progressivism Resources
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
11
Scales
Topic
Chronology
and
Consequence –
Imperialism
Chronology
and
Consequence –
World War I
Analyzing
Multiple
Sources (DBQ)
Writing
Arguments
2
Vocabulary:
imperialism, protectorate, annexation, selfdetermination
Concepts/Events:
American imperialism in the Pacific, USS Maine,
the Spanish-American War
Vocabulary:
isolationism, neutrality, convoy system,
propaganda, civil liberties, armistice, progressive
Concepts/Events:
causes for U.S. involvement in World War I,
Zimmerman Note, American homefront, effects
of World War I, Wilson’s 14 Points
Attempts to use more than one document on the
same topic to take a stand on an issue (thesis).
Evidence used from the sources to explain and
support the position (claim) may have some
misconceptions or inaccuracies.
Writes arguments focused on discipline-specific
content.
A level 2 writing sample fails to meet the level 3
standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the level
3 standard in two areas.
*A level 1 writing sample fails to meet the level 3
standard in all areas, but a valid attempt was
made by the student.
3
Describe the motivating factors and effects in
American imperialism.
Explain, with examples, the reasons for U.S. entry
into World War I.
Summarize the impact of war on the home front
(women, minorities, civil liberties).
Uses at least three documents on the same topic to
take a stand on an issue (thesis). Accurately uses
evidence from three or more sources to explain
and support the position (claim).
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish the
significance of the claim, and distinguish the claim
from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning, accurate
data, evidence, and examples;
-Provide a concluding statement (a sentence or a
paragraph).
4
Determine whether or not U.S. imperialism
and involvement in WW1 was necessary for
the protection of the nation.
Use your knowledge of the time period,
historical examples and evidence to support
your answer.
Determine whether or not U.S. imperialism
and involvement in WW1 was necessary for
the protection of the nation.
Use your knowledge of the time period,
historical examples and evidence to support
your answer.
In addition to meeting the level 3
expectation, the response includes prior
knowledge or outside information to
enhance the position and recognizes and
responds to the opposing viewpoint
(counter claim).
In addition to meeting the level 3
expectation, the writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing
claims using prior knowledge and a deep
understanding of multiple perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with
strong transitions.
-Develops claim(s) with logical reasoning, an
abundance of accurate data, evidence, and
examples.
-Provides an analysis of evidence and
support for claim.
12
Unit 6: Boom and Bust
Essential Question and Pacing
How did the boom of the 1920s and the bust of the 1930s lead to permanent changes in America?
Enduring Understandings
The ideas of “boom” and “bust” drive the learning in this unit
centered on life in the 1920s followed by the Great
Depression.
The elections of 1920 launched a decade-long Republican era
in national politics. During that time, Harding, Coolidge, and
Hoover worked to return the nation to “normalcy” after the
war. New ideas brought change to American popular culture in
the Roaring Twenties. Most of these changes occurred in
urban areas, while rural areas stayed quite traditional. In
cities, creative energy of writers, artists, filmmakers, and
musicians, as well as innovations by businesspeople and
inventors, all contributed to new directions in American life.
However, the United States became a deeply divided nation
during the 1920s. Tensions arose between traditionalists, with
their deep respect for long-held cultural and religious values,
and modernists, who embraced new ideas, styles, and social
trends.
The Great Depression was triggered by the stock market crash
of 1929, but many other causes contributed to what became
the worst economic crisis in U.S. history. Americans were
anything but united in their responses to the Great
Depression.
4 weeks
Suggested Texts and Resources
History Alive!
Progressivism: Chapters 16, 17 and 18
The Twenties: Chapters 26, 27, 28 and 29
The Great Depression and the New Deal: Chapters 30, 31, 32 and 33
Documents
“I Too, Sing America” Langston Hughes; Stock Market Crash Newspaper Headline
Photo: Dorthea Lange; FDR Inaugural Speech; “Share Our Wealth” Huey Long; WPA Creations
DBQ Project
DBQ: Progressivism: Where will you put your million dollars?
DBQ: Prohibition: Why did American change its mind?
DBQ: What caused the Dust Bowl?
NBC Learn The New Era 1920s Collection
NBC Learn Great Depression and New Deal Collection
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
13
Scales
Topic
Historical
Change – 1920s
Historical
Change – 1930s
Analyzing
Multiple
Sources (DBQ)
Writing
Arguments
2
3
Basic knowledge such as:
1920s: innovations, prohibition, Harlem
Renaissance, Black Tuesday, Great Depression
(causes), conservative politics
Leaders: Presidents Harding, Coolidge, Hoover
Vocabulary: free enterprise system,
popular culture, credit, buying on margin,
speculation, consumerism, stock market crash
Basic knowledge such as:
1930s: the Dust Bowl, the 3-Rs (relief, recovery,
reform), goals of the New Deal, Great Depression
(effects)
Leaders: Presidents Hoover and FDR
Vocabulary: public assistance, welfare state,
deficit spending
Explain, with examples, the conservative politics
of the 1920s.
Attempts to use more than one document on the
same topic to take a stand on an issue (thesis).
Evidence used from the sources to explain and
support the position (claim) may have some
misconceptions or inaccuracies.
Uses at least three documents on the same topic
to take a stand on an issue (thesis). Accurately
uses evidence from three or more sources to
explain and support the position (claim).
Writes arguments focused on discipline-specific
content.
A level 2 writing sample fails to meet the level 3
standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet the level
3 standard in two areas.
*A level 1 writing sample fails to meet the level 3
standard in all areas, but a valid attempt was
made by the student.
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish the
significance of the claim, and distinguish the claim
from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning, accurate
data, evidence, and examples;
-Provide a concluding statement (a sentence or a
paragraph).
4
Predict if the Great Depression would have
happened to the same degree if FDR would
have been elected instead of Hoover in 1928.
Describe life in the 1920’s including topics like
consumerism, innovations, and popular culture.
Discuss the causes of the Great Depression.
Describe the impacts of the Great Depression on
American life.
Evaluate the impact of FDR’s New Deal.
Analyze the political, social, and economic
effect of FDR and the New Deal as compared
to the conservative politics of the 1920s. Use
examples to support your position.
In addition to meeting the level 3
expectation, the response includes prior
knowledge or outside information to
enhance the position and recognizes and
responds to the opposing viewpoint (counter
claim).
In addition to meeting the level 3
expectation, the writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing
claims using prior knowledge and a deep
understanding of multiple perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with
strong transitions.
-Develops claim(s) with logical reasoning, an
abundance of accurate data, evidence, and
examples.
-Provides an analysis of evidence and support
for claim.
14
Unit 7: World War II and the Cold War
Essential Question and Pacing
How did America move from economic ruin to a world super power?
Enduring Understandings
In this unit, students revisit two topics deeply addressed in the 9th
grade course: 20th Century World History. However, in this course,
students explore World War II and the Cold War from the
American perspective.
In 1941, The United States entered World War II as one of the
Allied powers. The war had a great impact on Americans. Some
aided the war effort by joining the armed forces, while others
stayed home to produce military equipment and supplies. Many
tended victory gardens, recycled goods, and used ration coupons.
Minority groups continued to struggle for equality. The war lasted
until 1945 and the U.S. played a major role in both fronts – Europe
and the Pacific. At the end of the war, the U.S. vowed not to
repeat the mistakes of World War I. With the other Allies, it
worked to establish ways of avoiding future conflicts and dealing
with war crimes. At home, Congress passed legislation to help
returning veterans rejoin postwar society. Unfortunately the
benefits of the GI Bill of Rights were only fully realized by White
Americans, while minorities returned from war to face continued
segregation and inequalities.
5 weeks
Suggested Texts and Resources
History Alive!
World War II: Chapters 34, 35, 36, and 37
The Early Cold War: Chapters 38, 39, and 40
DBQ Project
DBQ: Why did Japan attack Pearl Harbor?
DBQ: The Geography of the Cold War: What was Containment?
NBC Learn U7 World War II Resources
NBC Learn The Second World War Collection
NBC Learn Beginning of the Cold War Collection
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
In the postwar period, clear differences emerged between the U.S.
and the Soviet Union. During the Cold War, the superpower
conflict that began in Europe, expanded to China and other parts
of the world, influencing life at home in dramatic ways.
15
Scales
Topic
Historical
Analysis – WWII
Historical
Analysis – Cold
War
Analyzing
Multiple
Sources (DBQ)
Writing
Arguments
2
3
Concepts: Axis vs. Allied Powers,
European theater, Pacific theater; Pearl
Harbor, Japanese internment, atomic
bomb
Vocabulary: neutrality, militarism
Leaders: Hitler, Stalin, Churchill, FDR,
Truman
Gen. Eisenhower, Gen. MacArthur
Economic Impacts: US militarism, life on
the home front, GI Bill
Concepts: Cold War, Korean conflict,
McCarthyism
Leaders: Stalin, Truman, Gen. MacArthur
Vocabulary: containment, communism,
democracy
Early on the U.S. chose neutrality. Explain, with
examples, what events led the U.S. towards militarism.
Explain how a fear of communism influenced
American citizens and their leaders during the Cold
War.
Evaluate how a fear of communism affected life
in the United States.
Attempts to use more than one
document on the same topic to take a
stand on an issue (thesis). Evidence used
from the sources to explain and support
the position (claim) may have some
misconceptions or inaccuracies.
Writes arguments focused on disciplinespecific content.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
*A level 1 writing sample fails to meet
the level 3 standard in all areas, but a
valid attempt was made by the student.
Uses at least three documents on the same topic to
take a stand on an issue (thesis). Accurately uses
evidence from three or more sources to explain and
support the position (claim).
In addition to meeting the level 3 expectation,
the response includes prior knowledge or
outside information to enhance the position and
recognizes and responds to the opposing
viewpoint (counter claim).
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish the
significance of the claim, and distinguish the claim
from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning, accurate
data, evidence, and examples;
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3 expectation,
the writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing claims
using prior knowledge and a deep understanding
of multiple perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with strong
transitions.
-Develops claim(s) with logical reasoning, an
abundance of accurate data, evidence, and
examples.
-Provides an analysis of evidence and support for
claim.
Describe life at “home” during World War 2. Discuss
the impact on various groups such as women, young
men, Japanese Americans, African Americans, etc.
4
Evaluate whether or not the United States
should be praised or criticized for the military
strategies or actions it pursued during World
War II.
Summarize the strategies used by the Allies in Europe
and in the Pacific.
16
Unit 8: Era of Social Change
Essential Question and Pacing
How did America go from conformity to rebellion?
Enduring Understandings
The driving question of this unit, “How did America go from
conformity to rebellion?” shapes our understanding of America’s
changes from the 1950s to the 1970s.
In the 1950s, it seemed as though it was a time of prosperity for the
United States. The economy boomed and millions of working-class
families became affluent enough to move up to the middle class.
Popular culture was a powerful force and the advent of new
technologies and television increased the spread of this American
culture. However, millions of “socially invisible” Americans lived in
poverty.
Segregation remained widespread in the U.S. after the war,
especially in the South. There were also signs of change –
desegregation in sports and the military. Civil rights organization
were growing stronger and the landmark court case Brown v. Board
heralded the beginning of the modern civil rights movement. The
movement inspired many Americans to stand up for their rights such
as women, Latinos, American Indians, Asian Americans, gay
Americans, disabled Americans, etc.
5 weeks
Suggested Texts and Resources
History Alive!
The Fifties: Chapters 41 and 42
The Civil Rights Movement: Chapters 43, 44, 45, and 46
The Sixties: Chapters 47, 48, and 49
The Vietnam War: Chapters 50, 51 and 52
DBQ Project
DBQ: What made Cesar Chavez an effective leader?
NBC Learn Unit 8 Civil Rights Resources
NBC Learn Unit 8 1968 Resources
NBC Learn Unit 8 Social Movements
NBC Learn Unit 8 Vietnam Resources
Stanford History Education Group: https://sheg.stanford.edu/
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html
The Vietnam conflict also played a role in the nation’s transition
from conformity to rebellion. Initial support for American
intervention waned over time, leading to a frustrated, cynical public.
17
Scales
Topic
Historical
Change –
Social/Cultural
Historical
Change Political
Analyzing
Multiple
Sources (DBQ)
Writing
Arguments
2
3
4
Vocabulary: nonviolent resistance,
militancy, Civil Rights Act
Leaders/Groups: Eisenhower, Kennedy,
Johnson, Nixon, MLK, Malcolm X, SNCC,
SCLC, Black Panther Party, Cesar Chavez
Concepts: baby boom, space race,
technology, civil rights movement (Brown
v. Board, Birmingham), social movements
(counterculture, women’s rights, Chicano,
gay rights)
Vocabulary: containment, domino theory,
hawks and doves, guerilla warfare
Presidents: Eisenhower, Kennedy,
Johnson, Nixon
Concepts: Vietnam, Gulf of Tonkin,
Vietnamization
Explain, with examples, the ways in which life
changed in postwar America.
Analyze the ways America transitioned from conformity
(1950s) to rebellion (1970s)?
Attempts to use more than one document
on the same topic to take a stand on an
issue (thesis). Evidence used from the
sources to explain and support the
position (claim) may have some
misconceptions or inaccuracies.
Writes arguments focused on disciplinespecific content.
A level 2 writing sample fails to meet the
level 3 standard in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
*A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
*A level 1 writing sample fails to meet the
level 3 standard in all areas, but a valid
attempt was made by the student.
Uses at least three documents on the same
topic to take a stand on an issue (thesis).
Accurately uses evidence from three or more
sources to explain and support the position
(claim).
In addition to meeting the level 3 expectation, the
response includes prior knowledge or outside
information to enhance the position and recognizes and
responds to the opposing viewpoint (counter claim).
Write arguments focused on discipline-specific
content.
-Introduce a knowledgeable claim, establish
the significance of the claim, and distinguish
the claim from opposing claims.
-Organize claim(s) and evidence clearly
(chronologically, thematically, etc.).
-Develop claim(s) with logical reasoning,
accurate data, evidence, and examples;
-Provide a concluding statement (a sentence
or a paragraph).
In addition to meeting the level 3 expectation, the
writing:
-Establishes the significance of the claim and
distinguishes the claim(s) from opposing claims using
prior knowledge and a deep understanding of multiple
perspectives.
-Organizes reasons and evidence clearly
(chronologically, thematically, etc.) with strong
transitions.
-Develops claim(s) with logical reasoning, an abundance
of accurate data, evidence, and examples.
-Provides an analysis of evidence and support for claim.
Analyze the evolution of the Civil Rights
Movement from nonviolent resistance to
militancy.
Choose one social movement and describe its
goals, leader(s), and ultimate impact on
American society.
Trace how containment led to US involvement
in Vietnam from the 1950s to our exit in 1975.
Analyze the ways America transitioned from conformity
(1950s) to rebellion (1970s)?
Describe the different perspectives on the
conflict in Vietnam.
18
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