Download Common Curriculum Map Discipline: Social Science Course: American Studies – Social Studies

Common Curriculum Map
Discipline: Social Science
Course: American Studies – Social Studies
Unit 1 – The American Dream, Immigration, and Urbanization:
Standards:
14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g.,
women's suffrage, voter registration, effects of media).
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.F.5 Interpret how changing geographical, economic, technological and social forces affect United
States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
16.B.5b (US) Analyze how United States political history has been influenced by the nation's economic,
social and environmental history.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and
technological changes.
16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.C.4c (US) Describe how American economic institutions were shaped by industrialists, union leaders
and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and
female workers since 1914.
16.C.5b (W) Describe how historical trends in population, urbanization, economic development and
technological advancements have caused change in world economic systems.
Essential Questions:
What were the reasons for living in cities during this time and what were the challenges of cities?
Why did people immigrate to the US and what did they face when they came here?
What is the American Dream and which groups achieve it?
Content:
Why did urban areas grow during the late 1800s?
What were the major problems in urban areas?
How did people try to solve these urban problems?
What areas were the major sources of immigrants to the US between 1870-1920?
Why did each of these groups come to the US?
What sorts of requirements were there for people to immigrate to the US?
How did nativists treat immigrants? Why?
What problems did African Americans face during this time?
How did segregation become national policy?
What other forms of discrimination were there during this time?
Jacob Riis, Jane Addams, and Ida B. Wells
Vocabulary: urbanization, dumbbell tenement, settlement houses, melting pot, salad bowl, culture
shock, Chinese Exclusion Act, poll taxes, Jim Crow laws
Skills:
Analyze photos of the slums
Describe immigration and urbanization patterns using maps and charts for information
Analyze maps and charts and practice answering comprehension questions
Analyze the problems, causes, and solutions to immigration, urbanization, and discrimination
Examine why people come to the United States as immigrants
Identify and describe the major laws/legal action of the era Gentleman's Agreement, Chinese
Exclusion Act, Plessey vs. Ferguson case,
Define important vocabulary: Dumbbell tenement, Vice, Social Gospel Movement, Urbanization,
Nativism, Quarantine, Melting pot, Salad bowl
Assessment:
Writing an analysis of the causes, problems, and solutions of urbanization, immigration, and
discrimination
Video comprehension notes
Multiple choice test covering class discussions, notes, readings, and skills
Reading Notes on textbook readings on immigration, urbanization, and discrimination
Whole class and group discussions
Do-Now daily short writing assignment
Unit 2 – Big Business and Labor:
Standards:
14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g.,
women's suffrage, voter registration, effects of media).
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.F.5 Interpret how changing geographical, economic, technological and social forces affect United
States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist,
Jacksonian, Progressivist, New Deal, New Conservative).
16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and
viewpoints that have developed over time (e.g., political parties' positions on government intervention in
the economy).
16.B.5b (US) Analyze how United States political history has been influenced by the nation's economic,
social and environmental history.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and
technological changes.
Essential Questions:
What happens if business owners and companies develop without any limits or restrictions?
How did the government respond to the actions of big business and labor?
Why did labor unions form and how did they change the worker's lives?
Content:
Laissez-faire policies and their impact on business development
Theory of Social Darwinism
How the business strategies of the day (vertical integration, horizontal consolidation, monopolies,
trusts) led to giant and powerful companies
Important businessmen and their actions: Andrew Carnegie, John Rockefeller, JP Morgan
Sherman Antitrust Act, 1890, and its attempts to reform businesses
Reasons for the formation of unions: long hours, poor conditions, low pay, child labor, merging for
power
What rights should workers have when they are unhappy at their job?
Key labor leaders (Samuel Gompers, Eugene Debs, Mother Jones) and their passions
Socialism's influence on unions
The reasons for and results of important strikes (Great strike of 1877, Haymarket Affair, Homestead
Strike, Pullman Strike)
Vocabulary: laissez-faire, scabs, socialism, Social Darwinism, vertical integration, horizontal
consolidation, monopolies, trusts, strike
Skills:
Identify how the theory of Social Darwinism was used to justify business actions
Explain how monopolies were formed by different methods
Analyze the consequences of how laissez-faire policies allowed unrestricted business growth
Critique the business and social actions of Andrew Carnegie and John Rockefeller
Summarize why labor unions were created in the late 1800s
Compare and contrast the competing desires of labor and business
Identify the major labor leaders and strikes of the era
Define important vocabulary: laissez-faire, scabs, socialism, Social Darwinism, vertical integration,
horizontal consolidation, monopolies, trusts
Assessment:
Readings and worksheets on Business Changes, Andrew Carnegie
Video comprehension notes
Illustrations and presentations of vocabulary words
Test covering class discussions, notes, readings, and skills
Unit 3 - Progressivism:
Standards:
14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g.,
women's suffrage, voter registration, effects of media).
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.F.5 Interpret how changing geographical, economic, technological and social forces affect United
States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist,
Jacksonian, Progressivist, New Deal, New Conservative).
16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and
viewpoints that have developed over time (e.g., political parties' positions on government intervention in
the economy).
16.B.5b (US) Analyze how United States political history has been influenced by the nation's economic,
social and environmental history.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and
technological changes.
Essential Questions:
What were the goals of the Progressive Movement?
Who was involved in the Progressive Movement and what tactics did these progressives use?
What were the results of the Progressive Movement?
Content:
Presidents during Progressive Era and their accomplishments
Progressive Era Reforms
Labor Reform
Legal reform: direct primaries, secret ballots, direct election of senators, initiative, referendum, recall
Women's suffrage
Prohibition
Anti-trust action
Income Tax
Safety and Health Regulations
Vocabulary: prohibition, suffrage, muckrakers, conservation, paternalism
Governmental policies to cover: Square Deal, Meat Inspection Act, Pure Food and Drug Act, 16th
Amendment (Income tax), Federal Reserve system, 17th Amendment (direct election of Senators),
18th Amendment (prohibition of liquor), 19th Amendment (Women vote)
Skills:
Video analysis and comprehension
Reading Summaries
Taking Reading Notes
Define important vocabulary
Assessment:
Readings and worksheets on Progressive Movement
Video comprehension notes
Test covering class discussions, notes, readings, and skills
Class and partner discussions
Daily short writing assignments (Do Nows)
Unit 4 – Expanding Frontiers: Westward Expansion, Imperialism, and World War I:
Standards:
16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose
questions, collect and analyze data, make and support inferences with evidence, report findings).
16.A.4b Compare competing historical interpretations of an event.
16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g.,
Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/antigovernment activity).
16.D.4a (US) Describe the immediate and long-range social impacts of slavery.
16.C.4b (US) Analyze the impact of westward expansion on the United States economy.
16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and
viewpoints that have developed over time (e.g., political parties' positions on government intervention in
the economy).
16.E.5a (US) Analyze positive and negative aspects of human effects on the environment in the United
States including damming rivers, fencing prairies and building cities.
16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that
people in North America have historically held towards the environment (e.g., private and public land
ownership and use, resource use vs. preservation).
14.F.5 Interpret how changing geographical, economic, technological and social forces affect United
States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist,
Jacksonian, Progressivist, New Deal, New Conservative).
16.B.5b (US) Analyze how United States political history has been influenced by the nation's economic,
social and environmental history.
16.E.4a (W) Describe how cultural encounters among peoples of the world (e.g., Colombian exchange,
opening of China and Japan to external trade, building of Suez canal) affected the environment, 1500 present.
16.C.4c (W) Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith,
Karl Marx and John Maynard Keynes.
Essential Questions:
How did America's geographical, political, social, and psychological frontiers change from
1870-1920?
Why did the West change dramatically in the mid and late-1800's?
How did the lives of Native Americans change in the late 1800's?
Why and how did the United States become an imperial and interventionist nation?
What were the major causes and results of World War I?
How did America's involvement in WWI affect people in the US and in the rest of the world?
Content:
The Dawes Act and Indian reservations
How did the Homestead Act lead to battles between settlers and Native Americans?
Vocabulary: Intervention, Imperialism, Nationalism, Reparations,
Why did countries want to become imperial powers?
What were the drawbacks of imperialism?
What were the long term and short term causes of WWI?
Why didn't the US join World War I in 1914?
When and why did the US join WWI?
What happened in the US during the war?
What did the Treaty of Versailles state? Why did the Treaty of Versailles turn out that way?
What is the League of Nations?
How did Europe change after WWI? What effects did the treaty have on the world?
WWI topics Covered: Zimmerman telegram, Treaty of Versailles, Franz Ferdinand, New weapons,
Bolshevik Revolution, November 11th, Fourteen Points Plan, League of Nations, Flu of 1918
Skills:
Compare the differing desires of settlers and Native Americans in the West and explain why these
caused conflicts
Explore the consequences of the Dawes Act on Native Americans
Analyze primary source documents including posters, letters, and photos from WW I
Identify and label the Axis and Allies forces on a map of Europe
Connect cause and effect relationships between different events in WWI
Evaluate the strengths and weaknesses of American imperialism
Critique the results of WW I and explain how it set the stage for WW II
Outline textbook readings
Define and apply important vocabulary
Assessment:
·Test
Reading notes
Class discussions
Do-Now daily short writing assignments
WWI primary source document analysis
Video comprehension worksheet
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Unit 5 – The Roaring Twenties:
Standards:
14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g.,
women's suffrage, voter registration, effects of media).
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g.,
women's suffrage, voter registration, effects of media).
14.F.5 Interpret how changing geographical, economic, technological and social forces affect United
States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist,
Jacksonian, Progressivist, New Deal, New Conservative).
16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and
viewpoints that have developed over time (e.g., political parties' positions on government intervention in
the economy).
16.B.5b (US) Analyze how United States political history has been influenced by the nation's economic,
social and environmental history.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and
technological changes.
Essential Questions:
How did the 1920s mark the shift into modern society?
What social changes occurred during the 1920s?
How did the Great Migration propel racial tensions in this era?
What political and economic changes occurred during the 1920s?
How are political and economic trends in the 1920s seen in other times of American history?
Content:
Vocabulary: flapper, speakeasies, bootleggers, prohibition
Prohibition-causes, implementation, effects, repeal
Changes in women's role in the 1920s-fashion, behavior, working, domestic changes
Great Migration: causes, proponents, results
Racial Tensions: KKK resurgence
Vocabulary: Red Scare, communism, isolationist, quotas, assembly line, vertical consolidation,
installment plans, buying on margin
Red Scare-Bolshevik revolution, Sacco and Vanzetti trial,
Isolationism-reasons for it and signs of it
Skills:
Read/Analyze primary source documents in historical context
Note take and summarize videos on 1920s
Identify and describe major tensions of the era
Define important vocabulary
Video analysis and comprehension
Identify and describe major tensions of the era s
Taking Reading Notes from textbook readings
Define important vocabulary:
Assessment:
Reading Notes on 1920s social and cultural history
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Daily short writing assignments (Do Nows)
Video comprehension notes
Test covering class discussions, notes, readings, and skills
Unit 6 – The Great Depression:
Standards:
15.A.4d Explain the effects of unemployment on the economy.
15.A.4a Explain how national economies vary in the extent that government and private markets help
allocate goods, services and resources.
15.C.4a Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural
disaster) on producers and production decisions.
15.E.5b Describe how fiscal, monetary and regulatory policies affect overall levels of employment, output
and consumption.
16.C.4c (US) Describe how American economic institutions were shaped by industrialists, union leaders
and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and
female workers since 1914.
Essential Questions:
What caused the Great Depression?
How did the Depression affect Americans?
What did the government do to combat the Depression?
How did the Great Depression change American society?
Content:
Vocabulary: depression, recession, Gross Domestic Product, buying on margin, installment plan,
Causes of the Great Depression
Stock market crash of 1929
Gross Domestic Product, economic concepts surrounding the Depression
Dust Bowl
New Deal plan: relief, reform, recovery laws and programs
Criticism of New Deal and FDR
20th and 21st amendments
Bank crisis of 1933, bank holidays
Lasting impact of New Deal
People to cover: Herbert Hoover, Franklin D. Roosevelt
Skills:
Video comprehension notes
Identify and describe major problems people of the era faced and how they coped
Active reading strategies for class readings
Define important vocabulary
Evaluate the strengths and weaknesses of the New Deal
Identify the lasting impact of the Great Depression and New Deal
Assessment:
Reading Notes
Video comprehension notes
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Unit 7 – The New Deal:
Standards:
15.A.4b Describe Gross Domestic Product (GDP).
15.A.4d Explain the effects of unemployment on the economy.
15.A.4a Explain how national economies vary in the extent that government and private markets help
allocate goods, services and resources.
15.C.4a Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural
disaster) on producers and production decisions.
15.E.5b Describe how fiscal, monetary and regulatory policies affect overall levels of employment, output
and consumption.
16.C.4c (US) Describe how American economic institutions were shaped by industrialists, union leaders
and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and
female workers since 1914.
16.E.4a (US) Describe the causes and effects of conservation and environmental movements in the United
States, 1900 - present.
16.E.5a (US) Analyze positive and negative aspects of human effects on the environment in the United
States including damming rivers, fencing prairies and building cities.
17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development
and use, natural disasters).
Essential Questions:
What caused the Great Depression?
How did the Depression affect Americans?
What did the government do to combat the Depression?
How the Great Depression change American society?
Content:
Vocabulary: bull market, business cycle, depression, recession, Gross Domestic Product, buying on
margin, installment plan, lame, bank holiday,
Causes of the Great Depression
Stock market crash of 1929
Gross Domestic Product, economic concepts surrounding the Depression
New Deal plan: relief, reform, recovery laws and programs
20th and 21st amendments
Lasting impact of New Deal
Skills:
Analyze photos from the Depression
Analyze primary sources on Urbana Money and create a report explaining the what, why, when,
where, how of Urbana Money
Video analysis and comprehension
Graph reading skills on Gross Domestic Product
Identify and describe major problems people of the era faced and how they coped
Connect and question textbook readings
Define important vocabulary
Evaluate the strengths and weaknesses of the New Deal
Identify the lasting impact of the Great Depression and New Deal
Assessment:
Reading Notes
Video comprehension worksheet
Photo and cartoon analysis
GDP worksheets for graphing practice
Urbana Money report (either a newspaper article, TV/radio report, or textbook passage)
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Daily short Do Now writing activities
Unit 8 – Early World War II:
Standards:
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.E.4 Analyze historical trends of United States foreign policy (e.g., emergence as a world leader military, industrial, financial).
14.E.5 Analyze relationships and tensions among members of the international community.
16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose
questions, collect and analyze data, make and support inferences with evidence, report findings).
16.B.5a (W) Analyze worldwide consequences of isolated political events, including the events triggering
the Napoleonic Wars and World Wars I and II.
16.B.5b (W) Describe how tensions in the modern world are affected by different political ideologies
including democracy and totalitarianism
Essential Questions:
What factors and people helped to cause World War II?
How did the rise of totalitarian dictators contribute to WWII?
How did the United States react to the beginnings of WWII and what caused us to join WWII?
What were some of the major consequences of the rise of dictators?
How were the Axis powers in a leading position in 1941?
Content:
Vocabulary: totalitarianism, fascism, dictator, appeasement, blitzkrieg, nonaggression pact, genocide,
Holocaust, Axis, Allies, concentration camps, dictator, totalitarianism, nationalism
People to cover: Franklin D. Roosevelt, Adolf Hitler, Francisco Franco, Hideki Tojo, Benedito Mussolini,
Joseph Stalin, Winston Churchill, Neville Chamberlin
Causes of WW II
Reasons for US isolationism: US Neutrality Acts, Depression, WWI disillusionment,
Totalitarian dictators: Mussolini in Italy, Hitler in Germany, Stalin in USSR, Tojo in Japan, Franco in
Spain
Major Axis offensives
German military advances: 1936 Rhineland invasion, 1938 union with Austria, "living space",
Sudetenland in Czechoslovakia 1938, Munich Pact, Poland 1939, Denmark, Norway, Belgium,
Luxembourg April 1940, France June 1940, Battle of Britain August 1940 (use of radar to fight
Nazis)
Italy's military advance: Ethiopia in 1935
Japanese military advances: Manchuria 1931, China 1937, most of Southeast Asia by 1941
Holocaust: reasons, results, punishment and how it happened
Ways we stayed out of war (Neutrality Acts, Panay Incident, Dr. Seuss cartoons)
Slow path to US involvement in WWII (Quarantine Speech, amending the Neutrality Acts, Lend-Lease
Act, peacetime draft, military buildup)
Pearl Harbor and US declaration of war
Skills:
Argue for an isolation or intervention policy for the US in 1939 in a 1 page editorial
Analyze cartoons supporting and detracting from US isolationism
Analyze primary sources newspaper accounts to learn about the Holocaust
Identify the Axis, Allied, and Neutral powers on a map
Connect to and question textbook readings
Define important vocabulary
Evaluate the arguments for and against US involvement
Describe why and how the US became involved in WWII
Assessment:
Pre-assessment carousel activity with terms Hitler, holocaust, Pearl Harbor, atomic bomb, home front,
Allies and Enemies
World War II Map Activity
US Isolationism Editorial Writing Activity
Timeline of early WW II events and reading
Reading Notes
Video comprehension worksheet
Written test covering class discussions, notes, readings, and skills
Unit 9 – Late World War II:
Standards:
14.B.4 Compare the political systems of the United States to other nations.
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.E.4 Analyze historical trends of United States foreign policy (e.g., emergence as a world leader military, industrial, financial).
14.E.5 Analyze relationships and tensions among members of the international community.
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose
questions, collect and analyze data, make and support inferences with evidence, report findings).
16.B.5a (W) Analyze worldwide consequences of isolated political events, including the events triggering
the Napoleonic Wars and World Wars I and II.
16.B.5b (W) Describe how tensions in the modern world are affected by different political ideologies
including democracy and totalitarianism.
Essential Questions:
How did America mobilize and what happened in the US during the war?
What tactics did countries use to advance and why did they wage total war?
What strategies helped the Allies win World War II?
What were the long-term and short-term repercussions of World War II?
Content:
Vocabulary: communism, Nazism, fascism, nationalism,, area bombing, island hopping, rules of war, war
crimes, total war
Pearl Harbor: who, what, when, where, why, what consequences
American depictions of Japanese, treatment of Japanese Americans, internment camps
Allied strategies to win war
Propaganda: what was it, who used it, how and why did countries use it
American home front mobilization
Rationing
War time job changes
Industrial mobilization
Women and minorities in service
Scientific mobilization
Propaganda
Social changes for women
European Battles
D-Day
Battle of the Bulge
Pacific Front Battles
Skills:
Analyze the propaganda techniques used by Americans and Nazis in posters and films
Describe the concept of total war and explain how/why it is used in modern society
Evaluate if a selection of WWII events were war crimes and identify what would have been appropriate
punishments
Describe the strategies the Allies used to win the war and select the most important and justify your
selection
Identify the Axis, Allied, and Neutral powers on a map
Connect to and question textbook readings
Define important vocabulary
Assessment:
World War II Propaganda Poster Analysis Activity
Modern Day Propaganda Poster Project
Notes on major battles of WWII
Reading notes over textbook based reading assignments
Video comprehension worksheet
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Daily short Do Now writing activities
Unit 10 – Cold War:
Standards:
14.B.4 Compare the political systems of the United States to other nations.
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.E.4 Analyze historical trends of United States foreign policy (e.g., emergence as a world leader military, industrial, financial).
14.E.5 Analyze relationships and tensions among members of the international community.
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose
questions, collect and analyze data, make and support inferences with evidence, report findings).
16.B.5b (W) Describe how tensions in the modern world are affected by different political ideologies
including democracy and totalitarianism.
Essential Questions:
What caused the Cold War?
How did the Cold War affect domestic policy and average Americans?
How did the Cold War affect American foreign policy?
How did the post-WWII era change American society?
Content:
Vocabulary: containment, communism, capitalism, Red Scare, blacklists, Truman Doctrine
US foreign policy during Cold War: What did we do and why did we act this way?
Truman Doctrine
Marshall Plan
Berlin Blockade
Chinese Civil War, China becoming communist
Korean War: when, why, who involved, how it ended
Treaty groups, who was in them and why: NATO
1950s Red Scare
Reasons for and results of
HUAC
Spy cases
McCarthyism
GI Bill of Rights
People to cover: Harry Truman, Joseph McCarthy, Alger Hiss, the Rosenbergs, General Douglas
MacArthur, Mao Zedong, Chaing Kai-shek, Joseph Stalin
Skills:
Critique how the United States responded to Soviet threats in the late 1940s and 1950s
Explain the causes of the Cold War
Describe how the Cold War affected people
Connect to and question textbook readings
Define and apply important vocabulary
Assessment:
Reading notes over textbook based reading assignments
Video comprehension worksheets
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Daily short Do Now writing activities
Unit 11 – Civil Rights:
Standards:
14.B.4 Compare the political systems of the United States to other nations.
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g.,
women's suffrage, voter registration, effects of media).
14.F.5 Interpret how changing geographical, economic, technological and social forces affect United
States political ideas and traditions (e.g., freedom, equality and justice, individual rights
16.A.4b Compare competing historical interpretations of an event.
16.C.4c (US) Describe how American economic institutions were shaped by industrialists, union leaders
and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and
female workers since 1914.
16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g.,
Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/antigovernment activity).
16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in
ways that persist today including colonization, Protestant Reformation, industrialization, the rise of
technology and human rights movements.
Essential Questions:
What are civil rights and what role should the federal government have in protecting your rights?
How were the goals and tactics of the African America, Latino, and women's movements similar and
different?
Why did some people not support or respond angrily toward these movements?
Describe the historical patterns of the civil rights movements from 1920-1980.
Were the African American, Latino, and/or women's movement successful in changing lives? How?
Content:
Vocabulary: de facto segregation, de jure segregation, integration, black power, black nationalism,
nonviolence
African American Rights
Brown V. Board of Education Case
Montgomery Bus Boycott
Freedom Rides
Sit ins
Freedom Summer
Civil Rights Act of 1964 (all of it, Title VII)
March on Washington
Birmingham Movement/Children's March
Little Rock Nine
Voting Rights Act
Split between nonviolent and more radical tactics
Women's Rights
Title IX
Roe v. Wade Case
Equal Rights Amendment
Latino Rights
Skills:
Compare and contrast the major civil rights movements of this era
Explain the roots of these movements
Describe how/if these movements were successful in reaching their goals
Compare and contrast the ideologies of nonviolence, black nationalism, and black power
Explain how and when these movements experienced serious internal struggles
Describe how the people in power (local, state, and federal) responded to these movements
Connect the legacy of these movements to struggles still present in American society
Critically read major speeches of the era and develop summaries of key arguments
Connect to and question textbook readings
Define important vocabulary
Assessment:
Examining the Strategies and Results of the Movement
Eyes on the Prize Video Questions
Results of the Nonviolence Strategy activity
Short essay on nonviolence, black nationalism, or black power
Reading notes over textbook based reading assignments
Video comprehension worksheets
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Unit 12 - Vietnam:
Standards:
16.E.5a (W) Analyze how technological and scientific developments have affected human productivity,
human comfort and the environment.
16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g.,
Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/antigovernment activity).
16.C.4c (W) Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith,
Karl Marx and John Maynard Keynes.
16.C.4b (W) Compare socialism and communism in Europe, America, Asia and Africa after 1815 CE.
16.B.5b (W) Describe how tensions in the modern world are affected by different political ideologies
including democracy and totalitarianism.
16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and
viewpoints that have developed over time (e.g., political parties' positions on government intervention in
the economy).
14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of
government and society in the United States.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g.,
women's suffrage, voter registration, effects of media).
14.B.5 Analyze similarities and differences among world political systems (e.g., democracy, socialism,
communism).
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state
and national policies.
Essential Questions:
How did Cold War tensions guide American foreign policy during the 1960s?
Why and how did the United States get involved in Vietnam?
How and why did Vietnam divide the American public?
What did the US win or lose in Vietnam?
Content:
Vocabulary: guerilla war, Viet Cong, domino theory, napalm, agent orange
Cuban Revolution, Bay of Pigs, Cuban Missile Crisis
French in Vietnam: US financial aid, Dien Bien Phu, guerilla war
Geneva Accords, 1954
Ngo Dinh Diem's leadership in Vietnam
Growth of Viet Cong
American escalation of war efforts, Gulf of Tonkin Incident and Resolution
1968 the Year of Turmoil
My Lai Massacre
Vietnamization and Nixon's Vietnam policy
Invasion of Cambodia and Pentagon Papers
Anti War effort: SDS, riots at Democratic convention, and student protests (Kent State, etc)
Cease fire, withdrawal and fall of South Vietnam
Legacy of Vietnam
We Were Soldiers Video
People to cover: John Kennedy, Lyndon Johnson, Richard Nixon, Robert Kennedy, Lieutenant Calley, Ho
Chi Min, Ngo Dinh Diem, General Westmoreland, Fidel Castro
Skills:
Explain why and how the French pulled out of Vietnam
Describe how the US became increasingly involved in Vietnam
Create a collage representing their interviewee's perspective on Vietnam
Examine the results and legacy of US involvement in Vietnam
Describe how the Cold War helped to cause the Cuban Missile Crisis
Evaluate US actions in Cuba and Vietnam in the 1960s
Critically read major speeches of the era and develop summaries of key arguments
Connect to and question textbook readings
Define important vocabulary
Assessment:
Lessons of Vietnam worksheet
Notes on Vietnam
Reading notes over textbook based reading assignments
Video comprehension worksheets
Written test covering class discussions, notes, readings, and skills
Class and partner discussions
Daily short Do Now writing activities