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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